清代學政研究
The Study of the Provincial Director of Education in the Qing
- 關鍵字：
- 學政、教育行政、張之洞 / The provincial director of education、Educational administration、Chang Chih-tung
第四十八輯．第三期 - 2002-09-30
自傳文本的課程論述與批判陳昇飛
Autobiography Text: Curriculum Discourses and CriticismShen-Fei Chen
學校本位課程評鑑的知識基礎--教師實踐知識 林佩璇
The Knowledge Base of School-Based Curriculum Evaluation--Teachers' Practical KnowledgePei-Hsuan Lin
運用學校本位經營機制推動教學創新之探討林生傳、李新民、廖仁智
Generating Instructional Innovations through School-Based ManagementSheng-Chuan Lin Hsinh-Ming Lee Jun-Chin Liao
清代學政研究黃春木
The Study of the Provincial Director of Education in the QingTsun-Mu Hwang
日本道德教育理念的理論結構與儒家思想作用之分析梁忠銘
The Influence of Confucian Thought on the Theoretical Structure of Japanese Moral Educational IdealsChung-Ming Liang
探討德國教育學者Wolfgang Klafki教育理論之轉向朱啟華
The Transformation of W. Klafki's Theory from Humanism to Critical TheoryChi-Hua Chu
從「現象學反思」到「意識型態批判」--論Husserl與Apel的方法論對比及其在教育研究上的意義 王俊斌
From Phenomenological Reflections to Ideological Critics--Methodological Comparison between Husserl and Apel and Its Implications on Educational ResearchChung-Ping Wang
當代教育哲學的新課題--老人教育哲學之探討及其啟示黃錦山
The Contemporary Issue in Educational Philosophy: The Philosophy of Education for Older Adults and Its ImplicationsChin-Shan Huang
- 摘要
- 英文摘要
- 參考文獻
- 全文下載
傳統中國於地方設置管理學務專官的制度，創始於宋代，歷經演變至今。清代學政為京外高官之一，掌一省學校、士習、文風之政令；直至清末推行新政，辦理新式學堂教育取代科舉，成為國家文教大政，學政制度終遭裁撤。學政制度之所以值得探究，主要原因有四：1.學政歸禮部節制，率皆進士出身，且由翰林官簡放者日多，此與宋代以來隸屬監察系統的定位不同。2.學政在省與督撫平行，地位尊崇，迥異於前代。3.學政職掌是以考覈生員，與維持其紳權為主。4.學政一任三年，必須通省巡歷，辨理歲科考，遴選優秀生員參加鄉試，或至國子監肄業。為了細膩地說明，本文以張之泂為例，更為具體地探究了學政的角色。由學政的任用資格、地位、職掌等，可以清楚地了解清代對於教育的重程度；同時，亦可由此沿革，探究傳統皇權體制理解和管理教育事務的原意與格局。
The institution， which assigned the special officer for managing localeducation and examination， dates from Sung Dynasty (960-1279) China. The officeralways acted as administrator， educationalist， and controlling inspector. InQing Dynasty (1644-1911)， the role of the director of education sent to theprovince by order of the emperor was similar， however， were But there was somedifference as follows:1.Every director held the jinshi academic degree (進士)and most of themwere scholars with a high literary degree in the National Academy (翰林院)2.The director was equal with the govrenor-general (總督)and governor (巡撫)within the province.3.His main tasks were to keep school discipline， to supervise the lowerdegree holders of gentry， especially the shengyuan status (生員)， and touphold the gentry's rights.4.During the three-year tenure， he was instructed to make the circuit of theprovince twice in order to hold sueykao or kekao examinations (歲考、科考)， and to select candidates to compete for the juren degree (舉人).For illustrating the director's role and task clearly， this articlespecially makes a case study of Change Chih-tung， the great statesman andeducator.When the number of western schools increased and traditional examinationswere cancelled， the director was replaced by commissioner of education duringLate Qing's reform. In spite of this， it is meaningful to inquire the originalintention and styles of the educational administration during Imperial China onthe study of the director of education.
