本文選題：“文革”時期 + 回鄉(xiāng)知青��； 參考：《江西財經大學》2014年碩士論文

【摘要】：歷時20余年的知識青年上山下鄉(xiāng)運動,應該說是中華人民共和國歷史上持續(xù)時間最長的一場由官方組織的群眾運動之一。“文革”期間的被送往農村的城鎮(zhèn)知識青年以及回到農村的農村知識青年被視為同一個群體：他們是在同樣的體制下,受著同樣的教育,在同樣的模式中被培養(yǎng)出來的,在思想和行為上具有不容否定的連續(xù)性。當然,我們也要注意分析他們的區(qū)別,特別是他們在個人思想、社會地位、所作貢獻以及社會影響上面的差異,畢竟,下鄉(xiāng)知青或回鄉(xiāng)知青都單獨代表不了那一代知識青年的整體形象和命運。 知識青年上山下鄉(xiāng)運動,對當時的農村社會必然產生了一定的影響。以往的相關研究肯定了下鄉(xiāng)知青對當時農村發(fā)展的貢獻,卻忽視了回鄉(xiāng)知青的貢獻。筆者通過搜集相關著作、學術論文以及相關文獻資料,梳理學術界對“文革”時期知識青年上山下鄉(xiāng)運動研究的已有成果和觀點紛爭；同時運用歷史學以及社會學研究方法對相關文獻材料進行細致的分析,認為因為下鄉(xiāng)知青被迫下鄉(xiāng)導致的不穩(wěn)定性；對農村環(huán)境認識不足而造成精神上的迷茫困頓；農民的不太歡迎、不太信任、不敢任用；受“再教育”理論的束縛和知識水平有限等因素影響,在當時的鄉(xiāng)村社會發(fā)展建設中,回鄉(xiāng)知青較下鄉(xiāng)知青的貢獻似乎更大。這為目前實施“三支一扶”政策提供了歷史借鑒：一要避免“一刀切”的現(xiàn)象,充分重視基層的意愿和實際情況,堅持以人為本、實事求是的原則；二要避免“排外”現(xiàn)象的出現(xiàn),允許和提倡勇于探索、靈活多樣的工作形式,充分發(fā)揮大學生的潛能和農村的潛力；三是不必強求“扎根”,但要強調貢獻和收獲,同時一定要尊重大學生們的利益訴求。 文章先對“知青”、“回鄉(xiāng)知青”、“下鄉(xiāng)知青”以及“大有作為”等幾個概念進行了詮釋,并對下鄉(xiāng)知青和回鄉(xiāng)知青進行了具體的區(qū)分。文章的主體是“文革”時期回鄉(xiāng)知青和下鄉(xiāng)知青對鄉(xiāng)村社會建設影響上的對比研究,筆者用了四章的篇幅(第三章到第六章),分別從知識青年作為鄉(xiāng)村意識形態(tài)的守護者,鄉(xiāng)村科學技術的革新者,鄉(xiāng)村文教衛(wèi)生的服務者以及鄉(xiāng)村勞動力的補充者四個方面,探討了知識青年對當時的鄉(xiāng)村社會建設影響。認為“文革”時期回鄉(xiāng)知青和下鄉(xiāng)知青對農村社會建設的影響中,回鄉(xiāng)知青比下鄉(xiāng)知青的貢獻更大,并分析了其原因。
[Abstract]:For more than 20 years, the movement of intellectual youth to the countryside should be said to be one of the longest organized mass movements in the history of the people's Republic of China. The urban intellectual youth sent to the countryside during the Cultural Revolution and the rural intellectual youth who returned to the countryside were regarded as the same group: they were trained in the same system, in the same education, in the same model. There is no denying continuity in thought and behavior. Of course, we should also pay attention to analyzing their differences, especially in terms of their personal thinking, their social status, their contributions and their social impact. After all, The educated youth in the countryside or the educated youth in the countryside alone can not represent the overall image and destiny of the intellectual youth of that generation. The movement of educated youth to the countryside had a certain influence on the rural society at that time. Previous studies affirmed the contribution of educated youth to rural development, but neglected the contribution of educated youth. By collecting relevant works, academic papers and relevant literature, the author combs the existing achievements and viewpoints of academic circles on the movement of intellectual youth to the countryside during the "Cultural Revolution". At the same time, using the methods of historical and sociological research, the author makes a detailed analysis of the relevant documents and materials, and thinks that the instability caused by the educated youth in the countryside is forced to go to the countryside, and the lack of understanding of the rural environment leads to mental confusion. Farmers are not very welcome, do not trust too much, dare not appoint; affected by the constraints of the theory of "re-education" and limited knowledge, it seems that in the development and construction of rural society at that time, the educated youth who returned to the countryside contributed more than the educated youth to the rural areas. This provides a historical reference for the implementation of the policy of "three branches and one support": first, we should avoid the phenomenon of "one-size-fits-all", pay full attention to the will and actual situation of the grassroots, adhere to the principle of people-oriented and pragmatic; Second, it is necessary to avoid the phenomenon of "xenophobia", to allow and advocate bold exploration, flexible and diverse forms of work, and to give full play to the potential of college students and rural areas; third, it is not necessary to force people to "take root", but they should emphasize contributions and gains. At the same time, we must respect the interests of college students. This paper first interprets the concepts of "educated youth", "returned educated youth", "educated youth in rural areas" and "great achievements", and makes a concrete distinction between educated youth in rural areas and educated youth in their hometowns. The main body of the article is the comparative study on the influence of the educated youth in the countryside and the educated youth in the countryside on the rural social construction during the "Cultural Revolution" period. The author has devoted four chapters (the third to the sixth chapters), respectively, from the intellectual youth as the guardian of the rural ideology. In this paper, the innovators of rural science and technology, the service of rural culture, education and health, and the supplement of rural labor force are discussed, and the influence of educated youth on the construction of rural society at that time is discussed. In the influence of the educated youth and the educated youth in the countryside on the rural social construction during the "Cultural Revolution", the contribution of the educated youth to the rural social construction is greater than that of the educated youth in the rural areas, and the reasons are analyzed.
【學位授予單位】：江西財經大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：K27

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本文編號：2081793