A Study of the History and Development of Archival Education in Mainland China and Taiwan

海峽兩岸的分離影響了整個社會變遷的路徑，無論是庶民的日常生活，還是學術與教育的發展軌跡。1934年，武昌文華圖書館學專科學校檔案管理特種教席的設立，首開近代中國檔案學教育之先河。1934年至1949年間的檔案學教育發展構成了海峽兩岸檔案學教育發展的共同基礎，其後，海峽兩岸的檔案學教育各自發展。 本研究首先採用歷史法對大陸時期檔案學教育沿革（1912-1949）展開溯源，並重點從發展歷程、修業年限、課程、教師、學生等方面梳理武昌文華圖書館學專科學校、江蘇學院行政管理系、國立社會教育學院圖書博物館學系、崇實檔案學校等發展歷程。其次，採用比較研究法，分別探討大陸地區與臺灣地區檔案學教育沿革與現況以及海峽兩岸檔案學教育的歷史脈絡，從沿革、系所設置、學科隸屬與學位授予、地理分布、入學方式與考試、學生、教師等方面分析海峽兩岸檔案學教育的差異點與歷史脈絡中的關鍵節點。 研究發現：海峽兩岸檔案學教育在沿革、系所設置、學科隸屬與學位授予、地理分布、入學方式與考試、學生、教師等方面存在差異。海峽兩岸檔案學教育的差異之形成主要受到民國檔案學教育、外來檔案學教育以及海峽兩岸各自的檔案管理體制的影響。據此建議：大陸地區應合理規劃檔案學教育之發展、優化檔案教育系所地理分佈、加速發展檔案學博士生教育、提升檔案學專業教師素質；臺灣地區應推動檔案典藏單位的設置與聘用檔案專業人員、優化檔案教育系所地理分佈、設置檔案學專業大學部教育、共享檔案教育資源。The division between the two sides of Taiwan Straits affects the path of social change, regardless of the daily life of the common people or the academic and educational pathway. In 1934, Boone Library School set up the specialty of archival administration and started the first modern Chinese archival education. The development of archival education from 1934 to 1949 formed the shared foundation on both sides of the Taiwan Straits; however, the archival educations were developed separately thereafter. This study firstly uses the historical method to trace the history of archival education in mainland China (1912-1949), and focuses on development histories of Boone Library School, Jiangsu College Administrative Management Department, National Institute of Education Department of Library and Museum, Chongshi Archival School from the perspectives of development history, year of study, curriculum, teachers and students. Secondly, the comparative research method is chosen to discuss the evolution and current situation of the archival education and the historical context of the archival education on both sides of the Taiwan Straits. In addition, this study analyzes the differences between archival education on both sides of the Taiwan Straits and key nodes in the historical context from the perspectives of evolution, department establishment, subject belonging, degree granting, geographical distribution, type of application and exams, students, and teachers. It was found that there are cross-strait differences in evolution, department establishment, subject belonging, degree granting, geographical distribution, type of application and exams, students and teachers, which result from distinctive influences on the Republic of China archival education, foreign archival education and the archival management system. In conclusion, it is suggested that the mainland China should reasonably plan the development of archival education, optimize the department and geographical distribution of archival education, accelerate the development of doctor archival education programs, and improve the quality of professional, archival teachers. Taiwan should promote the establishment of Archival institutions and employment of relevant professionals, optimize the department and geographical distribution of archival education, set up archival specialty schools, and share archival education resources