建国初期南京市中小学教师思想改造研究（1949-1952）
发布时间：2018-09-04 09:59
【摘要】：1949年,中华人民共和国建立伊始,百废待兴,百业待举,新中国的建设与发展急需人才。与此同时,在新旧政权易手之际,社会思想也比较活跃,中国共产党作为新政权的执政党,也需要整合社会思想,树立马列主义主导下的新的政治观念与价值观念。知识分子群体自然是中国共产党所要团结利用的对象。早在1948年8月份,中国共产党即提出“争取、团结、改造、培养”知识分子的八字方针,新中国成立后,此方针延续下来,并于1949—1952年间在全国范围内开展了对知识分子初步的思想改造运动。南京市的中小学教师思想改造是此次思想改造的一部分,既有代表性,又有其自身特殊性。中国共产党组织在南京开展的这次中小学教师的思想改造,是全民运动式的,规模宏大,涉及范围广,既有公立学校,也有私立学校与教会学校；既有教师,也有职工,还有学生,具有广泛的参与性。在改造过程中,新政权不仅将政治学习充斥于中小学教师的日常教学工作,而且也将中小学教师个人生活中的言行纳入改造范围,将每一位中小学教师都卷入政治学习中。在日常化、制度化学习的同时,更重要的是利用寒暑假期进行集中式学习,力图最大程度地加深每一位中小学教师对中国共产党以及新政权性质的认识了解,使其从心理上接纳中国共产党与新政权,认同新的政治理念,进而在思想文化领域确立马列主义话语的主导权。当然,理论文件的学习虽然在日常化与集中式学习中占据重要地位,但是要强化自书本上学习的理论知识,最好的方法即是理论与实践的结合,而这也是符合马克思主义认识论的。朝鲜战争爆发后,中国共产党为了巩固新生政权,在国内先后进行了时事宣传运动、三反、五反运动、镇压反革命等运动。为了让正在接受思想改造的中小学教师进一步强化理论学习效果,对中国共产党及新政权有更直接更理性的认识,南京新政权也将中小学教师卷入政治运动中。南京新政权组织中小学教师参加政治运动,一方面是为了肃清教师们因国民党统治所遗留的资产阶级思想,如腐朽堕落的生活方式、超政治超阶级的思想观念、雇佣观念等等,另一方面则是为了让教师们在各项政治运动中与中央保持一致,逐步将教师们从崇尚自由、追求独立的小知识分子转化为服从组织、服膺新政权的工农阶级中的一员,将他们从超脱政治的旧人转化为关心政治并且积极参与政治的新人。早在延安整风时期,中国共产党就开展过思想改造运动,并有着丰富的建立统一战线的理论与经验,这次运动中所采取的灵活多样的形式,即是对长期以来所形成的思想改造方式的延续与发展,并在运动中逐步形成了一套相对成熟的思想改造模式,在以后的实践中日渐完善。在思想改造过程中,新政权组织教师们参加实际劳动,在实践中树立劳动观念,促使他们将“劳动作为苦修手段”,完成从肉体到灵魂的改造；另外还组织教师参加诉苦大会,通过诉苦教育,使每位参与者认清新旧政权的差别,自觉与旧我划清界线,对新政权的性质形成更深刻的认识,加深对新政权的认同；在利用黑板报与展览会等媒介时,组织者力图使每位教师通过参加他人的改造成果展示,来认识自我改造的必要性,并相信自己通过积极改造也一定能够变成一名合格的人民教师；树立典型模范是非常重要的改造方式,它为每位教师明确了改造的方向,使每位教师与模范进行比照,发现自身的差距,以加强自我改造,更好地融入到新中国建设中来。如此繁多的改造形式密切结合,将亲身参与实践与参观他人改造成果紧密结合,为更好地达到改造效果提供了保障。笔者力图通过对整个思想改造过程进行全方位、多视野的解构与分析,进而构建起中国共产党在对南京市中小学教师进行思想改造过程中权力运作的全貌与背后的逻辑机制,即思想改造运动的文件学习是如何进行的,组织教师们参与政治活动又是如何开展的,各种改造形式之间又是如何进行的,总而言之,即权力机制是如何运作的,而这也是中共取得新政权并不断巩固新政权的法宝。
[Abstract]:At the beginning of the founding of the People's Republic of China in 1949, there was an urgent need for talented people for the construction and development of the new China. At the same time, as the new and old regimes changed hands, social ideas were also more active. As the ruling party of the new regime, the Communist Party of China also needed to integrate social ideas and establish new political ideas and ideas under the leadership of Marxism-Leninism. As early as August 1948, the Communist Party of China put forward the eight-character policy of "striving for, uniting, transforming and cultivating" intellectuals. After the founding of the People's Republic of China, this policy continued and began nationwide in 1949-1952. The ideological transformation of primary and secondary school teachers in Nanjing is a part of the ideological transformation, both representative and its own particularity. The ideological transformation of primary and secondary school teachers carried out by the Communist Party of China in Nanjing is a nationwide movement with a large scale and a wide range of coverage, both public schools and private schools. In the process of reform, the new regime not only flooded the daily teaching work of primary and secondary school teachers, but also included the words and deeds of primary and secondary school teachers in their personal lives into the scope of reform, and involved every primary and secondary school teacher in the political school. At the same time of daily and systematic study, it is more important to make use of the winter and summer holidays for centralized study, and try to deepen every primary and secondary school teacher's understanding of the nature of the Communist Party of China and the new regime, so that they can accept the Communist Party of China and the new regime psychologically, identify with new political ideas, and then in their thinking. The dominance of Marxist-Leninist discourse is established in the field of culture. Of course, although the study of theoretical documents plays an important role in daily and centralized learning, the best way to strengthen the theoretical knowledge learned from books is the combination of theory and practice, which is also in line with Marxist epistemology. In order to consolidate the new regime, the Communist Party of China has carried out current affairs propaganda campaigns, three and five anti-revolutionary campaigns, and suppressed counter-revolutionary campaigns in China. In order to further strengthen the theoretical learning effect of primary and secondary school teachers undergoing ideological reform, and to have a more direct and rational understanding of the Communist Party of China and the new regime, the new Nanjing regime will also be in the process. Primary school teachers were involved in the political movement. The new Nanjing