1949-1981年中国教育批判研究

发布时间：2018-01-19 02:09

本文关键词： 中华人民共和国教育批判历史经验教训启示　出处：《西南大学》2010年博士论文　论文类型：学位论文

【摘要】： 从1949年中华人民共和国成立至1981年“拨乱反正”基本结束这段历史时期,我国教育领域开展了许多教育批判。研究这些教育批判,对于人们了解这方面的历史,吸取其中的经验教训都有重要的作用。但是,学术界对这方面的历史虽然有所研究,但还比较零散,还特别需要对其进行全面、系统、深入的研究。因此,本文以1949年中华人民共和国成立至1981年“拨乱反正”基本结束这段历史时期教育领域所发生的教育批判及其相关问题为研究对象,对这段历史时期教育批判发生发展的历史脉络和基本情况进行了全面系统的梳理,对该历史时期具有典型意义和重要影响的教育批判事件进行了深入的个案研究,对该历史时期教育批判的基本性质、主要特点、历史影响、经验与教训以及对于教育批判的基本理论问题的启示等进行了比较系统和深入的研究。论文除导论外,正文内容共分三大部分：第一部分：1949至1981年中国教育批判的背景与概况。该部分主要运用历史研究的基本方法,具体分为建国初期(1949-1952)、过渡时期(1953-1956)、开始全面建设社会主义时期(1956-1966)、文革时期(1966-1976)、拨乱反正时期(1976-1981)五个时期对1949至1981年间中华人民共和国教育批判的历史背景、动因、基本过程、基本线索、基本事件、基本历史情况进行了系统梳理和全面考察。第二部分：1949年至1981年重大教育批判事件的案例研究。主要运用历史研究、个案研究等方法,分章对武训精神批判、陶行知教育思想批判、陈鹤琴活教育理论批判、关于过渡时期主要教育问题的争论、全面发展教育与因材施教问题的争论、杜威实用主义教育思想批判、胡适学术与教育思想批判、凯洛夫《教育学》批判、对教学原则若干问题的争论、“爱的教育”批判、孔子及儒家教育思想批判等重大教育批判事件的过程、内容、性质、特点、影响以及涉及的相关教育问题进行了深入的梳理、分析和评价。第三部分：对1949年至1981年中国教育批判问题的反思。主要运用了哲学、解释学、比较法等理论研究方法,对该历史时期教育批判进行了比较全面和系统的反思。分别对这一时期的教育批判与其时代的政治、经济、文化、意识形态等背景及其关系进行了深入的理论分析和实践考察,对该历史时期教育批判的基本性质与主要特点、历史影响与基本经验及教训进行了深入的理论反思和总结。在此基础上,对教育批判的本义及教育批判与教育批评、教育评论、教育争论的关系,以及如何正确开展教育批判等问题进行了理论研究。论文的主要结论有：①1949年至1981年间的中国教育批判是在中国政治、意识形态、经济、文化、社会等方面的重要变革的背景下,对中国教育改革之路的探索。当然,有时的这种探索步入了歧途。②1949年至1981年中国教育批判的主要实践倾向是阶级斗争、意识形态斗争与政治、学术批判的交织：多数时间的教育批判在批判方法方面的主要特征是形而上学：多数时间教育批判的组织与实施方式以“群众性”、“运动式”为主要特点。③1949年至1981年中国教育批判的内涵是丰富的、多元的、复杂的,它不仅指向教育思想或理论,而且也指向具体的教育活动或实践,涉及了中国教育的价值取向、指导思想、教育制度、教育及教学方法、课程、教材等诸多教育思想、教育理论与教育实践的基本问题。④1949年至1981年中国教育批判对中国教育改革与发展产生了重要影响,其经验和教训都是深刻的。从主要指导思想和主要结果来看,该历史时期许多教育批判成为了极左错误指导思想的阐释和体现途径,使教育批判异化成了政治斗争、阶级斗争及意识形态斗争的工具。许多教育批判不仅体现和延续了新中国建国后教育指导思想上的左倾错误,而且在一定程度上强化了这样的错误。⑤开展教育批判既是必要的,也是可能的,但教育批判应该是肯定与否定的辩证统一,应该是“事实”澄清与“价值”判断的统一,或“无原则”批判与“有原则”批判的辩证统一,应该坚持理论批判与实践批判的辩证统一。总之,论文对1949年至1981年间我国教育批判历史及相关问题做了比较全面、系统、深入的研究,在研究视角、研究范围、研究主题和内容、史料发掘、研究方法、研究结论等方面等都有一定的创新。但由于论文研究这段历史时间跨度较长、研究对象较复杂,涉及问题较多,因此,本文在史料的取舍、研究内容的进一步深入等方面还存在一些不足之处。
[Abstract]:From 1949 to 1981 in People's Republic of China was "basically the end of this period of history bring order out of chaos" period, the educational field of our country has carried out a lot of educational criticism. Study on these educational criticism, for people to understand the history and lessons which are important. However, the academic circles on the history although research, but it is still relatively fragmented, also requires a comprehensive, the system, in-depth research. Therefore, the field of education criticism education period in People's Republic of China was established in 1949 to 1981, basically the end of this period of history bring order out of chaos "is and its related problems as the research object, and the basic situation of the history of this period of education criticism the occurrence and development of a comprehensive system of combing with typical and important influence on the history of education criticism event A thorough case study is made on the basic nature, main characteristics, historical influence, experience and lessons of the educational criticism in this historical period, as well as the enlightenment to the basic theoretical problems of educational criticism.
In addition to the introduction, the text is divided into three parts:
The first part: the background and general situation of the 1949 to 1981. Chinese critical education basic method this part mainly uses historical research, specifically divided into the early transition period (1949-1952), (1953-1956), began in the period of all-round socialist construction (1956-1966), during the Cultural Revolution (1966-1976), (1976-1981) the basic events bring order out of chaos period historical background. In 1949 to 1981 years of education in People's Republic of China criticized five periods of motivation, basic process, basic clue, analyzes systematically and comprehensively investigate the basic historical situation.
