建国初17年小学师资队伍建设研究
摘要：建国初17年来，小学师资队伍建设历经重建、重创、恢复三个阶段。经过这一艰难曲折的发展过程，小学师资队伍的状况发生了重大的变化:教师数量不断增加，教师的政治素质、业务素质逐步提升。这不仅是我国不断发展的缩影，更是一代人的进步在教育领域中的映照。考察建国初17年小学师资队伍建设历程，总结其经验教训，不仅有助于丰富共和国教育史研究，而且对今天义务教育师资队伍建设具有深刻启示。论文共分为五个部分: 导论部分，介绍了本论文的选题缘由及本问题的研究现状，并对研究思路与方法作了简要交代。
正文的第一部分，阐明了过渡时期新中国在经济凋敝、文化薄弱、教育落后、人口猛增及学习苏联的背景下，采取对原有小学师资“包下来”等诸种措施，启动了小学师资队伍建设历程。论述了这一时期小学师资队伍建设在数量、学历、男女教师结构等方面取得的显著成绩，同时，分析了其中存在的地方政府贯彻执行知识分子政策时出现偏差、教师数量缺口较大、拔高使用及任意调动教师等突出问题及其原因。
正文的第二部分，阐述了“大跃进”时期在“政治挂帅”导向下国家对小学师资队伍采取的多项建设措施。剖析了这一时期小学师资队伍建设的实际效果，其中，充分肯定在民办教师数量增长对小学教育普及、通过“教育和生产劳动相结合”促使中等师范学校学生面貌改观方面取得成绩的同时，明确指出了这一时期忽视或停顿小学教师培训工作、中等师范教育只重数量而不重质量、小学教师受到不公正对待等问题。 正文的第三部分，梳理了调整时期在国家对政治、经济、文化、教育等领域纠正“左倾”错误及落实“调整、巩固、充实、提高”方针政策的背景下，党和国家对小学师资队伍建设采取的积极政策措施。并分析了本阶段小学师资队伍建设在数量、质量上取得的成绩及地域分布结构方面存在的不足与原因。
正文的第四部分，在对建国初期小学师资队伍建设的成效与局限评价的基础上，总结了建国初期小学师资队伍建设的经验与教训。17年来我国小学师资队伍规模扩大，质量提升，并逐步建立起小学教师培养体系。但因政治经济的大起大落及社会风气的落后导致小学师资队伍稳定性受到严重冲击。其经验教训是:正确的政策导向是小学师资队伍建设回归常态和本位的关键:灵活多样地发展师范教育与教师培训是小学师资队伍建设深入发展的途径;坚持独立的教师任职标准是小学教师专业化发展的重要因素;有计划、按比例地发展是小学师资队伍可持续发展的重要前提;提高小学教师的政治地位及经济福利待遇是小学师资队伍稳定的支点。
关键词:建国初17年;小学师资队伍建设;政策措施;经验教训
Abstract：During the 17 years after the founding of new china, the construction of primary school teachers' team had experienced three stages: the rebuilding stage, the frustrating stage and the restoring stage. Through this difficult and tortuous process of development, primary school teachers' condition has taken place in the great changes: teachers' number increased constantly, teachers' political and professional quality promoted gradually. It is not only a miniature of our continuous development, but also a mirror of the progress of a generation in education field. To study the process of the construction of primary school teachers' team can not only enrich the PRC educational history, but also have some enlightenment to the modern construction of compulsory education teachers' team. This thesis consists of 5 parts: The introduction part presented the reasons and the current situation of research on this problem, and explained the main ideas and methods briefly.
The first part stated that New China took some measures (such as accepting the original primary school teachers, etc.)to launch the process of the construction of primary school teachers' team under the background of economic damage, poor culture, educational backwardness, population explosion and learning from the Soviet Union. This part discussed that the remarkable achievements in this period had been made by the construction of primary school teachers' team in quantity, record of formal schooling, teachers' gender structure, etc. Meanwhile, this part analyzed some existing prominent problems (such as Appearing deviation when the local governments implement the policy towards intellectuals, teachers' numbers have big gap, exalting use and arbitrary remove of teachers, etc.) and its reasons.
The second part stated that our country took some approaches with "Politics in Command" in" the Great Leap Forward" period. This part analyzed the actual effects on the construction of primary school teachers' team in this period, and fully confirmed the achievements which has made in the popularization of primary education owing to the growth of citizen-managed teachers' numbers, changing the whole appearance of secondary teachers school students through "combining education with labor", and also explicitly pointed out the problems (such as ignoring or pausing elementary school teachers' training work, secondary teachers education prefers quantity rather than quality, primary school teachers are not treated fairly, etc.).
The third part analyzed that the Party and the state took some active measures under the background correcting "the left" errors among politics, economy, culture, education, etc and carrying out the "Adjustment, Consolidation, Enrichment, Improvement" policies in the adjustment period, and stated that some achievements and its reasons have been made by the construction of primary school teachers' team in quantity and quality as well as some shortages and its reasons in the regional distribution structure.
The fourth part summarized experiences and lessons of the construction of primary school teachers' team during the 17 years after the founding of New China on the basis of evaluating its achievements and limitations. Primary school teachers' team has improved scale and quality as well as has gradually established a primary school teachers' training system. The stability of primary school teachers' team, however, has been severely impacted by the marked ups and downs of politics and economy as well as the backward social ethos. Its experiences and lessons are as follows: the correct policy guidance is the key to return to normal and standard in the construction of primary school teachers' team, the flexible and various developments in normal education and teachers' training are the approaches of in-depth developments in the construction of primary school teachers' team, insisting on independent teacher tenure standards are the principal factor elementary school teachers' professional development, the planned and proportional development is the important premise of the sustainable development in primary school teachers' team, improving primary school teachers' political status and economic benefits are the supporting point of the stability of primary school teachers' team.
Keywords: The 17 Years after the Founding of New China; The Construction of Primary School Teachers' Team; Policies and Measures; Experiences and Lessons
（彭泽平2009级西南大学教育史研究生硕士学位论文）