重慶市小學改造研究（1949-1953年）
發(fā)布時間：2018-10-16 13:48
【摘要】：政治上的根本改變,也帶來了文化教育工作的改變。舊學校改造是新中國成立初期社會改造的主要內(nèi)容,是鞏固新生政權(quán)和發(fā)展新民主主義文化的重要途徑。學校改造的目的在于將舊思想指導(dǎo)下的學校塑造成為革命的學校。因此,中共在接管重慶市小學的基礎(chǔ)上,對重慶市小學的師生、管理體制以及教學方面進行了必要的革新。解放初,重慶市小學的接管,采取一面接一面管的辦法。由于缺乏接管干部,文管會派出聯(lián)絡(luò)員和軍事代表,采取了“維持原�！钡姆结�,迅速接收了重慶市各小學。在管理階段,重慶市加強了學校的行政管理,調(diào)整了學校的領(lǐng)導(dǎo)成分,維持了全市公立小學,整頓與鞏固了私立小學,完成了在渝各工礦子弟小學的移交,但忽視了私塾的改造。經(jīng)過接管,重慶市穩(wěn)步地建立了新的文教秩序,為重慶市小學教育的順利改造奠定了基礎(chǔ)。新中國成立后,重慶市根據(jù)“教育向工農(nóng)開門”的方針辦學,在辦學體制和學生管理方面,為工人子弟入學提供了便利的條件,有效解決了日益增長的入學需求和學校發(fā)展有限之間的矛盾。重慶市在致力于辦好公辦小學的同時,鼓勵群眾辦學和廠礦辦學,優(yōu)先招收工人子弟。為解決家庭經(jīng)濟困難和貧苦烈士及貧苦革命軍人子弟的入學問題,重慶市對其實行減免學雜費政策。為使超齡兒童獲得受教育的機會,重慶市開辦了超齡兒童速成班。但在師資、設(shè)備、畢業(yè)生安置等方面出現(xiàn)了尖銳矛盾。其根源在于新中國經(jīng)濟力量不足。教師是學校教育的主導(dǎo)力量。為落實新中國新民主主義的教育政策,轉(zhuǎn)變或提高教師的思想政治水平和教學水平,重慶市歷時3年左右,緊緊抓牢“政治可靠”的根本標準,采取了寒暑假集中改造、圍繞抗美援朝等政治運動改造和經(jīng)常性的在職學習等方式,分期分批對小學教師進行了初步的思想改造。無論采取何種方式,本次初步的思想改造教師都不曾脫離抗美援朝等政治運動,并一度發(fā)展成為思想改造運動。在以政治學習為主的同時,重慶市小學教師也進行了必要的業(yè)務(wù)學習,為教學改革掃除了一些障礙。新中國成立初期,重慶市小學教學改革的過程,可以說是向蘇聯(lián)學習的過程。在小學學制上改“四二”制為五年一貫制,采用蘇聯(lián)的現(xiàn)行教學計劃和部分教材,在教法改革中深受蘇聯(lián)教育專家凱洛夫教學原則的影響。重慶市在努力推進課程、教學計劃和教材趨同的同時,允許學制改革和超齡兒童速成班帶來的不同。但由于經(jīng)濟能力有限和缺乏經(jīng)驗,在學習蘇聯(lián)中出現(xiàn)了生搬硬套等問題。五年一貫制被暫緩?fù)菩�。在學習蘇聯(lián)先進教學理論和教學方法的過程中,出現(xiàn)了形式主義和教條主義的問題。所以,在當前教學改革中,應(yīng)結(jié)合中國的國情,堅持批判的精神,合理借鑒國外的教學經(jīng)驗。新中國小學德育工作,關(guān)乎新中國的前途和命運。為了將小學生塑造成為愛國的社會主義建設(shè)者,重慶市在堅持課堂思想品德教育的同時,注重在課外活動中對學生開展隱性思想品德教育。尤其是改革了校園文化,依靠少年兒童隊組織了豐富的校園文化活動。此外,重慶市結(jié)合抗美援朝等政治運動,組織兒童參加了游行示威等社會活動。但在做法上出現(xiàn)了課堂教育生硬、校外活動過多等問題,造成了學校教學混亂。新中國成立后,中共取得政權(quán),并不意味著革命的完全成功。很多國民黨殘余勢力仍然從事破壞活動。在經(jīng)濟水平較低、干部較少的條件下,中共采取了自己較為熟悉的“革命精神”和“革命方法”來進行小學改造工作。所以,在小學改造的過程中,政治運動成為了小學改造中的“法寶”,使小學改造的過程呈現(xiàn)了“運動化”和“階級性”的特征。
[Abstract]:The fundamental change in politics also brings about the change of educational work. The reform of old school is the main content of the initial social transformation in new China, and it is an important way to consolidate the new democratic culture and to develop the new democratic culture. The aim of the school transformation is to shape the school under the guidance of old thought into a revolutionary school. Therefore, on the basis of taking over Chongqing's primary school, the Communist Party of China has made necessary innovations in the teachers and students, management system and teaching aspects of Chongqing's primary school. At the beginning of liberation, Chongqing's primary school took over and took a side-to-face approach. As a result of the lack of take-over cadres, the venturi will send military representatives and military representatives to take action "Maintenance of the original school" The guidelines for the rapid reception of primary schools in Chongqing. In the management phase, Chongqing strengthened the administration of the school, adjusted the school's leading component, maintained the public elementary school in the whole city, rectified and consolidated the private primary school, completed the handover of the primary school of the children in Chongqing, but neglected the reform of the private school. After taking over, Chongqing has steadily established a new teaching order and laid the foundation for the successful transformation of primary education in Chongqing. After the founding of the new China, Chongqing is based on "Open the door to the door." The policy of running schools, in terms of school-running system and student management, provides convenient conditions for the children's children to attend school, and effectively solves the contradiction between the increasing demands of entry and the limited development of schools. Chongqing is committed to running the primary school of the public, encouraging the masses to run schools and running schools, giving priority to the recruitment of workers' children. In order to solve the problems of family economic difficulties and