作　　者： (夏泉）; ; ;

机构地区： 暨南大学文学院

出　　处： 《教育与教学研究》 2020年第9期76-86,共11页

摘　　要： 新中国成立伊始,百废待兴,各种制度尚未完备。为了有效巩固新生的人民政权、全面恢复和发展经济,新中国首先采取的是嫁接与探索并重的战略,积极开展社会主义改造运动。故而中国教育制度在沿袭既往模式外,开始思考借鉴苏联经验,出现了集三种文化模式于一体的“混合模式”:一为“民国模式”,即中国共产党从民国时期继承下来的、移植在古典学说基础之上的现代西化教育;二为“延安模式”,即中国共产党在20世纪30年代和40年代领导农村边区政府的治理经验;三为“苏联模式”,即为20世纪40年代末至50年代中国共产党学习苏联的结果。在此期间,新中国领导人根据中国传统历史与国情现状,通过对教育“混合模式”的实践与探索,初步实现了三种教育模式之间的良性嫁接,增强了最广大民众对中国共产党执政下的政治中国,乃至文化中国的认同。 At the beginning of the founding of the People's Republic of China,all kinds of systems were not yet complete.In order to effectively consolidate the new people's political power and comprehensively restore and develop the economy,the new China leaders first adopted a strategy of equal emphasis on grafting and exploration,and actively carried out the socialist transformation movement.Therefore,in addition to following the past model,the Chinese education system began to learn from the experience of the Soviet Union,and there has been a"mixed model"that integrates three cultural models:one is the"Republican model",which originates from the legacy of the Republic of China,that is,the modern westernized education inherited by the Communist Party of China from the period of the Republic of China and transplanted on the basis of classical theory;the second is the"Yan'an model",which originated from the Yan'an philosophy and was derived from the CCP's leadership experience in leading the rural border government in the 1930s and 1940s;the third is the"Soviet model",derived from the Soviet experience,is the result of studying the Soviet Union in the late 1940s and 1950s.During this period,according to the traditional Chinese history and national conditions,the new China leaders initially realized the benign grafting between the three cultural models through the practice and exploration of the"mixed model"of education,and enhanced the identity of the overwhelming majority of the people to political China and even cultural China under the rule of the Communist Party of China.

关 键 词： 新中国成立初期 教育 混合模式 嫁接 探索

领　　域： [文化科学—课程与教学论] [文化科学—教育学] [文化科学—教育技术学]