1960年代上半期的中國高校文科教材編譯工作,為著「調整」方針而發生和展開,對實現教育「調整」發揮了重要作用。在選題規劃上,它貫徹了「調整」中的教育正規化、獨立自主和聯繫實際的思路。在編譯實踐上,它發揮了「調整」中舉國體制的優勢,與原創教材編寫展開良性互動,形成了紮實的學風,培養了一批年輕人才,並團結了舊知識份子老教師。但由於「調整」的局限性,它同樣存在好大喜功、急功近利,以及思想不夠解放等問題。隨著「調整」階段的結束,教材編譯也逐步走向衰落,直到改革開放之後重新啟動。
Abstract
During the brief period of “Adjustment” in the first half of the 1960s, China undertook the project of translating and compiling a series of liberal arts textbooks and reference books for higher education, achieving great success in this respect. In terms of general planning and book selection, the project followed the ideas of educational specialization, independent thinking, and ideological engagement. In the process of compiling and translating, the project took advantage of concerted efforts nationwide, enabled an interaction between translation and original research, helped create an atmosphere of scholarship, fostered young talents with international vision, and temporarily spared senior scholars from radical educational reform. However, due to the limitations of the “Adjustment” policy, it was still hampered by the “Great Leap Forward” mentality and politicized research method. Toward the end of this period, the compilation and translation work gradually declined, only to be restarted after 1978.
关键词
教育「調整」 /
文科教材 /
周揚
Key words
educational “Adjustment” /
liberal arts textbooks and reference books /
Zhou Yang
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