民国时期农村基础教育政策变迁的基本路径与内在逻辑  

An Analysis of the Basic Approach and Inner Logic of the Rural Elementary Education Policy Change in the Period of the Republic of China

作　　者：曲铁华[1] 慈玲玲[1] 

机构地区：[1]东北师范大学农村教育研究所,吉林长春130024

出　　处：《湖南师范大学教育科学学报》2013年第5期48-53,共6页Journal of Educational Science of Hunan Normal University

基　　金：教育部人文社会科学重点研究基地2009年度重大研究项目"中国农村教育百年历史考察与当代关照研究"[2009JJD880007]

摘　　要：民国时期农村基础教育政策变迁上承清朝末期农村基础教育政策、下启新中国农村基础教育政策。在民国风雨动荡的38年中,农村基础教育政策的变迁大致经历了民国前期的发轫与渐进、民国中期的发展与改革与民国后期的调整与拓展3个阶段的发展历程,并体现出以改革学制系统和重视义务教育为政策制定与选择的根本路径,同时遵循着农村基础教育政策框架体系日趋完善,始终把发展农村义务教育放在首要战略地位,规范、法治的科学化发展过程,模仿、探索的本土化适应过程共4个方向的政策变迁内在逻辑。The rural elementary education policy change in the period of the Republic of China is the link between the rural elementary education policy of the late Qing Dynasty and that of New China. In the turbulent 38 years of the Repub- lic of China, the rural elementary education policy change roughly undergoes three stages, namely Lt and gradual advance in earlier days; development and reformation in the middle period; adjustment and expansion in the later time . Besides, the change reflects the fundamental approach of policy formulation and choice, which is reforming the schooling system and stressing compulsory education. Meanwhile, it follows the inner logic which includes four aspects, the maturing of the rural elementary education policy framework, the priority strategic position of the rural compulsory educa- tion development, the scientific development of norms and laws, and the localization of imitation and exploration.

关 键 词：民国时期 农村基础教育 政策变迁 基本路径 内在逻辑 

分 类 号：G522.3[文化科学—教育学]