【作者】 何光全；

【导师】 廖其发；

【作者基本信息】 西南大学 ， 教育史， 2010， 博士

【摘要】 从1949年中华人民共和国成立至1981年“拨乱反正”基本结束这段历史时期,我国教育领域开展了许多教育批判。研究这些教育批判,对于人们了解这方面的历史,吸取其中的经验教训都有重要的作用。但是,学术界对这方面的历史虽然有所研究,但还比较零散,还特别需要对其进行全面、系统、深入的研究。因此,本文以1949年中华人民共和国成立至1981年“拨乱反正”基本结束这段历史时期教育领域所发生的教育批判及其相关问题为研究对象,对这段历史时期教育批判发生发展的历史脉络和基本情况进行了全面系统的梳理,对该历史时期具有典型意义和重要影响的教育批判事件进行了深入的个案研究,对该历史时期教育批判的基本性质、主要特点、历史影响、经验与教训以及对于教育批判的基本理论问题的启示等进行了比较系统和深入的研究。论文除导论外,正文内容共分三大部分：第一部分：1949至1981年中国教育批判的背景与概况。该部分主要运用历史研究的基本方法,具体分为建国初期(1949-1952)、过渡时期(1953-1956)、开始全面建设社会主义时期(1956-1966)、文革时期(1966-1976)、拨乱反正时期(1976-1981)五个时期对1949至1981年间中华人民共和国教育批判的历史背景、动因、基本过程、基本线索、基本事件、基本历史情况进行了系统梳理和全面考察。第二部分：1949年至1981年重大教育批判事件的案例研究。主要运用历史研究、个案研究等方法,分章对武训精神批判、陶行知教育思想批判、陈鹤琴活教育理论批判、关于过渡时期主要教育问题的争论、全面发展教育与因材施教问题的争论、杜威实用主义教育思想批判、胡适学术与教育思想批判、凯洛夫《教育学》批判、对教学原则若干问题的争论、“爱的教育”批判、孔子及儒家教育思想批判等重大教育批判事件的过程、内容、性质、特点、影响以及涉及的相关教育问题进行了深入的梳理、分析和评价。第三部分：对1949年至1981年中国教育批判问题的反思。主要运用了哲学、解释学、比较法等理论研究方法,对该历史时期教育批判进行了比较全面和系统的反思。分别对这一时期的教育批判与其时代的政治、经济、文化、意识形态等背景及其关系进行了深入的理论分析和实践考察,对该历史时期教育批判的基本性质与主要特点、历史影响与基本经验及教训进行了深入的理论反思和总结。在此基础上,对教育批判的本义及教育批判与教育批评、教育评论、教育争论的关系,以及如何正确开展教育批判等问题进行了理论研究。论文的主要结论有：①1949年至1981年间的中国教育批判是在中国政治、意识形态、经济、文化、社会等方面的重要变革的背景下,对中国教育改革之路的探索。当然,有时的这种探索步入了歧途。②1949年至1981年中国教育批判的主要实践倾向是阶级斗争、意识形态斗争与政治、学术批判的交织：多数时间的教育批判在批判方法方面的主要特征是形而上学：多数时间教育批判的组织与实施方式以“群众性”、“运动式”为主要特点。③1949年至1981年中国教育批判的内涵是丰富的、多元的、复杂的,它不仅指向教育思想或理论,而且也指向具体的教育活动或实践,涉及了中国教育的价值取向、指导思想、教育制度、教育及教学方法、课程、教材等诸多教育思想、教育理论与教育实践的基本问题。④1949年至1981年中国教育批判对中国教育改革与发展产生了重要影响,其经验和教训都是深刻的。从主要指导思想和主要结果来看,该历史时期许多教育批判成为了极左错误指导思想的阐释和体现途径,使教育批判异化成了政治斗争、阶级斗争及意识形态斗争的工具。许多教育批判不仅体现和延续了新中国建国后教育指导思想上的左倾错误,而且在一定程度上强化了这样的错误。⑤开展教育批判既是必要的,也是可能的,但教育批判应该是肯定与否定的辩证统一,应该是“事实”澄清与“价值”判断的统一,或“无原则”批判与“有原则”批判的辩证统一,应该坚持理论批判与实践批判的辩证统一。总之,论文对1949年至1981年间我国教育批判历史及相关问题做了比较全面、系统、深入的研究,在研究视角、研究范围、研究主题和内容、史料发掘、研究方法、研究结论等方面等都有一定的创新。但由于论文研究这段历史时间跨度较长、研究对象较复杂,涉及问题较多,因此,本文在史料的取舍、研究内容的进一步深入等方面还存在一些不足之处。更多还原

