中国特色社会主义教育理论的历史逻辑  

The Historical Logic of Socialist Education Theory with Chinese Characteristics

作　　者：冯建军[1] FENG Jian-jun(Institute of Moral Education,Nanjing Normal University,Nanjing,Jiangsu,210097,PRC)

机构地区：[1]南京师范大学道德教育研究所,江苏南京210097

出　　处：《西北师大学报（社会科学版）》2022年第4期20-29,共10页Journal of Northwest Normal University(Social Sciences)

基　　金：江苏省哲学社会科学基金重点项目“新时代中国特色社会主义教育理论体系研究”(20JYA001)。

摘　　要：中国特色社会主义教育理论是改革开放后中国共产党在中国特色社会主义教育建设中所形成的重要理论见解、判断和主张。其源头是马克思教育理论,经过了新民主主义教育理论、毛泽东教育思想,定型于邓小平教育理论,发展于三个代表重要思想、科学发展观的教育理论,创新为新时代中国特色社会主义教育理论。中国特色社会主义教育理论既体现了中国社会发展不同阶段的要求,也体现了马克思主义教育思想的一脉相承,是马克思主义教育理论中国化的结果,是中国马克思主义教育理论的创新发展。The theory of socialist education with Chinese characteristics refers to the important theoretical opinions, judgments and propositions formed by the Communist Party of China in the construction of socialist education with Chinese characteristics after the reform and opening up.Its origin is Marxist education thought, through the new democratic education theory, Mao Zedong education thought, shaped in Deng Xiaoping education theory, developed in the education theory of the important thought of Three Represents and the scientific outlook on development, innovation for the new era of socialist education theory with Chinese characteristics.The educational theory of socialism with Chinese characteristics not only reflects the requirements of different stages of social development in China, but also reflects the continuous inheritance of Marxist education thought, which is the result of the Sinicization of Marxist education thought and the Marxist education theory in China.

关 键 词：马克思教育理论 毛泽东教育思想 中国特色社会主义教育理论 

分 类 号：G40[文化科学—教育学原理]