梁漱溟乡村教育思想研究

梁漱溟乡村教育思想研究

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时间:2019-03-07

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1、中图分类号:G40单位代码:10231学号:42120244梁漱溟乡村教育思想研究学科专业:教育史研究方向:中国教育史作者姓名:付伟群指导教师:王冬艳教授哈尔滨师范大学二〇一五年六月中图分类号:G40单位代码:10231学号:42120244硕士学位论文梁漱溟乡村教育思想研究硕士研究生:付伟群导师:王冬艳教授学科专业:教育史答辩日期:2015年6月授予学位单位:哈尔滨师范大学AThesisSubmittedfortheDegreeofMasterSTUDYONLIANGSHU-MING'SRURALED

2、UCATIONTHOUGHTCandidate:FuWeiqunSupervisor:ProfessorWangDongyanSpeciality:EducationalhistoryofChinaDateofDefence:June,2015Degree-Conferring-Institution:HarbinNormalUniversity目录目录摘要··········································································

3、······················IAbstract····························································································III第一章绪论····················································································1一、选题缘由································

4、··················································1二、研究意义··················································································1(一)理论意义·········································································1(二)现实意义··························

5、···············································2三、文献综述··················································································2(一)国内研究现状···································································2(二)国外研究现状·······························

6、····································7四、概念界定及研究方法··································································8(一)概念界定·········································································8(二)研究方法···················································

7、······················9五、创新与不足·············································································10第二章乡村教育思想的理论来源··························································11一、东西文化的独特认识····························································

8、····11二、全面而深入的理性观································································13(一)从直觉到理性·································································13(二)理性的内涵·······················································

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