Xia Mianzun's study experience in Japan and its integration and innovation in his educational philosophy
夏丏尊的留日经历与其教育思想的融合与创新

摘要

夏丏尊作为中国现代语文教育的奠基人之一，其教育思想的形成与留日经历密切相关。本文聚焦于中国现代语文教育奠基人夏丏尊的留日经历、思想启蒙与其核心教育思想（“情爱教育”、“人格教育”、语文教学理念）形成之间的关系。本文通过历史分析，探讨夏丏尊留日经历对其教育思想生成的机制，并考察其如何在实践中融合中日教育理念进而对中国现代教育产生积极影响。他通过译介《爱弥尔》《爱的教育》等西方经典，引入日本五十岚力文章学理论，他构建了“理论译介——本土转化——体系建构”的教育革新范式。在实践层面，其创办春晖中学、主编《中学生》杂志、与叶绍钧合作编写《国文百八课》等教材。总之，夏丏尊的留日经历与其教育思想相融合，其思想的形成和实践活动不仅推动了中国教育从传统向现代的转型，更展现了文明互鉴理念在中外教育交流中的价值，为当代教育改革提供了“外源内化”的历史镜鉴。

Abstract

As one of the founders of modern Chinese language education in China, Xia Mianzun's educational philosophy was closely linked to his experience studying in Japan. This paper focuses on the relationship between Xia Mianzun's study experience in Japan, his intellectual awakening, and the formation of his core educational ideas ("affectionate education," "personality education," and Chinese language teaching concepts). Through historical analysis, it explores the mechanism by which his experience in Japan shaped his educational thought and examines how he integrated Chinese and Japanese educational philosophies in practice, thereby positively influencing modern Chinese education. By translating and introducing Western classics such as Émile and Cuore (Heart), and incorporating Japanese theories like Igarashi Riki's theory of composition, he constructed an educational innovation paradigm of "theoretical introduction – localization – system building." At the practical level, his initiatives included establishing Chunhui High School, editing the journal Zhongxuesheng (The Middle School Student), and co-authoring textbooks like One Hundred and Eight Lessons in Chinese with Ye Shaojun. In summary, the integration of Xia Mianzun's study experience in Japan with his educational thought, along with the formation of his ideas and practical activities, not only propelled the transformation of Chinese education from tradition to modernity but also demonstrated the value of the concept of "mutual learning among civilizations" in Sino-foreign educational exchanges. This provides a historical reference point of "external sourcing and internal assimilation" for contemporary educational reform.