大躍進(jìn)時(shí)期福建省職業(yè)教育改革研究
發(fā)布時(shí)間：2018-08-29 11:03
【摘要】：建國初,職業(yè)教育沒有得到中共中央的應(yīng)有重視。在中等教育結(jié)構(gòu)中,普通教育單條腿走路現(xiàn)象比較嚴(yán)重。隨著各級各類學(xué)校的發(fā)展,大批小學(xué)畢業(yè)生,初中畢業(yè)生無法升學(xué),回農(nóng)村參加勞動(dòng)生產(chǎn)又沒有一技之長。這種局面暴露出建國初,因中等教育結(jié)構(gòu)不合理帶來的嚴(yán)重危機(jī),為職業(yè)教育大發(fā)展提供了現(xiàn)實(shí)可能性。再加之“反右派”擴(kuò)大化后,毛澤東想要培養(yǎng)大批屬于無產(chǎn)階級的技術(shù)人才建設(shè)社會(huì)主義的渴望,為職業(yè)教育大躍進(jìn)提供了政治保障。在這兩種因素推動(dòng)下,大躍進(jìn)時(shí)期職業(yè)教育改革得以如火如荼的開展。 大躍進(jìn)時(shí)期福建省職業(yè)教育改革是全國職業(yè)教育改革的一個(gè)縮影。這一時(shí)期的職業(yè)教育屬于中等職業(yè)教育。這場改革,在數(shù)量方面以職業(yè)學(xué)校,尤其是農(nóng)業(yè)中學(xué)的迅猛增長為標(biāo)志；在辦學(xué)類型上,堅(jiān)持全日制與半工半讀學(xué)校并舉為標(biāo)志；在教育結(jié)構(gòu)方面,以職業(yè)教育與普通教育兩條腿走路為標(biāo)志。這場改革是在政策的主導(dǎo)下,以群眾運(yùn)動(dòng)、群眾辦學(xué)的形式發(fā)展起來的。強(qiáng)調(diào)職業(yè)教育為無產(chǎn)階級政治服務(wù),與生產(chǎn)勞動(dòng)相結(jié)合。 大躍進(jìn)時(shí)期福建省職業(yè)教育改革成果有：為福建省培養(yǎng)了大批技能人才,對福建省社會(huì)主義建設(shè)有幫助；優(yōu)化了教育結(jié)構(gòu),職業(yè)教育與普通教育開始兩條腿走路；堅(jiān)持全日制學(xué)校與半工半讀學(xué)校相結(jié)合,豐富了學(xué)校形式,有利于學(xué)生的學(xué)習(xí)。同時(shí),這場改革弊端有：職業(yè)學(xué)校盲目發(fā)展,教學(xué)質(zhì)量得不到保障,造成了教育浪費(fèi)；生產(chǎn)勞動(dòng)過多影響了正常的教學(xué)秩序,引起了思想上一定的混亂,對教育質(zhì)量不利。 縱觀大躍進(jìn)時(shí)期福建省職業(yè)教育改革,結(jié)論是：社會(huì)存在制約著職業(yè)教育與普通教育的比例,僅靠主觀意志辦教育會(huì)造成盲目發(fā)展,對社會(huì)發(fā)展不利,職業(yè)教育發(fā)展要有計(jì)劃性和前瞻性；職業(yè)學(xué)校發(fā)展只有在一定質(zhì)量標(biāo)準(zhǔn)之下,普及才有意義。否則唯數(shù)量論,只會(huì)造成教育浪費(fèi),教育質(zhì)量低劣,不足取。
[Abstract]:At the beginning of the founding of the people's Republic of China, vocational education did not receive due attention from the CPC Central Committee. In the structure of secondary education, the phenomenon of walking on one leg in general education is serious. With the development of all kinds of schools, a large number of primary school graduates, junior high school graduates can not go to school, return to the countryside to participate in labor production without a single skill. This situation exposed the serious crisis caused by the unreasonable structure of secondary education at the beginning of the founding of the people's Republic of China, which provided the realistic possibility for the great development of vocational education. In addition, after the expansion of "anti-rightist", Mao Zedong wanted to train a large number of proletarian technical talents to build socialism, which provided a political guarantee for the great leap forward of vocational education. Under the impetus of these two factors, the vocational education reform during the Great Leap forward period was carried out in full swing. The vocational education reform of Fujian Province during the Great Leap forward period is a microcosm of the national vocational education reform. Vocational education in this period belongs to secondary vocational education. This reform is marked by the rapid growth in the number of vocational schools, especially in agricultural secondary schools; in terms of the types of schools run, it is marked by the simultaneous development of full-time and part-time schools; and in terms of the educational structure, With vocational education and general education walking on two legs as a symbol. The reform was developed in the form of mass movement and mass school-running under the guidance of policy. It is emphasized that vocational education serves proletarian politics and combines with productive labor. During the Great Leap forward period, the achievements of vocational education reform in Fujian Province were as follows: cultivating a large number of skilled personnel for Fujian Province, helping the construction of socialism in Fujian Province, optimizing the educational structure, and starting to walk on two legs between vocational education and general education; Adhering to the combination of full-time school and half-work school enriches the form of school and is beneficial to students' study. At the same time, the drawbacks of this reform are: blind development of vocational schools, the lack of guarantee of teaching quality, and the waste of education; the excessive production of labor has affected the normal teaching order, caused a certain ideological confusion, and is unfavorable to the quality of education. Throughout the reform of vocational education in Fujian Province during the Great Leap forward period, the conclusion is that the social existence restricts the proportion of vocational education and general education, only relying on subjective will to run education will cause blind development, which is unfavorable to social development. The development of vocational education should be planned and prospective, and the development of vocational schools should be popularized under certain quality standards. Otherwise, the quantity theory will only cause the education waste, the education quality is inferior, unworthy.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G719.2
