毛泽东的学习观研究

发布时间：2018-04-21 13:15

本文选题：毛泽东 + 学习　；参考：《山东大学》2013年硕士论文

【摘要】：毛泽东作为新中国的第一代领导人,是一位杰出的马克思主义者。他一生重视学习、善于学习,是后人学习的榜样。毛泽东的学习观是毛泽东对学习的基本观点和看法。研究毛泽东的学习观主要是为了使人们正确对待学习、重视学习以及树立科学的学习观；从另外一方面来说,也是对丰富和发展毛泽东思想作一点点贡献。研究毛泽东的学习观,需要对毛泽东的学习观的一些基本概念进行区分,搞清楚毛泽东学习观的科学内涵,对毛泽东学习观的研究现状进行学术梳理,了解当前的研究现状和存在的问题；此外要指出研究毛泽东学习观的意义、有何创新之处和研究方法。毛泽东学习观的产生不是偶然的,它是在特定的客观条件和主观条件下产生的。毛泽东的学习观产生的客观条件和主观条件有很多,客观条件主要表现在中国的社会历史条件、家庭的影响、湖湘文化的熏陶、马克思主义在中国的传播等方面;主观条件主要表现为毛泽东的个性品格、强烈的爱国爱民精神、丰富的社会实践经历等方面。任何事物都有一个历史发展过程,毛泽东的学习观也不例外。毛泽东的学习观的历史发展过程是与他一生的实践经历相对应的,大致经历四个阶段：从1902年到1918年是毛泽东的学习观的萌芽期；从1918年到1935年是毛泽东的学习观的形成期；从1935年到1945年是毛泽东的学习观的成熟期；从1945年到1976年是毛泽东的学习观的继续发展期。毛泽东的学习观的主要内容集中表现：毛泽东对“什么是学习”的回答、毛泽东对“为什么要学习”的回答、毛泽东对“学习什么”的回答、毛泽东对“怎样对待学习”的回答。毛泽东对“什么是学习”的回答,有自己独特的理解。他主要从“读书是学习,使用也是学习,而且是更重要的学习”和“干就是学习”等方面作出回答。对于“为什么要学习”,毛泽东从学习的作用和目的上做出了自己的回答。毛泽东对“学习什么”的回答,他认为主要应学习文学艺术、学习历史、学习哲学、学习自然科学、学习马克思主义。在“怎样对待学习”问题上,毛泽东认为主要应该坚持理论与实际相结合、虚心学习从不自满、要有“挤”和“钻”的学习精神、自学与群学相结合、既要向书本学习更要向群众学习、从经验和教训中学习、活到老学到老、在于中学、分清香花毒草绝不盲从、要广阅博览。毛泽东的学习观有重要的历史意义和当代价值。毛泽东的学习观的历史意义主要有它继承和发展了马克思列宁主义关于学习的思想、它对中国革命和建设作出了巨大贡献等。毛泽东的学习观的当代的价值,主要也可表现在对人们树立科学的学习观具有重要指导意义,尤其是在今天的学习型政党和学习型社会建设中有重要指导意义。
[Abstract]:Mao Zedong, as the first generation leader of New China, is an outstanding Marxist. His lifelong attention to learning, good at learning, is a model for future generations to learn. Mao Zedong's view of learning is the basic point of view and view on learning. The purpose of studying Mao Zedong's view of learning is to make people treat learning correctly, attach importance to study and set up scientific view of learning. On the other hand, it is also a little contribution to enrich and develop Mao Zedong's thought. To study Mao Zedong's view of learning, we need to distinguish some basic concepts of Mao Zedong's view of learning, to find out the scientific connotation of the concept of learning, and to sort out the present situation of research on the view of learning. In addition, it is necessary to point out the significance, innovation and research methods of studying Mao Zedong's view of learning. The emergence of Mao Zedong's concept of learning is not accidental, it is under the specific objective conditions and subjective conditions. There are many objective and subjective conditions in Mao Zedong's view of learning. The objective conditions are mainly reflected in the social and historical conditions of China, the influence of family, the influence of Huxiang culture, the spread of Marxism in China, etc. Subjective conditions are mainly manifested in Mao Zedong's personality, strong patriotism and love for the people, rich social experience and so on. Everything has a historical development process, Mao Zedong's view of learning is no exception. The historical development process of Mao Zedong's view of learning is corresponding to his whole life's practical experience, which has four stages: from 1902 to 1918, from 1902 to 1918, from 1918 to 1935, from 1918 to 1935, from 1918 to 1935, the forming period of Mao Zedong's view on learning, from 1902 to 1918, from 1918 to 1935, from 1918 to 1935. From 1935 to 1945 is the mature period of Mao Zedong's view of learning, and from 1945 to 1976 is the period of the continuing development of Mao Zedong's view of learning. The main contents of Mao Zedong's view on learning focus on the following: Mao Zedong's answer to "what is learning", Mao Zedong's answer to "why to learn", Mao Zedong's answer to "what to learn". Mao Zedong's answer to how to treat Learning. Mao Zedong's answer to "what is learning" has its own unique understanding. He answered mainly from the aspects of "reading is learning, using is learning, and more important learning" and "doing is learning" and so on. Mao Zedong made his own answer from the role and purpose of learning. Mao Zedong's answer to "what to learn", he thinks, should mainly study literature and art, study history, study philosophy, study natural science, study Marxism. On the issue of "how to treat learning", Mao Zedong thought that the main thing should be to combine theory with practice, never to be complacent in learning modestly, to have the spirit of "squeezing" and "drilling", and to combine self-study with group learning. We should not only learn from books but also from the masses, learn from experience and lessons, and never grow old. It lies in middle schools. Mao Zedong's view of learning has important historical significance and contemporary value. The historical significance of Mao Zedong's view of learning is that it inherits and develops Marxism-Leninist thought on learning, and it has made great contributions to the Chinese revolution and construction. The contemporary value of Mao Zedong's view of learning can also be manifested in the important guiding significance for people to set up a scientific outlook on learning, especially in the construction of today's learning-type political party and learning-type society.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：A841;D239

【参考文献】