本文關(guān)鍵詞： 中華人民共和國 教育批判 歷史 經(jīng)驗教訓(xùn) 啟示　出處：《西南大學(xué)》2010年博士論文　論文類型：學(xué)位論文

【摘要】： 從1949年中華人民共和國成立至1981年“撥亂反正”基本結(jié)束這段歷史時期,我國教育領(lǐng)域開展了許多教育批判。研究這些教育批判,對于人們了解這方面的歷史,吸取其中的經(jīng)驗教訓(xùn)都有重要的作用。但是,學(xué)術(shù)界對這方面的歷史雖然有所研究,但還比較零散,還特別需要對其進(jìn)行全面、系統(tǒng)、深入的研究。因此,本文以1949年中華人民共和國成立至1981年“撥亂反正”基本結(jié)束這段歷史時期教育領(lǐng)域所發(fā)生的教育批判及其相關(guān)問題為研究對象,對這段歷史時期教育批判發(fā)生發(fā)展的歷史脈絡(luò)和基本情況進(jìn)行了全面系統(tǒng)的梳理,對該歷史時期具有典型意義和重要影響的教育批判事件進(jìn)行了深入的個案研究,對該歷史時期教育批判的基本性質(zhì)、主要特點、歷史影響、經(jīng)驗與教訓(xùn)以及對于教育批判的基本理論問題的啟示等進(jìn)行了比較系統(tǒng)和深入的研究。 論文除導(dǎo)論外,正文內(nèi)容共分三大部分： 第一部分：1949至1981年中國教育批判的背景與概況。該部分主要運用歷史研究的基本方法,具體分為建國初期(1949-1952)、過渡時期(1953-1956)、開始全面建設(shè)社會主義時期(1956-1966)、文革時期(1966-1976)、撥亂反正時期(1976-1981)五個時期對1949至1981年間中華人民共和國教育批判的歷史背景、動因、基本過程、基本線索、基本事件、基本歷史情況進(jìn)行了系統(tǒng)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。主要運用歷史研究、個案研究等方法,分章對武訓(xùn)精神批判、陶行知教育思想批判、陳鶴琴活教育理論批判、關(guān)于過渡時期主要教育問題的爭論、全面發(fā)展教育與因材施教問題的爭論、杜威實用主義教育思想批判、胡適學(xué)術(shù)與教育思想批判、凱洛夫《教育學(xué)》批判、對教學(xué)原則若干問題的爭論、“愛的教育”批判、孔子及儒家教育思想批判等重大教育批判事件的過程、內(nèi)容、性質(zhì)、特點、影響以及涉及的相關(guān)教育問題進(jìn)行了深入的梳理、分析和評價。 第三部分：對1949年至1981年中國教育批判問題的反思。主要運用了哲學(xué)、解釋學(xué)、比較法等理論研究方法,對該歷史時期教育批判進(jìn)行了比較全面和系統(tǒng)的反思。分別對這一時期的教育批判與其時代的政治、經(jīng)濟(jì)、文化、意識形態(tài)等背景及其關(guān)系進(jìn)行了深入的理論分析和實踐考察,對該歷史時期教育批判的基本性質(zhì)與主要特點、歷史影響與基本經(jīng)驗及教訓(xùn)進(jìn)行了深入的理論反思和總結(jié)。在此基礎(chǔ)上,對教育批判的本義及教育批判與教育批評、教育評論、教育爭論的關(guān)系,以及如何正確開展教育批判等問題進(jìn)行了理論研究。 論文的主要結(jié)論有：①1949年至1981年間的中國教育批判是在中國政治、意識形態(tài)、經(jīng)濟(jì)、文化、社會等方面的重要變革的背景下,對中國教育改革之路的探索。當(dāng)然,有時的這種探索步入了歧途。②1949年至1981年中國教育批判的主要實踐傾向是階級斗爭、意識形態(tài)斗爭與政治、學(xué)術(shù)批判的交織：多數(shù)時間的教育批判在批判方法方面的主要特征是形而上學(xué)：多數(shù)時間教育批判的組織與實施方式以“群眾性”、“運動式”為主要特點。③1949年至1981年中國教育批判的內(nèi)涵是豐富的、多元的、復(fù)雜的,它不僅指向教育思想或理論,而且也指向具體的教育活動或?qū)嵺`,涉及了中國教育的價值取向、指導(dǎo)思想、教育制度、教育及教學(xué)方法、課程、教材等諸多教育思想、教育理論與教育實踐的基本問題。④1949年至1981年中國教育批判對中國教育改革與發(fā)展產(chǎn)生了重要影響,其經(jīng)驗和教訓(xùn)都是深刻的。從主要指導(dǎo)思想和主要結(jié)果來看,該歷史時期許多教育批判成為了極左錯誤指導(dǎo)思想的闡釋和體現(xiàn)途徑,使教育批判異化成了政治斗爭、階級斗爭及意識形態(tài)斗爭的工具。許多教育批判不僅體現(xiàn)和延續(xù)了新中國建國后教育指導(dǎo)思想上的左傾錯誤,而且在一定程度上強化了這樣的錯誤。⑤開展教育批判既是必要的,也是可能的,但教育批判應(yīng)該是肯定與否定的辯證統(tǒng)一,應(yīng)該是“事實”澄清與“價值”判斷的統(tǒng)一,或“無原則”批判與“有原則”批判的辯證統(tǒng)一,應(yīng)該堅持理論批判與實踐批判的辯證統(tǒng)一。 總之,論文對1949年至1981年間我國教育批判歷史及相關(guān)問題做了比較全面、系統(tǒng)、深入的研究,在研究視角、研究范圍、研究主題和內(nèi)容、史料發(fā)掘、研究方法、研究結(jié)論等方面等都有一定的創(chuàng)新。但由于論文研究這段歷史時間跨度較長、研究對象較復(fù)雜,涉及問題較多,因此,本文在史料的取舍、研究內(nèi)容的進(jìn)一步深入等方面還存在一些不足之處。
[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.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2010
【分類號】：G521

【引證文獻(xiàn)】

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本文編號：1442159