【作者】 王昌英；

【导师】 许俊达；

【作者基本信息】 安徽大学 ， 马克思主义哲学， 2006， 硕士

【摘要】 马克思没有论述教育的专著，但是他的教育思想却非常丰富。教育与生产劳动相结合是马克思教育思想的根本点，它成为社会主义国家教育事业的指导思想。但是新中国成立以来的教育与生产劳动相结合的实践出现过许多挫折，也曾经带来一些惨痛的教训。在挫折和教训面前，人们不得不冷静下来重新思考有关教育与生产劳动相结合的一系列问题。 本文从马克思教育与生产劳动相结合思想形成的时代背景和主客观条件入手，分析了教育与生产劳动结合的可能性、必然性、科学性。马克思的教育思想是从哲学视角提出来的关于教育的根本思想，而不是关于教育的具体理论。马克思的哲学观决定了他的教育观。马克思认为，劳动创造了人本身，劳动是人的本质生活，是人的本质力量的确证和显现。从这一点说，教育应该和劳动相结合。教育是培养人的活动，但是工人缺乏教育。工人在缺乏教育的同时，又为了生存而从事着艰苦、繁重的劳动，这使得工人畸形发展，道德沦丧。从这一点说，工人的劳动应该和教育相结合。只有实行教育与劳动的双向结合，才能实现人的全面发展。 新中国的教育与生产劳动相结合实践走了许多弯路，很重要的一个原因，是人们对教育与生产劳动相结合的内涵、具体实践形式所依赖的现实条件等等作了教条化的理解，本文在这些方面提出了一些自己的看法。 教育与生产劳动相结合具有诸多方面的功能，但在马克思的视域中，有三种功能是最主要的，那就是改造社会的功能、提高社会生产的功能和实现人的全面发展的功能。本文就这三大功能的理论和现实依据作了论述，并以这三大功能观照了当代中国的教育与生产劳动相结合的实践，指出，新中国的历代领导人都重视教育与生产劳动相结合，都强调教育与生产劳动相结合的三大功能，教育与生产劳动相结合一直是新中国教育事业的指导方针。只是，由于时间的迁移和社会的发展等原因，不同的领导人所强调的教育与生产劳动相结合的功能有不同的侧重点：毛泽东时期偏重政治功能，邓小平时期偏重经济功能，江泽民及胡锦涛时期偏重经济功能，但开始注重主体性功能。 马克思虽然提出了三大功能，但这三大功能不是平行并列的关系。政治功能更多还原

【Abstract】 Though Marx had no monograph about education, he had abundant thoughts about it. The combination of education and production is the fundamentality of Marx’s educational thought, and it becomes guidance of the PRC. But since the PRC was founded, the practice of combining education with production has suffered some frustrations; meanwhile, it brought people some disastrous lessons. Then, people have to think over a series of questions about this combination.In this thesis, it begins with a probe into the era background, external conditions and Marx’s subjective reasons which result the thought of combining education with production, then analyses this combination’s probability, inevitability, etc. Marx’s thought of education is not concrete educational theories, but the theories which came from the perspective of philosophy. Marx’s viewpoint of philosophy determined his educational one. He considered that the combination of education and production is bi-directional one.The PRC detoured a long way on combining education with production, one of the most important reasons was that when it came to this combination’s meaning, formats, etc, people often made them doctrine. This thesis brings forward some views on this combination.The combination of education and production has many faculties, but to Marx, he thought that there were three most important ones, those were: rebuilds society, improves production, and facilitate people’s comprehensive development. This thesis discourse upon academic and realistic bases about these faculties, and uses them to reflect the combination practice of up-to-date China. It points out that the leaders all through the PRC ages think much of combination of education and production, but because of the transference of times, the advancement of society, etc, different leader laid particular stress on different faculty. Mao Zedong paid attention to its political faculty; Deng Xiaoping attached importance to its economic faculty; Jiang Zemin and Hu Jintao’s recognition is its economic faculty, but begin to switch to its principal part.更多还原