抗战初期,武汉因其地理优势成为战区民众的暂时栖息所。对这些民众进行战时教育,设法提高其抗战积极性,发挥其抗战力量,需要靠当地的社会教育来实现,这也就成为这一时期社会教育的主要目的和核心内容。也正因此,它具备了许多“战时”特点。虽然其实施不过一年,但由于男女民众和儿童的广泛参与,不仅增强了抗战力量,直接促进了民众文化知识和道德素质的提高,而且提供了有用的劳动力。尽管国民政府试图将其纳入一党专制的轨道,但在社会发展和文明进步的历史潮流中,在广大教育工作者和民众的共同努力下,抗战初期武汉社会教育团结了各阶层民众联合抗战,而它本身也成为中国现代教育发展史上非常重要的一环。 In the early days of the war, Wuhan became a temporary habitat for theater residents because of its geographical advantages. Wartime education of these people, trying to improve their enthusiasm for the war of resistance against Japan and giving full play to their anti-Japanese forces needs to be realized through local social education. This has become the main purpose and core content of social education during this period. It is precisely because of this, it has many “wartime” features. Although its implementation lasted only a year, the extensive participation of both men and women and children not only enhanced the resistance to the war, but also directly promoted the enhancement of people’s cultural knowledge and moral qualities and provided a useful workforce. Despite the attempt of the Kuomintang government to incorporate it into the one-party autocracy, in the historical trend of social development and civilization and progress, with the joint efforts of educators and the general public, Wuhan’s social education unite with all levels of the people in the early Anti-Japanese War to unite the anti- It has also become a very important part of the history of modern education in China.