regime organized primary and secondary school teachers to participate in the political movement, on the one hand, to eliminate the bourgeois ideas left over by the Kuomintang, such as decadent lifestyle, super-political super-class ideas, employment concepts, and so on, on the other hand, to allow teachers in each other. In accordance with the Central Committee, the political movement gradually transformed teachers from small intellectuals who advocated freedom and pursued independence into workers and peasants who were subordinate to the organization and the new regime, and from the old people who were detached from politics to the new people who were concerned about politics and actively participated in it. As far as the ideological reform movement has been carried out, and has a wealth of theory and experience to establish a United front, the flexible and diverse forms adopted in this movement are the continuation and development of the ideological transformation mode formed over a long period of time, and gradually formed a relatively mature ideological transformation mode in the movement, in the future practice of Japan and Japan In the process of ideological reform, the new regime organizes teachers to take part in actual work, foster a sense of labor in practice, and urge them to "labor as a means of austerity" to complete the transformation from the body to the soul; in addition, it also organizes teachers to participate in complaints conferences, through complaints education, so that each participant can recognize the differences between the old and the new regimes, from their own. In the use of blackboard newspapers and exhibitions and other media, organizers try to make every teacher realize the necessity of self-improvement by participating in the demonstration of the results of other people's reform, and believe that he or she can also change through active reform. To be a qualified people's teacher, setting a typical model is a very important way of transformation, which defines the direction of transformation for each teacher, compares each teacher with the model, finds its own gap, strengthens self-transformation, and better integrates into the construction of New China. The author tries to deconstruct and analyze the whole process of ideological transformation from all aspects and multi-perspectives, and then construct the whole picture and back of the power operation of the Communist Party of China in the ideological transformation of primary and secondary school teachers in Nanjing. The latter logical mechanism, that is, how the document study of the ideological reform movement was carried out, how the teachers were organized to participate in political activities, and how the various forms of transformation were carried out, in short, how the power mechanism operated, which is also the magic weapon for the CPC to obtain the new regime and constantly consolidate the new regime.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G635.1;K27
本文编号：2221752
[Abstract]:At the beginning of the founding of the People's Republic of China in 1949, there was an urgent need for talented people for the construction and development of the new China. At the same time, as the new and old regimes changed hands, social ideas were also more active. As the ruling party of the new regime, the Communist Party of China also needed to integrate social ideas and establish new political ideas and ideas under the leadership of Marxism-Leninism. As early as August 1948, the Communist Party of China put forward the eight-character policy of "striving for, uniting, transforming and cultivating" intellectuals. After the founding of the People's Republic of China, this policy continued and began nationwide in 1949-1952. The ideological transformation of primary and secondary school teachers in Nanjing is a part of the ideological transformation, both representative and its own particularity. The ideological transformation of primary and secondary school teachers carried out by the Communist Party of China in Nanjing is a nationwide movement with a large scale and a wide range of coverage, both public schools and private schools. In the process of reform, the new regime not only flooded the daily teaching work of primary and secondary school teachers, but also included the words and deeds of primary and secondary school teachers in their personal lives into the scope of reform, and involved every primary and secondary school teacher in the political school. At