中国近代争取教育性别公平的先声

韩廉

摘 要：戊戌“兴女学”运动是中国近代争取教育性别公平的开端，因为：（一）它首次系统驳斥了传统性别歧视教育的两大依据——男智女愚天生论和“女子无才便是德”，为中国争取教育性别公平打破了精神桎梏和奠定了理论基础；（二）它提出并部分实践了教育起点、教育过程和教育结果方面的性别公平。

关键词：戊戌“兴女学”；教育性别公平；开端

总结：1. 戊戌妇女运动对男智女愚天生论和“女子无才便是德”的批判，动摇了传统性别歧视教育的理论基础，使得中国先进女性开始摆脱本质主义宿命论和无才为德的束缚，为中国争取教育性别公平进行了精神突围和奠定了理论基础；

2.教育三阶段的性别公平具体实践表现在：（1）教育起点上，力争女性入学和进入其他教育系统的机会与男性均等；

（2）教育过程中，强调对女性的教育内容与男性相同；

（3）教育结果方面，提倡将女性培养成双重角色，并取得与男性同样的资格认定。

3. 我国当今教育中仍存在一定程度的性别不公平，回顾戊戌“兴女学”运动当年对传统性别歧视教育的精辟批判，可使我们避免重蹈历史复辙，加快实现教育的性别公平和与世界潮流的新对接。

The Movement of Advocating Woman Education during 1895-1898 of Fighting for Gender Equity in Education

HAN Lian

Abstract：The movement of advocating woman education during 1895-1898 was the beginning of fighting for gender equity of education.For first,it rejected the two reasons for traditional gender discrimination in education——that men were born more intellient than women and a woman without insights was thereby virtuous.Second,it proposed and partly practiced gender equity in three stages of education：the starting point.the process and the result of cultivation.

Key words：the movement of advocating woman education during 1895-1898;gender equity in education;beginning

Summary：1. The movement of advocating woman education during 1895-1898 rejected the two reasons for traditional gender discrimination in education——that men were born more intellient than women and a woman without insights was thereby virtuous which the beginning of fighting for gender equity of education.

2.The practices of gender equity in education showed in the three aspects：(1)education starting point,working hard to the girls’ enrollment in schools and enpower them the opportunities to schools equally;

(2)education process,emphasizing on the education contents of girls and boys were same;

(3) education results,advocating to develop the girls into the double characters.

3.There exists many gender unfair in our education.Reviewing the movement of advocating woman education can make us avoid the same faults as before and accelerate to achieve the international level

出处：《湖南师范大学社会科学学报》2010年第5期