民國初期學制改革再起：民國11年新學制定頒的再探

Re-reforming School System in Early Republican China: Re-inquiring the Promulgation of New School System 1922

民初教育部公布壬子癸丑學制，小幅修訂清癸卯學制以應急。因仿日制，實施未久再改。此由第七次全國教育會聯合會發動，經學制會議及第八次會議討論修正後，大總統於民國11年（1922）公布新學制，其係參考美6-3-3制，實施迄今未改。因前人多未深究美國如何影響新制及各省反應，故本研究採史學方法，以一手資料再探討，以補不足及供未來借鑑。研究發現，因原制適應不良與弊病及適應世界潮流，經四階段修訂之。美人孟祿影響規劃大，而杜威則是思想啟迪與施行標準的參考。再者，袁希濤與黃炎培扮演重要角色，而胡適則在協調衝突。新制公布前已有數省做研究與試行，之後有16省市實施，與民初各省反應冷淡有別。新制小學4-2制、中學3-3制、義務教育4年、大學4年，其修訂策略特色係由下而上、多元參與、議事程序民主、留地方餘地及非全抄襲，但改革仍是穿衣改衣而非教育革命。

When the Republic of China was established in 1912, the new Ministry of Education partially reformed the Gui-Mao school system in 1904. Borrowed from Japan, the Ch’ing’s system had shown its problems in the subsequent years. Therefore, the National Federation of Education Associations had promoted a reforming proposal since 1921. After the subsequent conferences organized by the Ministry of Education and the National Federation, the New School System was promulgated by the President in 1922. This new system was primarily based on US 6-3-3 model. Using the historical method with first-hand sources, the aim of this article is to explore the ignored issues: how American education influenced this reform and how it was implemented. The main findings are as follows: two reasons for this reform were to address the disadvantages and problems of the old system, and to follow circles trends. While P. Monroe, a key figure, had a direct influence on the drafting, J. Dewey’s impact was relatively limited. The significant contribution of Hsi-Tao Yuan and Yen-Pei Huang, leaders of the Kiangsu Education Association are often overlooked. Before it enacted, few provinces experimented with it. After it was promulgated, sixteen provinces and cities put it into practice. Finally, there were five strategic characteristics: bottom-up approach, diverse participation, democratic procedure, flexibility, and no wholesome duplication and transplantation.