主管:教育部
主办:中国人民大学
ISSN 1002-8587  CN 11-2765/K
国家社科基金资助期刊

journal6 ›› 2018, Vol. 0 ›› Issue (4): 102-122.

• 学术专论 • 上一篇    下一篇

从“记诵”到“讲授”?——清末文教转型中的“读书革命”

  

  1. 北京大学中国语言文学系
  • 出版日期:2018-12-05 发布日期:2018-12-05
  • 作者简介:陆胤(1982—),男,北京大学中国语言文学系副教授,北京 100871;lu.yin@pku.edu.cn

From “Recitation” to “Lecture”?: “Lesenrevolution” in Late Qing China

  • Online:2018-12-05 Published:2018-12-05
  • About author:LU Yin (Department of Chinese Language and Literature, Peking University; lu.yin@pku.edu.cn)

摘要: 借鉴西方阅读史研究的“读书革命”之说,本文将呈现清末民初读书人初学启蒙从“记诵”到“讲授”的转型,并揭示这一“转型”本身所包含的后设视角。论文将首先返回清末读书现场,评价记诵之学在传统读书法中的位置;继而进入世纪之交关于文教改革的言论场,揭示在科学教育观念启悟下,“记诵”如何负面化,甚至被看作整个“中学”弊端的源头,沦为“西学讲授”的对立面;最后检视在近代学制、分科之学、分段教授法导入以后,新式“教授法”和教学空间如何影响于读书实践。从“记诵”转向“讲授”,最初更可能是趋新者受“域外之眼”启发而拟想的一种“建构”。二者之间对立关系的确认,将中国传统蒙学和西方近代教育的复杂状况都严重地简单化和片面化了。但在维新舆论鼓动下,清末新学制的实施和新式教科书、教授法的出版,将之坐实为一股不可逆转的潮流。

Abstract: Borrowing the term “Lesenrevolution”from the Western historical studies of reading, the present work portrays the transformation from “recitation” to “lecture” in elementary education during the period of late Qing and early Republic and discloses the post hoc perspective implicated in the “transformation” itself. First, the paper locates the discipline of recitation in the classical reading conventions by revisiting the actual reading scenes in the late Qing period. A closer investigation into the field of discourse on the education reform at the turn of the century follows to reveal how the dogma of “recitation” was stigmatized under the influence of scientific educational concepts. “Chinese recitation” was degraded as the opposite of the “Western lecture”, taking the blame for the corruption of the traditional Chinese scholarship as a whole. Accompanying the importation of the modern disciplinary institution, the division of subjects and the phased teaching method, the new “pedagogy” and new teaching space casted a huge impact on reading ctivities. The mechanism of such an impact will be examined last. The transformation from “recitation” to “lecture” may well be a “construction” conjured up by the progressives who were inspired by the “foreign eyes.” The affirmation of the new established relations between “recitation” and “lecture” severely simplified and reduced the sophisticated conditions of the classical Chinese education and the Western modern education. However, the reformist voice instigated the implementation of the new disciplinary institution and the publication of new textbooks and pedagogy, which solidified the transformation as an irreversible trend in modern China.