为奥伦堡省第一所哈萨克教师学校的活动准备规章制度和组织方法支持(19世纪70年代至80年代初)

Y. Lysenko, A. Zhanbosinova
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引用次数: 0

摘要

本文根据俄罗斯国家历史档案馆中发现的奥伦堡省地方行政文件,分析了图尔盖和乌拉尔地区哈萨克族中学教师教育制度的建立过程。作者透露,特别委员会进行了十年的准备工作,1883年在奥尔斯克开办了第一所哈萨克语教师学校。他们的结论是,俄罗斯帝国政府认为,培训哈萨克族小学教师是旨在将该地区纳入全帝国文化教育空间的政策的重要组成部分。花了十多年的时间进行组织和系统的工作,形成哈萨克语教师学校的法律基础,寻找资金来源,并首次尝试在俄罗斯文字的基础上创造哈萨克语字母。奥伦堡总督、乌拉尔和图尔盖地区的州长、公共教育部、喀山和奥伦堡学区的官员以及哈萨克族人民的代表出席了为完成这些任务而特别设立的委员会。地方政府的官员经常对不同的问题有不同的意见。最具争议的问题是教师学校的教育语言以及阿拉伯文字和可兰经研究课程的相关性。一群官员在草原地区充当政府政策的指挥者,目的是限制鞑靼人的求爱习俗和伊斯兰教的传播。因此,他们极力反对开设这些课程,认为只有以西里尔语为基础的哈萨克语才能作为教育语言。其他官员认为,这些课程对于使哈萨克儿童更成功地适应教育进程和在人口中普及学校教育是必要的。最后,第二派的立场占了上风,通过的《哈萨克族教师学校条例》在内容上相当自由。
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The Preparation of Regulatory and Organizational- Methodological Support for the Activities of the First Kazakh Teachers’ School in the Orenburg Governorate (1870s – Early 1880s)
   Based on the documentation of the local administration of the Orenburg Governorate, found in the Russian State Historical Archive, the article analyzes the process of establishing the secondary teacher’s education system for the Kazakh population of Turgai and Ural regions. The authors reveal that a decade of preparations held by the Special Commission underlay the opening of the first Kazakh teachers’ school in Orsk in 1883. They concludes that governmental circles of the Russian Empire considered the training of teachers from the Kazakh population for elementary school as an important element of policy aimed to integrate the region in all-Imperial cultural-educational space. More than decade was spend for an organizational and methodical work, formation of the legal basis for the Kazakh teachers’ school, finding of the sources of financing and the first attempt to create the Kazakh alphabet based on the Russian script. The Commission, specially created for completing these tasks, was attended by the Orenburg Governor-General, the governors of the Urals and Turgai regions, the officials of the Ministry of Public Education, the Kazan and Orenburg school districts, as well as representatives of the Kazakh population. Officials of the local administration often had different opinions regarding different problems. The most debatable issue was the language of education in the teachers' school and the relevance of courses of Arabic script and Koran studies. A certain group of officials acted as a conductor of the government policy in the Steppe, aimed at restricting the wooing customs among the Tatar population and the spread of Islam. Therefore, they furiously fought against the introduction of these courses and believed that only Cyrillic-based Kazakh language should be the language of education. Other officials believed that these courses are necessary for more successful adaptation of the Kazakh children to the educational process and popularization of school among the population. Eventually, position of the second group prevailed and adopted Regulations on the Kazakh Teachers’ School turned out to be quite liberal in its content.
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