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成人教育的本质问题,因其对成人教育实践的重大影响,成为成人教育基本理论中应首先认真探讨的问题。一、对教育本质认识的偏差及对成人教育实践的影响建国以来对教育本质的不同认识及其对教育实践的影响大致有以下几个方面:“教育是阶级斗争的工具”。这是60年代到70年代对教育的本质占主导地位的一种认识。十年动乱中,在这种思想指导下,学校传授文化知识的功能被轻观,被忽略,成人教育的文化功能几乎全部丧失,扫盲工作基本停顿;农村“政治夜校”风行一时;职工教育受到摧残,职工文化技术素质下降;成人高等教育在文革初期也陷于停顿状态,在文革后期全国城乡的“七·二一”大学和“五·七”大学恶性膨胀,高达4万6千
The essence of adult education, because of its great influence on the practice of adult education, has become the first issue to be seriously explored in the basic theory of adult education. First, the deviation of understanding of the nature of education and the impact on adult education practices Since the founding of the different understanding of the nature of education and its impact on educational practice generally have the following aspects: “Education is a tool for class struggle.” This is a recognition of the predominance of education in the 1960s and 1970s. Under the guidance of such ideology, the function of imparting cultural knowledge in schools was light and neglected. Almost all of the cultural functions of adult education were lost and literacy work was basically halted. The “political night school” in rural areas became popular for a long time. Staff education was affected In the late Cultural Revolution, adult higher education was also in a state of stagnation. During the late Cultural Revolution, “7.21” universities and “5.7” universities in both urban and rural areas in the country during the late Cultural Revolution experienced a vicious spiral of up to 46,000