本文選題：國民政府 + 特種教育　； 參考：《華中師范大學(xué)》2012年碩士論文

【摘要】：特種教育是二十世紀(jì)三十年代,蔣介石為配合其對革命根據(jù)地的軍事“圍剿”而在各“收復(fù)區(qū)”實(shí)行的以消除共產(chǎn)黨影響為初衷的管教養(yǎng)衛(wèi)一體的教育。它以中山民眾學(xué)校和特種教育巡回教學(xué)團(tuán)為主要的實(shí)施機(jī)構(gòu)。1937年以后,隨著抗日戰(zhàn)爭的全面爆發(fā)和國內(nèi)主要矛盾的變化,特種教育的重心逐漸轉(zhuǎn)移到動(dòng)員民眾,支援抗戰(zhàn)的戰(zhàn)時(shí)教育上來。特種教育從1933年開始實(shí)行到1941年隨著新縣制的實(shí)行而并入國民教育,歷史八年之久,不論在近代教育史還是在近代政治制度史上均占有十分重要的地位,對當(dāng)時(shí)的國共兩黨、抗日戰(zhàn)爭、鄉(xiāng)村建設(shè)均產(chǎn)生了重要影響。同時(shí)特種教育作為政教合一的典型,在民初“教育獨(dú)立”思潮風(fēng)行一時(shí)的大背景下,再次引發(fā)了對政教關(guān)系的思索。 本篇論文分四章對國民政府的特種教育政策進(jìn)行論述。第一章主要論述了南京國民政府特種教育政策的制定,包括特種教育的緣起以及主要內(nèi)容。第二章和第三章是文章的主體部分,主要論述了特種教育在其長達(dá)八年的實(shí)施過程中,根據(jù)當(dāng)時(shí)國內(nèi)形勢的變化其工作的重心也隨之發(fā)生了變化。在文章的第四章中主要是進(jìn)行理論提升。在客觀評價(jià)特種教育成效的基礎(chǔ)上,進(jìn)一步論述特種教育的性質(zhì)即特種教育兼具政治教育、社會(huì)教育以及全民教育三種性質(zhì)。最后在文章結(jié)語部分,以特種教育政教合一的特點(diǎn)為出發(fā)點(diǎn)來闡述政治和教育之間的關(guān)系,即政治和教育之間究竟應(yīng)該保持一種什么樣的關(guān)系才能達(dá)到“和諧”狀態(tài)?以此來探討教育的獨(dú)立性和非獨(dú)立性。
[Abstract]:Special education was carried out in the "recovered areas" in the 1930s by Jiang Jieshi in order to cooperate with his military "encirclement and suppression" in the revolutionary base areas, which aimed at eliminating the influence of the Communist Party. After 1937, with the outbreak of the War of Resistance against Japan and the changes of major domestic contradictions, the focus of special education gradually shifted to mobilizing the people. Support for wartime education in the War of Resistance. From 1933 to 1941, special education was incorporated into national education with the implementation of the new county system. It has a history of eight years. Both in the history of modern education and in the history of modern political system, special education occupies a very important position, which is of great importance to both the Kuomintang and the Communist Party at that time. In the War of Resistance against Japan, rural construction has had an important impact. At the same time, the special education, as a typical combination of government and religion, in the background of the trend of "educational independence" in the early Republic of China, once again led to the reflection on the relationship between state and religion. This paper is divided into four chapters to discuss the special education policy of the National Government. The first chapter mainly discusses the formulation of special education policy of Nanjing National Government, including the origin and main content of special education. The second and third chapters are the main part of the article, mainly discusses the special education in its implementation process for eight years, according to the changes of the domestic situation at that time, the focus of its work has also changed. In the fourth chapter of the article is mainly to promote the theory. Based on the objective evaluation of the effect of special education, this paper further discusses the nature of special education, that is, special education has three properties: political education, social education and education for all. Finally, in the conclusion of the article, starting from the characteristics of special education, this paper expounds the relationship between politics and education, that is, what kind of relationship should be maintained between politics and education in order to achieve a "harmonious" state? To explore the independence and non-independence of education.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：K265;G529

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本文編號：1833065