| 中国图书馆学教育百年历史分期研究 |
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| 引用本文： | 谢欢.中国图书馆学教育百年历史分期研究[J].中国图书馆学报,2020,46(2):114-125. |
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| 作者姓名： | 谢欢 |
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| 作者单位： | 南京大学信息管理学院 江苏 南京 210023 |
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| 基金项目： | 本文系国家社会科学基金重大项目“中国图书馆学教育百年史及其文化影响研究” （编号:17ZDA295）和江苏省高校哲学社会科学研究重点项目“江苏图书馆学教育百年史研究” （编号:2018SJZDI125）的研究成果之一 |
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| 摘 要： | 以1920年文华图书科的创建作为中国现代图书馆学教育诞生的标志,中国图书馆学教育已经走过了百年的历程,回望中国图书馆学教育百年的发展历史,可以分为六个时期:①发轫期(1920年-1941年7月);②成长期(1941年8月-1949年9月);③转型期(1949年10月-1966年4月);④停滞期(1966年5月-1976年10月);⑤恢复发展时期(1976年11月-1992年9月);⑥突破变革时期(1992年10月-)。中国图书馆学教育百年历史演进路径为:①专业化、规范化不断提升;②学校教育由单层次向多层次再向高层次演进;③培训教育始终是图书馆学教育的重要形式;④图书馆学教育"盲点效应"愈演愈烈。
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| 关 键 词： | 图书馆学教育 图书馆事业史 中国 教育史 |
| 收稿时间： | 2019/1/21 0:00:00 |
| 修稿时间： | 2019/11/8 0:00:00 |
Periodization of the History of Library Science Education in China |
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| XIE Huan.Periodization of the History of Library Science Education in China[J].Journal of Library Science In China,2020,46(2):114-125. |
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| Authors: | XIE Huan |
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| Abstract: | Taking the establishment of Boone Library School in 1920 as the symbol of the birth of China’s modern library science education,China’s library science education has gone through nearly a hundred years.Dividing the one hundred years history into different periods will not only help us understand China’s modern library science education history more clearly but also contribute to exploring the connections or diversities among different periods and find the development path of China’s modern library science education.When dividing the periods of China’s modern library science education history,it is necessary to comprehensively consider the influence of political,economic,cultural,and librarianship development factors on library education.Besides that it also needs to consider the characteristics of the library science education itself.In view of the above considerations,the article comprehensively uses literature research method,historical research method and other research methods to divide the history of library science education in China's Mainland into:1)initiation period(1920-July 1941);2)growth period(August 1941-Sept.1949);3)transformation period(Oct 1949-April 1966);4)stagnation period(May 1966-Oct 1976);5)recovery period(Nov 1976-September 1992);6)reform and breakthrough period(October 1992-).By comparing the different periods,the article concludes the development path of China's Mainland’s library science education in the past 100 years as follows:1)professionalization and standardization are constantly improving;2)library education in schools evolves from single level to multiple levels and to the high level,and the universities now are the main institutions carrying out the library science education;3)training is always the important part of library science education;4)the"blind spot effect"of library science education has intensified,which means in library science education the educators concentrate most attention on how to help the patrons obtain the useful knowledge,hardly any on the reading,library as space and many other contents which are the reasons why people like the library.As a result,the library science education falls short of meeting their profession’s needs. |
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| Keywords: | Library Science education History of librarianship China Education history |
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