建國(guó)初期南京市中小學(xué)教師思想改造研究（1949-1952）
發(fā)布時(shí)間：2018-09-04 09:59
【摘要】：1949年,中華人民共和國(guó)建立伊始,百?gòu)U待興,百業(yè)待舉,新中國(guó)的建設(shè)與發(fā)展急需人才。與此同時(shí),在新舊政權(quán)易手之際,社會(huì)思想也比較活躍,中國(guó)共產(chǎn)黨作為新政權(quán)的執(zhí)政黨,也需要整合社會(huì)思想,樹立馬列主義主導(dǎo)下的新的政治觀念與價(jià)值觀念。知識(shí)分子群體自然是中國(guó)共產(chǎn)黨所要團(tuán)結(jié)利用的對(duì)象。早在1948年8月份,中國(guó)共產(chǎn)黨即提出“爭(zhēng)取、團(tuán)結(jié)、改造、培養(yǎng)”知識(shí)分子的八字方針,新中國(guó)成立后,此方針延續(xù)下來,并于1949—1952年間在全國(guó)范圍內(nèi)開展了對(duì)知識(shí)分子初步的思想改造運(yùn)動(dòng)。南京市的中小學(xué)教師思想改造是此次思想改造的一部分,既有代表性,又有其自身特殊性。中國(guó)共產(chǎn)黨組織在南京開展的這次中小學(xué)教師的思想改造,是全民運(yùn)動(dòng)式的,規(guī)模宏大,涉及范圍廣,既有公立學(xué)校,也有私立學(xué)校與教會(huì)學(xué)校；既有教師,也有職工,還有學(xué)生,具有廣泛的參與性。在改造過程中,新政權(quán)不僅將政治學(xué)習(xí)充斥于中小學(xué)教師的日常教學(xué)工作,而且也將中小學(xué)教師個(gè)人生活中的言行納入改造范圍,將每一位中小學(xué)教師都卷入政治學(xué)習(xí)中。在日�；⒅贫然瘜W(xué)習(xí)的同時(shí),更重要的是利用寒暑假期進(jìn)行集中式學(xué)習(xí),力圖最大程度地加深每一位中小學(xué)教師對(duì)中國(guó)共產(chǎn)黨以及新政權(quán)性質(zhì)的認(rèn)識(shí)了解,使其從心理上接納中國(guó)共產(chǎn)黨與新政權(quán),認(rèn)同新的政治理念,進(jìn)而在思想文化領(lǐng)域確立馬列主義話語的主導(dǎo)權(quán)。當(dāng)然,理論文件的學(xué)習(xí)雖然在日常化與集中式學(xué)習(xí)中占據(jù)重要地位,但是要強(qiáng)化自書本上學(xué)習(xí)的理論知識(shí),最好的方法即是理論與實(shí)踐的結(jié)合,而這也是符合馬克思主義認(rèn)識(shí)論的。朝鮮戰(zhàn)爭(zhēng)爆發(fā)后,中國(guó)共產(chǎn)黨為了鞏固新生政權(quán),在國(guó)內(nèi)先后進(jìn)行了時(shí)事宣傳運(yùn)動(dòng)、三反、五反運(yùn)動(dòng)、鎮(zhèn)壓反革命等運(yùn)動(dòng)。為了讓正在接受思想改造的中小學(xué)教師進(jìn)一步強(qiáng)化理論學(xué)習(xí)效果,對(duì)中國(guó)共產(chǎn)黨及新政權(quán)有更直接更理性的認(rèn)識(shí),南京新政權(quán)也將中小學(xué)教師卷入政治運(yùn)動(dòng)中。南京新政權(quán)組織中小學(xué)教師參加政治運(yùn)動(dòng),一方面是為了肅清教師們因國(guó)民黨統(tǒng)治所遺留的資產(chǎn)階級(jí)思想,如腐朽墮落的生活方式、超政治超階級(jí)的思想觀念、雇傭觀念等等,另一方面則是為了讓教師們?cè)诟黜?xiàng)政治運(yùn)動(dòng)中與中央保持一致,逐步將教師們從崇尚自由、追求獨(dú)立的小知識(shí)分子轉(zhuǎn)化為服從組織、服膺新政權(quán)的工農(nóng)階級(jí)中的一員,將他們從超脫政治的舊人轉(zhuǎn)化為關(guān)心政治并且積極參與政治的新人。早在延安整風(fēng)時(shí)期,中國(guó)共產(chǎn)黨就開展過思想改造運(yùn)動(dòng),并有著豐富的建立統(tǒng)一戰(zhàn)線的理論與經(jīng)驗(yàn),這次運(yùn)動(dòng)中所采取的靈活多樣的形式,即是對(duì)長(zhǎng)期以來所形成的思想改造方式的延續(xù)與發(fā)展,并在運(yùn)動(dòng)中逐步形成了一套相對(duì)成熟的思想改造模式,在以后的實(shí)踐中日漸完善。在思想改造過程中,新政權(quán)組織教師們參加實(shí)際勞動(dòng),在實(shí)踐中樹立勞動(dòng)觀念,促使他們將“勞動(dòng)作為苦修手段”,完成從肉體到靈魂的改造；另外還組織教師參加訴苦大會(huì),通過訴苦教育,使每位參與者認(rèn)清新舊政權(quán)的差別,自覺與舊我劃清界線,對(duì)新政權(quán)的性質(zhì)形成更深刻的認(rèn)識(shí),加深對(duì)新政權(quán)的認(rèn)同；在利用黑板報(bào)與展覽會(huì)等媒介時(shí),組織者力圖使每位教師通過參加他人的改造成果展示,來認(rèn)識(shí)自我改造的必要性,并相信自己通過積極改造也一定能夠變成一名合格的人民教師；樹立典型模范是非常重要的改造方式,它為每位教師明確了改造的方向,使每位教師與模范進(jìn)行比照,發(fā)現(xiàn)自身的差距,以加強(qiáng)自我改造,更好地融入到新中國(guó)建設(shè)中來。如此繁多的改造形式密切結(jié)合,將親身參與實(shí)踐與參觀他人改造成果緊密結(jié)合,為更好地達(dá)到改造效果提供了保障。筆者力圖通過對(duì)整個(gè)思想改造過程進(jìn)行全方位、多視野的解構(gòu)與分析,進(jìn)而構(gòu)建起中國(guó)共產(chǎn)黨在對(duì)南京市中小學(xué)教師進(jìn)行思想改造過程中權(quán)力運(yùn)作的全貌與背后的邏輯機(jī)制,即思想改造運(yùn)動(dòng)的文件學(xué)習(xí)是如何進(jìn)行的,組織教師們參與政治活動(dòng)又是如何開展的,各種改造形式之間又是如何進(jìn)行的,總而言之,即權(quán)力機(jī)制是如何運(yùn)作的,而這也是中共取得新政權(quán)并不斷鞏固新政權(quán)的法寶。
[Abstract]:At the beginning of the founding of the People's Republic of China in 1949, there was an urgent need for talented people for the construction and development of the new China. At the same time, as the new and old regimes changed hands, social ideas were also more active. As the ruling party of the new regime, the Communist Party of China also needed to integrate social ideas and establish new political ideas and ideas under the leadership of Marxism-Leninism. As early as August 1948, the Communist Party of China put forward the eight-character policy of "striving for, uniting, transforming and cultivating" intellectuals. After the founding of the People's Republic of China, this policy continued and began nationwide in 1949-1952. The ideological transformation of primary and secondary school teachers in Nanjing is a part of the ideological transformation, both