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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Tianping Yang, Weifeng Di
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DOI:10.17265/2161-6248/2021.04.001
Affiliation(s)
Zhejiang Normal University, Zhejiang, China
ABSTRACT
In the past 100 years, the Communist Party of China (CPC)’s educational policy has experienced four major historical leaps. Taking 1949 as the boundary, education policy of the CPC has gone through two “zigzag” sections in its course of development. In the 28 years before the founding of the People’s Republic of China (PRC), it had gone through the one “zigzag” from the general policy of Communist culture and education to the general policy of new democratic culture and education. In the 72 years after the founding of the PRC, it had gone through the other “zigzag” from education policy in the early stage of socialist construction to education policy in the new period of the construction of socialism. The two “zigzag” sections supplement each other in one continuous line, although with many twists and turns, embodying the dialectical unity of class and people, science and times, standardization and guidance, subjectivity and objectivity, historicity and development and resulting in China’s localization practice of the Marxism theories. Standing on the historical commanding height of realizing the great rejuvenation of the Chinese nation in the new era, we should adhere to the strategic position of giving priority to the development of education, adhere to the party’s leadership over education, adhere to the socialist direction of running schools, implement the fundamental task of building morality and cultivating people, and focus on solving the problems of “for whom to train people”, “how to train people”, and “what kind of people to train”, thus promoting the all-round development of human beings and the all-round progress of society.
KEYWORDS
the CPC, the general policy of culture and education, education policy, the 100 years’ development
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