A Study On The Educational Demobilization Organized By The Nationalist Government After The Anti-Japanese War

In August 1945, the Chinese people had gained the final victory of the Anti-Japanese War through repeatedly 14 years long time finally. From the success of Sino-Japanese War to October 1947,in which the Kuomintang and the Communist Party thoroughly broke off, the Chinese nation had arrived intersection of peace and war once again. Although the Nationalist Government had also promulgated a series of policies and regulations, tried hard to complete the demobilization as soon as possible, and stabilized the social order and the populace lives, but regrettably, because the Kuomintang insisted on the reactionary policies of civil war and the domestic political and military situation were between peace and war all the time, the entire society deteriorated precariously day by day, reflected in its caprice of the National Government's demobilization policy formulation.The dissertation investigates the educational demobilization organized by the Ministry of Education of the Nationalist Government after the Anti-Japanese War. It starts with the national education demobilization conference and takes the restructure of educational resources and the transformation of the educational systems as the main line to discuss the achievements and mistakes during this movement. Influenced by the political and military situation, the Nationalist Government wined later educational development not entirely as desired by some educators, but undeniable had also obtained certain achievements. Not only these achievements had provided certain condition for the postwar National Government educational development, but also lay certain foundation for new China's educational development. It can be said that, the origin of success or failure about the postwar educational development was closely connected with the educational demobilization.In the education resources adjustment aspect, between the summer and fall in 1946, the Ministry of Education had organized the returning work of the State-run schools along Yangtze River line, to make the distribution of educational resources in the region reasonably. Because compelled with the military extension, this movement had to delay. In the process of disposal the State-run middle schools, it appeared difference between the Ministry of Education and the local educational authorities. During 1946-47, some schools requested to move or to change the name one after another, and caused a series of disturbances. These disturbances mixed with some political strikes initiated by students together, and caused the entire educational world to be more turbulent.At the same time of the restructure of educational resources, the Ministry of Education completed successfully transformed to the wartime education system to the usual educational system, including restored establishment of local educational bureaus, scholarship award system and the elementary and middle schools textbook supply system. In three wide range educational demobilization processes, its work center of gravity had the differences respectively. In the recovering areas, besides the elimination of enslaved educational evil legacy executed by the enemy, the placement of those out of school and unemployment youth also made the Ministry of Education really a headache; but in recovered area because then the Japanese invaders colonial rule time has grown, its work center of gravity lied in restoring to Kuomintang educational system; In the process of educational demobilization, southwest and northwest border area came under the serious influence as a result of the shift of educational gravity. Although the Ministry of Education took some measures, the potential of its whole decline had been unavoidable.Because the educational demobilization was in the domestic situation of the turbulence, and influenced by the political and military changes, in addition to educational expenditure very scarce as central as local, the entire Kuomintang Controlled Areas Schools were in disorder; the teachers and students were unemployed or out of school. Under the big background of civil war, the final outcome of educational demobilization had many distances compared with the image of educational circles at first.