【作者】 赵守月；

【导师】 栾雪飞；

【作者基本信息】 东北师范大学 ， 中共党史， 2015， 博士

【摘要】 抗日战争是中国人民反抗日本帝国主义侵略的伟大的神圣的民族解放战争,中国人民谱写了一部近代以来抗击外敌入侵第一次取得完全胜利的光辉历史。在抗日战争时期,日本帝国主义的疯狂侵略及其所实施的奴化教育给中国的教育事业带来了极其惨重的损失。为保持中华民族的菁华和元气,激发中国人民的抗日热情,营造全民族抗战的氛围,国共两党都制定和实施了一系列教育政策。这些教育政策为维持战时教育发展,夺取全民族抗战胜利创造了有利条件;其在实践过程中积累起的有益的历史经验,为当代中国教育的改革和发展提供了重要借鉴。本文以马克思主义历史唯物主义和辩证唯物主义为指导,以国共两党有关历史文献以及重要领导人关于抗战时期教育政策的重要论述为立论依据,综合运用历史学、教育学、政治学、文化政策学等多学科交叉研究的方法对抗战时期国共两党制定和实施的教育政策进行了研究和分析。本文共分七个部分,具体内容如下:第一部分,引言。主要阐述了论文的选题缘由与意义,并介绍了选题的研究现状、论文的写作思路、研究方法以及创新之处。第二部分,抗战时期国共两党教育政策制定的历史背景。阐述了日本侵略者发动“九·一八”事变,继而又发动卢沟桥事变,由局部侵华到全面侵华,给中国造成了日益严重的民族危机。与其政治、经济、军事侵略相配合,日本侵略者又同时对中国的文化教育进行侵略,并制定了一系列奴化教育方针和政策。第三部分,抗战时期国共两党教育政策制定的指导思想和教育总方针。国民党教育政策制定的指导思想是三民主义教育宗旨,教育总方针是“战时应作平时看”;共产党教育政策制定的指导思想是新民主主义教育思想,教育总方针是“国防教育”,即教育为抗战服务。第四部分,抗战时期国民党的教育政策。分别阐述了高等教育政策、初等教育政策、训育政策和教育救助政策的制定和实施,并对这些教育政策作出了客观评价。第五部分,抗战时期共产党的教育政策。分别阐述了干部教育政策、小学教育政策、教育与生产劳动相结合政策、文化教育统一战线政策的内容,以及这些教育政策实施的效果和重要作用。第六部分,抗战时期国共两党实行教育政策的历史经验与现实启示。阐述了抗战时期国共两党教育政策制定和实施过程中积累起的相似的和独具特色的历史经验,以及对当代中国教育改革与发展的现实启示,即教育发展要遵循教育规律;要充分发挥知识分子的作用;要加大投入,做好教育救助工作;要坚持理论联系实际的原则;要坚持群众路线的办学方向。第七部分,结语。再次强调教育的意义和功用,以及教育政策对解决教育问题,促进教育发展的重要作用;并强调教育公平是教育政策最重要和最基本的价值追求。更多还原

【Abstract】 The Anti-Japanese war was a great and holy national liberation war waged by Chinese people to resist Japanese aggression, and Chinese people wrote a glorious history which was a first full victory in fighting foreign invasion since ancient time. During the wartime, the crazy aggression of Japanese imperialism and the implementation of the enslaving education to China’s education had brought extremely heavy losses to China’s educational undertakings. In order to maintain the essence and the strength of the Chinese nation, stimulate the Chinese people’s anti-Japanese enthusiasm and create the atmosphere of the national war, the Kuomintang(KMT) and the Communist Party of People’s Republic of China(CPC) formulated a series of educational policies and measures. These policies have created favorable conditions for the victory of the whole nation. The useful experience accumulated during the practice has provided important reference for our current education reform and development.In this paper, we take the Marxist historical materialism and dialectical materialism as a guide, put the theoretical basis on historical literature about the KMT and the CPC and educational policies of important leaders, and synthesize history, education, political science, policy and other disciplines on the issues of the latest achievements to analyze the educational policies formulated by the KMT and the CPC during the period of Anti-Japanese War. This paper is divided into seven chapters. The detailed contents are as follows:The first chapter is the introduction, which mainly focuses on the reasons and significance of topic selection. Status quo of the research, the writing train of thought, the adopted methods, and creative points will also be included in this part.The second chapter is the historical background of education policies made by KMT and CPC during the period of Anti-Japanese War. It elaborates the increasingly-serious national crisis brought by the Japanese imperialists who made Mukden Incident as well as the Lugou Bridge Incident in China, from local invasion to full-scale occupation. Meanwhile, accompanied by invasion from military, politics and economy, the Japanese forces also invaded China through culture and education by making a series of enslaving educational policies.The third chapter is about guiding theory and guideline made according to the educational policies of KMT and CPC during the Anti-Japanese War. As for the Nationalist Party, its guiding theory is the three people’s principles of education purpose and its guideline is regarding wartime as peacetime. While the guiding theory of the Communist party is new-democratic educational thought. Besides, its guideline is national defense education, which means the purpose of education is to serve the war.The fourth chapter mainly discusses the educational policy of KMT during the Anti-Japanese War. This part explains higher educational policy, discipline policy, elementary education policy, education assistance policy, and national educational policy respectively. In addition, objective evaluation has been made according to these policies.The fifth chapter is about the educational policy of CPC during the Anti-Japanese War. This part explains cadre education policy, elementary education policy, education combining with production and labor policy, and cultural and educational unification policy. Besides, it also includes effects and vital functions of these functions.The sixth chapter mainly focuses on historical experience and practical enlightenment of the educational policies of KMT and CPC during the Anti-Japanese War. It elaborates similar and unique historical experience in the process of making and implementing educational policies during the Anti-Japanese War and practical enlightenment to modern education reform and development, which means that the development of education should follow the objective laws and the organic intellectuals should play the role fully. Besides, more attention should be paid to education aid for poor students and insisting on the principle of combining theory and reality. In addition, the school orientation of the mass line must be adhered to.The seventh chapter is the conclusion. It stresses again the significance and functions of education and the vital functions of educational policies to solve education problems and promote education development. Furthermore, it emphasizes that education justice is the most important and basic evaluation of educational policies.更多还原