清代彰化縣儒學的建置與組織
The Establishment and Faculty of the Changhua's Local Government School in the Ching Dynasty
- 關鍵字：
- 清代、彰化縣儒學、學宮、臺灣教育史 / Ching dynasty、Changhua's local government school、School palace、Educational history of Taiwan
第四十九輯．第三期 - 2003-09-30
空言無物、行之無悟？--課程行動研究中的實踐反省林佩璇
Talking about Nothing, Doing without Thinking？--Reflections in/on the Practice of Curriculum Action ResearchPei-Hsuan Lin
道德教育的系譜學探究黃柏叡
Genealogical Analysis of Moral EducationBo-Ruey Huang
創新教學的哲學省思--從分析到後現代簡成熙
Some Philosophical Reflections on the Innovation of Teaching Methods: From Analytic Philosophy to PostmodernismCheng-Hsi Chien
清代彰化縣儒學的建置與組織 彭煥勝、吳正龍
The Establishment and Faculty of the Changhua's Local Government School in the Ching DynastyHuan-Sheng Peng* Chen-Lung Wu**
J. Dewey教育目的論的辨明與詮釋林秀珍
Some Clarification and Interpretation of J. Dewey's Aims in Education ConceptsShow-Jane Lin
從「遊戲」意義的轉折來反思當代遊戲文化的特徵及其引發的教育思考方永泉
Reflections on the Characteristics of Play Culture in Modern Society and Its Implications on EducationYung-Chuan Fang
T. W. Adorno的審美政治學及其美育意涵楊深坑、楊忠斌
T. W. Adorno's Aesthetic Politics and Its Implications on Aesthetic EducationShen-Keng Yang* Chung-Ping Yang**
P. Freire的批判教學論對於教師實踐教育改革的啟示李奉儒
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- 摘要
- 英文摘要
- 參考文獻
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近年來受本土化與國際化思潮的影響，臺灣教育史學界逐漸重視臺灣地方教育史的研究。本文以清代彰化縣儒學為對象，希望藉由縣儒學的設立、學宮興建、師資與學額的編制、經費來源與運用，建構清代彰化縣儒學的教育發展面貌。從研究中可以發現，彰化縣儒學的設立，提供士子應試登科機會，也提昇地方文化風氣，在推動儒學教育起了重大的作用。再者，彰化學宮歷經多次整修重建，至嘉慶、道光時期，不論孔廟祭祀空間、教學建築及其他附屬配置，格局已相當完整，在清代臺灣各儒學中，僅次於府學的格局。縣學的師資任用方面，教諭大多數為舉人出身，五貢正途其次，素質頗佳。訓導雖然舉人仍占半數，但其他出身者也不少，且兼職者多，較不利於推展教育。縣儒學的經費來源，除官方固定的配額外，地方士紳捐獻多，且擁有大量的學田收入。另從學額逐次增加，也與彰化地方開發、人口增加、文風開展有密切關係。
This article describes the configuration of Confucian education in local govern?ment school in Changhua， Taiwan during the Ching Dynasty. The Changhua local school provided opportunities for scholars to succeed in imperial examinations， raised the level of local culture， and advanced the education of Confucianism. The facilities of the Changhua local school were equipped well， and its teachers were pretty well quali?fied. Most school instructors and half of the drillmasters had succeeded in provincial examinations. The financial resources of the school came from the government， local literati， and farms that belonged to the Confucius institutes.
