Research On Middle School Chinese Examination In The Late Qing Dynasty And The Republic Of China(1904-1949)

During the period of the late Qing Dynasty and the Republic of China,the Chinese examination in middle schools in China experienced a change from tradition to modernity.The setting technology of the western subject examination,as well as the scientific and standardized requirements of the setting,have been transplanted to China one after another,while in the examination reform of various disciplines,the humanistic,national and ideological characteristics of Chinese language determine that the experience of the western examination reform can not be completely copied.For this reason,since modern times,domestic experts and scholars have made many useful explorations and experiments on the modernization and standardization of Chinese examination.Combing the development process of middle school Chinese examination in this period,and systematically analyzing its internal examination objectives,examination content,examination form and other elements,there is no lack of reference value and benefit for the current examination reform.Taking time as the longitude and problems as the latitude,this study deeply explores the reform motivation,logical starting point,reform path and internal mechanism of the reform of Chinese examination in middle schools in the late Qing Dynasty and the Republic of China.The first chapter summarizes the development process of Chinese examination in middle schools in the late Qing Dynasty and the Republic of China.That is to say,the school examination system,including the Chinese examination,was established in the Regulations of Zouding School in 1904,and ended with the abolition of the school examination system in the Republic of China in 1949.According to its development characteristics,it can be divided into three stages: the first stage(1904-1921)is the transitional period,which is the continuation and reform of the traditional essay examination;the second stage(1922-1931)is the initial stage of modern construction,which is the reference and integration of the new examination form in the middle school Chinese examination;The third stage(from 1932 to 1949)is the period of adjustment and perfection,which is the exploration of standardization of Chinese examination in middle schools.The second chapter explores the evolution of the goal of Chinese examination in middle schools in the late Qing Dynasty and the Republic of China.Influenced by the change of regime,the demand for universal education and the cultivation of healthy citizens,the educational objectives,training objectives and examination objectives have also undergone important changes.Generally speaking,the purpose of school examination is gradually diversified,expanding to inspection and evaluation,diagnosis and feedback,supervision and incentive,etc.At the same time,the goal of Chinese examination has developed from a single and ambiguous form to a test of students’ ability to express their feelings in modern Chinese,including the memorization,understanding,application and evaluation of language knowledge and ability.The third chapter analyzes the reconstruction of the content of Chinese examination in middle schools in the late Qing Dynasty and the Republic of China.After the dissolution of the traditional knowledge system centered on Confucian classics in the late Qing Dynasty,China did not re-establish the knowledge system of Chinese curriculum with modern significance until the 1920 s.Under this knowledge system,the test content of Chinese in middle school is separated from the traditional comprehensive knowledge of literature and history into three parts: basic knowledge of Chinese,reading ability and writing ability,and the structural elements of knowledge and ability contained in these three parts of ability are gradually clear.The fourth chapter explores the innovation of the form of Chinese examination in middle schools in the late Qing Dynasty and the Republic of China.The traditional essay examination can not meet the needs of modern Chinese education and teaching.For this reason,the relevant domestic scholars introduced the western standard test,and reformed the form of Chinese examination according to the current situation of education development and the characteristics of Chinese subject.That is to say,from self-compiled self-examination to standardized and unified test paper compilation,from single composition to subjective-objective question design,from general scoring to standard scoring mechanism,three aspects of scientific,localized and disciplinary exploration are carried out.The fifth chapter reviews the development characteristics,experience and enlightenment of the Chinese examination in middle schools in the late Qing Dynasty and the Republic of China.In this historical period,under the influence of ideology,culture,education and other factors,the change of education concept and examination concept is the internal driving force of Chinese examination reform,and its development process highlights the characteristics of the transition from traditional education to modern education.In other words,the middle school Chinese examination is in the tension of multiple contradictions between new knowledge and old knowledge,western scientific methods and localization,and the development of various elements within the Chinese subject,so that the middle school Chinese examination in the late Qing Dynasty and the Republic of China is often a mixture of new and old,Chinese and Western elements.However,there is no lack of valuable experience for the reference and reflection of the current Chinese examination in middle schools,such as the limits of independent proposition authority,the consistency of teaching and examination,the target orientation of promoting learning by examination,the contradiction between the measurability and unmeasurability of Chinese knowledge,etc.To sum up,the social transformation in the late Qing Dynasty and the Republic of China brought about changes in talent demand and talent standards,and brought about changes in talent selection methods.The trinity of social development,educational development and human development determines the path and form of the development of Chinese examination in middle schools at this stage.The development of Chinese knowledge in the late Qing Dynasty and the Republic of China,the change of knowledge nature and knowledge structure are the core issues of the evolution of Chinese examination in middle schools from tradition to modernity in this stage.The development degree of Chinese knowledge determines the category and intention tendency of the content of Chinese examination in middle schools.The reform of examination objectives and contents makes the examination form meet the needs of language testing at different levels,such as screening and selection,academic assessment and academic diagnosis.Based on the above conclusions,re-examining the traditional factors in Chinese examination reform is the basis of Chinese examination reform;exploring the knowledge transformation and change behind "why to test","what to test" and "how to test" is the key to Chinese examination reform;reflecting on the adaptability of various elements in Chinese examination reform is the pain point and difficulty of Chinese exam reform.