本文編號：2211009
[Abstract]:At the beginning of the founding of the people's Republic of China, vocational education did not receive due attention from the CPC Central Committee. In the structure of secondary education, the phenomenon of walking on one leg in general education is serious. With the development of all kinds of schools, a large number of primary school graduates, junior high school graduates can not go to school, return to the countryside to participate in labor production without a single skill. This situation exposed the serious crisis caused by the unreasonable structure of secondary education at the beginning of the founding of the people's Republic of China, which provided the realistic possibility for the great development of vocational education. In addition, after the expansion of "anti-rightist", Mao Zedong wanted to train a large number of proletarian technical talents to build socialism, which provided a political guarantee for the great leap forward of vocational education. Under the impetus of these two factors, the vocational education reform during the Great Leap forward period was carried out in full swing. The vocational education reform of Fujian Province during the Great Leap forward period is a microcosm of the national vocational education reform. Vocational education in this period belongs to secondary vocational education. This reform is marked by the rapid growth in the number of vocational schools, especially in agricultural secondary schools; in terms of the types of schools run, it is marked by the simultaneous development of full-time and part-time schools; and in terms of the educational structure, With vocational education and general education walking on two legs as a symbol. The reform was developed in the form of mass movement and mass school-running under the guidance of policy. It is emphasized that vocational education serves proletarian politics and combines with productive labor. During the Great Leap forward period, the achievements of vocational education reform in Fujian Province were as follows: cultivating a large number of skilled personnel for Fujian Province, helping the construction of socialism in Fujian Province, optimizing the educational structure, and starting to walk on two legs between vocational education and general education; Adhering to the combination of full-time school and half-work school enriches the form of school and is beneficial to students' study. At the same time, the drawbacks of this reform are: blind development of vocational schools, the lack of guarantee of teaching quality, and the waste of education; the excessive production of labor has affected the normal teaching order, caused a certain ideological confusion, and is unfavorable to the quality of education. Throughout the reform of vocational education in Fujian Province during the Great Leap forward period, the conclusion is that the social existence restricts the proportion of vocational education and general education, only relying on subjective will to run education will cause blind development, which is unfavorable to social development. The development of vocational education should be planned and prospective, and the development of vocational schools should be popularized under certain quality standards. Otherwise, the quantity theory will only cause the education waste, the education quality is inferior, unworthy.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G719.2
【引證文獻(xiàn)】
相關(guān)博士學(xué)位論文 前1條
1 張志輝;“科學(xué)大躍進(jìn)”初探（1958-1961）[D];中國科學(xué)技術(shù)大學(xué);2007年
，本文編號：2211009
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