本文選題：臺(tái)灣 + 光復(fù)初期��； 參考：《福建師范大學(xué)》2007年博士論文

【摘要】： 中國(guó)人民取得抗日戰(zhàn)爭(zhēng)的最終勝利后，臺(tái)灣回歸祖國(guó)，由日本殖民地變成國(guó)民黨統(tǒng)治區(qū)的一個(gè)實(shí)行特殊集權(quán)體制的省份，再次與祖國(guó)大陸融合在一起，開(kāi)啟了臺(tái)灣社會(huì)的全面轉(zhuǎn)型。由于蔣介石及國(guó)民黨政府悍然發(fā)動(dòng)內(nèi)戰(zhàn)，中國(guó)又進(jìn)入了一個(gè)政局動(dòng)蕩、社會(huì)急劇變化時(shí)期，臺(tái)灣人民在歡天喜地迎回歸后很快就對(duì)國(guó)民黨封建獨(dú)裁統(tǒng)治產(chǎn)生了不滿與失望，官民矛盾日益激化，爆發(fā)了反抗國(guó)民黨統(tǒng)治的“二二八”事件。國(guó)民黨當(dāng)局在殘酷鎮(zhèn)壓后，對(duì)臺(tái)灣社會(huì)實(shí)行更加嚴(yán)格的控制。失民心者失天下，國(guó)民黨在大陸的徹底失敗，使得臺(tái)灣又變成了國(guó)民黨逃亡基地。在這一特定的政治動(dòng)蕩、社會(huì)轉(zhuǎn)型背景下，臺(tái)灣光復(fù)初期教育處于一個(gè)與其他省份有明顯不同特點(diǎn)的全面轉(zhuǎn)型時(shí)期。這是中華民國(guó)教育史中不可忽視的一個(gè)組成部分，是臺(tái)灣教育發(fā)展史上不可忽略的一個(gè)轉(zhuǎn)折階段。然而，這一時(shí)期臺(tái)灣教育歷史的研究長(zhǎng)期被忽視和忽略，近年來(lái)雖得到一定的重視，但還是缺乏深入系統(tǒng)研究。 臺(tái)灣光復(fù)后，主權(quán)更迭，國(guó)民黨當(dāng)局接管了各級(jí)教育機(jī)構(gòu)和各級(jí)各類學(xué)校，依據(jù)其統(tǒng)治意志確定了新的教育宗旨，確定了建立符合國(guó)民政府法律規(guī)定的教育制度及具體過(guò)渡辦法，從而開(kāi)啟了由日本殖民地教育向國(guó)民黨統(tǒng)治區(qū)教育轉(zhuǎn)型的進(jìn)程。在這一時(shí)期，教育宗旨的確立與實(shí)施，教育制度的過(guò)渡與落實(shí)，教師隊(duì)伍的結(jié)構(gòu)調(diào)整與素質(zhì)提升，教育語(yǔ)言文字及教育內(nèi)容的轉(zhuǎn)換與統(tǒng)一，在強(qiáng)權(quán)控制下，總體上得到了明顯地推進(jìn)，實(shí)現(xiàn)了與國(guó)民黨統(tǒng)治區(qū)教育的融合，為國(guó)民黨敗退臺(tái)灣后的生存與發(fā)展打了一定的基礎(chǔ)。但是，這一轉(zhuǎn)型進(jìn)程深受日本長(zhǎng)達(dá)半個(gè)世紀(jì)殖民統(tǒng)治的影響，又是在國(guó)民黨控制程度不斷提高、政治生態(tài)嚴(yán)重失衡、經(jīng)濟(jì)凋弊的情況下進(jìn)行的，而且時(shí)間短暫，因此，出現(xiàn)了許多沖突與扭曲，，具有明顯的歷史局限性。臺(tái)灣光復(fù)初期教育轉(zhuǎn)型，本質(zhì)上是一個(gè)在“國(guó)民黨化”核心主導(dǎo)下的“祖國(guó)化”轉(zhuǎn)型進(jìn)程。以正確的歷史觀深刻認(rèn)識(shí)臺(tái)灣光復(fù)初期教育轉(zhuǎn)型，不僅可以豐富對(duì)教育轉(zhuǎn)型的理論認(rèn)識(shí)，更重要的是可以為兩岸在重新分離半個(gè)多世紀(jì)后，增進(jìn)相互理解，力求促進(jìn)兩岸和平統(tǒng)一提供有益的啟示。
[Abstract]:After the Chinese people achieved the final victory of the war of resistance against Japan, Taiwan returned to the motherland, from the Japanese colonies to a province in the Kuomintang ruling area, which was integrated with the mainland and opened the comprehensive transformation of the Taiwan society. Since Jiang Jieshi and the Kuomintang government launched a civil war, China entered the country again. In a period of political upheaval and rapid social change, the people of Taiwan were quickly dissatisfied and disappointed after the reign of the Kuomintang's feudal dictatorship. The contradictions between the officials and the people were increasingly intensifying and the "228" incident against the rule of the Kuomintang broke out. After the brutal suppression of the Kuomintang authorities, the Kuomintang authorities were more stringent on the society of Taiwan. In this particular political unrest and social transformation, the education of Taiwan in the early period of the period of social transformation is in a period of comprehensive transformation of a distinct characteristic with other provinces. This is not to be ignored in the history of the education of the Republic of China in the history of the Republic of China in the history of education of the Republic of China. One of the components of the education development in Taiwan is a turning point that can not be ignored in the history of education and development. However, the study of the history of education in Taiwan has been neglected and neglected in this period. In recent years, although some attention has been paid to it, there is still a lack of deep and systematic research.
After the restoration of Taiwan and the change of sovereignty, the Kuomintang authorities took over the educational institutions at all levels and all kinds of schools at all levels. According to their ruling will, the new educational purpose was determined, the education system and specific transitional measures were established to conform to the laws of the national government, and the transformation of education from Japanese colonial education to the Kuomintang ruled area was opened. In this period, the establishment and implementation of the aim of education, the transition and implementation of the educational system, the structural adjustment and quality improvement of the teachers' team, the transformation and unification of the language and content of education, under the control of the power of strong power, have been greatly promoted, realized the integration with the education of the Kuomintang and the Kuomintang's retreat. The survival and development of Taiwan has been based on a certain degree. However, this transformation process is deeply influenced by Japan's colonial rule for half a century, and it has been carried out under the circumstances of the continuous improvement of the control degree of the Kuomintang, the serious imbalance of the political ecology, and the short time of the economy. Therefore, there are many conflicts and distortions, which are obvious. The educational transformation in the early period of Taiwan's revival is essentially a "nationalist" transformation process under the core of "Kuomintang". It is not only to enrich the theoretical understanding of the transformation of the education in the early period of the rehabilitation of Taiwan, but also to separate the half of the two sides from the two sides. Many centuries later, we should enhance mutual understanding and strive to promote the peaceful reunification of the two sides.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類號(hào)】：G529

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 王延強(qiáng);;光復(fù)初期臺(tái)灣國(guó)民教育民族化的路徑選擇[J];當(dāng)代教育論壇(教學(xué)研究);2011年11期

相關(guān)碩士學(xué)位論文 前1條

1 王巖巖;光復(fù)以來(lái)國(guó)民黨臺(tái)灣教育政策探析[D];東北師范大學(xué);2012年

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