the admission of martyrs and children of the revolutionary army, Chongqing has implemented the policy of reducing tuition and incidentals in Chongqing. In order to obtain the education opportunity for the super-aged children, Chongqing has set up an age-aged child fast-enrollment class. But there is a sharp contradiction between teachers, equipment and graduates. The root cause lies in the inadequacy of the new Chinese economy. The teacher is the leading force of school education. In order to implement the new democratic education policy in China, to change or improve the ideological and political level and teaching level of teachers, Chongqing is held firmly in Chongqing for three years. "Political and reliable" In this paper, the basic standards of the winter and summer holidays have been adopted, and the primary school teachers have been reformed in batches in different ways around the political campaigns such as the anti-American and aid dynasties and the regular on-the-job learning. Whatever the way, this preliminary ideological reform teacher did not come out of the political movement such as anti-American aid, and once developed into ideological reform movement. In the course of political study, the primary school teachers in Chongqing also carried out the necessary business study, which has cleared some obstacles for the teaching reform. At the beginning of the founding of New China, the process of teaching reform of primary school in Chongqing can be said to be the process of learning from the Soviet Union. Reform in primary school system "Four-second" The system is a five-year consistent system, which adopts the current teaching plan and some teaching materials of the Soviet Union, and is deeply influenced by the teaching principles of the Soviet educational experts Kellogv in the reform of teaching and teaching methods. Chongqing is trying to promote the convergence of curriculum, teaching plan and teaching materials, allowing for different educational system reform and fast-class children. However, due to the limited economic ability and lack of experience, problems such as hard-set and hard sleeves appeared in the study of the Soviet Union. Five-year follow-up has been suspended. In the process of studying the advanced teaching theories and teaching methods of the Soviet Union, the problems of formalist and doctrinism have arisen. Therefore, in the current teaching reform, it should combine China's national conditions, adhere to the spirit of criticism, and rationally use foreign teaching experience. The new Chinese primary school curriculum is about the future and destiny of the new China. In order to shape the pupils into patriotic socialist builders, Chongqing, while sticking to classroom ideological and moral education, pays more attention to the implicit ideological and moral education for students in extra-curricular activities. Especially reforming the campus culture, relying on the children's team to organize the rich campus culture activity. In addition, in combination with anti-US aid and other political campaigns, Chongqing organized children to participate in demonstrations and other social activities. However, in practice, there have been some problems in classroom education, too many out-of-school activities and so on, resulting in confusion in school teaching. After the founding of the new china, the communist party acquired power and did not mean the complete success of the revolution. Many Kuomintang remnants are still engaged in sabotage. Under the condition of lower economic level and less cadres, the Communist Party of China has taken its own familiarity "revolutionary spirit" and "revolutionary method" in ord to carry out primary school rehabilitation work. Therefore, in the course of the primary school transformation, the political movement has become the primary school transformation "Magic Weapons" so that the process of the primary school transformation is presented" Sports" and "Smoothness" and features of the present invention.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：TU984.14
