抗战胜利后国民政府教育复员研究

发布时间：2018-06-12 22:35

本文选题：国民政府 + 教育复员　；参考：《中山大学》2007年博士论文

【摘要】： 1945年8月,历经14年之久的中国人民抗日战争终于取得了最后的胜利。在从抗战胜利到1947年10月国共两党彻底决裂的两年多时间内,中华民族再次走到了和平与战争的十字路口。虽然此间国民政府也颁布了一系列政策法规,力图尽快地完成复员工作,以安定社会秩序与民众生活。但令人遗憾的是,由于国民党坚持其发动的内战政策,国内政治军事局势一直在和平与战争之间摇摆不定,整个社会始终处于风雨飘摇与日益衰败之中,反映在国民政府复员政策制定上的便是其反复无常。本文重点探讨抗战胜利后国民政府教育部主持的教育复员。论文以战后不久召开的全国教育善后复员会议为切入点,以教育资源调整与教育体制转换为主线,着重考察在这场声势浩大的涉及全国教育发展与布局调整的运动中所取得的成果,以及存在的问题。由于受到政治与军事局势的影响,国民政府在抗战胜利以后的教育发展不尽如人意,但不可否认也取得了一定的成就。这些成就的取得不仅为战后国民政府教育事业的发展提供了一定的条件,而且还为新中国建国之后的教育发展奠定了一定的基础。可以说,战后教育发展的成败缘起均与教育复员密不可分。在教育资源调整方面,1946年夏秋之间,教育部主持了国立中等以上学校的回迁与调整工作,使得教育资源在地域分布上更趋合理。国立中等以上学校的回迁,因受军事的影响而被迫延期;而在国中处理过程中,教育部与地方教育当局在资源分配与人事安排上出现了分歧。1946-47年间,一些学校因要求迁校或更名而相继爆发了一系列的风波。这些风波与国统区因政治原因而引发的学潮夹杂在一起,使得整个学界更为动荡。在教育资源调整的同时,教育部先后完成了对战时教育体制向平时教育体制转换,其中包括恢复设置县市教育局、奖学金制度的出台及中小学教科书供应体制的完善等。而在三大区域的教育复员过程中,其工作重心则各有不同:在广大的收复区,除了对于敌伪占据时期所施行的奴化教育遗毒的清除外,安置人数众多的失学失业青年也是令教育部甚为头痛的一大难题;而光复区则因日寇殖民统治时期过长,其工作重心在于恢复国民党教育旧制之上;教育复员中的西南、西北边疆地区,由于全国教育重心的转移而受到严重影响,虽然教育部在抗战胜利以后也曾采取一些措施,但其整体衰落之势已在所难免。由于教育复员正处于国内局势的动荡之时,受政治与军事局势急剧变动的影响,再加上从中央到地方教育经费的奇缺,整个国民党控制区域学校秩序紊乱,师生失业失学情形相当严重。在内战的这一大背景下,教育复员的最终结果与教育界人士的最初期望值差距甚大。
[Abstract]:In August 1945, after 14 years, the Chinese people's War of Resistance against Japan finally won the final victory. In the more than two years between the victory of the War of Resistance against Japan and the complete rupture between the Kuomintang and the Communist Party in October 1947, the Chinese nation once again reached the crossroads of peace and war. Although the National Government here also promulgated a series of policies and regulations, trying to complete the demobilization work as soon as possible, in order to stabilize social order and people's life. Unfortunately, however, as the Kuomintang persisted in its policy of civil war, the political and military situation in the country had been wobbling between peace and war, and the whole society was always in the midst of ups and downs. Reflected in the national government's demobilization policy formulation is its capricious. This paper focuses on the education demobilization of the Ministry of Education of the National Government after the victory of the War of Resistance against Japan. The thesis takes the National Conference on Rehabilitation and demobilization of Education held shortly after the war as the starting point, and takes the adjustment of educational resources and the transformation of education system as the main line. This paper focuses on the achievements and problems in this massive movement involving the development and distribution of education in the whole country. Due to the influence of the political and military situation, the education development of the National Government after the victory of the Anti-Japanese War was not satisfactory, but there is no denying that it has also made certain achievements. These achievements not only provided certain conditions for the development of national government education after the war, but also laid a certain foundation for the development of education after the founding of New China. It can be said that the success or failure of postwar education development is closely related to education demobilization. In the aspect of educational resources adjustment, between summer and autumn of 1946, the Ministry of Education presided over the relocation and adjustment of national secondary schools, which made the distribution of educational resources more reasonable. The relocation of national secondary and higher schools was postponed because of military influence; in the process of dealing with the situation in the country, the Ministry of Education and the local education authorities had a disagreement over the allocation of resources and the personnel arrangement between the Ministry of Education and the local educational authorities. A series of storms broke out in some schools because of the request to relocate or to change their names. These disturbances are mixed with the academic tide caused by political reasons in the Kuomintang-controlled area, which makes the whole academic circle more turbulent. During the adjustment of educational resources, the Ministry of Education has completed the transformation from wartime education system to peacetime education system, including the restoration of county and city education bureau, the introduction of scholarship system and the improvement of textbook supply system in primary and secondary schools. However, in the process of education demobilization in the three major regions, the focus of their work is different: in the vast recovered areas, in addition to the removal of the enslaved educational legacy of the period of the enemy's occupation, The resettlement of unemployed youth with a large number of out-of-school students is also a big headache for the Ministry of Education; and because of the long period of colonial rule by the Japanese aggressors, the focus of their work is on restoring the old educational system of the Kuomintang; and on the southwest in the process of education and demobilization. The northwest frontier area was seriously affected by the shift of the national education center. Although the Ministry of Education also took some measures after the victory of the War of Resistance against Japan, the overall decline of the Ministry of Education was inevitable. Due to the fact that the demobilization of education is at a time of turbulence in the domestic situation, affected by the dramatic changes in the political and military situation, and because of the acute shortage of funds for education from the central to the local levels, the order of schools in the whole KMT controlled region is in disorder. The unemployment of teachers and students is quite serious. Under the background of the civil war, the final result of education demobilization is far from the initial expectation of educators.
【学位授予单位】：中山大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G529

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