the same time of daily and systematic study, it is more important to make use of the winter and summer holidays for centralized study, and try to deepen every primary and secondary school teacher's understanding of the nature of the Communist Party of China and the new regime, so that they can accept the Communist Party of China and the new regime psychologically, identify with new political ideas, and then in their thinking. The dominance of Marxist-Leninist discourse is established in the field of culture. Of course, although the study of theoretical documents plays an important role in daily and centralized learning, the best way to strengthen the theoretical knowledge learned from books is the combination of theory and practice, which is also in line with Marxist epistemology. In order to consolidate the new regime, the Communist Party of China has carried out current affairs propaganda campaigns, three and five anti-revolutionary campaigns, and suppressed counter-revolutionary campaigns in China. In order to further strengthen the theoretical learning effect of primary and secondary school teachers undergoing ideological reform, and to have a more direct and rational understanding of the Communist Party of China and the new regime, the new Nanjing regime will also be in the process. Primary school teachers were involved in the political movement. The new Nanjing regime organized primary and secondary school teachers to participate in the political movement, on the one hand, to eliminate the bourgeois ideas left over by the Kuomintang, such as decadent lifestyle, super-political super-class ideas, employment concepts, and so on, on the other hand, to allow teachers in each other. In accordance with the Central Committee, the political movement gradually transformed teachers from small intellectuals who advocated freedom and pursued independence into workers and peasants who were subordinate to the organization and the new regime, and from the old people who were detached from politics to the new people who were concerned about politics and actively participated in it. As far as the ideological reform movement has been carried out, and has a wealth of theory and experience to establish a United front, the flexible and diverse forms adopted in this movement are the continuation and development of the ideological transformation mode formed over a long period of time, and gradually formed a relatively mature ideological transformation mode in the movement, in the future practice of Japan and Japan In the process of ideological reform, the new regime organizes teachers to take part in actual work, foster a sense of labor in practice, and urge them to "labor as a means of austerity" to complete the transformation from the body to the soul; in addition, it also organizes teachers to participate in complaints conferences, through complaints education, so that each participant can recognize the differences between the old and the new regimes, from their own. In the use of blackboard newspapers and exhibitions and other media, organizers try to make every teacher realize the necessity of self-improvement by participating in the demonstration of the results of other people's reform, and believe that he or she can also change through active reform. To be a qualified people's teacher, setting a typical model is a very important way of transformation, which defines the direction of transformation for each teacher, compares each teacher with the model, finds its own gap, strengthens self-transformation, and better integrates into the construction of New China. The author tries to deconstruct and analyze the whole process of ideological transformation from all aspects and multi-perspectives, and then construct the whole picture and back of the power operation of the Communist Party of China in the ideological transformation of primary and secondary school teachers in Nanjing. The latter logical mechanism, that is, how the document study of the ideological reform movement was carried out, how the teachers were organized to participate in political activities, and how the various forms of transformation were carried out, in short, how the power mechanism operated, which is also the magic weapon for the CPC to obtain the new regime and constantly consolidate the new regime.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G635.1;K27
【参考文献】
相关期刊论文 前1条
1 于风政;建国后政治运动的源头──政治学习运动述评[J];北京党史;1999年04期
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