清末民初乡土志书的编纂和乡土教育

乡土志和乡土教科书都是清末民初的小学乡土教材,它们之间既有联系,又有区别.晚清政府教育改革,在全国小学开展乡土教育,并编定<乡土志例目>作为范式,直接促使了乡土志的产生和兴起.民国政府也同样注重乡土教育,编写乡土志书成为当时全国范围内广泛开展的活动.乡土志书随着时代、地域的不同表现出不同特色,反映了地方志向现代小学史地教材的转型,是一种特殊的地方志书.     

乡土志探源

本文从乡土志源于中国近代初等教育历史、地理、格致科教科书的编写,欧洲近代初等教育历史、地理、自然科乡土教学的形成与传播,日本初等教育中的乡土教学及对中国的影响,从3个方面回溯乡土志源流,论述乡土志是近代初等小学教科书.     

乡土志"名"与"实"

乡土志是乡土教科书之"名",乡土志的"实"是近代初等小学历史、地理、格致三科的乡土教学内容,它的"名"与"实"俱与地方志有本质的不同,不能与方志同归属.     

清末民初四川的乡土志——以四川大学图书馆藏为例

清末民初全国掀起了修纂乡土志书高潮,四川各地也纷纷撰写乡土志。时间已过了百余年,在我馆还保存着不少乡土志的宝贵的资料。乡土志的编撰,有它鲜明的时代性,通过乡土志的资料,不仅可以见到百年前的乡村教材建设,更可了解近代中国新知识、新观念传播和社会变革深化的过程。     

乡土志与乡土教学

晚清民国时期编纂的乡土志教材,融趣味性和现实性为一体,以儿童亲近的乡土事物和社会现实为教学内容,重在讲求实学,培养学生的社会参与和竞争意识。同时,通过乡土志教材,培养学生的爱乡爱国思想。并指出当前进行教学改革的同时,应借鉴乡土志中的教育思想,使教学与现实紧密相连。     

清末民初山西乡土志书17种述略

清末民初,编修乡土志和乡土教科书高潮迭起.就全国来说,山西省属于编修不多的省份.据王兴亮统计有11种,但笔者经眼及见诸著录的有17种.此略作叙录,或可补中国方志目录之不足.     

清末乡土志的特点及其价值

文章阐释了清末各省府州县编纂乡土志的背景、特点及内容价值,同时说明清末乡土志不仅满足了各地新式学堂小学历史教科书所需,而且是进行爱国主义教育的启蒙读物。     

新疆乡土志的史料来源

清政府推行"新政"期间,要求全国各地编写本地的乡土志。尽管新疆各地的乡土志质量参差不齐,但却是新疆各府、厅、州、县基本情况的原始记载,对研究晚清新疆的政治、经济、文化、地理、物产、风物等有着重要价值。目前共找到44部新疆乡土志,这些乡土志的史料来源,主要有正史记载、摘录前志、档案碑记、实地调查等四种途径。     

《安定县乡土志》的文本特征与史料价值——基于清末新政背景下的探析

乡土志具有中国传统方志的风格,又兼有晚清时代特征。究其产生之由,既是外来乡土教育潮流冲击而致,亦是晚清政府顺势而为统御民众思想意识使然。《安定县乡土志》作为甘肃地方为数不多的乡土志之一,保存了编写乡土志旨趣的序言、凡例信息,具有代表性。《安定县乡土志》是基于晚清乡土教育施行的现实需要而出现的,教育属性是它的首要属性,它兼有例目灵活多样、内容考证翔实、表达简略有趣的文本特征亦是出于教育功用目的而附生的。该志也保存了安定地方教育、商业、地理、军事四个方面的史料,对研究安定地方乃至甘肃都有重要的历史意义。     

