摘要
毛泽东是中华人民共和国教育方针、教育路线的总体设计者,他始终密切关注整个教育工作,并在很大程度上指导与实施了一些重大教育政策。在中华人民共和国教育发展前30年的三个阶段中,毛泽东教育思想都发挥了重要指导作用。建国初到1958年这一阶段的成绩是巨大的,为教育的发展奠定了基础。1958年到1966年这一阶段,在以多种形式让全国青少年能够享受普及教育与高等教育方面的成绩也是主要的,但在探索中国教育发展道路时带有较强的阶级色彩。1966年到1976年"文化大革命"这一阶段,教育事业动荡较大,特别是大学与中学学生曾直接成为政治的工具——停课"闹革命",高校还停止招生4年,小学教育也一度失序。尽管如此,中小学教育在1969年后得到大普及。这三个阶段的得与失,都体现了毛泽东教育思想发展与演化的轨迹。
Mao Ze-dong was the general designer of the educational principles and pathway of the PRC. He has long been focusing on the work of education, and to a great extent guided and carried out major educational policies. Mao Ze-dong's thoughts on education played a great role in guiding the three stages of the educational development over the first 30 years of the PRC. The early period between the foundation of the PRC and the year of 1958 witnessed tremendous achievements which laid a foundation for further educational development. The second stage between 1968 and 1966 was touched with strong class implication in the exploration of China's education development, along with the various progress of compulsory and higher education for the teenagers across the nation. At the stage of"Cultural Revolution"between 1966 and 1976, the development of education was considerably tumultuous, especially when university and middle school student sdirectly became political weapon and dropped class to rebel. Universities suspended admission and recruitment for four years and primary education was once out of order. However, primary and secondary school education has been widely introduced since 1969. All the gains and losses of the three stages demonstrate the development and evolution of Mao Ze-dong's thoughts on education.
出处
《毛泽东邓小平理论研究》
CSSCI
北大核心
2018年第3期86-94,共9页
Studies on Mao Zedong and Deng Xiaoping Theories