Study On KMT And CPC’s Educational Policies During The Anti-japanese War

The Anti-Japanese war was a great and holy national liberation war waged by Chinese people to resist Japanese aggression, and Chinese people wrote a glorious history which was a first full victory in fighting foreign invasion since ancient time. During the wartime, the crazy aggression of Japanese imperialism and the implementation of the enslaving education to China’s education had brought extremely heavy losses to China’s educational undertakings. In order to maintain the essence and the strength of the Chinese nation, stimulate the Chinese people’s anti-Japanese enthusiasm and create the atmosphere of the national war, the Kuomintang(KMT) and the Communist Party of People’s Republic of China(CPC) formulated a series of educational policies and measures. These policies have created favorable conditions for the victory of the whole nation. The useful experience accumulated during the practice has provided important reference for our current education reform and development.In this paper, we take the Marxist historical materialism and dialectical materialism as a guide, put the theoretical basis on historical literature about the KMT and the CPC and educational policies of important leaders, and synthesize history, education, political science, policy and other disciplines on the issues of the latest achievements to analyze the educational policies formulated by the KMT and the CPC during the period of Anti-Japanese War. This paper is divided into seven chapters. The detailed contents are as follows:The first chapter is the introduction, which mainly focuses on the reasons and significance of topic selection. Status quo of the research, the writing train of thought, the adopted methods, and creative points will also be included in this part.The second chapter is the historical background of education policies made by KMT and CPC during the period of Anti-Japanese War. It elaborates the increasingly-serious national crisis brought by the Japanese imperialists who made Mukden Incident as well as the Lugou Bridge Incident in China, from local invasion to full-scale occupation. Meanwhile, accompanied by invasion from military, politics and economy, the Japanese forces also invaded China through culture and education by making a series of enslaving educational policies.The third chapter is about guiding theory and guideline made according to the educational policies of KMT and CPC during the Anti-Japanese War. As for the Nationalist Party, its guiding theory is the three people’s principles of education purpose and its guideline is regarding wartime as peacetime. While the guiding theory of the Communist party is new-democratic educational thought. Besides, its guideline is national defense education, which means the purpose of education is to serve the war.The fourth chapter mainly discusses the educational policy of KMT during the Anti-Japanese War. This part explains higher educational policy, discipline policy, elementary education policy, education assistance policy, and national educational policy respectively. In addition, objective evaluation has been made according to these policies.The fifth chapter is about the educational policy of CPC during the Anti-Japanese War. This part explains cadre education policy, elementary education policy, education combining with production and labor policy, and cultural and educational unification policy. Besides, it also includes effects and vital functions of these functions.The sixth chapter mainly focuses on historical experience and practical enlightenment of the educational policies of KMT and CPC during the Anti-Japanese War. It elaborates similar and unique historical experience in the process of making and implementing educational policies during the Anti-Japanese War and practical enlightenment to modern education reform and development, which means that the development of education should follow the objective laws and the organic intellectuals should play the role fully. Besides, more attention should be paid to education aid for poor students and insisting on the principle of combining theory and reality. In addition, the school orientation of the mass line must be adhered to.The seventh chapter is the conclusion. It stresses again the significance and functions of education and the vital functions of educational policies to solve education problems and promote education development. Furthermore, it emphasizes that education justice is the most important and basic evaluation of educational policies.