清末民初（1891—1920）吉林地区乡土志成书背景及体例研究

我国的乡土志是特殊历史背景下为了推行新式教育的产物,具有启蒙儿童爱国思想,传播乡土知识的作用。清末民国时期吉林地区的乡土志具有空间分布范围广、成书时间呈现集中性、体例具有时代性的特点。同时吉林地区普遍设治较晚、志书的编撰经验不足,因此吉林地区乡土志存在着编撰缺乏主动性、整体质量不高、缺乏地方特色的情况。对清末民国吉林地区的乡土志的成书背景及体例进行更深入的研讨,能够对现代地方文献的编撰有借鉴意义。     

The changing definition of China in middle school history textbooks

Inspired by the dichotomous understanding of nationhood contributed by Brubaker (1992), this paper explores how Chinese nationhood is constituted by particular symbols in middle school historiography since the 1950s. In response to the analysis on the high school textbooks done by Baranovitch (2000), this study finds that the narratives in the middle school history textbooks have a similar transition from equating China to Han to defining China as a multi‐ethnic nation. However, the analysis also demonstrates that the transition of the middle school history textbooks is not as complete and absolute as that of their high school counterparts. A textbook may follow different principles in nationhood configuration simultaneously. In the textbook narratives before the change, the jus sanguinis logic was dominant over the jus soli logic; in those in the textbooks after the change, Chinese nationhood was constituted by the jus soli principle and the jus sanguinis principle complementarily. This study questions the perception that a nation only consistently follows one philosophy in the symbolic consolidation of nationhood, and casts doubt on the understanding that jus sanguinis or jus soli logic is deeply rooted in the historical development of a nation and cannot change.     

Becoming imperialist: Italian colonies in Fascist textbooks for primary schools

The essay explores the way in which primary school textbooks in Fascist Italy played an important part in disseminating the colonial discourse. Starting from a brief overview of the education system and textbooks in Liberal Italy, the essay reviews the changes made by the Fascists after 1922: Gentile's reform; the national commission for primary school textbooks; the introduction of the testo unico di Stato (single state-approved texts). These changes reveal the increasing emphasis on colonial topics and the development of the ‘new Italian man’. The impact of 1936 as a turning point in Fascist colonial policy following the conquest of Ethiopia and the proclamation of the empire of Italian East Africa is highlighted by the ways in which primary school textbooks reflected Fascist ambitions to imbue pupils with a new imperial consciousness.     

A Review of Cultural Heritage Education in Turkish Schools (1962–2011)

Abstract

Cultural heritage preservation has formed a key component of Turkish Social Studies instruction since the curriculum first was introduced in the 1960s. In this article, we trace changes over time in the way cultural heritage has been presented to students in Turkey. For this study, Turkish Social Studies textbooks for fourth through seventh graders (ages 9–10 to 12–13) published from 1974 to 2011 were examined, including both their texts and illustrations concerning cultural heritage and the closely related topic of tourism. Over nearly four decades, the textbook presentation of cultural heritage has shifte­d from a national focus to a focus on world cultural heritage, both tangible and intangible. The textbooks illustrate the high value placed on monuments and artwork that demonstrate the accomplishments and progress of Anatolian civilizations, specifically, the Seljuk and Ottoman Turks. Notably, the textbooks emphasize the economic value of monuments and sites for tourism revenues.     

外语原版书的使用问题——以日本古代文学的近代"经典形成"为例

在外语教学过程中,外国人以母语所编写的原版书籍往往被认定为最正宗、最正确的语言教学用书而备受推崇,而且不仅限于以语法知识为中心的教材,甚至包括了以意识形态为内核的史书等。这种情况非常不利于国民的培养以及民族国家的建设。     

Secular Façade,Neoliberal Islamisation: Textbook Nationalism from Mubarak to Sisi

Beneath the secular veneer of official rhetoric, nationally unified school textbooks provide a striking image of the Islamist message promoted to young people in Egypt. While distorting the struggles and complexity of Egyptian history and heritage, the textbooks construct patriotic devotion and a form of docile ‘neoliberal Islamism’ as the route to national renaissance. They present a notion of ideal citizenship where personal piety, charity and entrepreneurship are the proposed solutions to ‘Egypt's problems’. However, to actually relieve its ‘problems’, the regime has relied on religious associations for the provision of social services, depended on significant foreign assistance and periodically activated anti‐western nationalism. This article details textbook constructions of national identity and citizenship in the late Mubarak era and reflects on whether the 2011 uprising proves their failure in securing his legitimacy. It describes key changes since 2011 and explores whether the Sisi regime is offering alternative formulas of legitimation.     

