承传与开新：民初中学国文教科书的知识状况考察-《南京师大学报》（社会科学版）

文章信息/Info

Title:: Inheritance and Innovation: An Investigation into the Compilation of Middle School Chinese Textbooks in theEarly Years of the Republic of China

Keywords:: middle school Chinese textbooks; practical ancient Chinese prose; highly artistically stylized texts; traditional culture

摘要:: 民国初年，在实施新教育的形势下，中学国文教科书的变革悄然而起。首先，它在承接清末以古文教育为主导内容体系的基础上响应时代的呼唤引入了现代应用文字；其次，在文章观念变革和美育思想的推动下，清末不被重视的骈文辞赋和诗词等美术文字受到了青睐，被选入绝大多数中学国文教科书；再次，出于传承本国文化的自觉和保存国粹的需要，中学国文教科书开始积极选择并收录经史、诸子等传统旧学内容。换言之，民初中学国文教科书的编制已表现出对传统古文教育的疏离，呈现出由古文、现代应用文字、美术之文和传统旧学等内容构成的新旧交织的知识状况，从而为新文化运动时期国文教育的改革奠定了坚实的基础。

Abstract:: In the context of education reform during the early years of the Republic of China, a reform began to take place in the compilation of Chinese textbooks for middle school students. Firstly, on the basis of continuing the ancient Chinese prose education, some textbooks accepted modern practical genres as a part of their selected texts according to the needs of social development. Secondly, under the influence of the evolution of literary ideas and the thoughts of aesthetic education, the texts characterized by highly refined styles(such as parallel prose and poetry), which had not been taken seriously in the Chinese education in the late Qing Dynasty, were gradually favored by the textbook compilers. At the same time, due to the need to carry forward the traditional Chinese culture, Chinese textbooks for middle school students began to select and absorb the traditional scholastic learning. In other words, the compilation of Chinese textbooks for middle school students showed some alienation of traditional ancient Chinese prose education, and presented a new structure with the mixed contents from ancient Chinese prose, modern practical genres of texts, highly artistically stylized texts and traditional scholastic learning, which laid a solid foundation for the reform of Chinese language and literature education in the period of New Culture Movement.

备注/Memo:: 刘正伟，教育学博士，浙江大学教育学院教授、博士生导师，浙江大学教科书研究中心主任（杭州310028）；饶鼎新，浙江大学教育学院博士生（杭州310028）。本文系浙江大学“双一流”建设中华优秀传统文化传承与创新计划“教科书整理与研究”的研究成果。About the authors：LIU Zhengwei, PhD in Education, is Professor and PhD Supervisor at College of Education, Zhejiang University(Hangzhou 310028); RAO Dingxin is PhD Candidate at College of Education, Zhejiang University(Hangzhou 310028).