首页> 外文学位 >INFLUENCE OF THE SOVIET UNION ON CHINESE HIGHER EDUCATIONAL AND SCIENTIFIC DEVELOPMENT: 1920-1950 (MARXISM/LENINISM, YENAN, KUOMINTANG, COMMUNIST, UNIVERSITY).
【24h】

INFLUENCE OF THE SOVIET UNION ON CHINESE HIGHER EDUCATIONAL AND SCIENTIFIC DEVELOPMENT: 1920-1950 (MARXISM/LENINISM, YENAN, KUOMINTANG, COMMUNIST, UNIVERSITY).

机译:苏联对中国高等教育和科学发展的影响:1920-1950年(马克思主义,列宁主义,延安,KUMININTANG,共产党,大学)。

获取原文
获取原文并翻译 | 示例

摘要

The educational and scientific development of the People's Republic of China was indirectly and directly influenced by the Soviet Union. This study investigates that influence during four periods in the growth of the Chinese Communist Party and its management of the Chinese Revolution.;During the Kiangsi Soviet, 1931 to 1934, the Chinese began applying Soviet educational goals and technical concepts toward designing a prototype of Chinese communist higher education. During most of the Yenan period, 1937 to 1945, the validity of Soviet influence was challenged by the Maoists, while simultaneously its educational, economic, and technical accomplishments were studied intensely. From summer 1945 through 1950, following the Soviet occupation of Manchuria and the Chinese communist advance into the Northeast, the indirect Soviet scientific, technical, and educational influences turned into a variety of direct contacts, leading to the establishment of Soviet standards for China's higher educational and scientific development.;Following are the central hypotheses of the study: First, early Soviet influence on Chinese higher educational and scientific development was ideological and political, not technical. Consequently, regardless of the opportunity to view Soviet developments, the Chinese communists missed an early appreciation for the role of education and science in Soviet national development. Second, between 1921 and 1943, this influence was, with exceptions, indirect rather than direct. Third, the degree of subsequent and increasingly direct Chinese contact with Soviet technical, educational, and scientific sources was linked to the rising communist potential for victory in the revolution and to the consequent need for establishing a source of technical support.;This historical and descriptive study uses primary and secondary Chinese language documents and diaries, including selections from Mao Tse-tung's writings. Soviet materials available in Chinese translation during the period are also investigated.;The first period examined is 1920 to 1930. Specific institutions of higher education were established in Moscow to train Chinese Party leaders. Here, they acquired theoretical foundations for the validity of Marxist dialectics to educational and scientific development. This would form the basis for their advocacy of a Marxist development alternative to China's then prevailing Western educational and scientific orientation.
机译:中华人民共和国的教育和科学发展受到苏联的直接和间接影响。这项研究调查了这四个时期对中国共产党的成长及其对中国革命的管理的影响。; 1931年至1934年的江西苏维埃时期,中国人开始将苏联的教育目标和技术概念应用于中国人的原型设计中共产主义高等教育。在1937年至1945年的延安大部分时间里,毛派主义者对苏联影响力的有效性提出了挑战,与此同时,对其教育,经济和技术成就也进行了深入研究。从1945年夏季到1950年,随着苏联对满洲的占领和中国共产党进军东北地区,苏联的间接科学,技术和教育影响变成了各种直接接触,从而确立了中国高等教育的苏联标准以下是该研究的主要假设:首先,苏联对中国高等教育和科学发展的早期影响是思想政治的,而不是技术的。因此,无论有没有机会了解苏联的发展,中国共产党人都对早期教育和科学在苏联国家发展中的作用怀念不清。其次,在1921年至1943年之间,这种影响是间接的,而不是直接的,但有例外。第三,中国后来与苏联的技术,教育和科学资源之间的联系越来越紧密,这与共产主义在革命中取得胜利的潜力不断增加以及随之而来的需要建立技术支持的联系有关。这项研究使用了中小学的中文文献和日记,包括毛泽东著作的选集。在此期间,还对可用中文翻译的苏联资料进行了研究。;第一阶段是1920年至1930年。在莫斯科成立了专门的高等教育机构,以培训中国共产党领导人。在这里,他们获得了马克思主义辩证法对教育和科学发展的有效性的理论基础。这将成为他们倡导马克思主义发展选择的基础,以替代中国当时盛行的西方教育和科学指导。

著录项

  • 作者

    CHRISTY, ERIK EMIL.;

  • 作者单位

    University of Oregon.;

  • 授予单位 University of Oregon.;
  • 学科 Education Bilingual and Multicultural.;History Asia Australia and Oceania.;History of Science.;Education Higher.
  • 学位 Ph.D.
  • 年度 1986
  • 页码 1510 p.
  • 总页数 1510
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:51:05

相似文献

  • 外文文献
  • 中文文献
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号