【作者】 沈钰；

【导师】 刘晓东；

【作者基本信息】 东北师范大学， 中国古代史， 2024， 博士

【摘要】 作为一个由东北渔猎民族建立的少数民族政权,清王朝在漫长的统治时间内始终格外重视对其“龙兴之地”,即东北地区的保护。对于在这片白山黑水间实施官学教育,始终持谨慎态度,一方面要教化民众,巩固统治基础,另一方面又要严防过度汉化,历代清朝统治者都采取各种措施力图实现二者的平衡。 清朝在东北地区的官学教育缘起于后金建立之初,经过近三个世纪的演化,在民族融合和社会变迁的大势之下,逐步形成了独特的体系。盛京、吉林、黑龙江三片区域的官学教育图景有其共性又各有特点,清朝历代统治者有一脉相承的态度,在不同历史发展阶段又有所变化。 本文以此为背景展开研究,分为绪论、正文和结论三个部分,绪论作为全文的第一章,正文部分分为五个章节: 第二章首先梳理了清朝作为一个少数民族政权在东北实施官学教育的政治和文化背景。政治制度方面,后金建立后由传统牛录制度出发,创造性的建立了八旗制度,入关后在东北设立三将军,随着旗民矛盾的加剧,又逐步设立民系机关,建立起相对稳定的旗民二重体制。另外还在东北地区设置柳条边,厉行封禁政策。文化方面,历代清朝统治者竭力倡导国语骑射,防止东北地区百姓丢失满洲本习。最后,本章梳理了后金时期努尔哈赤和皇太极两位统治者对待官学教育的态度以及具体措施,这些举措在指导思想上与后世清朝在东北实施的官学教育是一脉相承的。 第三章梳理了从清初辽人“寄学”,到在盛京设置八旗官学、八旗义学、宗室觉罗学,再到民系机关设立后,下沉至州府县的儒学、社学、义学、书院等官学教育的发展历程,揭示出盛京的旗学体系,均是以“国语骑射”为重,旨在培养文可通满、汉语文,武可弓马卫国、平定天下的满汉八旗子弟。同时盛京地区由于汉族人口较多,民系机关建立较早,各府州县的儒学,书院等也发展比较完善。 第四章从民族历史和地理位置的角度展开吉林、黑龙江的官学教育特色。“吉林,白山南峙,松水东环,为国家发祥重地”,历史、地理的重要性体现在官学教育上首先就是吉林地区的八旗官学由吉林将军亲自管辖,蒙古官学和翻译官学是这一地区官学教育的特色,旨在培养蒙古文与满蒙汉翻译人才,将“国语骑射”与社会治理相结合,通过实施官学教育培养政权运行所需的实用型人才。黑龙江地区由于距离关内距离最远,气候条件相对恶劣,又受封禁政策影响,经济不发达,人口稀少,官学教育也主要以培养行政和外交人才为目的。由于民人数量较少,民系机关设立时间较晚,直到清中期封禁制度有所废弛以后,流民涌入,黑龙江地区一时“文风四起”,当地才产生了兴办教育的风尚。 第五章运用朝鲜使臣“燕行录”文献,结合相关地方志,审视当时东北官学教育的方方面面。从“他者”的视角,叙述基层社会的蒙学教育,以及流人对地方教育的推动,证明清朝东北官学教育在基层社会存在的缺失。同时,以清军入关后有文化、有地位者多“从龙入关”,又受封禁政策影响,导致东北几乎成为文化真空地带为背景,探讨打破这种文化真空的特殊人群——流人,对该地区官学教育发展做出的贡献。 第六章梳理了清末新政中边疆教育体系的构建,以及在边疆危机下边地教育的容变。持续千年的科举制度废除后,东北地区的官学教育也迎来了新局面。国家权力通过学务管理体系的设置完成了下沉,在士绅阶层的辅助下实现了对基层教育实践的直接干预。另外,随着帝国主义侵略的加剧,新思想新风尚的传入,新学取代了旧学,东北边境的官学教育在内容上也发生了变化,东北地区官学教育的实用性特征得以延续,培养农业、林业、工商业、外语、军事等专门人才的各类学校在东北地区广泛建立起来。更多还原

