1930年代中國「職業補習」內涵之建構——以《教育與職業》雜誌為中心探討

The Construction of the Concept of“Vocational Supplementary Educatio”in 1930s China: A Focused Study on the“Education and Vocation”Journal

「職業補習」，作為近代中國職業教育體系裡，重要的教育制度。伴隨晚清知識分子提倡，旋即成為癸卯學制，初經提倡，便倉促成制的舶來品之一。轉型時代，知識分子提倡實學，設置實業教育，以專門學堂培育為帝國爭取利權的各科人才。隨著時代更迭，實業教育至民國時期，出於民生主義，遂改稱具有「為個人謀職業，以圖幸福」內涵的職業教育。概念轉換，漣漪教育體系加重對社會的關懷。加上，晚清癸卯學制所實施的實業教育。雖於法規條文完善，但行使日久所出現學費高昂，學用不實等，為社會所不容的現象。成為1917年中華職業教育社成立後，致力扭轉教育，重構職業教育的動機。社團組織上海、江蘇等地實業家與教育者，共築理想於《教育與職業》。同時，透過聯絡實業界或招開年會，將雜誌內涵付諸於實際。其中1930年代正是雜誌欄目，大量討論「職業補習」的黃金時代。本文借助數位人文技術，鳥瞰此一近代中國職業教育權威雜誌——《教育與職業》之內涵圖像。拼貼出過去學者，敘述1920年代各地職業補習學校及1940年代初期學人與政府合作，造就職業補習法規等事蹟時，較未觸及之1930年代，學人考量到學校受眾，不如補習廣泛。遂將原本學校教育之國文、英文、公民與訓育，融入技術科目，提振學生關懷社會。最終完善實業、學校、社會互動體系，重構「職業補習」概念的過程。

“Vocational Supplementary Education”as a crucial component of modern China’s vocational education system emerged as an educational institution of significant importance. Advocated by late Qing intellectuals, it was soon incorporated into the 1904 Education System(Guimao Xuezhi), becoming one of the hastily implemented, imported concepts. During this transformative era, intellectuals promoted practical learning and established industrial education, founding specialized academies to cultivate talent in various fields essential for securing imperial interests. With the passage of time, industrial education evolved during the Republican period, influenced by a rising emphasis on the people-centric ideology. It was rebranded as vocational education, characterized by the aspiration to“enable individuals to secure employment and achieve happiness.”This conceptual shift fostered a ripple effect, enhancing the educational system's attention to societal needs. However, the initial industrial education system under the 1904 framework, despite its comprehensive regulations, faced criticism over time. High operational costs, ineffective teaching methods, and its detachment from societal needs led to what critics derisively called“unemployment education.”In response, the founding of the Chinese Vocational Education Society in 1917 marked a turning point. This organization aimed to redefine vocational education to align with China’s realities. Entrepreneurs and educators from Shanghai, Jiangsu, and other regions collaborated to articulate this vision through the journal Education and Vocation. They sought to bridge theoretical discussions with practical application by engaging the industrial sector and organizing annual conferences to implement ideas from the journal. The 1930s became a golden era for discussions on“vocational supplementary education”in the journal. This paper leverages digital humanities techniques to provide a panoramic view of the thematic content in Education and Vocation, the authoritative publication on modern Chinese vocational education. It pieces together earlier narratives, such as accounts of vocational supplementary schools' achievements in the 1920s and the collaborations between scholars and government officials to develop vocational supplementary regulations in the 1940s. Focusing on the relatively underexplored 1930s, the study reveals how intellectuals recognized that the reach of supplementary education often surpassed that of formal schools. They integrated subjects like Chinese, English, civics, and moral training from formal education into technical curricula, fostering students’social consciousness. Ultimately, this process strengthened the interactions between industry, schools, and society, redefining and enriching the concept of“vocational supplementary education.”