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抗战时期,小学教育之于中共根据地的生存和发展具有重要意义。教员无疑是整个小学教育中的核心要素,其本身应是一个偏重专业性的身份和角色,但在根据地的特殊背景下,教员的政治性被置于显著位置。革命需要借助教育训练和吸纳广大农村青少年,而农村青少年并非都有接受教育的积极诉求,以至于动员和巩固学生成为中共根据地教育之艰巨任务。根据地教育方针也因教育规律、革命理想与农村现实状况之间难以调适而不得不数度调整。如同根据地其他部门和行业一样,教育也是整个革命机器中的一个部件,其出发点和落脚点都是为革命事业服务,也正是这样的特殊使命加上根据地的现实状况造就了异乎常态的小学教育,专业性与政治性两相纠结也因之成为这个异乎常态过程中的常态。
During the Anti-Japanese War, primary education was of great significance for the survival and development of the CCP base areas. Instructors are undoubtedly the core element in the whole primary education and should themselves be a professional identity and role. However, under the special background of the base areas, the political nature of the trainers is placed prominently. In the revolution, we need to educate and absorb vast numbers of rural adolescents. However, rural adolescents do not all have the positive demands of education so that they can mobilize and consolidate students’ arduous task of educating them in the base areas of the CPC. The education policy of the base areas has also had to be adjusted several times due to the difficulty of adapting between the educational laws, revolutionary ideals and rural reality. As in other branches and industries in the base area, education is also a component of the entire revolutionary machinery. Its starting point and ending point is to serve the cause of revolution. It is also such a special mission, combined with the reality of the base areas, that created an unusually poor primary education As a result, the tangled nature of professionalism and politicalness has become the norm in the process of this abnormal state.