| 中国近代教育史的分期与发展新论 |
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| 引用本文： | 宋建军.中国近代教育史的分期与发展新论[J].安徽教育学院学报,2009(2):50-54. |
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| 作者姓名： | 宋建军 |
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| 作者单位： | 华东师范大学教育学系,上海,200062 |
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| 摘 要： | 教育思想和教育制度的重大变革是划分教育史发展阶段的标志。中国近代以来的教育发展史可概括为三个主要时期：新式教育的工具化时期，近代教育制度化发展的自觉时期和以发现与尊重人为核心理念的现代教育发展时期。1862年和1922年应是中国近代教育史的上下限，1904年癸卯学制的颁布是其中重要的节点。
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| 关 键 词： | 历史分期 中国近代教育 发展脉络 |
New Theory on Stage Division and Development of Chinese Modern Education |
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| SONG Jian-jun.New Theory on Stage Division and Development of Chinese Modern Education[J].Journal of Anhui Institute of Education,2009(2):50-54. |
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| Authors: | SONG Jian-jun |
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| Institution: | Department of Educational Science;East China Normal University;Shanghai 200062;China |
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| Abstract: | The dramatic changes in educational thoughts and educational system are markers with which development stages of educational history are classified. The development history in Chinese modern education can be summed up as three periods： a period of new-type education, institutional development period of the modem education, and the period of modern education based on the core concept of discovery and respect. The history of Chinese modern education should be within 1862--1922, in which the decree of guimao educational system in 1904 is the most important joint. |
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| Keywords: | historical division Chinese modern education development sequence |
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