本文編號：2274555
[Abstract]:The fundamental change in politics also brings about the change of educational work. The reform of old school is the main content of the initial social transformation in new China, and it is an important way to consolidate the new democratic culture and to develop the new democratic culture. The aim of the school transformation is to shape the school under the guidance of old thought into a revolutionary school. Therefore, on the basis of taking over Chongqing's primary school, the Communist Party of China has made necessary innovations in the teachers and students, management system and teaching aspects of Chongqing's primary school. At the beginning of liberation, Chongqing's primary school took over and took a side-to-face approach. As a result of the lack of take-over cadres, the venturi will send military representatives and military representatives to take action "Maintenance of the original school" The guidelines for the rapid reception of primary schools in Chongqing. In the management phase, Chongqing strengthened the administration of the school, adjusted the school's leading component, maintained the public elementary school in the whole city, rectified and consolidated the private primary school, completed the handover of the primary school of the children in Chongqing, but neglected the reform of the private school. After taking over, Chongqing has steadily established a new teaching order and laid the foundation for the successful transformation of primary education in Chongqing. After the founding of the new China, Chongqing is based on "Open the door to the door." The policy of running schools, in terms of school-running system and student management, provides convenient conditions for the children's children to attend school, and effectively solves the contradiction between the increasing demands of entry and the limited development of schools. Chongqing is committed to running the primary school of the public, encouraging the masses to run schools and running schools, giving priority to the recruitment of workers' children. In order to solve the problems of family economic difficulties and the admission of martyrs and children of the revolutionary army, Chongqing has implemented the policy of reducing tuition and incidentals in Chongqing. In order to obtain the education opportunity for the super-aged children, Chongqing has set up an age-aged child fast-enrollment class. But there is a sharp contradiction between teachers, equipment and graduates. The root cause lies in the inadequacy of the new Chinese economy. The teacher is the leading force of school education. In order to implement the new democratic education policy in China, to change or improve the ideological and political level and teaching level of teachers, Chongqing is held firmly in Chongqing for three years. "Political and reliable" In this paper, the basic standards of the winter and summer holidays have been adopted, and the primary school teachers have been reformed in batches in different ways around the political campaigns such as the anti-American and aid dynasties and the regular on-the-job learning. Whatever the way, this preliminary ideological reform teacher did not come out of the political movement such as anti-American aid, and once developed into ideological reform movement. In the course of political study, the primary school teachers in Chongqing also carried out the necessary business study, which has cleared some obstacles for the teaching reform. At the beginning of the founding of New China, the process of teaching reform of primary school in