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新中国成立初期小学教师进行思想学习和改造的重要性,不仅在于他们被划入了“知识分子”范畴,且过往历史多有不清白之处;更是因为他们作为祖国新一代儿童的指导者,其言行举止直接影响了“社会主义接班人”的价值观念。与高校教师较为系统地学习辩证唯物论与唯物史观不同,小学教师学习的核心内容是以劳动观点和阶级观点为主线的简化版唯物史观。小学教师的学习与改造类型可以概括为基本形式与内化形式。两者均旨在加强教师对作为信仰的唯物史观的认同与接受。但由国家政权主导的强制性学习方式的开展并不意味着唯物史观被完全吸收。这种外来的、以政权为支撑的全盘性意识形态与教师以自身经历和传统经验为基础形成的固有认知之间存在张力,而这种张力正是思想学习与改造限度的根源所在。
The importance of primary school teachers’ ideological learning and transformation in the early days of new China lies not only in the fact that they are categorized as “intellectuals” but also have some unclear points in past history. It is also because they, as the new generation of children in the motherland Mentor, his demeanor has a direct impact on the “socialist successor ” values. Different from the dialectical materialism and historical materialism, the primary contents of primary school teachers’ study are the simplified version of historical materialism based on the views of labor and class. The types of primary school teachers’ learning and transformation can be summed up as basic forms and internalized forms. Both aim to reinforce teachers’ acceptance and acceptance of the historical materialism as a belief. However, the development of compulsory learning mode led by the state power does not mean that the historical materialism is completely absorbed. This external, state-sponsored holistic ideology exists in tension with the intrinsic cognition that teachers form on the basis of their own experience and traditional experience, and this tension is at the root of the limits of ideological learning and transformation.