从农村建设到农业工程:中国农林部与国际收割机公司合作研究(1945-8)

IF 0.3 2区 历史学 Q2 HISTORY
Rui-Ming Zhang
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引用次数: 0

摘要

摘要民国时期,中国知识分子围绕是先教育农民成为公民,还是先帮助农民养活自己展开了激烈的争论。一些农业学家,如p.w.祖,认为首要目标应该是应用技术和增加农业生产,以改善农民的生活。1945年,他向国际收割机公司提出中国农业工程计划。该项目提供了收割机奖学金,资助20名中国学生到美国学习农业工程。此外,该计划还成立了农业工程委员会,由J. Brownlee Davidson领导,负责指导中国农业工程的教学、研究和传播。通过这个项目培养的人才在1949年革命后选择留在中国大陆。他们成为中华人民共和国第一代农业工程师。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
From rural reconstruction to agricultural engineering: a study of the cooperation between the Chinese Ministry of Agriculture and Forestry and the International Harvester Company (1945–8)
Abstract During the period of the Republic of China, a heated debate emerged among Chinese intellectuals concerning whether China should first educate peasants into citizens or help them feed themselves. Some agriculturalists, such as P. W. Tsou, argued that the first essential goal should be to apply technology and increase agricultural production to improve farmers’ lives. In 1945, Tsou proposed the Agricultural Engineering Program for China to the International Harvester Company. This programme provided Harvester Fellowships to sponsor twenty Chinese students to study agricultural engineering in the US. In addition, this programme instituted the Committee on Agricultural Engineering, led by J. Brownlee Davidson, to direct teaching, research, and promulgation of agricultural engineering in China. The talent cultivated through this programme chose to remain in mainland China following the Revolution of 1949. They became the first generation of agricultural engineers in the People’s Republic of China.
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来源期刊
CiteScore
0.70
自引率
0.00%
发文量
20
期刊介绍: Rural History is well known as a stimulating forum for interdisciplinary exchange. Its definition of rural history ignores traditional subject boundaries to encourage the cross-fertilisation that is essential for an understanding of rural society. It stimulates original scholarship and provides access to the best of recent research. While concentrating on the English-speaking world and Europe, the journal is not limited in geographical coverage. Subject areas include: agricultural history; historical ecology; folklore; popular culture and religion; rural literature; landscape history, archaeology and material culture; vernacular architecture; ethnography, anthropology and rural sociology; the study of women in rural societies.
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