【Abstract】 The Qing Dynasty was a minority regime established by the Manchurian hunting and fishing ethnic group,which placed great emphasis on protecting its "Dragon-Rising Land," the Northeast region,throughout its lengthy reign.Regarding the implementation of official education in this region of mountains and rivers,the Qing Dynasty always maintained a cautious attitude.On the one hand,they aimed to educate the populace and consolidate their rule.On the other hand,they were wary of excessive sinicization.As a result,the rulers of each generation adopted various measures to strike a balance between the two goals. The Qing Dynasty's official education system in the Northeast region had its roots in the early days of the Later Jin Dynasty.Over the course of nearly three centuries,it gradually evolved into a unique system in response to the trends of ethnic integration and social change.The official education systems in the three regions of Shenyang,Jilin,and Heilongjiang shared some commonalities while also possessing distinctive features.Throughout the Qing Dynasty,the rulers maintained a consistent attitude towards official education,though it underwent changes during different stages of historical development. Building upon this background,the present paper is divided into three parts:introduction,main body,and conclusion.The main body is comprised of five chapters: In Chapter One,the political and cultural context of the Qing Dynasty's implementation of official education in the Northeast as a minority regime is examined.In terms of political systems,the Later Jin Dynasty established the Eight Banners system,which was created based on the traditional Niulu(in Manchu)recording system.After entering the Northeast region,they set up three generals and gradually established a relatively stable dual system for the banner people and civilians,despite the intensification of conflicts between the two groups.In addition,they also established a willow palisade in the Northeast region and enforced a strict policy of isolation.Regarding cultural aspects,the Qing Dynasty rulers made every effort to promote "Chinese riding and shooting" to prevent the erosion of Manchu customs and traditions in the Northeast region.Finally,this chapter reviews the attitudes and specific measures taken by two rulers of the Later Jin Dynasty,Nurhaci and Abahai,towards official education.These measures served as guiding principles for the official education system implemented by the Qing Dynasty in the Northeast region in subsequent years. Chapter Two presents the developmental process of official education in the Northeast region.It covers the early years of the Qing Dynasty when the Khitan people were "sent to study," the establishment of various official education institutions,such as the Eight Banners Official School,Eight Banners Private School,Royal School,and Jueluo School in Shengjing Town.After the establishment of civil institutions,official education was further developed in the prefectures,counties,and townships,with various schools,such as Confucian schools,community schools,free schools,and academies.The chapter reveals that the Eight Banners educational system in Shengjing Town prioritized "Chinese riding and shooting" and aimed to cultivate students who were proficient in both Manchu and Chinese languages,as well as skilled in riding and shooting to defend the country and conquer the world.Additionally,due to the larger Han population in Shengjing Town,civil institutions were established earlier,and Confucian schools,academies,and other official education institutions in various prefectures and counties were relatively well developed. Chapter three delves into the distinctive features of official education in Jilin and Heilongjiang,analyzed through the lenses of ethnic history and geographical location."Jilin,with its White Mountains towering in the south and the Songhua River encircling it in the east,is regarded as the birthplace of the nation." The significance of history and geography is exemplified in the official education system.To start with,the Eight Banners official schools in Jilin were under the direct supervision of the Jilin General.Mongolian and translation official schools were the hallmarks of official education in the region,aimed at nurturing Mongolian language and Manchu-Mongolian-Chinese translation talents,integrating "Chinese riding and shooting" with social governance,and implementing official education to cultivate practical talents necessary for the functioning of political power.The Heilongjiang region,being the farthest from the interior of China,had relatively harsh climate conditions and was affected by the ban policy,leading to underdeveloped economy and a sparse population.As a result,official education in the region primarily aimed at cultivating administrative talents.Due to the small number of civilians and the late establishment of civilian agencies,the trend of establishing education in the area did not emerge until the mid-Qing Dynasty when the ban system was relaxed,and refugees poured in.At that time,the region experienced a literary resurgence,and the trend of starting education emerged locally. Chapter four examines all aspects of official education in Northeast China at that time,utilizing the Korean envoys' documentary "Yan Xing Lu" and related local chronicles.From the perspective of the "other," it recounts the grassroots Mongolian school education and the promotion of local education by refugees,demonstrating the actual implementation effect of Qing Dynasty's official education in Northeast China.However,the ban policy and the region's near cultural vacuum,as many cultural and status holders followed the emperor and leaders to start their businesses after the Qing army entered the capital,posed significant challenges to the development of official education in the region.Against this backdrop,the chapter explores the contributions of a unique group of exiled individuals who broke this cultural void,to the development of official education in the region. Chapter five outlines the construction of the frontier education system during the late Qing Dynasty's New Policies,as well as the adaptability of inland education in the face of crises on the frontier.After the thousand-year-long imperial examination system was abolished,a new era emerged for official education in Northeast China.The state's power was extended through the establishment of a study management system,allowing for direct intervention in grassroots education practices with the assistance of the gentry.Additionally,as imperialism intensified,new ideas and trends were introduced,and new schools emerged to replace the old.The content of official education in Northeast China's border areas also underwent changes,with various schools established to train specialized talent in agriculture,forestry,industry,foreign languages,and military affairs.更多还原