本文選題：“文革”時(shí)期 + 回鄉(xiāng)知青��； 參考：《江西財(cái)經(jīng)大學(xué)》2014年碩士論文

【摘要】：歷時(shí)20余年的知識(shí)青年上山下鄉(xiāng)運(yùn)動(dòng),應(yīng)該說(shuō)是中華人民共和國(guó)歷史上持續(xù)時(shí)間最長(zhǎng)的一場(chǎng)由官方組織的群眾運(yùn)動(dòng)之一�！拔母铩逼陂g的被送往農(nóng)村的城鎮(zhèn)知識(shí)青年以及回到農(nóng)村的農(nóng)村知識(shí)青年被視為同一個(gè)群體：他們是在同樣的體制下,受著同樣的教育,在同樣的模式中被培養(yǎng)出來(lái)的,在思想和行為上具有不容否定的連續(xù)性。當(dāng)然,我們也要注意分析他們的區(qū)別,特別是他們?cè)趥�(gè)人思想、社會(huì)地位、所作貢獻(xiàn)以及社會(huì)影響上面的差異,畢竟,下鄉(xiāng)知青或回鄉(xiāng)知青都單獨(dú)代表不了那一代知識(shí)青年的整體形象和命運(yùn)。 知識(shí)青年上山下鄉(xiāng)運(yùn)動(dòng),對(duì)當(dāng)時(shí)的農(nóng)村社會(huì)必然產(chǎn)生了一定的影響。以往的相關(guān)研究肯定了下鄉(xiāng)知青對(duì)當(dāng)時(shí)農(nóng)村發(fā)展的貢獻(xiàn),卻忽視了回鄉(xiāng)知青的貢獻(xiàn)。筆者通過(guò)搜集相關(guān)著作、學(xué)術(shù)論文以及相關(guān)文獻(xiàn)資料,梳理學(xué)術(shù)界對(duì)“文革”時(shí)期知識(shí)青年上山下鄉(xiāng)運(yùn)動(dòng)研究的已有成果和觀點(diǎn)紛爭(zhēng)；同時(shí)運(yùn)用歷史學(xué)以及社會(huì)學(xué)研究方法對(duì)相關(guān)文獻(xiàn)材料進(jìn)行細(xì)致的分析,認(rèn)為因?yàn)橄锣l(xiāng)知青被迫下鄉(xiāng)導(dǎo)致的不穩(wěn)定性；對(duì)農(nóng)村環(huán)境認(rèn)識(shí)不足而造成精神上的迷茫困頓；農(nóng)民的不太歡迎、不太信任、不敢任用；受“再教育”理論的束縛和知識(shí)水平有限等因素影響,在當(dāng)時(shí)的鄉(xiāng)村社會(huì)發(fā)展建設(shè)中,回鄉(xiāng)知青較下鄉(xiāng)知青的貢獻(xiàn)似乎更大。這為目前實(shí)施“三支一扶”政策提供了歷史借鑒：一要避免“一刀切”的現(xiàn)象,充分重視基層的意愿和實(shí)際情況,堅(jiān)持以人為本、實(shí)事求是的原則；二要避免“排外”現(xiàn)象的出現(xiàn),允許和提倡勇于探索、靈活多樣的工作形式,充分發(fā)揮大學(xué)生的潛能和農(nóng)村的潛力；三是不必強(qiáng)求“扎根”,但要強(qiáng)調(diào)貢獻(xiàn)和收獲,同時(shí)一定要尊重大學(xué)生們的利益訴求。 文章先對(duì)“知青”、“回鄉(xiāng)知青”、“下鄉(xiāng)知青”以及“大有作為”等幾個(gè)概念進(jìn)行了詮釋,并對(duì)下鄉(xiāng)知青和回鄉(xiāng)知青進(jìn)行了具體的區(qū)分。文章的主體是“文革”時(shí)期回鄉(xiāng)知青和下鄉(xiāng)知青對(duì)鄉(xiāng)村社會(huì)建設(shè)影響上的對(duì)比研究,筆者用了四章的篇幅(第三章到第六章),分別從知識(shí)青年作為鄉(xiāng)村意識(shí)形態(tài)的守護(hù)者,鄉(xiāng)村科學(xué)技術(shù)的革新者,鄉(xiāng)村文教衛(wèi)生的服務(wù)者以及鄉(xiāng)村勞動(dòng)力的補(bǔ)充者四個(gè)方面,探討了知識(shí)青年對(duì)當(dāng)時(shí)的鄉(xiāng)村社會(huì)建設(shè)影響。認(rèn)為“文革”時(shí)期回鄉(xiāng)知青和下鄉(xiāng)知青對(duì)農(nóng)村社會(huì)建設(shè)的影響中,回鄉(xiāng)知青比下鄉(xiāng)知青的貢獻(xiàn)更大,并分析了其原因。
[Abstract]:For more than 20 years, the movement of intellectual youth to the countryside should be said to be one of the longest organized mass movements in the history of the people's Republic of China. The urban intellectual youth sent to the countryside during the Cultural Revolution and the rural intellectual youth who returned to the countryside were regarded as the same group: they were trained in the same system, in the same education, in the same model. There is no denying continuity in thought and behavior. Of course, we should also pay attention to analyzing their differences, especially in terms of their personal thinking, their social status, their contributions and their social impact. After all, The educated youth in the countryside or the educated youth in the countryside alone can not represent the overall image and destiny of the intellectual youth of that generation. The movement of educated youth to the countryside had a certain influence on the rural society at that time. Previous studies affirmed the contribution of educated youth to rural development, but neglected