Research On The Identity Of Primary And Middle School Teacher During The Republic Of China(1912-1949) In The Eyes Of The Dominant Class

It’s been analyzed in detail on the identity of primary and middle school teachers among the Kuomintang-controlled areas during the 38 years’rule of Republic of China through the stipulates and expectations expressed in various occasions by the authorities in this study.I have spent time handling with the detailed arrangement of such relevant historical materials about the Republic of China which was comprehensively analyzed on the basis of related existing research at home and abroad.It makes clear that the identity orientation of Republican primary and middle school teachers by the dominant class shifted mainly because of changes in regime and domestic major contradiction, including five process of changes:"Xinmin-enlightenment","traditional-defenders","military-trainers","War-propagandists","com munization-escapers".Comparing with the period of ancient China, the identity of primary and middle school teachers during the Republic of China time shows two different characteristics:the traditional identity of the teachers vanished gradually while the political function of identity has been greatly highlight.There are mainly three reasons behind its characteristic representation:Firstly, ethnic tensions and parties about the power of the game changing labilized teachers’ identity orientation with the special historical background of political unrest as restless, enemies circled abroad and the limitation of the national crisis at that time.Secondly, the dominant class strongly advocated the instrumental value of education achieve political ambitions, while ignoring the value of rational education by treating education as a "Colosseum ".Thirdly,the embarrassed economic reality or disagreement with the educational ideas advocated by the authorities makes behavior of teachers running contrary to the value of the authorities,causing that the authorities adjust policies and regulations about teachers constantly.By thinking the gain or loss about practice of The Republic of China government through history,we can probably enhance teachers’ sense of identity in these sides below:improving the stability of education policy and safeguarding the independence of teaching,releasing the freedom of teachers to enhance the sense of self-dignity, establishing long-term funding mechanisms to protect teachers’ benefits, in order to avoid making the same mistakes in history.