representative and its own particularity. The ideological transformation of primary and secondary school teachers carried out by the Communist Party of China in Nanjing is a nationwide movement with a large scale and a wide range of coverage, both public schools and private schools. In the process of reform, the new regime not only flooded the daily teaching work of primary and secondary school teachers, but also included the words and deeds of primary and secondary school teachers in their personal lives into the scope of reform, and involved every primary and secondary school teacher in the political school. At the same time of daily and systematic study, it is more important to make use of the winter and summer holidays for centralized study, and try to deepen every primary and secondary school teacher's understanding of the nature of the Communist Party of China and the new regime, so that they can accept the Communist Party of China and the new regime psychologically, identify with new political ideas, and then in their thinking. The dominance of Marxist-Leninist discourse is established in the field of culture. Of course, although the study of theoretical documents plays an important role in daily and centralized learning, the best way to strengthen the theoretical knowledge learned from books is the combination of theory and practice, which is also in line with Marxist epistemology. In order to consolidate the new regime, the Communist Party of China has carried out current affairs propaganda campaigns, three and five anti-revolutionary campaigns, and suppressed counter-revolutionary campaigns in China. In order to further strengthen the theoretical learning effect of primary and secondary school teachers undergoing ideological reform, and to have a more direct and rational understanding of the Communist Party of China and the new regime, the new Nanjing regime will also be in the process. Primary school teachers were involved in the political movement. The new Nanjing regime organized primary and secondary school teachers to participate in the political movement, on the one hand, to eliminate the bourgeois ideas left over by the Kuomintang, such as decadent lifestyle, super-political super-class ideas, employment concepts, and so on, on the other hand, to allow teachers in each other. In accordance with the Central Committee, the political movement gradually transformed teachers from small intellectuals who advocated freedom and pursued independence into workers and peasants who were subordinate to the organization and the new regime, and from the old people who were detached from politics to the new people who were concerned about politics and actively participated in it. As far as the ideological reform movement has been carried out, and has a wealth of theory and experience to establish a United front, the flexible and diverse forms adopted in this movement are the continuation and development of the ideological transformation mode formed over a long period of time, and gradually formed a relatively mature ideological transformation mode in the movement, in the future practice of Japan and Japan In the process of ideological reform, the new regime organizes teachers to take part in actual work, foster a sense of labor in practice, and urge them to "labor as a means of austerity" to complete the transformation from the body to the soul; in addition, it also organizes teachers to participate in complaints conferences, through complaints education, so that each participant can recognize the differences between the old and the new regimes, from their own. In the use of blackboard newspapers and exhibitions and other media, organizers try to make