[1]胡金平.“权宜之计”抑或“合理之举”：清末民国大学预科制度存废的论争[J].南京师大学报(社会科学版),2024,(02):055-64.
HU Jinping.“Pragmatic Measure” or “Reasonable Action”: Debate on Retaining or Abolishing the Preparatory Education System in Late Qing and Early Period of the Republic of China[J].Journal of Nanjing Normal University (Social Science Edition),2024,(02):055-64.
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“权宜之计”抑或“合理之举”：清末民国大学预科制度存废的论争
《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]
- 卷:
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- 期数:
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2024年02期
- 页码:
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055-64
- 栏目:
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教育学研究
- 出版日期:
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2024-04-25
文章信息/Info
- Title:
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“Pragmatic Measure” or “Reasonable Action”: Debate on Retaining or Abolishing the Preparatory Education System in Late Qing and Early Period of the Republic of China
- 作者:
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胡金平
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- Author(s):
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HU Jinping
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- 关键词:
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大学预科; 权宜之计; 合理性; 合法性; 存废论争
- Keywords:
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pre-college education; pragmatic measure; rationality; legitimacy; debate on retainment or abolishment
- 摘要:
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大学预科制度系清末效仿日本为应对进入大学生源质与量均不足而采取的“权宜之计”。由于大学预科多由各大学独自办理，其课程及教学能较好地对标大学相关专业本科的基础知识要求，故在民国之后更是获得了“合法性”地位，相当时期内开办大学预科不仅合法而且合理，为各大学所青睐，即使在《壬戌学制》颁行后没有了合法性，却依然“蓬勃发展”。但大学预科属性不清，尤其是它与大学的关系问题，早在民国初年便成为引发北大预科风潮的重要原因。同时，由于大学本身布局不合理，势必造成大学预科设立区域的不公平，导致各地教育发展差异不断扩大，且影响中学教育的发展。但大学预科相对于普通高中的课程及教学而言，其对于大学本科教育基础知识的“精准对标”，确实又更有助于大学教育的专业发展。何去何从，对于大学预科制度的存废一直存在争论，即使是在1930年废止令发布，论争之声并没有完全消失。
- Abstract:
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The pre-college preparatory education system was a “pragmatic measure” adopted in late Qing Dynasty to address the insufficient quality and quantity of students entering universities by following the model of Japan. As such preparatory programs were mostly run independently by various universities, they were able to align their curricula and teaching more closely with the basic knowledge requirements of undergraduate programs, gaining a “legitimate” status particularly after the founding of the Republic of China. For a considerable period, the establishment of university preparatory programs was not only legitimate but also reasonable, favored by various universities. Even after the promulgation of the “Regulations of the School Year of 1922”, which stripped them of their legitimacy, they continued to “flourish”. However, the nature of university preparatory education was ambiguous, especially regarding its relationship with universities, which became a significant factor triggering the fierce controversy over its legitimacy and necessity at Peking University in the early years of the Republic of China. Moreover, due to the irrational layout of universities themselves, the establishment of university preparatory program inevitably led to regional disparities, widening the gap in educational development across different areas and affecting the development of secondary education. Nevertheless, compared with the curriculum and teaching of ordinary high schools, the precise alignment of university preparatory education with the basic knowledge requirements of undergraduate education indeed contributes more effectively to the professional development of university education. The debate over the necessity of the university preparatory system has persisted, even after the abolition decree in 1930, with voices of contention still not entirely silenced.
备注/Memo
- 备注/Memo:
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胡金平，教育学博士，南京师范大学教育科学学院教授、博士生导师（210097）。本文系国家社科基金教育学一般项目“学术史视野下的民国大学体制论争研究”（BOA190043）的阶段性成果。
更新日期/Last Update:
2024-04-25