Border Region Government Directive on Winter Study This Year (June 3, 1944)

Subregion Commissioners and district (City) chiefs (mayors): 1. "When the days are cold and the ground's frozen, it is time to study. When flowers bloom and the water's warm, it is time to serve the peasants." These two sentences, a north Shensi proverb, explain the popular historical basis of the winter study program. Today, due to the situation of the rural villages, where economic development is inadequate and most of the inhabitants are illiterate, winter study is still an extremely important form of education. It not only expands the capacity of the schools for educating youth but also results in an increase in training schools for adult men and women and for lower-level cadres. If we wish to eliminate illiteracy, if we wish to raise cultural standards, then we must broaden the winter study movement. We have in the past operated winter study schools, and in some areas they have met with success, but because the financial status of the majority of the people had not been raised to a satisfactory level, and because the way in which we ran winter schools was in some respects faulty, the schools were unable to develop, and those in operation were unable to continue. With the great development of agricultural production in the past two years, the life of the people has improved to the point where they may be said to be well off, and labor has been gradually collectivized; the demand for literacy and the need for an increased understanding of production have at the same time grown and spread, so that favorable conditions for a winter study movement have been created. Because of this, it has been decided that beginning this year winter education will be organized each year throughout the Border Region; the slogan for this winter is "every township run one winter school." Where conditions are favorable, as many schools as possible should be run. Classes in reading should be added to the winter training program of the self-defense forces. In the future, we wish to have a winter training program in every village, so as to attain the goal of having all citizens of the Border Region, except for those past the age of fifty who are decidedly unwilling to study, able to understand 1,000 characters and thus able to read mass newspapers; cadres who cannot read or whose reading ability is limited should in particular act as the vanguard and as models for the people's literacy movement.     

Border Region Government Supplementary Directive on Winter Study This Year (August 22, 1944)

Subregion special commissioners and district (city) chiefs (mayors): Regarding the opening of this year's winter study movement, we have already sent out instructions in Directive No. 55, June 3, 1944. Now, as the winter season daily comes nearer and each area must make specific plans and preparations in advance, we herewith present a supplementary directive on questions related to the tasks of this year's winter study program.     

Border Region Government Directive on Promoting the Study of Model Schools and on Experimentation with Popular-Management Primary Schools (April 18, 1944)

Past primary education in the Border Region, compared with the situation before the revolution, has shown very great progress; but it still retains several shortcomings left over from the old style of education, especially in that educational policies are still not suited to the needs of society and the masses in the Border Region. First of all, in terms of its content, the new education does not make use of the experiences and problems in the actual lives of the Border Region population. On the contrary, its content is a complex curriculum not relevant to the urgent needs of the villages. As a result, students are cut off from production and alienated from their families; when students return to their homes they are unable to "look after the homestead." After graduating from primary school they look down on manual labor and are unwilling to serve the peasants. Female students entering the primary schools become estranged from their families, clamor for divorce, and create other problems. These influences hinder the development of production among the masses, destroy family relationships, and are contradictory to the present need for building up production in the Border Region. Because of this, the populace in a large number of areas is unwilling to send its children to school, thus putting severe limitations on the projects to achieve universal education and to eliminate illiteracy. Since undergoing rectification last year, the government and cadres at various levels have gradually come to realize these facts. In different areas, the policy and content of education have begun to be newly transformed. For example, the Sui-te Subregion has put forward a policy of "uniting labor units, social organizations, government, and families with the schools" and has, moreover, already begun to move in the direction of reform. In other areas, since last fall, certain schools have begun to focus on combining the content of education with production and family life. For example, the Yenan City Complete Primary School, beginning in the latter half of last year, has added, above the fourth grade level, instruction in accounting, letter-writing, map-making, contract-writing, and abacus; it has in addition begun advising the students to pay attention both to their studies and to manual labor; students are encouraged to return home and help with household work. Students are taught to understand manners and to respect their parents; during New Year's, they participated in the yang-ko drama and joined in anti-epidemic propaganda work; all this was a first step forward, and it earned the support of the masses. This spring, therefore, a great many among the masses in Yenan City changed their earlier attitudes toward the schools and sent their children to register. As a further example, at the most recent combined teachers' meeting in Yenan district the policy of "combining production with education" was put forth. The Fu-hsien [Shensi] First Complete Primary School and the Tzu-ch'ang First Complete Primary School specified definite responsibilities for production, bringing about a combination of education and production; similar developments have taken place elsewhere. All this makes it very clear that primary education in the Border Region is already moving in a new direction, and this development makes us very happy. In this we have further proof that if only we think of the masses, plan for the masses, and adapt to the needs of the masses our schools will be run well and the people will certainly welcome them. Naturally, as of today this transformation has not yet become widespread, but has merely started.     

Northwest Bureau Directive on Winter Cadre Training in Subdistricts and Townships (October 7, 1945)

Yenan. New China News Agency, October 12 - Yesterday the Liberation Daily devoted editorial space to "the Northwest Bureau Directive on Winter Cadre Training in Subdistricts and Townships."     

