Heterogeneous Transplantation And Internalization: During The Period Of The Republic Of China In The Beijing Area Of Normal Education

From the last ten years of the Qing Dynasty to the Republic of China, against the background of foreign invasion and domestic trouble, the compatriots gradually made the concept of the consciousness of modernization clear, and explored it actively in practice. Because the modernization of education is an important part of modernization undertakings, both the government and nongovernment have paid close attention to it. Accordingly, teacher-training has hitted the headlines in education. The concept of the normal education was transplanted outside in the New Policy of the end of the Qing Dynasty, and grew up in the Republic of China. Originally, Chinese teacher education mainly followed the example of Japan directly and imitated the West indirectly. After1922, teacher-training chiefly patterned after the model of American. In order to meet the need of the developing national condition, the imported normal education has been internalized or localized. Of course, there are many differences in the various times.This dissertation studies the course of the historical development and its details of the normal education in the downtown Beijing and its penumbra, with the macro-study and the micro-analysis, so as to describe the historical picture of the teacher education, and to present the local characteristics of it in Beijing.The full thesis includes three parts which are introduction, body and conclusion.The preface of the paper sets forth the theoretical and practical significance of the study, summarizes the main achievements of this project and related topic, and puts forward research methods in this thesis.The main body amounts to four chapters.Chapter One researches the historical background and development conditions of teacher education in Beijing. Not only the outcome of the teacher-training trend in China it is, but also teacher education in Beijing is influenced by the local culture. Meanwhile, in order to clear up the entire process, there is a special part to trace back to the basic facts of teacher education in Beijing in the end of the Qing Dynasty.Chapter Two to Three combs the evolutional process of normal education in Beijing during the Republic of China. In the earlier stage of the Republic of China, teacher-training in Beijing adjusts and improves constantly, to such an extent that there is once a golden age. Besides, it is a period of transformation from Japanese mode to American pattern. In the later stage, there is another prime time again at first. However, with the situation changes from relative stability to turbulence, normal education in Beijing turns from boom to maintaining operation roughly, All in all, the trend of teacher-training in Beijing could be divided into two phases. Before the July7Incident of1937, it is upward, which turns up two golden periods, and later is straightforward. During the Republic of China, Beijing that holds colours of normal education and defends the independent teacher-training system becomes a major position of teacher education in China.Chapter Four contains some special topics, such as teachers and students of normal school, thinking of normal education, practice and the social function of teacher education in Beijing, which tries to describe the scence of normal education in Beijing from microscopic aspect.Based on the discussions above, conclusion sums up the full text.