發(fā)布時(shí)間：2018-12-29 18:56

【摘要】： 農(nóng)民問題一直是中國革命和建設(shè)的根本問題,而教育農(nóng)民則是其中最重要的原則。它直接影響著農(nóng)村的發(fā)展、社會(huì)的穩(wěn)定和國家的長治久安。搞好農(nóng)民教育是提高農(nóng)民素質(zhì)、促進(jìn)傳統(tǒng)農(nóng)業(yè)向現(xiàn)代農(nóng)業(yè)轉(zhuǎn)變、從根本上解決“三農(nóng)”問題、盡快實(shí)現(xiàn)社會(huì)主義新農(nóng)村建設(shè)目標(biāo)的關(guān)鍵所在。建國初期,黨和政府在極其困難的情況下對(duì)農(nóng)民進(jìn)行了思想政治教育、文化教育、技術(shù)教育,給我們留下了豐富的經(jīng)驗(yàn)�；仡欉@一時(shí)期我國的農(nóng)民教育,總結(jié)其發(fā)展的歷史經(jīng)驗(yàn),對(duì)于當(dāng)前新農(nóng)村背景下發(fā)展農(nóng)民教育事業(yè)有著重要的啟迪意義和借鑒意義。 通過文獻(xiàn)分析發(fā)現(xiàn),目前關(guān)于建國初期農(nóng)民教育的研究較少,多數(shù)研究視角單一、零星不系統(tǒng),呈現(xiàn)不出生動(dòng)的、具體的農(nóng)民教育的發(fā)生和開展情況,且大多數(shù)研究把建國初期的工農(nóng)教育結(jié)合起來探討,忽視了二者的差異性,凸顯不出農(nóng)民教育的特點(diǎn)。為此,本文以1949年——1956年這一時(shí)期共和國的農(nóng)民教育為研究對(duì)象,以辨證唯物主義和歷史唯物主義為指導(dǎo),綜合采用文本創(chuàng)讀法、歷史分析法、綜合比較法、實(shí)證法等方法,對(duì)建國初期的農(nóng)民教育作了一些探討。 首先,系統(tǒng)地論述了建國初期共和國農(nóng)民教育發(fā)生的依據(jù),共分為三個(gè)部分:歷史依據(jù)(革命根據(jù)地農(nóng)民教育的經(jīng)驗(yàn))、理論依據(jù)(馬克思主義經(jīng)典作家關(guān)于改造小農(nóng)意識(shí)的論述)、現(xiàn)實(shí)依據(jù)(建國初期共和國農(nóng)民教育的必然性)。 其次,著重闡述了建國初期,廣大農(nóng)民群眾在黨和政府的領(lǐng)導(dǎo)下,經(jīng)過對(duì)農(nóng)民教育的組織管理,開展了一場轟轟烈烈的農(nóng)民教育運(yùn)動(dòng),歷經(jīng)了農(nóng)民教育的順利“起航”(1949年-1951年)、農(nóng)民教育中途糾偏(1952年-1953年)、農(nóng)民教育運(yùn)動(dòng)化(1953年-1956年)三個(gè)演進(jìn)過程。 再次,從共和國農(nóng)民教育的內(nèi)容、形式、特征入手,展示了這幾方面在1949年-1956年發(fā)展的全貌,指出其呈現(xiàn)出一種不斷更新、進(jìn)步、發(fā)展的范式。 最后,總結(jié)了1949年-1956年共和國農(nóng)民教育的成就和局限性,在此基礎(chǔ)上,挖掘了建國頭七年共和國農(nóng)民教育經(jīng)驗(yàn)對(duì)當(dāng)代農(nóng)民教育的啟示。
[Abstract]:Peasant problem has always been the fundamental problem of Chinese revolution and construction, and educating peasants is the most important principle. It directly affects the development of rural areas, social stability and long-term stability of the country. To do well in peasant education is the key to improve the quality of farmers, to promote the transformation of traditional agriculture to modern agriculture, to solve the problem of "agriculture, countryside and farmers" fundamentally and to realize the goal of building a new socialist countryside as soon as possible. In the early days of the founding of the people's Republic of China, the Party and the government carried out ideological and political education, cultural education and technical education for peasants under extremely difficult circumstances, leaving us rich experience. Reviewing the peasant education in this period and summing up the historical experience of its development have important enlightening and referential significance for the development of peasant education under the new rural background. Through literature analysis, it is found that there are few researches on peasant education in the early days of the founding of the people's Republic of China, and most of the research perspectives are single, sporadic and unsystematic, showing no vivid and concrete situation of the occurrence and development of peasant education. Most of the studies combine the education of workers and peasants in the early days of the people's Republic of China, ignore the difference between the two, and do not highlight the characteristics of peasant education. Therefore, this paper takes the education of peasants in the Republic of China from 1949 to 1956 as the research object, takes dialectical materialism and historical materialism as the guidance, and synthetically adopts the methods of text creation and reading, historical analysis, comprehensive comparative law, empirical law, etc. This paper probes into the peasant education in the early days of the founding of the people's Republic of China. First of all, it systematically discusses the basis of peasant education in the Republic in the early days of the founding of the people's Republic, which is divided into three parts: historical basis (the experience of peasant education in revolutionary base areas), The theoretical basis (the exposition of the Marxist classic writer on reforming the small farmer's consciousness) and the realistic basis (the inevitability of the peasant education in the Republic in the early days of the founding of the people's Republic). Secondly, the paper emphatically expounds that in the early days of the founding of the people's Republic of China, under the leadership of the Party and the government, the broad masses of peasants carried out a vigorous peasant education movement through the organization and management of the peasants' education. After the smooth "sailing" of peasant education (1949-1951), the peasant education was rectified in the middle (1952-1953) and the peasant education movement (1953-1956). Thirdly, starting with the contents, forms and characteristics of the peasant education in the Republic, this paper presents a complete picture of the development of these aspects from 1949 to 1956, and points out that it presents a paradigm of continuous renewal, progress and development. Finally, the paper summarizes the achievements and limitations of the peasant education in the Republic from 1949 to 1956, and on this basis, excavates the enlightenment of the peasant education experience of the Republic for the first seven years of the founding of the people's Republic on the contemporary peasant education.
【學(xué)位授予單位】：西安理工大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G725

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前7條

1 黃翠賢;新時(shí)期中國共產(chǎn)黨農(nóng)民教育思想研究[D];山東師范大學(xué);2011年

2 王藝儒;建國初17年甘肅掃盲教育研究[D];西北師范大學(xué);2010年

3 肖華;建國初期董必武普法思想與實(shí)踐研究[D];華中科技大學(xué);2009年

4 牛艷紅;建國初期中國共產(chǎn)黨的農(nóng)民教育研究[D];廣西民族大學(xué);2012年

5 丁春莉;20世紀(jì)50年代安徽掃盲運(yùn)動(dòng)[D];安徽大學(xué);2012年

6 王潁潁;新中國成立初期工農(nóng)速成中學(xué)研究[D];河南師范大學(xué);2012年

7 張曉輝;建國初期黨對(duì)農(nóng)民的思想政治教育研究[D];海南大學(xué);2012年

，

本文編號(hào)：2395251