中國大陸中小學課程的歷史淵源考略

本研究旨在通過對中國課程歷史變遷的梳理和對20世紀引進西方課程的考察，釐清中國大陸現行中小學課程的壓史淵源。研究結果表明，在漫長的人類文明發展的歷史長河中，中國課程的產生與發展經壓了「原始」課程、「藝術」課程和「學科」課程三種基本形態。中國大陸中小學現行的「學科」課程形態，是在中國古代「原始」課程到「藝術」課程傳統的基礎土，通過20世紀分別從日本和前蘇聯引進西方課程而逐步形成的，其淵源是中國古代形成的傳統「藝術」課程和19世紀德國赫爾巴特學派建構的「學科」課程。當赫爾巴特學派的理論化、系統化的「學科」課程形態定型以後，往「東」傳播到日本，正在推行國家主義和軍國主義的政府如獲至寶，全盤接受並迅即在全國推行。當它到了俄羅斯，同樣也受到獨裁的沙皇政府的鐘愛，而廣泛推行;及至到了蘇聯時期，這樣一種課程形態與強化中央集權的置之治需要相吻合，就被繼承益加以發揚光大，進而形成了僵化的「蘇聯式」的學科課程形態。當中國在20世紀初期和中期打開國門分別向日本、前蘇聯學習時，就反覆地把源自赫爾巴特學派、並被日本和蘇聯分別進行了過應性改造和強化的「學科」課程形態引進國門，並在傳統的「封建文化」的背景里進行了進一步的適應性和強化性重塑，從而建構起了「中國式」的「學科」課程形態。

關鍵字

中小學；中國大陸；課程；課程史；學科課程

並列摘要

The purpose of this research was to clarify the historical origins of the contemporary curriculum in primary and secondary schools in Mainland China through straightening out the historical change of curriculum in China and textually researching on the importation of the curriculum from western countries. This paper mainly discusses the following findings:From ancient times to the present, the curriculum in China has undergone three basic formations------ the primitive curriculum, the art curriculum and the subject curriculum. The contemporary subject curriculum in primary and secondary schools in Mainland has been constructed not only on the basis of the tradition of the primitive and the art curriculum of China, but also mainly on the curriculum imports separately from Japan and the former Soviet Union during 20th the century, thus it originated from the traditional ”art” curriculum formation formed in ancient times in China and the ”branched” curriculum formation constructed during the 19th century by Herbart and the Herbartists in Germany. There were two trends of the development of the “branched” curriculum after Herbart and Herbartists had made it theoretical and systematical. On one hand, it spread east to Japan and the Japanese government, which was carrying out Nationalism and Militarism, and treated it as if finding a treasure, and practiced it all over the country. On the other hand, when it spread to Russia, it was received and extensively applied in schools by the autocratical Tsar's government. Up to the Soviet Union- era, this ”branched” curriculum formation was carried on and developed because it tallied with the need of strengthening the centralized politics, then proceeded to become the rigid and the ”Soviet Union type” subject curriculum formation. When China was open to the outside world and learnt separately from Japan and the former Soviet Union respectively at the beginning and the middle of the 20th century, China separately imported the ”subject” curriculum formations, which were suitably remade and strengthened differently by Japan and the former Soviet Union, and further re-sculptured them suitably in the context of Chinese feudalism culture tradition, and then proceeded to construct the ”subject” curriculum formation of ”China type”.