The second part: a case study from 1949 to 1981 a major educational criticism event. Mainly use historical research, case studies and other methods, the chapter of Wu Xun criticism spirit, Tao Xingzhi thought on education critique, live education theory of Chen Heqin criticism on the main problems of education during the transitional period of debate, overall development of education and individualized debate, Dewey's critique of pragmatism education, academic education and ideological criticism of Hu Shi, "criticism Kairov < problems of education, teaching the principles of debate, critique of" love of education ", Confucius and the Confucian education thought, criticism and other major events critical education content, nature, characteristics, influence and relevant education issues in-depth combing, analysis and evaluation.
The third part: Reflection on 1949 to 1981 Chinese educational criticism problems. The main use of the theory of philosophy, hermeneutics, comparative law research methods, on the history of educational criticism reflects the comprehensive and systematic education respectively. Criticism of this period and generation of politics, economy, culture, theory of analysis and practice of in-depth study of the ideology and the relationship between the background and main characteristics, basic character of education criticism of the historical period, historical influence and basic experience and lessons are summarized and a thorough theoretical reflection. On this basis, the original meaning of education criticism and education criticism and criticism of education, education review, the relationship between education debate the theoretical research, and how to carry out educational criticism and other issues.
The main conclusions of this paper are as follows: from 1949 to 1981 China education criticism is made in Chinese politics, ideology, economy, culture, society and other aspects of the important changes in the background, to explore the way of education reform Chinese. Of course, sometimes this kind of exploration astray. In 1949 to 1981 the main criticism of education practice China the tendency of class struggle, struggle and political ideology, interwoven Academic Criticism: main features of educational criticism in most of the time is the critical method of Metaphysics: organization and implementation of education for most of the time to "critical mass", "movement" as the main characteristic. In 1949 to 1981 Chinese critical educational connotation is a rich, diverse, complex, it is not only to the education idea or theory, but also to the education activity or practice, involving the value orientation of Chinese education, The guiding ideology, education system, curriculum and teaching methods, teaching materials, such as education, basic education theory and education practice. The 1949 to 1981 China educational criticism has an important influence on Chinese education reform and development, the experience and lessons are profound. From the main guiding principle and results this period of history, many educational criticism has become the guiding ideology of the ultra left wrong interpretation and reflect the way, make the education critique of a political struggle, class struggle and ideological struggle. Many education critiques not only the continuation of the new Chinese education after the founding of the guiding ideology of the left leaning errors, but also strengthens such mistakes in a certain to carry out the education degree. The criticism is not only necessary, but also possible, educational criticism should be positive and negative dialectical unity, "truth" should be clarified The unity of "judgement of value" or the dialectical unity of "unprincipled" criticism and "principled" criticism should adhere to the dialectical unity of theoretical criticism and practical criticism.
In short, the period from 1949 to 1981 historical critique of education in China and related issues to do a more comprehensive, systematic, in-depth study, in the research perspective, research scope, research themes and contents, historical materials, research methods, research conclusions and so on have certain innovation. But as a result of this period of history a longer time span, the research object is complex, involving many problems, therefore, based on the historical trade-offs, further research contents etc. there are some shortcomings.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G521

【引证文献】