唐文治及《國文經緯貫通大義》研究

Abstract

本論文聚焦晚清民國之際重要文論家唐文治及其選本作品《國文經緯貫通大義》展開研究。各章從不同視角切入，綜合運用文本細讀、歷史語境分 析、比較研究等多元方法，針對古文概念演變、「文道」關係建構、選本體系創新等學術問題提出解決方案並得出結論。第一章〈緒論〉總述研究動機和目的。本章先梳理「古文」與「文道論」在中國文學史上的發展脈絡，明確研究範疇與核心概念。基於當代學術研究的空白，提出本論文旨在彌補對唐文治選本《國文經緯貫通大義》中文道觀、評點體系研究的不足，並提出五項具體研究問題，涵蓋其生平與文道觀演變、選本體系構建、評點方法、文道觀重構以及與桐城派的繼承創新關係。在方法論上，綜述了文本細讀法、「作為方法」的民國史學視角及宗派法等研究工具，期望通過多維度交叉研讀獲得深入理解。第二章〈唐文治生平事跡及时代背景〉。通過文獻考證與生平敘證，系統梳理唐文治從蒙學啟蒙、科舉仕途、海外考察到棄官從教的多階段經歷。結合其自訂年譜與書信資料，運用歷史語境分析法，闡釋其「教育救國」與「性情教育」觀念的形成過程。研究發現，唐氏早年受王祖畬人格教誨和桐城派文道思想影響，後期海外見聞使其對中西教育文化交互有獨特認識，文學觀從「道德教育」逐步轉向「性情教育」。本章結論表明，唐文治的人生經歷與時代衝擊深刻塑造了其從「文章以載道」到「文章育人心性」的文學觀，為後續選本與評點研究奠定理論基礎。第三章〈唐文治的思想主張〉採用文本細讀與數目統計相結合的方法，深入分析唐文治歷次選本（《高等小學國文讀本》《高等學堂國文講義》）及其代表作《國文經緯貫通大義》的編選原則和分類體系。通過對比同一時期主要選本的文章分類標準，識別出唐氏在桐城派「十三類」外提出的「文法分類法」創新。本章解決了唐文治所認為的如何在文言衰落、白話興起之際，如何借助選本重塑國文教學體系的問題。研究指出，唐文治同時受到桐城文法系統和江南民間選本系統影響，以篇章寫作方法難易排序為分章依據，讓學子在短時間內掌握不同寫作技法，既傳承傳統，又契合民國教育普及需求。第四章〈《國文經緯貫通大義》的文法論〉聚焦於《國文經緯貫通大義》中的評點術語與修辭理論，提出唐文治以字法、句法、章法三層遞進構建其文章審美體系，並融合訓詁與聲韻之學，建構以「文氣」為核心的文章評鑑方法，兼顧道德教化與情感共鳴。運用「細讀——遠讀」法，系統歸納《國文經緯貫通大義》中唐文治的具體評點術語與修辭技法。認為其在字法上強調「識字、選字、用字」功夫，強調以用字選字表達作者深情；句法方面同時重視句式的使用和造句在意境中的作用；章法上以總冒奠基、層次規整、橫放破格、插入求變、倒卷溯源、結尾封鎖六法構建「文氣」審美體系。本章解決了唐文治如何在評點實踐中融合經學與文法，形成獨到文章學觀的問題。得出唐文治評點既注重文章本體結構，又強調情感共鳴與道德教化的結論。第五章〈《國文經緯貫通大義》的文道觀建構〉採用比較研究與理論重構的方法，先回顧中唐以來古代「文」、「道」二元關係的演變，再考察唐文治在選本與評點中的價值取向。通過與程朱理學、桐城派以及五四新文化運動的對話，指出唐氏在「文以載道」傳統上，深化了文氣、倫理統一的觀念，既關注文本內部文氣生成，也強調文章對教化國民、維護文化正統的功能。本章回答了在國族危亡時代背景下，唐文治如何構建符合時代精神的文道觀問題，結論是其文道觀兼顧傳承與創新，以文章作為連結個人情感、社會理想與文化傳承的關鍵。在章節間的配合中，緒論提出研究問題與方法；第二章以生平與時代為框架，為後續選本與評點研究提供歷史與觀念基礎；第三章聚焦選本系統，展示唐文治將文學觀念融入教材的實踐；第四章深入評點實踐，揭示其文章學理論在文本批評中的運作機制；第五章整合前四章成果，闡明唐文治在國文教育、文化傳承與文道建構中的總體布局。整體上，從宏觀時代脈絡到中觀選本體系，再到微觀評點實踐，彼此配合，試圖勾勒出唐文治文章學、教育學、文化學一體的教育系统。This thesis focuses on the prominent late Qing and early Republican essay theorist Tang Wenzhi （唐文治）and his anthology Guowen Jingwei Guantong Dayi (The Comprehensive Meaning of National Literature). Each chapter approaches the subject from a different perspective, applying a combination of close reading, historical contextual analysis, and comparative methods to address scholarly questions such as the evolution of the concept of classical prose (guwen), the construction of the wen-dao (literature–Way) relationship, and innovations in anthology compilation. .Chapter One (Introduction) outlines the research motivation, objectives, and methodology. It defines the scope of"classical prose" and the historical trajectory of wen-dao theory in Chinese literary tradition, while identifying a gap in the study of Tang’s anthology. It proposes five research questions, addressing Tang's life, ideological development, editorial principles, evaluative rhetoric, and his transformation of Tongcheng School orthodoxy. Methodologically, it draws upon close and distant reading strategies, the "Republic as Method" approach, and sectarian genealogy analysis to provide a multi-dimensional understanding.Chapter Two examines Tang Wenzhi’s life and intellectual background, tracing his transformation from Confucian official to educator, and from moralist to advocate of “emotional cultivation” (性情教育). Using biographical sources and letters, the chapter argues that his shift in literary education—from “conveying moral principles” to “shaping inner character”—was deeply shaped by personal experiences and national crises.Chapter Three analyzes Tang’s anthology system through close reading and textual statistics. It identifies his methodological departure from the Tongcheng School's “thirteen-category” system by proposing a “rhetorical grammar-based” classification scheme. This innovation, grounded in practical pedagogy, enabled students to grasp different prose techniques effectively, responding to the decline of classical Chinese and the rise of vernacular education. Chapter Four explores Tang’s rhetorical theory as presented in Guowen Jingwei Guantong Dayi, focusing on the three-tier structure of word, sentence, and paragraph-level techniques. It reconstructs Tang’s six-part aesthetic model of wenqi (literary vitality), incorporating phonological interpretation and classical philology. His rhetorical approach emphasizes both moral resonance and structural discipline, forming a unique prose theory that bridges Confucian classics with stylistic training.Chapter Five investigates Tang’s wen-dao construction in comparative perspective. Through dialogue with Tongcheng traditions, Neo-Confucian orthodoxy, and May Fourth reformist discourse, Tang’s model of wen-dao not only preserves the function of literature as moral carrier but also extends it to the aesthetic of wenqi and the ethical shaping of the citizen. His theory integrates continuity and innovation, positioning writing as the nexus between personal sentiment, cultural identity, and national mission.Together, the chapters construct a coherent intellectual portrait of Tang Wenzhi, moving from macro-level historical consciousness, through meso-level anthology design, to micro-level evaluative rhetoric. This thesis attempts to outline Tang’s synthesis of prose theory, educational philosophy, and cultural ideology—an integrated academic vision of “prose studies – pedagogy – cultural nationalism.”