晚清癸卯學制中小學堂師資規劃與執行的失序

The Disjointed Planning and Implementation of Polices for the Supply of Primary and Secondary Teachers under the Gui-Mao Educational System in Late Ch’ing China

教育改革時，師資培育制度應配合調整，本文旨在以晚清癸卯學制的師範教育制度為例，探討清廷對所需中小學師資的規劃，實施後所遭遇的困難及變通措施，分析制度規劃與執行間的落差、影響因素，及後續影響，以為借鑑。本文採史學方法，對晚清法規、官報等一手史料做考證、分析與歸納。研究發現，當時規劃專設優級及初級師範，分途培育中小學師資，但限於師資與經費，亦附設於各級學堂。因師資需求孔急，除正科外，加開多種短期科班，導致素質降低；另鼓勵留日。學部設立後，先命各省擴增名額，再開始管制素質，但整體數量仍不足且各省存在差異。又因廢科舉及預備立憲，使推動更加困難。而政治經濟、教育制度與價值觀等因素影響實施。清廷無法兼顧教師質量時，採先擴充量，再以考試及檢定管控素質，但此策略難見成效。晚清所遇師資培育規劃與執行失序的難題，及所採中小學師資分途培育、量先質後、本科與短期並行及教師檢定等因應作法，民國後仍延續迄今，其經驗值得今日警惕。

When educational reforms are passed, teacher education should be changed as well. Using first-hand sources, this study explores the discrepancies between planning and implementation of normal education in the Gui-Mao educational system since 1904 in China. We discovered that junior and senior normal schools were established for training primary and secondary school teachers separately. Due to a lack of teachers and financial shortfalls, affiliated seminaries in schools often were set up for teacher-training. The demand for teachers led to the creation of various short-term training programs, and studying abroad was encouraged. After the Ministry of Education was established in 1905, new policies for increasing the supply of teachers and ensuring quality control were announced. Overall, the country faced a shortage of teachers, and educational infrastructure differed between provinces. When the government abolished civil service examinations and prepared to enact the constitution in future, the situation deteriorated. The Ch’ing government chose a quantity-first policy to solve the quantity–quality imbalance, but it was inefficient. Politics, economics, systemic dysfunction, and hidebound thinking affected normal education. A similar system of disjointed normal education continued after the Republic of China was established in 1912. This period of Chinese educational history provides lessons for us in understanding education today.