【作者】 王琦；

【导师】 马庆发；

【作者基本信息】 华东师范大学 ， 职业技术教育学， 2005， 硕士

【副题名】晏阳初平民教育思想对当代农民职业教育的启示

【摘要】 晏阳初是国内外著名的平民教育家,1929年他带领几百留学归国博士在河北定县(今河北定州市)成立“定县试验区”,开展了一场轰轰烈烈的平民教育运动。晏阳初尊重中国农村社会现实、针对中国农民现实与存在问题,富有创见地提出改造对策和具体实施方式。具有十分伟大的历史意义和现实借鉴价值。本文从农民职业教育的角度,分析在中国走向现代化的过程中,晏阳初对乡村教育作出的奉献及其农民教育实践的可贵探索对我们今天以现代化为指向开展农民职业教育所具有的极大继承价值。然而今天的农村、今天的农民、今天的农业与20世纪20～30年代晏阳初所面临的乡村状况却不可同日而语。本论文正是在当代背景下,着力对20～30年代晏阳初乡村教育思想与实践进行梳理与分析,在扬弃晏阳初的乡村教育思想及其实践经验的同时,又从今天农村实际出发和农民的实际状况出发,以现代化和全面小康为目标,切实有效为农民提供职业教育服务。 论文分为三部分,主要内容如下: 上篇,晏阳初平民教育思想概述。在这一部分中,首先通过晏阳初最初创建平民教育事业的原因,揭示“平民教育”的缘起——苦力教育。其次通过分析“平民教育”之“平民”与“平”的蕴涵,说明“平民教育”决不是“贫民教育”和“农民教育”。然后以定县实验为晏阳初平民教育思想与实践相结合的起点,概括晏阳初针对当时定县农村社会存在“愚、贫、弱、私”四大社会弊病提出文艺、生计、卫生、公民四大教育和学校、家庭社会三大教育方式的晏阳初平民教育思想的主要内容。继而进一步剖析四大教育如何有针对性地根治四大弊病及四大教育的内部联系,揭示出晏阳初平民教育思想及其实践即使到了今天依然具有现实意义与世界意义。 中篇,晏阳初平民教育思想的当代解读。这一部分是论文的关键,起着承上启下的作用。该部分首先对20世纪20～30年代中国乡村的四大弊病与当代中国社会转型时期“三农”问题进行较全面的描述与分析,旨在通过这样一个视窗让读者对中国农村社会的发展有一个比较清晰的了解,从而理解晏阳初平民教育思想的中国本土特色和整体连锁观对于发展当代农民职业教育具有现代价值。同时也客观地指出晏阳初平民教育思想中的历史局限性。 下篇,晏阳初平民教育思想对当代农民职业教育的启示。此乃论文核心部分,也是论文创新之处。该部分通过分析农民职业教育与职业教育乃至农村职业教育不同,尝试探求出农民职业教育的深刻内涵;接着在第二部分对晏阳初平民教育思想更多还原

【Abstract】 Leading several hundreds of Doctors who came back from abroad, Yan Yangchu, the world-famous educator of mass entered upon a vigorous campaign for mass education in Ding county of Hebei province where "Ding County Experiment Area was established. Mr Yan creatively put forward the countermeasures and concrete implementation way of reform specific to the true condition of Chinese farmers and the existing problems, starting from the social reality of China’s rural area. This thesis analyses the contribution made by Mr Yan to the country education during the course of China moving to modernization and the tremendous successive value of his great exploration of practice in farmer education to implement vocational education on farmers oriented by modernization. However, today’s rural area, fanners, agriculture can’t be named on the same day with those in 1920-30s. This thesis focuses on sorting and analyzing country education ideas and practice of Yan in 1920-30s, at the same time of inheriting which, we must provide the framers with vocational education service practicably and effectively, based on the actual conditions of today’s rural area and farmers, keeping the aim of modernization and being rich in mind.This thesis contains three parts with the following main ideas:The first part relates the general of mass education ideas of Yan. Firstly the origin of the concept mass education, coolie education is disclosed according to the reasons why Yan established mass education cause. Secondly to demonstrate that mass education is never to be education for the poor or farmer education by way of analyzing the profound of common and mass in mass education. Then to summarize the main idea of Yan’s mass education by the three way of school, family and society as well as the four educations of literature, living, sanitary and citizen proposed by Yan according to the four social evils ignorance, weakness, poverty and selfishness existing the rural society of Ding county at that time.The second part is to unscramble Yan’s mass education idea. This part is the key of this thesis, acting as link between the preceding and the following. It fully describe and analyze the four evils and problems of rural area, farmer and agriculture occurring in the social transformation period so as to enable people to know the development of Chinese rural society clearly through such a window and to pierce the enormous modern value ofnative characteristic and integral interlocking view of Yan’s mass education idea to develop the modern farmer vocational education. It also clarifies the historic restriction of Yan’s mass education in the new era.The third part covers the enlightenment of Yan’s mass education on modern fanner vocational education. This is the core part of the thesis and also the innovative part of the thesis. It summarizes the profound connotation of farmer vocational education by analyzing the difference between farmer education and vocational education and rural area vocational education. Then conclude that to develop farmer vocational education today shall inherit the huge experience of success in Yan’s mass education practice and country construction based on the modern value analysis of his mass education in the second part. Finally specific to the era limitation of Yan’s mass education and according to the actual condition of present farmer vocational education and the actual problems of the farmers and rural areas today, it points out that Yan’s idea shall be developed at the same pace of the age and also offers some superficial suggestions to the development of China’s farmer vocational education today.更多还原