every teacher realize the necessity of self-improvement by participating in the demonstration of the results of other people's reform, and believe that he or she can also change through active reform. To be a qualified people's teacher, setting a typical model is a very important way of transformation, which defines the direction of transformation for each teacher, compares each teacher with the model, finds its own gap, strengthens self-transformation, and better integrates into the construction of New China. The author tries to deconstruct and analyze the whole process of ideological transformation from all aspects and multi-perspectives, and then construct the whole picture and back of the power operation of the Communist Party of China in the ideological transformation of primary and secondary school teachers in Nanjing. The latter logical mechanism, that is, how the document study of the ideological reform movement was carried out, how the teachers were organized to participate in political activities, and how the various forms of transformation were carried out, in short, how the power mechanism operated, which is also the magic weapon for the CPC to obtain the new regime and constantly consolidate the new regime.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G635.1;K27
本文編號(hào)：2221752
[Abstract]:At the beginning of the founding of the People's Republic of China in 1949, there was an urgent need for talented people for the construction and development of the new China. At the same time, as the new and old regimes changed hands, social ideas were also more active. As the ruling party of the new regime, the Communist Party of China also needed to integrate social ideas and establish new political ideas and ideas under the leadership of Marxism-Leninism. As early as August 1948, the Communist Party of China put forward the eight-character policy of "striving for, uniting, transforming and cultivating" intellectuals. After the founding of the People's Republic of China, this policy continued and began nationwide in 1949-1952. The ideological transformation of primary and secondary school teachers in Nanjing is a part of the ideological transformation, both representative and its own particularity. The ideological transformation of primary and secondary school teachers carried out by the Communist Party of China in Nanjing is a nationwide movement with a large scale and a wide range of coverage, both public schools and private schools. In the process of reform, the new regime not only flooded the daily teaching work of primary and secondary school teachers, but also included the words and deeds of primary and secondary school teachers in their personal lives into the scope of reform, and involved every primary and secondary school teacher in the political school. At the same time of daily and systematic study, it is more important to make use of the winter and summer holidays for centralized study, and try to deepen every primary and secondary school teacher's understanding of the nature of the Communist Party of China and the new regime, so that they can accept the Communist Party of China and the new regime psychologically, identify with new political ideas, and then in their thinking. The dominance of Marxist-Leninist discourse is established in the field of culture. Of course, although the study of theoretical documents plays an important role in daily and centralized learning, the best way to strengthen the theoretical knowledge learned from books is the combination of theory and practice, which is also in line with Marxist epistemology. In order to consolidate the new regime, the Communist Party of China has carried out current affairs