本文選題：國(guó)民政府 + 教育復(fù)員��； 參考：《中山大學(xué)》2007年博士論文

【摘要】： 1945年8月,歷經(jīng)14年之久的中國(guó)人民抗日戰(zhàn)爭(zhēng)終于取得了最后的勝利。在從抗戰(zhàn)勝利到1947年10月國(guó)共兩黨徹底決裂的兩年多時(shí)間內(nèi),中華民族再次走到了和平與戰(zhàn)爭(zhēng)的十字路口。雖然此間國(guó)民政府也頒布了一系列政策法規(guī),力圖盡快地完成復(fù)員工作,以安定社會(huì)秩序與民眾生活。但令人遺憾的是,由于國(guó)民黨堅(jiān)持其發(fā)動(dòng)的內(nèi)戰(zhàn)政策,國(guó)內(nèi)政治軍事局勢(shì)一直在和平與戰(zhàn)爭(zhēng)之間搖擺不定,整個(gè)社會(huì)始終處于風(fēng)雨飄搖與日益衰敗之中,反映在國(guó)民政府復(fù)員政策制定上的便是其反復(fù)無(wú)常。 本文重點(diǎn)探討抗戰(zhàn)勝利后國(guó)民政府教育部主持的教育復(fù)員。論文以戰(zhàn)后不久召開(kāi)的全國(guó)教育善后復(fù)員會(huì)議為切入點(diǎn),以教育資源調(diào)整與教育體制轉(zhuǎn)換為主線,著重考察在這場(chǎng)聲勢(shì)浩大的涉及全國(guó)教育發(fā)展與布局調(diào)整的運(yùn)動(dòng)中所取得的成果,以及存在的問(wèn)題。由于受到政治與軍事局勢(shì)的影響,國(guó)民政府在抗戰(zhàn)勝利以后的教育發(fā)展不盡如人意,但不可否認(rèn)也取得了一定的成就。這些成就的取得不僅為戰(zhàn)后國(guó)民政府教育事業(yè)的發(fā)展提供了一定的條件,而且還為新中國(guó)建國(guó)之后的教育發(fā)展奠定了一定的基礎(chǔ)�？梢哉f(shuō),戰(zhàn)后教育發(fā)展的成敗緣起均與教育復(fù)員密不可分。 在教育資源調(diào)整方面,1946年夏秋之間,教育部主持了國(guó)立中等以上學(xué)校的回遷與調(diào)整工作,使得教育資源在地域分布上更趨合理。國(guó)立中等以上學(xué)校的回遷,因受軍事的影響而被迫延期;而在國(guó)中處理過(guò)程中,教育部與地方教育當(dāng)局在資源分配與人事安排上出現(xiàn)了分歧。1946-47年間,一些學(xué)校因要求遷�；蚋嗬^爆發(fā)了一系列的風(fēng)波。這些風(fēng)波與國(guó)統(tǒng)區(qū)因政治原因而引發(fā)的學(xué)潮夾雜在一起,使得整個(gè)學(xué)界更為動(dòng)蕩。 在教育資源調(diào)整的同時(shí),教育部先后完成了對(duì)戰(zhàn)時(shí)教育體制向平時(shí)教育體制轉(zhuǎn)換,其中包括恢復(fù)設(shè)置縣市教育局、獎(jiǎng)學(xué)金制度的出臺(tái)及中小學(xué)教科書(shū)供應(yīng)體制的完善等。而在三大區(qū)域的教育復(fù)員過(guò)程中,其工作重心則各有不同:在廣大的收復(fù)區(qū),除了對(duì)于敵偽占據(jù)時(shí)期所施行的奴化教育遺毒的清除外,安置人數(shù)眾多的失學(xué)失業(yè)青年也是令教育部甚為頭痛的一大難題;而光復(fù)區(qū)則因日寇殖民統(tǒng)治時(shí)期過(guò)長(zhǎng),其工作重心在于恢復(fù)國(guó)民黨教育舊制之上;教育復(fù)員中的西南、西北邊疆地區(qū),由于全國(guó)教育重心的轉(zhuǎn)移而受到嚴(yán)重影響,雖然教育部在抗戰(zhàn)勝利以后也曾采取一些措施,但其整體衰落之勢(shì)已在所難免。 由于教育復(fù)員正處于國(guó)內(nèi)局勢(shì)的動(dòng)蕩之時(shí),受政治與軍事局勢(shì)急劇變動(dòng)的影響,再加上從中央到地方教育經(jīng)費(fèi)的奇缺,整個(gè)國(guó)民黨控制區(qū)域?qū)W校秩序紊亂,師生失業(yè)失學(xué)情形相當(dāng)嚴(yán)重。在內(nèi)戰(zhàn)的這一大背景下,教育復(fù)員的最終結(jié)果與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.
【學(xué)位授予單位】：中山大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類號(hào)】：G529

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