马克思主义教育思想的引入与早期马克思主义教育学话语  

Introduction of Marxist Educational Thought and Early Marxist Pedagogical Discourse

作　　者：冯建军[1,2] Feng Jianjun(Institute of Moral Education of Nanjing Normal University)

机构地区：[1]南京师范大学道德教育研究所 [2]南京师范大学教育科学学院

出　　处：《教育史研究》2024年第1期22-33,共12页Educational History Studies

基　　金：国家社科基金(教育学)重大招标课题“中国特色社会主义教育学话语体系研究”(VAA220010)。

摘　　要：马克思主义教育学的形成和马克思主义思想在中国的传播是密不可分的。19世纪末20世纪初,马克思主义教育思想通过清末民初留日学生、留法勤工俭学运动和介绍苏俄教育引入中国。在早期引入的基础上,经过新文化运动和五四运动的洗涤,李大钊、陈独秀、恽代英等一批先进的知识分子把马克思主义同中国社会具体实际相结合、同中华优秀传统文化相结合,发展了早期的马克思主义,包括马克思主义教育思想。他们以马克思主义和马克思主义教育思想研究教育问题,20世纪30年代,出版了杨贤江的《新教育大纲》、钱亦石的《现代教育原理》、张栗原的《教育哲学》等马克思主义教育学著作。早期的马克思主义教育学,主要是作为批判的武器,批判形形色色的资产阶级教育理论,完成反帝反封建的任务,具有鲜明的政治属性。Formation of Marxist pedagogy is related to the dissemination of Marxist thought in China. At the end of the 19th century and the beginning of the 20th century, Marxist educational thought was introduced to China through students in Japan, work-study movement in France, and the introduction of Soviet education. Based on early introduction, after the New Culture Movement and the May Fourth Movement, a group of advanced intellectuals such as Li Dazhao, Chen Duxiu and Yun Daiying combined Marxism with the specific reality of Chinese society, developing early Marxism, including Maxist educational thought. In the 1930s, Marxist pedagogical works such as Yang Xianjiang's New Education Outline, Qian Yishi's Modern Education Principles, and Zhang Liyuan's Philosophy of Education were published based on Marxism and Marxist educational thought. Early Marxist pedagogy mainly serves to criticize various bourgeois education theories and complete the task of anti-imperialism and anti-feudalism with distinct political attributes.

关 键 词：马克思恩格斯教育思想 马克思主义教育思想 马克思主义教育学 教 

分 类 号：G529[文化科学—教育学]