20世纪20年代，师范大学和综合性大学都开设教育系以培养教育学本科人才，师范教育从单一封闭的发展形式变为师范大学和综合性大学双轨并行的格局。双轨并行格局下两类性质不同的学校是如何培养教育学本科人才的？他们对于教育学本科人才的培养措施是否一致？有何特色？通过对两类学校教育学本科人才培养模式的比较研究既可以明晰两类学校在教育学人才培养方面的特性，又可以较全面把握民国时期教育学本科人才培养的整体样貌。这对于我们理解历史、优化现代人才培养模式，以及推动教育学科的持续发展，都具有重要的启示意义。

本文以北京师范大学和北京大学为例，对两所学校的教育学本科人才培养模式进行对比，探究民国时期双轨并行格局下，师范大学和综合性大学教育学本科人才培养模式的异同，明晰民国时期教育学本科人才培养模式的共性以及不同类型学校在此方面表现的独特性。通过比较，可以得知，在这种双轨并行的培养格局下，两所学校都形成了一套人才培养模式：以培养目标为指导，设置相应课程，聘请高质量教师施以相当教学，以保障学生获得教育学的基本知识，在此基础上，两校均设置了“参观与实习”环节，将学生置于教育环境中进行观察和锻炼，促进其对基础知识的理解、提升其教学技能、加深对教育现实问题的认识，促进其学术能力的提升，使教育学本科人才兼具学术研究能力、教学能力和行政管理能力。同时，在相同的人才培养模式之下，不同类型的大学教育系在培养人才的过程中也形成了各自的特色。师范大学重视对教育学本科人才教学实践和技能的培养，课程设置、教学方法甚至是学术研究的内容都倾向于为学校教育服务，保持了其鲜明的师范性。综合性大学以研究高深学问为基础，虽在设置之初强调要将师范教育的核心凝聚在教育系一系中，但在人才培养方面存在明显的重学术研究轻师资培养的现象。在课程设置、教学方法、师资队伍建设等方面都重点围绕学术性展开，在教育学术研究上更关注“大教育”问题。

民国时期这种双轨并行的教育学本科人才培养模式，改变了过去综合性大学不过问师资培养的情况，两所学校在自己人才培养模式的基础上，发挥各自优势、相互借鉴，培养了一批既有学术研究能力，又具备专业技能的人才，促进了教育事业的发展。虽然两所学校在人才培养方面存在一些问题，但是在当时军阀混战、教育经费不足等艰难的社会条件下，他们的实践是值得肯定的。同时，民国时期双轨并行的教育学本科人才培养模式也为当代教育学本科人才培养提供了一定的启示：首先要认识到教育学本科人才培养目标的多元化；其次要优化教育学本科人才培养模式的各个环节，提高教育质量；最后，要保持双轨并行的教育学本科人才培养格局，共担教育学本科人才培养的使命，共促教育学学科的发展。

In the 1920s, both normal universities and comprehensive universities set up education departments to train undergraduate talents of pedagogy, and normal education changed from a single closed development form to a dual track pattern of normal universities and comprehensive universities. How do two kinds of schools with different nature cultivate pedagogical undergraduate talents under the dual-track parallel pattern? Are their training measures for education undergraduate talents consistent? What are its features? Through the comparative study of the training mode of pedagogic undergraduate talents in the two schools, we can not only clarify the characteristics of the two schools in the training of pedagogic undergraduate talents, but also grasp the overall appearance of the training of pedagogic undergraduate talents in the Republic of China. This has important implications for us to understand the history, optimize the modern talent training model, and promote the sustainable development of educational disciplines.

Taking Beijing Normal University and Peking University as examples, this paper compares the training models of undergraduate education talents in the two schools, explores the similarities and differences between the training models of undergraduate education talents in normal University and comprehensive university under the dual-track parallel pattern in the Republic of China, and identifies the commonality of the training models of undergraduate education talents in the Republic of China and the uniqueness of different types of schools in this respect. Through comparison, it can be seen that under this dual-track and parallel training pattern, the two schools have formed a set of talent training models: Under the guidance of training objectives, appropriate courses are set up and high-quality teachers are hired to provide considerable teaching to ensure that students acquire basic knowledge of pedagogy. On this basis, both schools have set up "visit and practice" links to place students in an educational environment for observation and exercise, so as to promote their understanding of basic knowledge, improve their teaching skills and deepen their understanding of practical problems in education. To promote the improvement of their academic ability, so that the education undergraduate talents can become a combination of academic research ability, teaching ability and administrative ability. At the same time, under the same talent training mode, different types of university education departments have formed their own characteristics in the process of talent training. Normal university attaches great importance to the training of teaching practice and skills of pedagogical undergraduate talents, and the curriculum, teaching methods and even the content of academic research tend to serve the school education, maintaining its distinctive normal character. Comprehensive universities are based on advanced research and deep learning. Although they emphasized the core of teacher education in the first department of education at the beginning of their establishment, there is an obvious phenomenon that academic research is more important than teacher training in personnel training. In the curriculum setting, teaching methods, teaching staff construction and other aspects are focused on the academic focus on "big education" issues in education academic research.

In the period of the Republic of China, this dual-track and parallel education undergraduate talent training mode changed the situation that comprehensive universities did not care about teacher training in the past. Based on their own talent training mode, the two schools gave full play to their respective advantages and learned from each other to cultivate a group of talents with both academic research ability and professional skills, which promoted the development of education. Although there were some problems in the training of talents in the two schools, their practice was worthy of recognition under the difficult social conditions at that time, such as the chaos of warlords and the lack of education funds. At the same time, the double-track parallel education training mode in the period of Republic of China also provides some enlightenment for the contemporary education training of undergraduate education personnel: First of all, we should recognize the diversification of education training objectives; Secondly, we should optimize every link of the training mode of pedagogy undergraduate talents and improve the quality of education. Finally, it is necessary to maintain the dual track and parallel pattern of education undergraduate talent training, share the mission of education undergraduate talent training, and promote the development of education discipline.