民國十一年新學制釀成過程之探討

本文的主要目的，在探討民國十一年的新學制是經過長時期醞釀後才制定的，還是驟行制定的；是政府站在主動的立場制定的，還是民間站在主動的立場制定的；在制定新學制時是兼顧舊制，還是未兼顧舊制等問題，以供日後研究民國十一年新學制者和日後修訂學制者之參考。 本文探討的主要結論是： 一、新學制是經過長時期的醞釀後才制定。 二、新學制的制定是民間站在主動的立場，而政府是站在被動的立場。 三、民國六年以前對學制改革之意見是偏重於局部性，並多主張採用德國制。 四、民國七、八年平民主義教育始盛行於中國，主張採用美國制者日多，九年提出改革學制具體建議者亦日多。 五、新學制是兼顧舊制，因此出現主則與副則等條文，以此調整舊勢力和新勢力之平衡。

In this paper the following problems are investigated: (1)The establishment of the New School System of 1922 was done through a long period of fermentation or it was done suddenly. (2)In making the New School System， who took the initiative? The government or the civilians? (3)In enacting the New School System， whether the old school system was taken into considerations. We get the conclusions as follows: 1. The New School System was established through a long period of fermentation. 2. In establishing the New School System， it was the civilians but not the government who took the initiative; the government standing in a passive position only played a minor role. 3. Before 1917 (the sixth year of the R.O.C.) opinions about the improvement of school systems inclined to partiality， and most of them preferred the German school system. 4. Between 1918 and 1919， the thought of democracy prevailed in China and those advocating American school system rapidly increased. B 1920 many concrete plans to reform the school system had been made. 5. The New School System， in fact， was designed to take the old school system into considerations， by in cluding some articles and subarticles in the provisions of the law of the New School System to maintain the balance between the new and the old forces.