Chongqing can be said to be the process of learning from the Soviet Union. Reform in primary school system "Four-second" The system is a five-year consistent system, which adopts the current teaching plan and some teaching materials of the Soviet Union, and is deeply influenced by the teaching principles of the Soviet educational experts Kellogv in the reform of teaching and teaching methods. Chongqing is trying to promote the convergence of curriculum, teaching plan and teaching materials, allowing for different educational system reform and fast-class children. However, due to the limited economic ability and lack of experience, problems such as hard-set and hard sleeves appeared in the study of the Soviet Union. Five-year follow-up has been suspended. In the process of studying the advanced teaching theories and teaching methods of the Soviet Union, the problems of formalist and doctrinism have arisen. Therefore, in the current teaching reform, it should combine China's national conditions, adhere to the spirit of criticism, and rationally use foreign teaching experience. The new Chinese primary school curriculum is about the future and destiny of the new China. In order to shape the pupils into patriotic socialist builders, Chongqing, while sticking to classroom ideological and moral education, pays more attention to the implicit ideological and moral education for students in extra-curricular activities. Especially reforming the campus culture, relying on the children's team to organize the rich campus culture activity. In addition, in combination with anti-US aid and other political campaigns, Chongqing organized children to participate in demonstrations and other social activities. However, in practice, there have been some problems in classroom education, too many out-of-school activities and so on, resulting in confusion in school teaching. After the founding of the new china, the communist party acquired power and did not mean the complete success of the revolution. Many Kuomintang remnants are still engaged in sabotage. Under the condition of lower economic level and less cadres, the Communist Party of China has taken its own familiarity "revolutionary spirit" and "revolutionary method" in ord to carry out primary school rehabilitation work. Therefore, in the course of the primary school transformation, the political movement has become the primary school transformation "Magic Weapons" so that the process of the primary school transformation is presented" Sports" and "Smoothness" and features of the present invention.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：TU984.14
【參考文獻】
相關(guān)期刊論文 前8條
1 吳錦;彭澤平;;新中國基礎(chǔ)教育學制改革:歷程、經(jīng)驗與展望[J];教育與教學研究;2015年10期
2 于麗;;論建國初期中小學音樂教育的特點——從音樂教育文獻學角度[J];大眾文藝;2015年06期
3 李家清;趙金鳳;姚澤陽;;承前啟后 積極過渡 建國初期的小學地理教科書評介(非人教版)——以1949年《新編高級小學地理課本》整理為例[J];地理教學;2013年09期
4 黃勇;;混亂與整治:建國初期廣東省整頓小學探析[J];延邊黨校學報;2012年05期
5 金晶;;建國初期蘇北地區(qū)中小學教師思想改造運動說微[J];安慶師范學院學報(社會科學版);2010年02期
6 張浩;;新中國成立初期北京市對學校的接管與改造[J];社科縱橫;2010年02期
7 方成智;;建國初期中小學教科書的變革[J];湖南師范大學教育科學學報;2007年05期
8 楊東平;新中國“十七年教育”的基本特征[J];清華大學教育研究;2003年01期
相關(guān)博士學位論文 前3條
1 隋子輝;“無產(chǎn)階級政治”指導(dǎo)下的北京市中小學教育（1949—1966年）[D];首都師范大學;2012年
2 黃亦君;中共對貴陽的接管與政權(quán)建設(shè)（1949-1952）[D];上海大學;2011年
3 李珊珊;中國共產(chǎn)黨對武漢市的接管（1949.5--1952.12）[D];武漢大學;2010年
相關(guān)碩士學位論文 前10條
1 史慧敏;20世紀下半葉蘇聯(lián)教育學在中國的引進和影響[D];山西大學;2013年
2 安江;政治性與規(guī)制化：1949-1966年中小學教科書研究[D];華東師范大學;2013年
3 郭常順;城市接管中的社會動員（1949.5-1952.12）[D];江西師范大學;2012年
4 殷瑤瑤;我國小學歷史課程發(fā)展研究（1949-1998）[D];揚州大學;2012年
5 劉桂玲;建國至改革開放前義務(wù)教育學制改革的歷史研究（1949-1976年）[D];西南大學;2011年
6 余雪松;解放初期重慶接管工作研究[D];重慶師范大學;2011年
7 陳雪萍;1949-1956年河南省小學教育研究[D];河南大學;2010年
8 潘承生;建國初期桐城縣基礎(chǔ)教育改造述評（1949-1952年）[D];華東師范大學;2010年
9 潘鋒;建國初期語文教育借用蘇聯(lián)教育經(jīng)驗的歷史研究[D];湖南師范大學;2007年
10 李政;接管桂林 改造桂林[D];廣西師范大學;2006年
，本文編號：2274555
本文鏈接：http://sikaile.net/jianzhugongchenglunwen/2274555.html
最近更新
教材專著
