중국 근대 서양교육의 수용— 명칭과 인물을 중심으로 = Acceptance of Modern Western Education in China

다국어 초록 (Multilingual Abstract)

Modern times are an important time to observe changes in tradition and modern times. Especially in the field of education, the system and content of education are in a period of rapid change unlike the previous era in modern times. Among the changes of modern education in China, the acceptance of Western education in particular proceeded with acceptance of education thought and system of Western and Japanese. This study focuses on how China accepted Western education until 1905 when the old system was abolished, To that end, we approached from the following aspects. First, the acceptance process of the name of ‘education’ symbolizing modernity is examined. The meaning of education used by Mencius for the first time and Education have different meanings. In this paper it is examined how China accepted Western education in China by keeping track of what is used in the meaning of Education. Second, the process of accepting Western education into China was examined with three levels, mainly for Chinese and foreigners. In the early days of acceptance, In the case of Chinese, the Chinese people began to take education through exchanges and exchanges. In the case of foreigners, foreigners spread Western education to China as a part of preaching through missionaries. In the last stage, it was developed according to each situation. In the case of Chinese people, Western education is directly accepted beyond Japan. In the case of foreigners, professional education led China’s acceptance of Western education by affecting China Developed. Over 100 years since 1905, the traditional education system in China or the sprouting of the Chinese educational system is hard to find out. Education and the culture accompanying it over 1000 years have been extracted, and heterogeneous educational systems have been implanted there and maintained until now. This change of education is not only limited to education system but also to the ideology and culture that has maintained Chinese society for a long time, and it changes to customs and tradition to support it, and it is extended to self - denial including disconnection from tradition. That is why continuous research is needed.

참고문헌 (Reference)

1 이경자, "청말 선교사들의 교육활동" 중국학연구소 (49) : 215-240, 2015

2 소노다 시게토, "중국의 교육" 한울아카데미 2017

3 김경식, "중국교육전개사" 문음사 2006

4 텐젠궈, "중국교육, 세계를 겨냥하다" 타래 2015

5 김덕삼, "중국 근ㆍ현대 대학 변화의 사상적 기초" 중국학연구소 (30) : 239-264, 2010

6 김덕삼, "중국 교회대학의 발전과 교육적 영향" 중국연구소 47 : 309-326, 2009

7 오성철, "유길준의 교육 개념에 대한 연구" 한국교육사학회 37 (37): 131-156, 2015

8 이언모리스, "왜 서양이 지배하는가" 글항아리 2013

9 양일모, "옌푸(嚴復): 중국의 근대성과 서양사상" 태학사 2007

10 김덕삼, "실천의 측면에서 본 顔元과 陶行知의 교육사상" 한국유교학회 (66) : 317-340, 2016

11 이용주, "동아시아 근대사상론" 이학사 2015

12 김덕삼, "동서양 문명 교류에서 본 ‘공감’" 중국연구센터 30 : 105-131, 2017

13 김덕삼, "근대 서양 교육 전파가 중국 교육 패러다임 변화에 미친 영향" 인문과학연구소 35 (35): 293-321, 2014

14 霍益萍, "近代中國的高等敎育" 華東師範大學出版社 1999

15 楊伯峻, "孟子譯注" 中華書局 1995

16 김덕삼, "失去的近代性與傳統的重建： 以中國近代敎育的變化爲中心" 중국연구소 72 : 93-107, 2017

17 顧衛民, "基督敎與中國近代社會" 上海人民出版社 1996

18 顧長聲, "傳敎士與近代中國" 上海人民出版社 1981

19 陳學恂, "中國近代敎育史敎學參考資料 下" 人民敎育出版社 1987

20 王建軍, "中國近代敎科書發展硏究" 廣東敎育出版社 1996

21 周予同, "中國現代敎育史" 福建敎育出版社 2007

22 蘇雲峰, "中國新敎育的萌芽與成長" 北京大學出版社 2007

23 高時良, "中國敎育史綱" 人民敎育出版社 1993

24 杜成憲, "中國敎育史學九十年" 華東師範大學出版社 1998

25 高時良, "中國敎會學校史" 湖南敎育出版社 1994

26 杰西, "中國敎會大學史" 浙江敎育出版社 1988

27 聶長順, "“敎育”的近代化" 湖北大學 (5) : 2009