解放战争时期的学生运动被称为“第二条战线”，这一时期的学生运动在某种程度上是国共双方角力的“晴雨表”，其中作为著名基督教大学的燕京大学的学生运动在北平学生运动中发挥了重要作用。本文所要研究的燕京大学学生运动，并不仅仅限于燕大学生在解放战争时期历次大规模的运动中的先锋表现，还包括这一时期燕大日趋政治化的校园生活，学运中师生关系的变化及其对运动的影响以及学运背后燕大学生的思想倾向的变化。这几大因素相互作用，共同构成了燕京大学学生运动的复杂图景。首先，介绍文章的研究缘起及其意义，并对前人的研究成果做了简单的梳理。其次，通过分析战后燕京大学校园环境日趋政治化的原因及其表现，说明燕京大学学生运动发生、发展的组织因素，以及其精密的组织力量日后对于燕大学生思想、生活的影响。再次，选取并描述在1947年发生的几次学生运动及其引发的相关事件，分析中共地下党及其进步组织如何在学运口号的提出、运动的组织以及学生运动间歇期具体的宣传工作的展开等方面发挥作用，逐渐地转变燕大学生的思想。然后，通过叙述燕京大学教职员及校方对本校学生运动的回应，分析在学生运动频繁发生的1947年，燕京大学的师生关系所发生的变化。接着，分析在学生运动轰轰烈烈展开的1947年，燕大学生的思想和心态所发生的变化，这些变化或隐或显地向一个方向汇合，即革命。

The nationwide student movement during the years of 1946 to 1948 is known as the ‘second front’. It is also seen as the barometer of the internal political and military situation, which is the struggle between the CCP and the KMT. Yenching University was the most famous Christian University in modern China, and its student movement played an important role in the Peiping student movement.This dissertation is focused on the Yenching student movement in this period, which includes not only the students’ pioneering action in the series of student movement, but also the gradual politicalization of campus life, the obvious change of the teacher-student relationship in Yenching and the ideological transformation in certain groups of Yenching students.The dissertation has six parts: The first parts introduces the aim and the meaning of the study, including a review of previous study done on this subject. The second part analyzes the reasons why the Yenching campus life gradually became more and more politicalized and states the expressions of this politicalization. The aim is to explain the impacts of the sophisticated student organizations on the Yenching students’ thoughts and life . The third part mainly narrates several important and meaningful student movements that Yenching students participated in 1947, in order to explain how the Underground Party of CCP and its progressive organizations propagandized during the depression of the movement, which is very useful in influencing the thoughts of students. The fourth part stresses on the reaction of Yenching’s faculty and staff to the student movement, through which we can see the obvious change in the teacher-student relationship in Yenching. The difference between students and teachers is mainly focused on their understanding of these two relationships: the relationship between academy and politics, and the relationship between religion and politics. The fifth part states and analyzes the obvious or obscure transformation in ideology of some Yenching students, which leads to one direction, namely revolution. The last part is the surplus discussion of Yenching student movement.