本文選題：抗戰(zhàn)時期　切入點(diǎn)：山東抗日根據(jù)地　出處：《山東大學(xué)》2012年碩士論文

【摘要】：抗戰(zhàn)前,農(nóng)村僅有的知識分子私塾教師和小學(xué)教師都面臨著生存危機(jī),私塾教師在政府的壓力下,生源越來越少,面臨著失業(yè)危機(jī),但是其在農(nóng)村的社會公共事務(wù)中仍承擔(dān)著一定的職務(wù),在農(nóng)村處于有權(quán)威而無權(quán)力的境地。小學(xué)教師由于社會的動蕩和政府的腐敗,收入很低,生活無保障,經(jīng)常面臨著失業(yè)的危機(jī),自身也難以融入農(nóng)村社會,在農(nóng)村公共事務(wù)中很少發(fā)揮作用,地位很低,都急需改變自身的生存狀況。 抗戰(zhàn)時期,中共在山東陸續(xù)開辟了大量敵后抗日根據(jù)地,這些根據(jù)地不僅是抗戰(zhàn)的后方基地,同時也是中共積極探索鄉(xiāng)村治理模式的“民主實驗場”。從“國家政權(quán)建設(shè)”的角度講,它也是國家權(quán)力向下延伸,努力把鄉(xiāng)村社會納入到新政權(quán)體系的嘗試。這就需要有大量的有淵博知識、寬廣視野、新的觀念的知識分子深入到廣大民眾當(dāng)中宣傳民主,宣傳中共的政治體制和方針政策,并且?guī)椭r(nóng)民真正建立新農(nóng)村。而小學(xué)教師作為農(nóng)村中僅有的知識分子,既能懂得政府政策,又能接近廣大人民群眾,成為根據(jù)地政府培養(yǎng)的主要對象。 戰(zhàn)前各級學(xué)校的教員是根據(jù)地政府的主要爭取對象,通常他們都只接受過私塾教育或高小畢業(yè),從思想到知識水平以及教育方式都與新民主主義教育不相符。把這些舊知識分子改造成為新民主主義的教育戰(zhàn)士,真正為群眾服務(wù),成為根據(jù)地教育改革的重要內(nèi)容。為此,根據(jù)地政府對小學(xué)教師進(jìn)行了培訓(xùn)和改造,使得小學(xué)教師不僅從知識水平上得到提高,更重要的是從思想上確立了群眾觀念、勞動觀念,積極參加農(nóng)村社會活動。 經(jīng)過改造后的鄉(xiāng)村小學(xué)教師在農(nóng)村公共事務(wù)中發(fā)揮了很大的作用。小學(xué)教師幾乎參與了根據(jù)地所有的社會文化活動和政治活動,并且在其中起了重要的組織和指導(dǎo)作用,尤其是在社會公共領(lǐng)域的參與能力得到很大的加強(qiáng)。小學(xué)教師成為根據(jù)地建設(shè)的重要支撐。 從根據(jù)地小學(xué)教師在農(nóng)村行使的社會職能可以看出,小學(xué)教師已經(jīng)突破了自身的職業(yè)功能,積極參與根據(jù)地的各項活動,作為主要的鄉(xiāng)村知識分子,其在農(nóng)村行使的社會職能和所充當(dāng)?shù)慕巧谝欢ǔ潭壬涎永m(xù)繼承了傳統(tǒng)士紳在農(nóng)村的角色。鄉(xiāng)村小學(xué)教師的群體性質(zhì)和獲得農(nóng)村權(quán)威的方式都與傳統(tǒng)士紳有很大相似之處。但是由于所處時代的不同,其權(quán)威的威懾力和穩(wěn)定性都無法與傳統(tǒng)士紳相比。在抗戰(zhàn)之初,農(nóng)村舊有權(quán)威缺失,新的農(nóng)村權(quán)威還未培養(yǎng)成功之時,小學(xué)教師在短時間內(nèi)充當(dāng)了農(nóng)村社會的權(quán)威。隨著根據(jù)地新的農(nóng)村權(quán)威(勞模英雄)的樹立,舊有小學(xué)教師群體也分化瓦解,很大一部分上升為黨政機(jī)關(guān)干部。
[Abstract]:Before the War of Resistance against Japan, the only intellectuals, private school teachers and primary school teachers in rural areas were facing a crisis of survival. Under the pressure of the government, private school teachers had fewer and fewer students and faced a crisis of unemployment. However, they still assume certain duties in rural social and public affairs, and are in a situation of authority and powerlessness in rural areas. Due to the social unrest and corruption of the government, primary school teachers have very low incomes and have no security in their lives. Often faced with the crisis of unemployment, it is difficult to integrate itself into the rural society. It plays little role in rural public affairs, and its status is very low, so it is urgent to change its living conditions. During the War of Resistance against Japan, the Chinese Communists successively opened up a large number of anti-Japanese base areas behind the enemy lines in Shandong Province, which were not only the rear bases of the War of Resistance against Japan, At the same time, it is also a "democratic experimental ground" for the CPC to actively explore the mode of rural governance. From the point of view of "building state power," it is also an extension of state power downward. An attempt to bring rural society into the new political system. This requires a large number of intellectuals with profound knowledge, broad horizons and new ideas to go deep into the masses to propagate democracy and publicize the political system and principles and policies of the Communist Party of China. The primary school teachers, as the only intellectuals in the countryside, can not only understand the government policy, but also approach the broad masses of the people, and become the main object of the government training in the base area. The teachers of schools at all levels before the war were the main targets of the government in the base areas. Usually, they had only received private schooling or graduated from senior and junior schools. The transformation of these old intellectuals into educational soldiers of new democracy, to truly serve the masses and to become an important part of the educational reform in the base areas, is incompatible with the education of the new democracy, from the level of thought to the level of knowledge and the way of education. The primary school teachers have been trained and reformed by the government in the base area, which not only improves their knowledge level, but also establishes the mass concept and labor concept, and takes an active part in rural social activities. The reformed rural primary school teachers have played a very important role in rural public affairs. The primary school teachers have participated in almost all social, cultural and political activities in the base areas, and have played an important role in organizing and guiding them. Especially, the ability of participation in the social public domain has been greatly strengthened, and primary school teachers have become an important support for the construction of base areas. From the social functions exercised by primary school teachers in the base areas in rural areas, we can see that primary school teachers have broken through their own professional functions and actively participated in various activities in the base areas, as major rural intellectuals. To a certain extent, the social functions and roles they perform in the countryside continue to inherit the role of the traditional gentry in the countryside. The group nature of rural primary school teachers and the way of obtaining rural authority have a great deal with the traditional gentry. Similarities. But because of the times, The deterrent power and stability of its authority cannot be compared with that of the traditional gentry. At the beginning of the War of Resistance against Japan, the old authority in the countryside was lacking, and the new rural authority had not yet been cultivated successfully. The primary school teachers acted as the authority of the rural society in a short period of time. With the establishment of the new rural authority (labor model hero) in the base areas, the group of teachers of the old primary schools was also divided and disintegrated, and a large part of them rose to cadres of the Party and government organs.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G625.1;K265

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