the contribution of educated youth. By collecting relevant works, academic papers and relevant literature, the author combs the existing achievements and viewpoints of academic circles on the movement of intellectual youth to the countryside during the "Cultural Revolution". At the same time, using the methods of historical and sociological research, the author makes a detailed analysis of the relevant documents and materials, and thinks that the instability caused by the educated youth in the countryside is forced to go to the countryside, and the lack of understanding of the rural environment leads to mental confusion. Farmers are not very welcome, do not trust too much, dare not appoint; affected by the constraints of the theory of "re-education" and limited knowledge, it seems that in the development and construction of rural society at that time, the educated youth who returned to the countryside contributed more than the educated youth to the rural areas. This provides a historical reference for the implementation of the policy of "three branches and one support": first, we should avoid the phenomenon of "one-size-fits-all", pay full attention to the will and actual situation of the grassroots, adhere to the principle of people-oriented and pragmatic; Second, it is necessary to avoid the phenomenon of "xenophobia", to allow and advocate bold exploration, flexible and diverse forms of work, and to give full play to the potential of college students and rural areas; third, it is not necessary to force people to "take root", but they should emphasize contributions and gains. At the same time, we must respect the interests of college students. This paper first interprets the concepts of "educated youth", "returned educated youth", "educated youth in rural areas" and "great achievements", and makes a concrete distinction between educated youth in rural areas and educated youth in their hometowns. The main body of the article is the comparative study on the influence of the educated youth in the countryside and the educated youth in the countryside on the rural social construction during the "Cultural Revolution" period. The author has devoted four chapters (the third to the sixth chapters), respectively, from the intellectual youth as the guardian of the rural ideology. In this paper, the innovators of rural science and technology, the service of rural culture, education and health, and the supplement of rural labor force are discussed, and the influence of educated youth on the construction of rural society at that time is discussed. In the influence of the educated youth and the educated youth in the countryside on the rural social construction during the "Cultural Revolution", the contribution of the educated youth to the rural social construction is greater than that of the educated youth in the rural areas, and the reasons are analyzed.
【學(xué)位授予單位】：江西財(cái)經(jīng)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：K27

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