마오쩌동의 입시제도개혁과 ‘출신가정’문제 ― 세대갈등을 중심으로 (Family Origin Issues and Education Reform - In the Year 1966 and 1958)

서지정보

· 발행기관 : 한국중국현대문학학회
· 수록지 정보 : 중국현대문학 / 48호 / 113 ~ 141페이지
· 저자명 : 김미란

초록

This thesis dose research on the process that education system resulted in the exclusion of zhiqing(知靑) known as deep-rooted victims from society. The exclusion is one of the potential contradictions in New China society of the conflict. In New China as a socialist country, power divided according to the political attitude and pedigree rather than economic wealth. Redistribution of power made the man born in the family of ideological problems be at a disadvantage in the various admission tests.
This thesis analyzes a controversy of pedigree issue in 1966 as an explosion of conflict and process of education reform by Mao in 1958 as exclusion of a starting point.
Existing research studied problems of origin as one among standards of admission tests and they considered the problem as only the cause of decline in the scholastic ability. But this study renews the problem in the context of social reform.
Mao's education reform made origin establish main standard in the three admissions criteria: academic achivement, family origin, political attitude. This policy aimed to give students from workers and farmers and to limit entry person born in the family of ideological problems. Mao's education reform carried through with the policy set a goal of rural industrialization and modernization without expert to modernize New China in agricultural country. However, the original plan did not come true.
This thesis comes to a conclusion through analyzing into process of mao's 1958 education reform. First of all, Mao' goal failed to raise 60% college students from farmers and workers. this fail was due to a abuse of executive privilege as external factor and recklessness of modernization of the Great Leap Forward as internal fault of policy. Secondly, undemocratic procedure, fundamental restriction in selection of the excellent young needed to modernize, was the cause of social conflicts in the Cultural Revolution. This thesis is presented for this example, person disqualified for pass instructed ahead of competition in the ‘absolute confidentiality' documents of government.
Nevertheless, Mao trusted the possibility of thought-remolding through education, he did not attain the object of modernization because of sticking to intrinsic nature. And it leaves a scar to be hard to heal. The scar is hostilities that generations of children considered their parents as an opponent to overcome.

영어초록

This thesis dose research on the process that education system resulted in the exclusion of zhiqing(知靑) known as deep-rooted victims from society. The exclusion is one of the potential contradictions in New China society of the conflict. In New China as a socialist country, power divided according to the political attitude and pedigree rather than economic wealth. Redistribution of power made the man born in the family of ideological problems be at a disadvantage in the various admission tests.
This thesis analyzes a controversy of pedigree issue in 1966 as an explosion of conflict and process of education reform by Mao in 1958 as exclusion of a starting point.
Existing research studied problems of origin as one among standards of admission tests and they considered the problem as only the cause of decline in the scholastic ability. But this study renews the problem in the context of social reform.
Mao's education reform made origin establish main standard in the three admissions criteria: academic achivement, family origin, political attitude. This policy aimed to give students from workers and farmers and to limit entry person born in the family of ideological problems. Mao's education reform carried through with the policy set a goal of rural industrialization and modernization without expert to modernize New China in agricultural country. However, the original plan did not come true.
This thesis comes to a conclusion through analyzing into process of mao's 1958 education reform. First of all, Mao' goal failed to raise 60% college students from farmers and workers. this fail was due to a abuse of executive privilege as external factor and recklessness of modernization of the Great Leap Forward as internal fault of policy. Secondly, undemocratic procedure, fundamental restriction in selection of the excellent young needed to modernize, was the cause of social conflicts in the Cultural Revolution. This thesis is presented for this example, person disqualified for pass instructed ahead of competition in the ‘absolute confidentiality' documents of government.
Nevertheless, Mao trusted the possibility of thought-remolding through education, he did not attain the object of modernization because of sticking to intrinsic nature. And it leaves a scar to be hard to heal. The scar is hostilities that generations of children considered their parents as an opponent to overcome.

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