propaganda campaigns, three and five anti-revolutionary campaigns, and suppressed counter-revolutionary campaigns in China. In order to further strengthen the theoretical learning effect of primary and secondary school teachers undergoing ideological reform, and to have a more direct and rational understanding of the Communist Party of China and the new regime, the new Nanjing regime will also be in the process. Primary school teachers were involved in the political movement. The new Nanjing regime organized primary and secondary school teachers to participate in the political movement, on the one hand, to eliminate the bourgeois ideas left over by the Kuomintang, such as decadent lifestyle, super-political super-class ideas, employment concepts, and so on, on the other hand, to allow teachers in each other. In accordance with the Central Committee, the political movement gradually transformed teachers from small intellectuals who advocated freedom and pursued independence into workers and peasants who were subordinate to the organization and the new regime, and from the old people who were detached from politics to the new people who were concerned about politics and actively participated in it. As far as the ideological reform movement has been carried out, and has a wealth of theory and experience to establish a United front, the flexible and diverse forms adopted in this movement are the continuation and development of the ideological transformation mode formed over a long period of time, and gradually formed a relatively mature ideological transformation mode in the movement, in the future practice of Japan and Japan In the process of ideological reform, the new regime organizes teachers to take part in actual work, foster a sense of labor in practice, and urge them to "labor as a means of austerity" to complete the transformation from the body to the soul; in addition, it also organizes teachers to participate in complaints conferences, through complaints education, so that each participant can recognize the differences between the old and the new regimes, from their own. In the use of blackboard newspapers and exhibitions and other media, organizers try to make every teacher realize the necessity of self-improvement by participating in the demonstration of the results of other people's reform, and believe that he or she can also change through active reform. To be a qualified people's teacher, setting a typical model is a very important way of transformation, which defines the direction of transformation for each teacher, compares each teacher with the model, finds its own gap, strengthens self-transformation, and better integrates into the construction of New China. The author tries to deconstruct and analyze the whole process of ideological transformation from all aspects and multi-perspectives, and then construct the whole picture and back of the power operation of the Communist Party of China in the ideological transformation of primary and secondary school teachers in Nanjing. The latter logical mechanism, that is, how the document study of the ideological reform movement was carried out, how the teachers were organized to participate in political activities, and how the various forms of transformation were carried out, in short, how the power mechanism operated, which is also the magic weapon for the CPC to obtain the new regime and constantly consolidate the new regime.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G635.1;K27
【參考文獻(xiàn)】
相關(guān)期刊論文 前1條
1 于風(fēng)政;建國(guó)后政治運(yùn)動(dòng)的源頭──政治學(xué)習(xí)運(yùn)動(dòng)述評(píng)[J];北京黨史;1999年04期
，本文編號(hào)：2221752
本文鏈接：http://www.sikaile.net/shekelunwen/zgjxds/2221752.html
教材專著
