The Introduction Of Audio-visual Education In China And Its Disciplinary Construction

Throughout the history of the development of education worldwide, education and technology has been closely associated. Every educational reform resulted from the use of new technologies in education, in turn; education reform has contributed to the invention and innovation of the new educational technologies. It is the integration and interaction between education and technology that promote the development of human civilization. When to modern times, hundreds of invention and innovation of new technologies of the West have been promoted the progress of the entire civilized world. Among them, some media technologies such as slides, film, and radio not only changed people’s leisure and culture, but also quietly entered the field of education, changing the way people receive education. Between the late 19th century and the early 20th century, in the process of the modern Western Learning, the advanced media technology such as slide shows, movies and other Western advanced scientific and technological achievements, came to the ancient China together with the missionaries, from the initial missionary tool into a tool for the development of education, and gradually accepted and used by the Chinese.Because of its unique characteristics and advantages of education, is known as a weapon to develop the level of Chinese education, special called "Audio-Visual Education", widely used in the field of Chinese society and school education, and on this basis, precipitating the birth of the China’s Educational Technology Discipline.It was the introduction of audio-visual education that promoted the popularization of China’ education, and became a useful supplement to traditional teaching methods, causing the Chinese education reform and precipitating the modernization of education means,also became the major driving force of the Chinese Education Modernization.The process what Audio-Visual Education was introduced to China is the history of Chinese educators struggle to pursue the modernization of educational means.So, to study the effect of the incoming audio-visual education to educational reform, audio-visual education disciplines as well as audio-visual education theory building process in China have a profound impact, no doubt, to promote Chinese education reform and the healthy development of information by the use of media network under China’s information technology environment has important historical significance and practical reference value.So, how new media technologies introduced into China? How coupled with China’s education? How to be accepted and absorbed by Chinese education? How to create audio-visual education discipline? In this series of events behind the act as communicators is what kind of groups? Who is the audience? What propagation vector is? What these communicators and carriers spread in different times? What effect it had on China’s education? How China’s audio-visual education disciplines was built? What relations between the incoming of audio-visual education and effect the construction of disciplines?A reflection on these issues, this study discussed communication subject, communication ways, the contents, acceptance and absorption by the Chinese people for the entire process of incoming, as well as the building of audio-visual education discipline, based the basic analytical framework on Lasswell model of communication theory. Meanwhile, the audio-visual education came to China and bear fruit, to develop between the late 1800s and the first half of the 20th century, when it showed a distinct period look and Phase characteristics. Thus, combined the 5W modes of communication and the dissemination of audio-visual education, the research sections arranged as follows:The first part is introduction, stated mainly topic reason and significance; to determine the scope of the study and to define the concept; analysis of the current situation in which the field of research topics; to clarify the author’s research theories, methods, and innovation and deficiencies.The first chapter discusses the prelude of audio-visual education into China:Including the initiation and development of modern audio-visual education in Western countries, the potential difference between Chinese and Western education and the development of modern science and technology, the spread background of audio-visual education in the modern China.The second chapter reviews the social subjects of modern audio-visual education communication, namely communicators. Including missionaries and their peripheral tissues-YMCA, early people going abroad, educational visits, students studying abroad and foreign educators in China and, analyzes the status and the role of these social subjects.The third chapter elaborates the modern paper media which communicate audio-visual education, namely communication channels. Including Modern encyclopedic newspaper-"Shenbao", representatives of educational magazines-"Journal of Education", "Chinese education", "new education" as well as a comprehensive magazine "Eastern Magazine" and other print media, they introduce audio-visual education, from electrical equipment and electrical technology of application of knowledge to practical experience of modern nations, as well as and theory of audio-visual education, in order to outline the rich, multidimensional audio-visual education incoming channels in this period.The fourth chapter explains the practical characterization of modern audio-visual education incoming. Including the pilot and expand in the new school, the use of social education, so that presented actual situation of audio-visual education means used in different areas of education. thereby demonstrate practical basis of The fourth chapter explains the practical characterization of modern audio-visual education incoming. Including the pilot and expand in the new school, the use of social education, so that presented actual situation of audio-visual education means used in different areas of education, thereby demonstrate practical basis of audio-visual education discipline created.The fifth chapter describes how the audio-visual education was accepted and absorbed in China. Including Chinese people’s psychological transformation toward audio-visual education, the translation of audio-visual education works, describes some educators’ practice and thought such as Tao Xingzhi, Shu Xincheng, Lei Peihong, Chen Yousong and so on, elaborated how audio-visual education practice be accepted and applied, and theory was absorbed with Chinese people.The sixth chapter explains the history and content of Chinese modern audio-visual education subjects built. From the basic elements of discipline building, discusses a series of basic problems about audio-visual education discipline, such as faculties built and personnel training, case papers and books published with the construction of the theoretical system, professional societies and journals.Conclusion part summarized some of the major characteristics of audio-visual education incoming and discipline built in, noting the incoming of audio-visual education is an inevitable requirement of modernization of education means; audio-visual education is not only part of China’s modernization of education, also contributed to the development of modern Chinese education; the acceptance and absorption of audio-visual education in modern China, both must be transformed people’s ideas, but also requires a strong government leadership; the incoming of audio-visual education spawned the creation of audio-visual education disciplines.