本文關(guān)鍵詞：“五四”時(shí)期毛澤東教育實(shí)踐探索　出處：《成都理工大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

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【摘要】： 1840年的鴉片戰(zhàn)爭使中華民族進(jìn)入了半殖民地半封建社會(huì),由此拉開了中國近代史的序幕,救亡圖存成為了時(shí)代主題。與其它先進(jìn)知識(shí)分子一樣,毛澤東在其早年求學(xué)時(shí)代就開始了探索救國救民真理的艱辛歷程,并一度將教育救國作為探索救國救民思想的核心出發(fā)點(diǎn)。 1918年6月,毛澤東從湖南第一師范畢業(yè),從此開始了自己的教育救國實(shí)踐活動(dòng)。開辦工人夜學(xué)、成立新民學(xué)會(huì)、主編《湘江評(píng)論》、創(chuàng)辦文化書社、創(chuàng)辦湖南自修大學(xué)、改革學(xué)校教育等是“五四”時(shí)期毛澤東重要的教育實(shí)踐活動(dòng)。這些教育實(shí)踐的思想淵源不僅受其早年讀書生活的影響,更來源于國學(xué)積淀、西學(xué)東漸,還來源于良師啟蒙。并由此形成了“五四”時(shí)期毛澤東的教育思想體系。 隨著國內(nèi)時(shí)局的不斷惡化,教育救國并不能從根本上挽救民族危亡。為了探尋救亡圖存的最佳途徑,“五四”時(shí)期的毛澤東不斷的選擇最適合中國社會(huì)的改革道路,并對(duì)當(dāng)時(shí)涌現(xiàn)的先進(jìn)思潮熱情地進(jìn)行研究、實(shí)驗(yàn),又不斷揚(yáng)棄、更替。在經(jīng)過新文化運(yùn)動(dòng)和“五四”運(yùn)動(dòng)的洗禮后,毛澤東通過實(shí)踐選擇,通過對(duì)當(dāng)時(shí)中國社會(huì)的敏銳的觀察,最終選擇了馬克思主義無產(chǎn)階級(jí)學(xué)說,追求革命救國。 “五四”時(shí)期的毛澤東教育實(shí)踐是毛澤東教育思想的重要組成部分。其教育實(shí)踐的探索過程也對(duì)當(dāng)代青年追求積極的世界觀、人生觀和價(jià)值觀有所啟發(fā);同時(shí)相關(guān)教育體系對(duì)完善我國現(xiàn)階段職業(yè)教育的發(fā)展具有積極的指導(dǎo)意義。
[Abstract]:In 1840, the Opium War made the Chinese nation enter a semi-colonial and semi-feudal society, which opened the prelude of China's modern history, and saving the nation from death became the theme of the times, just like other advanced intellectuals. Mao Zedong began the arduous course of exploring the truth of saving the nation and saving the people in his early years of study, and once took education and salvation as the core starting point of exploring the idea of saving the nation and saving the people. In June 1918, Mao Zedong graduated from the first normal University in Hunan Province, and from then on began his own practical activities of education and national salvation. He set up workers' night study, set up a new people's society, edited Xiangjiang Review, and set up a cultural library. The establishment of Hunan Self-study University and the reform of school education were important educational practice activities of Mao Zedong during the May 4th Movement. The ideological origin of these educational practices was not only influenced by his early study life, but also originated from the accumulation of Chinese culture. Western learning came from the enlightenment of good teachers and formed Mao Zedong's educational thought system during the May 4th Movement. With the continuous deterioration of the domestic situation, education to save the nation can not fundamentally save the nation. In order to explore the best way to save the nation. During the May 4th Movement, Mao Zedong constantly chose the most suitable road for the reform of Chinese society, and enthusiastically studied and experimented on the advanced trends of thought that emerged at that time, and continued to sublate them. After the baptism of the New Culture Movement and the May 4th Movement, Mao Zedong chose Marxist proletarian theory through practical choice and keen observation of Chinese society at that time. The pursuit of revolution to save the nation. Mao Zedong's educational practice during the May 4th Movement is an important part of Mao Zedong's educational thought. The exploration process of his educational practice also enlightens contemporary youth to pursue positive world outlook, outlook on life and values. At the same time, the relevant education system has positive guiding significance to improve the development of vocational education in our country.
【學(xué)位授予單位】：成都理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：A841

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