【作者】 哈达；

【导师】 白拉都格其；

【作者基本信息】 内蒙古大学 ， 专门史， 2013， 博士

【摘要】 蒙古语授课教育是整个民族教育事业的重要组成部分,也是内蒙古自治区教育工作的重点,更是自治区民族工作中不可缺失的一份责任。其中,中小学教育是整个教育的根基和摇篮,对民族优秀文化的传承,民族素质的提高和民族振兴,对社会主义建设具有奠基的决定性意义。自治区成立之初百废待兴,各方面建设处于起步阶段,在中共内蒙古党委和内蒙古自治区政府各级领导以及各族人民共同努力下,自治区各行各业迅速恢复并得以初步发展。内蒙古自治区一度被称为“模范自治区”。自治区成立后,蒙古语授课教育在薄弱的基础上较快普及和提高。同时,随着时代的推进和演变,它的发展也遇到了很多问题。“文革”时期批评蒙古语授课教育为“长期以来推行了一条修正主义,民族分裂主义路线”,成为被“革命”的对象。到改革开放后,有人回顾这段历史时又赞扬它是实行民族政策的“黄金时期”或是发展民族教育的“第一个黄金时期”。随着时间的推移,对它的评价众说纷纭。那么,内蒙古自治区成立之初的蒙古语授课教育是如何起步的,具体的政策、背景、实施又如何?又有哪些值得总结的经验教训?这些问题的研究不仅有很强的学术意义,而且结合当今少数民族教育(或民族教育)提出问题具有很强的现实意义。因此,本人选择蒙古语授课中小学教育的发展情况为题目进行全面系统地分析研究。本论文以当时的相关资料为基础,将自治区成立到“文革”期间的十九年蒙古语授课中小学教育置于中国和自治区社会历史背景中去考查研究。本文由绪论、正文、结语以及参考文献、后记等部分组成。绪论主要澄清选择该题目做研究的意义、价值及目的,在此基础上对该领域研究现状进行回顾并简单分析存在的问题。然后,根据该题目搜集到的基本文献资料,阐述了研究该课题的主要思维、内容以及研究方法等情况。论文的主要部分根据现代学校教育的主要内容,分五个章节来分别论述。第一章分三个阶段回顾从清末到自治政府成立前的内蒙古地区蒙古族中小学教育情况,交待内蒙古自治区成立后蒙古语授课中小学发展的历史背景；第二章结合党的民族区域政策、普及和发展民族教育政策以及内蒙古教育行政部门的具体政策措施,从学校、学生、教师等几个方面论述了19年蒙古语授课中小学教育的发展历程；第三章以决定发展教育的主要因素之一师资队伍建设为主体,论述了蒙古语授课中小学师资情况、师资管理制度、培养师资的师范学校的建立以及在职教师的培训等内容。第四章从影响教学的国家教育目的、教学计划内容以及教育评价等入手考查了19年的蒙古语授课中小学教学发展的具体情况。第五章论述了内蒙古自治区成立后19年的蒙古语授课中小学语文教学计划和授课语言的主要变化。更多还原

【Abstract】 Mongolian teaching education is an important component of minority national education, the focus of Inner Mongolia Autonomous Region, and the important aspect of regional ethnic works. It is very meaningful to the inheritance of national culture, the improvement of the population quality and national rejuvenation. Furthermore it plays a dominant role in the construction of socialism. At the beginning of the Inner Mongolia Autonomous Region, there were so many things to do and lots of constructions were in the infancy. But in the effort of the central party and the government of Inner Mongolia Autonomous Region, the education of Inner Mongolia Autonomous Region recovered vary fast and developed further. Inner Mongolia Autonomous Region became a role module of other autonomous regions.After the founding of the autonomous region, Mongolian teaching education improved vary fast on a weak foundation. Meanwhile, with the advance of age and evolution, its development has encountered many problems. In the Cultural Revolution people taught Mongolian education as "a revisionist, ethnic separatist line for a long time", and it became "object" of the revolution. To the reform and opening up period, people look back on this time and comment that it is "golden period" of ethnic policy or the "first golden age" of the development of national education. But the comments change over time. So how did the development of Mongolian education start? What can we learn from it? Research on these issues not only has a strong academic significance, but also has a strong practical significance, combined with today’s minority education (or national education) questions. Therefore, I choose Mongolian teaching primary and secondary education as a subject.This paper is based on the historical materials and the references, study the primary and secondary education from the establishment of the autonomous region to the end of the Cultural Revolution. This paper is consist of introduction, body, conclusion and reference.Introduction The main topics to do research clarify the choice of meaning, value and purpose, on the basis of current research in this area to review and analyze simple problems. Then, depending on the subject collected basic literature, describes the main thought of the subject, content and research methods and so on.The introduction part clarify the meaning and purpose of the research. And review the research work of others in this area. And based on the materials I collected,I described my idea of this subject and what kind of content there exist in this subject.According to the elements of modern education the body of this paper is divided into five chapters to discuss. Chapter one is divided into3small parts, and in these three parts, three stage of education development in the time period that from the late Qing to the establishment of Autonomous Region. The second chapter discusses the development of education in19years combining with the national regional policy, popularization and development of national education policy. The discussion is mainly focused on the factors like the number of schools, students, teachers etc. And the next chapter is about the Mongolian situation of normal schools, teacher management system, the establishment of teacher training system and in-service teacher colleges. The forth chapter is about what kind of effect that the national educational purposes, teaching content and educational evaluation plans have in the national education. The last chapter introduces the changes in the education purpose and teaching language.更多还原