陕甘宁边区政府民主政治建设窥探

陕甘宁边区政府是中国共产党在新民主主义革命时期建立的新型政府,它坚持精兵简政、厉行节约和经济平等的原则,把反贪治吏纳入法制轨道,充分体现了人民是政权的真正主人。陕甘宁边区政府以廉洁、民主、平等、规范、高效著称,不仅为我党领导的新民主主义革命的彻底胜利奠定了基础,而且为新中国的政权建设积累了宝贵的经验。     

红河边疆民族地区政府国际经济合作职能定位研究

红河边疆民族地区政府国际经济合作职能定位有着重大意义。定位的重要理论依据是新边疆治理理论。定位的现实依据是党的边疆地区和民族地区政策、党的对外开放战略及红河地区在当前战略体系中的地位。定位的最基本原则是有利于边疆民族地区的发展繁荣和稳定,要符合长期战略需要和科学发展的需要。定位的主要方向包括了角色功能定位方向和思维定位方向。针对现存问题,实现定位思路的主要举措是加强合作,加强基础设施和口岸设施建设,加强合作优势的内部培育,加强政策拓展和领导。文章强调了要解放思想,明确以"合作促合作"和"以合作促稳定"的思路,积极实施"以开放促发展"和"以发展促开放"的互动机制的培育和利用。     

论边区政府的廉政建设

廉政建设关系到一个国家的兴衰和一个政党的存亡。中国共产党历来重视加强廉政建设。在抗战时期 ,中共领导的边区政府的廉政建设取得重大成就。本文拟从廉政建设的必要性、廉政建设所采取的主要措施及取得的成果等方面对边区政府的廉政建设进行论述。     

中共中央华中分局和苏皖边区政府的建立及其重要贡献

1945年10月中共中央华中分局和苏皖边区政府组建后,以发展经济,改善民生为宗旨,迅速稳定了社会秩序,恢复和发展了农业、工商业和交通邮电等事业,使苏皖边区呈现出欣欣向荣、生机勃勃的景象,为新中国的诞生和国民经济的恢复与发展积累了丰富的经验,为中国共产党在全国全面执政积累了丰富的经验,培养、锻炼和造就了一批治国的栋梁之材,为我们留下了宝贵的精神财富,在中国革命斗争史和中国共产党执政史上具有重要地位.     

晋察冀边区的毒品缉私

抗日战争以来,毒品不断流入晋察冀边区。为了民族利益、人民健康,边区政府始终坚持根绝毒祸的缉私斗争,建立毒品缉私机构,完善毒品缉私法规,选拔、培养缉私员。通过不断努力,晋察冀边区在打击毒品走私问题上,取得了一定成果。     

陕甘宁边区的税收政策对经济发展的促进作用

红军到达陕北后,在土地贫瘠、生产落后、交通不畅、物质贫乏的陕甘宁边区,实行有别于国民党政府的新的灵活多变的税收政策,减轻了人民负担、刺激了生产热情、保护了贸易发展、稳定了经济秩序,为促进边区经济发展发挥了重要作用。学习我党陕甘宁边区时期的税收政策,对于我们做好新时代中国特色社会主义税收工作有着积极的借鉴意义。     

论陕甘宁边区的土地政策和土地立法

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试论陕甘宁边区统战工作的成功经验

抗日战争时期,陕甘宁边区政府实行"三三制",吸收开明士绅参政议政,重视和采纳他们的提案,保证他们有职有权;与党外人士开展民主合作,在工作和生活中予以高度尊重和照顾;实施减租减息、交租交息的土地政策,保障了地主豪绅的地权和财权。陕甘宁边区统战工作的成功经验对当代统战工作具有重要的理论意义和现实意义。     

陕甘宁边区中国共产党对党政关系的合理构建

中国共产党在陕甘宁边区对党与政府的关系进行了建设性的探索。一是通过颁布施政纲领来规范党与政府的关系;二是改变"以党代政",发挥政权职能;三是通过把党的主张上升为人民的意志,实现对政权的领导。通过这些探索,中国共产党在陕甘宁边区成功地把政权内部成分的复杂性和外部的压力转化成了革命的推动力量。     

基于边界效应的中韩贸易壁垒水平研究

本文以中韩两国作为研究对象,采用基于引力模型的面板数据进行分析,对中韩两国区域经济合作中贸易壁垒水平进行实证研究。     

基督教边疆服务研究的构想

中华基督教会全国总会发起的边疆服务运动,从1939年开始,到1955年结束,历经战争与国家政制转型,是基督教在华传教史上最能同时反映教会趋重社会福音、追求本色化并将其发展重心从沿海及内地城市向西部边疆转移这三方面变化的重要事件。本文在对既有研究展开学术综述、评价其利弊得失的基础上提出了对这一课题的研究构想。     

以史实探究边区人本主义学前教育

抗日战争时期,陕甘宁边区的学前教育事业发展得如火如荼,边区政府和政府领导人以及幼儿保育工作者对学前教育充满了人本主义的关怀。边区学前教育事业虽然刚刚起步、带有很大的实践性质,但却取得了巨大的成绩。这场人本主义的教育实践,留给人们诸多启示。     

抗日战争时期陕甘宁边区的交通运输业

从陕甘宁边区的交通运输管理机构的设立、交通运输业的主要任务、边区运输业的政策和措施、边区民间运输业的组织方式、边区的运输合作社和边区道路的修建与管理等几个方面对抗战时期陕甘宁边区的交通运输业进行研究。就会了解抗日战争时期,边区的交通环境得到改善,运输业得到发展,为边区的经济建设和抗日战争的胜利作出贡献的原因。     

抗战时期陕甘宁边区中国共产党解决民生问题的历史考察

抗战时期,为巩固和发展陕甘宁边区政权,中国共产党针对边区军民温饱、卫生防疫、社会保障、文化生活等方面存在的突出矛盾采取了多项举措,初步解决了军民的基本生存、生命健康、生活保障、文化需求的问题。期间积累的经验和教训,对当前社会主义民生建设与和谐社会的构建具有重要的借鉴和启迪意义。     

抗战时期晋察冀边区解决财政问题的策略

抗日战争时期,晋察冀边区政府采取积极的财政策略,保障了战时最基本的军需与民生,为巩固和发展根据地、坚持持久抗战发挥了极为重要的作用。