【Abstract】 Many education critiques developed in our educational filed during the period from 1949, the establishment of the people’s republic of china to 1981, Setting Things to Right as an end. It is important for us to understand the history and absorb the experience through researching these education critiques. But today the acdamic studies are still scattered and the comprehensive, systematic and thorough study is needed. Therfore, this paper took the education critique and its related problems happened and aroused druing the period of 1949-1981,that is the establishment of the People’s Republic of China to the Setting Things to Right, as research object, to comb the historical vein and basic situation comprehensively and systematically of education critique developed during this period, and make thorough case study to some typical and significant education critique cases, furthermore, to make a more systematic and thorough study on the basic essence, main feature, historical effect, experiences and lessons as well as the enlightenment of its basic theoretical problems of the education critique during this period.The paper was divided into 3 parts except the introduction:Part 1:the background and survey of Chinese education critique during 1949-1981. In this part, basic method of historical study is used to divide this history into 5 periods:Early Years of New Nation(1949-1952), Transition Period(1953-1956), Comprehensive Building Socialism Starting Time(1956-1966), Great Cultural Revolution Time(1966-1976), Setting Things to Right Time(1976-1981). A systematic and thorough combing and inspection on the historical background, agent and basic process, clue, event, historical situation of the education critique of the people’s republic of china during this period. Part 2:Case study of significant education critique event during 19949-1981. Methods of historical study and case sudy were used to thoroughly and charpterly comb, analyse and comment their process, contents, essence, feature, effect and the related educational problems of such significant education critique cases as:Military Training critique, Tao-Xingzhi Educational Thoughts critique, Chen-Heqin Activity Education Theory critique, argument of main educational problems during Transition period, argument between all-round development education and teaching students in accordance with their apititude, Dewey Pragmatic Education Thought critique, Hu-Shi academic and education thought critique, Kairov’s Pedagogy critique, Argument of principle of teaching, "Love Education" critique, Confucius and the Confucianist’s education thought critique,and so on.Part 3:Reflection on China’s education critique during 1949-1981. Main study methods used in this part are Philosophy, Explanation study and Comparasion. In this part, the writer made a comprehensive and systematic reflection on education critique in this period. And made a thorough theoretical analyzation and pratical survey on the education critique and the backgrounds of its politics, economy, culture, ideology and their relation, and then made a thorough theoretic reflection and conclusion of its the basic essence, main feature, historical effect, basic experiences and lessons in this period. Based on it, to a series theoretical study on the original meaning of education critique, the relation between education. criticisim, education review, education argument and education critique, and also how to develop education critique correctly.The main conclusion is as follow:1. the education critique during 1949-1981 is an exploration for China’s education revolution at the grounds of Chinese politics, ideology, economy, culture and society. Although, some explored into wrong road.2. the main practical tendency during this time is the interacting with politics and academic critique and class, ideology struggle; the main method of education critique is metaphysics; the organization and implementation way are mainly characterized by Mass and Movement.3. the connotation is rich, multiplicated and complex. It not only referes educational theory and thoughts but detailed educational activity and practice, which involves many basic problems about educational theories, thoughts and practices including value orientation, guiding principle, educational system, education and teaching method, curriculum, teaching materials and so on.4. The education critique during 1949-1981 affected much on China’s education reform and development, in which the experience and lesson are both deep. From main guiding principle and results, many education critiques became into explanation and channel of the Ultra-left wrong guiding principle, which made the education critique the tool of political, ideological and class struggle. Many education critiques not only extended the Ultra-left wrong guiding principle but intensified it. 5. It is necessary and possible to develop education critique, but it must be the dialectical unification of positive and negative, the unification of facts clarification and value judge, or the dialectical unification of non-principled critique and principled critique, and the unification of theoretical and practical critique as well.In sum, the paper made a rather comprehensive, systematic and thorough study on our Chinese education critique history and its related problems during the period from 1949 to 1981. There were some innovation in research angle, research range, research subject and contents, historical data excavation, research methods and research conclusion. Owing to the long span of history, the complex object and many problems involved, there are some deficiencies existing in the historical data choosing and research contents deepgoing,etc..更多还原