本文選題：鄧小平教育思想　切入點(diǎn)：基本內(nèi)容　出處：《長春工業(yè)大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：鄧小平理論博大精深,包含著許多具體的內(nèi)容,其中,鄧小平教育思想就是鄧小平理論的重要組成部分。它繼承和發(fā)展了馬克思的教育理論和毛澤東的教育思想,并且結(jié)合了我國革命斗爭和現(xiàn)代化建設(shè)的實(shí)際情況而形成、發(fā)展和完善。學(xué)習(xí)和掌握鄧小平教育理論,一方面有助于我們對中國化的馬克思主義教育理論有一個重新的理解和掌握,另一方面有助于我們反思中國當(dāng)代教育實(shí)踐過程中存在的諸多現(xiàn)實(shí)問題,并且可以把鄧小平的教育思想與中國教育的發(fā)展有機(jī)結(jié)合,以加強(qiáng)我國教育體制改革、促進(jìn)我國教育事業(yè)的發(fā)展。 本研究的內(nèi)容具體如下： 第一,引言。這部分介紹了本研究的選題背景、研究意義及本課題的研究現(xiàn)狀。 第二,鄧小平教育思想產(chǎn)生的基礎(chǔ),包括理論基礎(chǔ)和實(shí)踐基礎(chǔ)。理論基礎(chǔ)主要是馬克思主義的教育思想和毛澤東的教育思想；其實(shí)踐基礎(chǔ)主要包括批判“兩個凡是”、推翻“兩個估計(jì)”、恢復(fù)高考制度以及新時期我國社會主義現(xiàn)代化建設(shè)的實(shí)踐。 第三,鄧小平教育思想的發(fā)展過程。大致經(jīng)歷了形成、發(fā)展和成熟三大階段。鄧小平教育思想的形成階段可追溯到20世紀(jì)20年代；發(fā)展階段從新中國成立到1978年十一屆三中全會召開;成熟階段是1978年12月,十一屆三中全會之后。 第四,鄧小平教育思想的基本內(nèi)容。本研究提出了鄧小平教育思想的六方面基本內(nèi)容,分別是：教育優(yōu)先論、教育方向論、教育動力論、“兩個尊重”論、“三個面向”論和“四有”新人論。 第五,鄧小平教育思想的特征分析。本文認(rèn)為,鄧小平教育思想的基本特征包括理論上的戰(zhàn)略性特征、方向性特征,實(shí)踐上的時代性特征、務(wù)實(shí)性特征。 第六,鄧小平教育思想的當(dāng)代發(fā)展。主要介紹江澤民同志和胡錦濤同志對鄧小平教育思想的繼承和創(chuàng)新發(fā)展。 第七,鄧小平教育思想的意義。這是本文的難點(diǎn)和創(chuàng)新點(diǎn)。本文從國際戰(zhàn)略意義、教育改革意義、個人發(fā)展意義三個層面來對鄧小平教育思想的意義進(jìn)行剖析。國際戰(zhàn)略意義體現(xiàn)在,一方面,鄧小平教育思想把教育同國家競爭力直接聯(lián)系起來；另一方面,鄧小平教育思想把教育同社會主義的發(fā)展直接聯(lián)系起來。教育改革意義體現(xiàn)在,首先,鄧小平教育思想把教育觀念同市場經(jīng)濟(jì)直接聯(lián)系起來；其次,鄧小平教育思想把教育體制同市場經(jīng)濟(jì)直接聯(lián)系起來；再次,鄧小平教育思想把教育結(jié)構(gòu)同市場經(jīng)濟(jì)直接聯(lián)系起來。個人發(fā)展意義體現(xiàn)在,一方面,鄧小平教育思想把教育同提高全國人民的物質(zhì)生活水平直接聯(lián)系起來；另一方面,鄧小平教育思想把教育同提高全國人民的精神生活水平直接聯(lián)系起來。
[Abstract]:Deng Xiaoping's theory is broad and profound, and contains many concrete contents. Among them, Deng Xiaoping's educational thought is an important part of Deng Xiaoping's theory. It inherits and develops Marx's educational theory and Deng Xiaoping's educational thought. And has formed, developed and perfected, studied and mastered Deng Xiaoping's educational theory in combination with the actual situation of the revolutionary struggle and modernization construction in China. On the one hand, it will help us to have a new understanding and mastery of the Sinicized Marxist educational theory; on the other hand, it will help us to reflect on the many practical problems existing in the course of contemporary education practice in China. Moreover, Deng Xiaoping's educational thought can be combined with the development of Chinese education in order to strengthen the reform of China's education system and promote the development of China's educational undertakings. The contents of this study are as follows:. First, introduction. This part introduces the research background, significance and research status. Second, the foundation of Deng Xiaoping's educational thought, including the theoretical basis and the practical basis. The theoretical basis is mainly Marxist educational thought and Mao Zedong's educational thought. Its practical basis mainly includes criticizing "two general", overturning "two estimates", restoring the college entrance examination system and the practice of socialist modernization construction in the new period. Thirdly, the development process of Deng Xiaoping's educational thought. It has experienced three stages of formation, development and maturity. The forming stage of Deng Xiaoping's educational thought can be traced back to 1920s. The stage of development was from the founding of New China to the third Plenary session of the 11th Central Committee on 1978, and the mature stage was December 1978, after the third Plenary session of the Eleventh Central Committee. 4th, the basic content of Deng Xiaoping's educational thought. This study puts forward six basic contents of Deng Xiaoping's educational thought, namely: education priority theory, education direction theory, Educational motivation theory, "two respect" theory, "three facing" theory and "four have" new theory. Analysis of the characteristics of Deng Xiaoping's Educational thought in 5th. This paper holds that the basic characteristics of Deng Xiaoping's educational thought include the theoretical strategic characteristics, the directional characteristics, the practical characteristics of the times and the practical features. In 6th, the contemporary development of Deng Xiaoping's educational thought. 7th, the significance of Deng Xiaoping's educational thought. This is the difficulty and innovation of this paper. The significance of individual development is three levels to analyze the significance of Deng Xiaoping's educational thinking. The international strategic significance is reflected in, on the one hand, the direct link between education and national competitiveness, and, on the other hand, the international strategic significance. Deng Xiaoping's educational thought directly links education with the development of socialism. The significance of educational reform is reflected in: first, Deng Xiaoping's educational thought directly links educational concepts with market economy; secondly, Deng Xiaoping's educational thought directly links the educational system with the market economy; thirdly, Deng Xiaoping's educational thought directly links the educational structure with the market economy. The significance of personal development is, on the one hand, Deng Xiaoping's educational thought directly links education with the improvement of the people's material living standard of the whole country, on the other hand, Deng Xiaoping's educational thought directly links education with the improvement of the people's spiritual living standard of the whole country.
【學(xué)位授予單位】：長春工業(yè)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：A849.1

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