在时空框架中理解中国大学人文地理教学特色及其成因——以1912—1949年中国主要大学地理系为例

采用历史唯物主义史观，建立一个时空框架，分析民国时期中国大学人文地理教学特色及其成因。本文主要关注1912—1949年间，国立北平（北京）师范大学、国立中央大学、国立清华大学、国立中山大学的地理系的人文地理学教学特色。研究史料来自大学的教学档案、人物回忆文章、政府文件、中国学者编撰和翻译的教材和教参，同时参考了相关研究文献。借助时空框架，基于史料对比，得出结论：(1)只有在历史的时间脉络下，才能理解民国时期军事地理、国防地理和政治地理课程设置的必然性；(2)只有在世界格局的空间框架下，才能理解民国时期的“国耻地理”教育内容，以及“中体西用”主张的失败；(3)只有将时空框架进一步细化，才能深入理解民国时期大学人文地理教学中不同教师的能动性，如学术思想、教学风格、政治主张、教材编写和选用等。综上所述，只有站在开放的时空框架中，才能更为清醒地定位当前中国大学人文地理学教学。

Understanding the characteristics and causes of human geography teaching in Chinese universities in a time-space framework: Taking geography departments of major universities from 1912 to 1949 as examples

This paper adopts the historical materialist view of history, establishes a time-space framework, and analyzes the characteristics and causes of human geography teaching in Chinese universities during the period of the Republic of China (1912-1949). This paper mainly focuses on the teaching characteristics of human geography in the geography departments of National Peiping (Beijing) Normal University, National Central University, National Tsinghua University, and National Sun Yat-Sen University. The historical materials come from the universities' teaching archives, articles on people's memories, government documents, textbooks and teaching references compiled and translated by Chinese scholars, and referenced to relevant research literatures. Under the time-space framework and based on the comparison of historical materials, this paper draws the following conclusions. First, only in the context of history can we understand the inevitability of the geographical courses such as military geography, national defense geography and political geography during 1912-1949. Second, only in the context of the world political background can we understand the teaching content of “national humiliation geography” during the study period and the failure of the proposition of “Zhong Ti Xi Yong”, which means taking traditional Chinese cultural classics as value core and applying Western science and technology. Third, only by further refining the time-space framework can we deeply understand the initiative of professors in the teaching of human geography in the period 1912-1949, such as their academic thoughts, teaching styles, political propositions, textbook compilation and selection. To sum up, only by standing in the open framework of time and space can we more clearly position the teaching of human geography in Chinese universities today.