This article analyzes 15 doctoral dissertations by Chinese students in the subfields of educational theory, educational psychology and educational administration from the year 1914 to 1929 at Teachers College, Columbia University. The results showed that dissertations in Chinese educational history and philosophy were the first topics to have appeared. However, they were relatively few in number, and all of them focused on China, with limited degrees of examination into educational pragmatism in the United States. Dissertations in educational psychology were the most numerous, with strong influences from Thorndike’s Paradigm. The results mainly focused on the methodologies and tools for psychological and educational tests. Dissertations in educational administration mainly used quantitative and survey research methods, with a strong focus on direct applications in China. Advisers, such as Thorndike and Strayer, were the most important figures in the respective areas. The influences from Thorndike were particularly strong. The dissertations in this period of time were full of the optimistic and naïve Zeitgeist of the 1920’s.
The outcome of this study is critical in terms of the impact of American education on the history of Chinese modern education. It provides a very contrary historical picture from the popular assumption of many related studies which state that Chinese students returning back from Teachers College must have been deeply influenced by John Dewey.
本研究由中國近代教育學發展史角度，以影響中國教育學最深遠的美國哥大師院15篇中國學生博士論文與檔案為史料，進行歷史探究。結果發現：一、教育哲史類出現時間早、數量偏少，均以中國為主題，且對美國實用主義教育哲學探討有限；教育心理學類數量最多，均以Thorndike學派研究典範為依歸，主要成果在心理與教育測驗等方法與工具層面；教育行政類多運用調查與統計法，重視移植與採借。二、指導教授多為各領域發展史的關鍵人物，以Strayer指導三篇論文居冠，但師承淵源、研究主題、方法與典範均以Thorndike學派影響最大。三、教育文化發展視野上，各領域論文共同呈現樂觀天真的「學習—移植」時代色彩。本研究透過關鍵史料分析，所得研究成果與目前多數研究背後「凡由哥大師院學成返國者，均深受杜威影響」基本假定有根本差異，實修正及補充中國近代教育學發展史另一重要面向。
