摘要
1920年,南京高等师范学校、北京大学开我国近代公立大学男女同校之先河,尽管两校从动议、决策到实践均有着不同的政策建构,但都遭遇了来自教育界、政府、家族关于女子社会性别、教育性别等认知上的巨大阻力。两校首批女生的学历、专业定位与职业选择,使得这场"破冰之旅"日益呈现出女子中学、女子师范与公立大学在目标定位、课程设置、教学质量、学科选择、职业发展等方面由来已久的教育差异,以及制度衔接的矛盾与困境,从而引发了教育界的广泛关注与讨论,并在相当程度上推进了1922年新学制的进程、全国大学乃至中学男女同校的普及,以及女子教育的现代转向。
In 1920, the coeducation advocated and practiced by Nanjing Higher Normal School and Peking University encountered giant barriers in the recognition of female social gender from the educational world, the governments and families. The first female students’ education background, profession location and career choice allowed the" ice-breaking journey" to present the educational differences in objective location, curriculum set, teaching quality, subject choice and career development between the female middle schools, female normal schools and public universities, as well as the contradiction and dilemmas in the systematic transformation. It aroused wide attention and discussion in the educational world, which propelled the 1922 Educational System, the popularization of coeducation in the universities and middle schools all over the country, and the modern turn of female education.
作者
任小燕
REN Xiao-yan(School of Education Science,Nanjing Normal University,Nanjing 210097,China)
出处
《高等教育研究》
CSSCI
北大核心
2019年第9期86-95,共10页
Journal of Higher Education
基金
国家社会科学基金后期资助项目(18FJK001)
江苏高校教育学优势学科建设工程资助项目(PAPD)
关键词
男女同校
公立大学
南高师
北京大学
教育性别
coeducation
public university
Nanjing Higher Normal School
Peking University
education gender
