Research On China 's Higher Education Reform In The First Half Of 1960s

After the founding, New China wanted to study the education of the Soviet Union in a comprehensive way. But due to the influence of the left-leaning errors, this study made the blind imitation and mechanical copying serious. And the final result was that forming the Soviet-style of education, which was not consistent with China’s conditions and the drawbacks are obvious.After Sino-Soviet split in 1956, China began to explore the higher education road that fits national conditions. But under the influence of the left-leaning errors, there have been many setbacks and mistakes, such as Higher education Great Leap Forward. Faced with a variety of educational failures, the Central Committee of CPC decided to summarize and reflect the Higher education Great Leap Forward, to correct and abandon the left-leaning errors hidden, but also aims to summarize both positive and negative experiences since the founding of New China and continue to exploring the higher education road that fits national conditions. Thus, under the guidance of the "eight-character policy" and "higher education sixty", the Central Committee of CPC carried out the reform and adjustment of autonomy and regularization of higher education in the first half of 1960 s. For example, the size of the school and professional settings, teaching material compiling, teaching reform, the relationship between teaching and production and scientific research, leader ship and management system, the intellectual policy etc..However, because of the influence of the left-leaning errors, the basic concept, basic structure, professional settings, teaching organization and management system of the reform, were difficult to jump out of the Soviet model restrictions and fetters. Especially in the later stage of reform, the socialist education movement developed in a wide range, correspondence education made great strides, and the interior of higher education appeared some confusion and deviated from its some of the state. However, all this does not cover the great achievements of higher education reform. Thus, generally speaking, higher education in the first half of 1960 s was an attempt and exploration that fits our national conditions, promoted higher education gradually enter a virtuous and stable development period, realized autonomy and regularization of higher education in a large part, and still had certain enlightenment significance on the modern higher education system reform in China.