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1905年,清政府下诏废除科举制,并将那套功名与官位授予制度几乎一成不变地照搬到学堂毕业生和留学生身上,意味着清政府的官员选拔开始专注于具有新式知识的人才.但同时也遗留下大批拥有不同功名的旧士人,不能再走传统的考试做官即入仕之路.不过鉴于一些主、客观原因,清政府又不得不对这个老式精英群体加以体恤和利用,于是对于广大旧士人来说:科举虽废,但入仕犹可!只不过这诸种方式带有了明显的时代特点,呈现出新、旧方式的对比与共存.文章即从此入手,对清政府安排旧士人入仕的新旧方式进行梳理、总结和分析. 相似文献
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郭友琪 《广西梧州师范高等专科学校学报》2006,22(3):12-15
1905年，清政府下诏废除科举制，并将那套功名与官位授予制度几乎一成不变地照搬到学堂毕业生和留学生身上，意味着清政府的官员选拔开始专注于具有新式知识的人才。但同时也遗留下大批拥有不同功名的旧士人，不能再走传统的考试做官即入仕之路。不过鉴于一些主、客观原因，清政府又：不得不对这个老式精英群体加以体恤和利用，于是对于广大旧士人来说：科举虽废，但入仕犹可!只不过这诸种方式带有了明显的时代特点，呈现出新、旧方式的对比与共存。文章即从此入手，对清政府安排旧士人入仕的新旧方式进行梳理、总结和分析。 相似文献
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刘绍宽自幼接受旧式教育,青年时代即奋力科场,以求功名。囿于屡战屡败和世风变易的现实,刘绍宽转而对科举制度持一种批判态度,然而这种批判态度并未影响其对科举功名的追求。科举被废后,刘绍宽即便已在地方文教场域有一定成就,但其对于功名的执念依旧不减,科举对其心态的影响并未完全消弭。这种看似矛盾的心态,一定程度上映照出晚清士人对待科举的复杂心理世界。 相似文献
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笔者指出,1905年科举制的废除,宣告了中国历史上考"官"时代的终结。尽管后来的北洋政府、南京国民政府建立和实行新的文官考试制度,但其在选才任官和社会中的地位与作用与科举已不能同日而语。笔者认为,废除科举不仅是近代社会政治领域的重大转折,也是教育制度与考试制度的划时代变革:(1)科举制度的废除,改变了教育发展的导向,使考试的重心由考"官"转向考"学",新式学校的教育地位出现历史性转折,由此奠定了现代中国学校教育发展的根基;(2)与新式教育发展相适应,废科举后确立新的学校考试制度,各类考 相似文献
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晚清科举与士人心态：以王锡彤为中心的考察 总被引：1，自引：0，他引：1
王锡彤在第二次乡试失败后,以"摧烧"时文读本的方式发誓与科举绝缘,但他最终未经得住戚友的规劝而重返科场,并将这一考试坚持到科举废除.王锡彤的科考经历,既呈现了晚清科举的弊端,也反映出普通士人对科举制度的复杂心理世界. 相似文献
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在科举制度的影响下,士人表现出什么样的心态,这是由士人的命运决定的。长达1300年的科举时代中,无数的士人表现出极为复杂的心态。概括起来主要有四类:一是赴举士人的渴慕;二是及第士人的狂放;三是失意士人的归隐;四是黜落士人的报复。探讨封建社会中后期的士人心态,不仅有助于我们进一步审视科举制度影响下的文人特定的文化心理,而且也有助于我们进一步认识科举时代的政治格局与政治斗争、社会结构与社会风尚。 相似文献
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社会流动对于社会发展极具重要性,故将废除科举和辛亥革命这两个历史事件关联研究.1905年,在中国延续了1300多年的科举制突遭废除,导致了社会阶层向上流动的终止、代际流动的中断和结构性流动迸发等现象的发生,而这些现象又共同作用造成了知识分子阶层与清廷的离心离德,成为辛亥革命爆发的深层次原因. 相似文献
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敦煌写本碑铭赞文书历来是敦煌学研究所倚重的重要文献资料。文章以前人释本为基础,参核缩微胶片及相关文献材料,补正了部分字词的释录,疏解了一些未被各类语文辞书收录的词语,以供研究者参考。 相似文献
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ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
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《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
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Irene W. Gaskins John T. Guthrie Eric Satlow Joyce Ostertag Linda Six Janice Byrne Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056
This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice. 相似文献
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In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls. 相似文献
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School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
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This longitudinal research study focused on persistence and financial aid of women, underrepresented minorities, and needy students majoring in science, engineering, and mathematics (SEM) in a large, public university in a metropolitan area. Beginning in fall 1989, four consecutive freshmen cohorts (n's = 1967, 1679, 1614, and 1924, respectively) were tracked through 1996–97. SEM majors persisted and graduated at higher rates, but took longer to graduate than non-SEM majors. Women, underrepresented minorities, and needy students received more gift aid than other student populations. However, only women had lower departure rates and graduated at higher rates than other SEM student populations. Compared to non-SEM majors, gift aid for SEM majors was more likely to be awarded on the basis of merit rather than need. Average loan indebtedness increased rapidly from 1989–90 through 1996–97 for both SEM and non-SEM majors. Implications of the findings for improved institutional and federal policy are indicated, and further research on the study topics recommended. 相似文献