Representations of Islam and Arab Societies in Western Secondary Textbooks

Since the terrorist attacks on September 11, 2001, the textbooks in Arab and Islamic nation‐states have been carefully critiqued for any content that Westerners view as promoting hate or violence against non‐Muslims. Very little has been said, however, about the portrayals of Islamic and Arab society in Western textbooks. This report investigates the perspectives and ideologies concerning representations of Islam and Arab societies in textbooks worldwide, and specifically in Western countries' national education systems. Seventy‐two textbooks from 15 Western countries and Israel were examined to investigate the included and excluded content related to Islam and Arab societies. This research found that those countries with either an immediate stake in the Middle East (e.g., Israel) or an immediate past stake in the region (e.g., the United Kingdom) were the most likely to include coverage of Islam and Arab societies in secondary textbooks. The major findings of this research, however, are that content related to contemporary Islam and Arab societies in Western secondary‐level textbooks is overwhelmingly related to terrorism and terrorists, the Arab/Israeli conflict, and the wars in Afghanistan and Iraq. The majority of content related to contemporary Islam and Arab societies represents Muslims and their communities as: 1) socially, politically, and economically repressed; 2) religiously and ideologically oppressed; and 3) both typically and frequently violent.     

鲁宾逊对美国历史教育的贡献

美国新史学家鲁宾逊提出了实用主义的历史教育论 ,设计了新的课程体系 ,编写了一系列历史教科书 ,对二十世纪美国的历史教育做出了重要贡献     

Schooling the Quantum Generations: Textbooks and Quantum Cultures from the 1910s to the 1930s

Ever since Thomas Kuhn's influential The Structure of Scientific Revolutions (1962), textbooks have suffered a bad reputation. They have been accused of distorting—at times purportedly—history and of feeding students with an unacceptably simplified and optimistic view of science. This attitude started to change only in recent times. With the increase of attention paid not only to how theories are conceived, but also how they are practiced, disseminated, and appropriated, historians have rehabilitated textbooks as a legitimate site of knowledge production. In this paper, I adopt textbooks as an instrument to unfold multiple facets of the culture that allowed quantum physics to flourish between 1900 and the early 1930s. I organize the article around two stories about two major textbooks, i.e., Sommerfeld′s Atombau und Spektrallinien and Dirac′s Principles of Quantum Mechanics. I explore the complex pedagogical cultures underlying these two masterpieces and how they intersect local agendas.     

Why do students leave school early in OECD countries? The role of regional labor markets and school policies

This paper examines the determinants of early school leaving (ESL) in a panel of 371 regions of OECD countries observed between 1998 and 2019. The empirical analysis includes both local factors previously emphasized by micro-economic studies and national-level factors such as education policies. We find that labor market opportunities for young people, as captured by the youth unemployment rate or the size of low-skill sectors, can pull students out of school. Conversely, late access to a large number of vocational education tracks, high preprimary enrollment and continuous training for teachers are strongly and negatively correlated with ESL rates.     

Scaling health and healthcare: re‐presenting Thailand's HIV/AIDS epidemic with world regional geography students

Authors of world regional geography textbooks have recently become more interested in the broader theoretical changes that have emerged in human geography. Relying on feminist and other critical perspectives, concepts such as space, place and scale are being re‐imagined in this ‘new world regional geography’. This paper intervenes on behalf of a more critical world regional geography by suggesting how world regional geography teachers can educate students about scale as a social construction through the use of empirical data. Relying on fieldwork conducted in Thailand, this paper lays out a lesson on the HIV/AIDS crisis and how different representations of that crisis, from the national to the individual, offer different ‘ways of knowing’ the epidemic. Furthermore, this paper examines how we can push students to consider the ways in which scales of analysis are constructed and constituted through our own geographic practices.