| China has always been a predominantly agricultural country, so the "rural issues", "peasant question", "agriculture" has always been a major issue concerning fate of the nation and regime change. As a traditional agricultural country, in the history of agricultural civilization,China had in a very long period of time in a dominant position. Since entering the modern society, thethreerural issues have gradually become a major problem in the process of modernization. During the periodof theRepublic of China, with the accelerating pace of modernization, urbanization and industrialization became the main trend of value orientationthe agriculture and rural areas further declined, Chinese "three rural issues" also further intensified In contrast, although faced with very different institutional environments and technical conditions, in many aspects,it is still the continuation and development ofmodern China’s "three rural issues",and also belong tothepart of the historical heritagewhichthe modern Chinese society transforming from an agricultural society to an industrial society.Since the character of the Chinese society havebeen not a fundamental change due to the intensification of the process of modernization and industrialization,reseaching on rural problems is needed while we are facing Chinese social change it is also an important duty of the social sciences. rural education should also become an important sociological issues. In1920 s and 1930 s, the practice of rural normal education and the changes of the system of rural teachers’ education promoted the development of rural education and the transformation of rural society. However, looking at the results of previous studies, rural teacher education system is not a highly regarded research topic in social history or the history of education research studies. This study attempts to analyze the whole process of the rural teacher education system in the Republic of Chinaproviding the full understand and solving educational problems in rural China.The main contents of this study include the following aspects:Introduction inmainly containedtopics, reasons and significances of this study, the core concept definition and analysis framework, research review, research methods, possible innovation and the inadequacies of the study carried out a detailed description for further research done focused on the vital preparations.The first chapter is mainly about Rural Development and Teacher Education System Construction and input system,from the two dimensions described, on the one hand after the Opium War in 1840, withthedoor opened,Chinesetraditionally agriculture-based natural economy gradually disintegrated, state power tentacles began to extend rural village society, causing changes in the rural community, the progressive separation of the potential of urban and rural, urban and rural integration of traditional Chinese culture pattern of gradually produce difficult to bridge the rift. On the other hand, the sixties of the 19 th century the Westernization Group set off a craze for learning from the west, including the modern education system, many modern factor was introduced into China, China’s education modernization thus beginning. It was in this period that the modern teacher education system was introduced into China. China began to have specialized training institutions and teacher training. Since the late Qing profound historical changes that occurred as well as the rural community, including teacher education system, including the establishment of a modern education system, constitute our Rural Teachers Education System Change macro background.Papers II, III and IV, respectively, from the three parts discuss the Rural Teachers Education System ChangingIn Republic of China. The second chapter discusses the teacher education system in China during the Republic of exploration. In modern times, our teacher education system in the "late baby" arising from the date followed was a totally copying and migration of foreign teacher education system path. However, in simply and mechanically move and transplantation of foreign teacher education system, weignoring to fit with the Chinese local society, neglecting the China as a traditional agricultural country the local characteristics Thus modern Western frustrated teacher education system began in China, called for teacher education and teacher education system in rural areas in China was growing up. Teacher education and teacher education in China for the subsequent construction of the rural countryside for normal education system had laid a good foundation of thought and opinion.The third chapter tries toanalysisthe change of rural normal education system of the republic of China,using.the institutional change theory in new institutional economics.Containingthe government of the republic of China on rural custom of normal education, study of the rural normal education system in the case of the republic of China, etc., Besides, this paper discusses the rural normal education of the republic of China the power source of institutional change. 1)The change during the period of the republic of China rural normal education system is composed of multiple factors jointly promote the results, one is the compulsory education of the teachers lack, 2)It is to directly promote rural teacher education movement, 3)Itis the national rural social control efforts, 4)It is the result of a blend of Chinese and western culture.The fourth chapter mainly discusses the right game in rural normal education changeduring the period of the republic of China. The changes of rural normal education system of the republic of China contains the period of the republic of China government, education groups, and educator power game process between groups.The fifth chapter mainly from the point of view of the reality of the Republic of China’s rural education system normal reflection. First, the goal of rural normal education system of the republic of China was investigated, whether correct emphasis on the fallacy of teacher education, whether trained rural teachers, whether the purpose of the transformation of rural society; Secondly, Rural Teachers Education System in the Republic had reason to review proposed restricting rural Teachers Education system in the Republic received the urbanization process changes, agriculture bankruptcy and other objective factors, and not be able to achieve the goal of transformation of rural society. Even so, the Republic of Rural Teachers Education system changes for the development of rural education in China today still has a reference value, specifically including: 1. Local practice for educational reference value; two for school educators reference value; 3 current. reference Value of rural teacher training; and 3 reference for the education system to build. |
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