| 论中国近代科学教育发展的社会制约性 |
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| 引用本文： | 王冬凌. 论中国近代科学教育发展的社会制约性[J]. 沈阳师范大学学报(社会科学版), 2004, 28(2): 6-9 |
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| 作者姓名： | 王冬凌 |
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| 作者单位： | 大连教育学院,教育管理部,辽宁,大连,116021 |
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| 基金项目： | 全国教育科学“十五”规划重点课题《中国近现代科学教育研究》(DAA0 1 0 1 3 1 )成果之一 |
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| 摘 要： | 鸦片战争使国门洞开后,科学教育应运产生并得到一定程度的发展,但科学精神的失落始终是中国近代科学教育的症结。封建的政治体制,自给自足的小农经济,强大的儒学正宗文化,科技发展的落后等,都不同程度地制约了中国近代科学教育的发展。从中国近代科学教育的发展历程,不难看出科学教育发展的政治、经济、教育传统、文化传统、科技发展等社会制约性。
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| 关 键 词： | 中国近代 科学教育 社会制约性 |
| 文章编号： | 1000-5226(2004)02-0006-04 |
| 修稿时间： | 2003-12-20 |
On the Social Restriction of the Development of the Scientific Education in China During the Period from 1850 to 1919 |
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| Wang Dong-ling. On the Social Restriction of the Development of the Scientific Education in China During the Period from 1850 to 1919[J]. Journal of Shenyang Normal University(Social Scicence Edition), 2004, 28(2): 6-9 |
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| Authors: | Wang Dong-ling |
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| Abstract: | Scientific education was born in China after the door of China was opened by the Opium War, and it was developed thereby to a certain degree. But the lack of scientific spirit was always a problem for the scientific education in China from 1850 to 1919. The feudal political system, the self-sufficient small-scale farmer economy, the strongly orthodox Confucian culture and the lagging behind of the development of science and technology more or less limit the development of the scientific education in China from 1850 to 1919. From the perspective of the development of the Chinese scientific education, it is not difficult to find the social restrictions for the development of scientific education in the aspects of politics, economy, educational tradition, cultural tradition, and the development of science and technology. |
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| Keywords: | the period from 1850 to1919 in China scientific education social restriction |
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