Crease On The Rural Normal Education Of Jungian During The Republic Of China

Normal schools were born at the end of the Ding Dynasty.From the beginning,they shouldered the important responsibility of training teachers and refor ming society.The prosperity of rural normal education in the Republic of China was the product of the development of the times and the promotion of the authorities.It adapted to the need of the government to control the rural areas and to meet the needs of the rural constructionist's.It was also the natural result of the development of normal education.By the time of the Republic of China,the teacher education originated in the late Ding Dynasty and then spread to rural areas.In addition,Tao Xingu and other educators shouted loudly and waved flags,thus forming the upsurge of rural teacher education,the development of rural teacher education has become a matter of course.From a certain point of view,rural normal education even became a prominent form of development in the period of the Republic of China.It trained a large number of excellent teachers for the rural areas at that time,guaranteed the normal operation of schools in rural areas,and helped the construction and development of rural areas.The development of rural normal education in China during the Republic of China experienced three stages: rising(1912-1927),developing(1927-1936)and declining(1936-1949).Rural normal schools in different stages of development showed different states and had their own characteristics.The government's management of normal education at the end of Ding Dynasty was the beginning of normal education in China.Subsequently,in the period of the National Government,under the situation of frequent works on rural education,normal education continued to develop in depth,and rural normal education began to sprout and develop under the influence of various factors.At the same time,some provinces began to practice rural normal education.1927-1936 was a period of great development of rural normal education.At that time,rural normal education began to be established nationwide under the impetus of Tao Xingu,An Yangtze and other educators,and formed thetheoretical thinking of rural normal education.The number of rural normal schools was increasing nationwide and the scale was expanding.After the outbreak of the war in 1936,the rural normal schools either moved inward or stopped operating,and then gradually disappeared due to financial problems.In 1949,as the Kuomintang retreated to the mainland,the rural normal education established in the mainland of China for decades has declined.Compared with Hebe,Iguanodon,Sicilian,Hen an and other provinces,though the teachers' school in Jungian province started late and had a small number in the Republic of China,but the establishment of Jungian Rural Teachers' School provided Jungian students with further space and learning opportunities,and laid a foundation for the popularization and development of rural education in Jungian.The administrative and teaching institutions of rural normal schools ensure the normal and orderly operation of the schools and promote their continuous development.Strong faculty and excellent students ensure the teaching authority and quality of rural schools.Schools set up courses according to training goal to ensure the smooth realization of teaching objectives;educational practice is an advance exercise for students to carry out actual teaching,which helps students to enter teaching posts in the future;training activities,sports and military training,extracurricular activities,etc.,exercise studentships,enhance students' ideological quality,and shape a sound personality.In a word,a series of complete teaching and management systems in rural normal schools are the guarantee of their development.The development of rural normal education in Jungian in the period of the Republic of China has its own unique features: rural curriculum,in order to distinguish it from ordinary normal education,rural professional courses have been added to rural normal schools,laying a foundation for better teaching of students in rural areas in the future;ideological and political teaching,ideological and political rural normal education in the period of the Republic of China is mainly reflected in political and epochal,leading and humanistic.In the two aspects of sex,focusing on Ideological and political education is the most important feature of rural normal education,and constantly promotes the development of rural normal schools;internship institutionalization,the National Government constantly promulgatesrelevant rectification and supervision of normal studentship,in order to train the necessary teaching skills and professional skills for students to take up their posts in the future;teacher specialization is the advantage of rural normal schools,each village.Semiprofessional counterparts in normal schools ensure the professionalism and accuracy of students' knowledge to a great extent.We should learn from the essence of the development of Jungian rural normal education in the Republic of China to serve modern education and promote the continuous updating and perfection of modern education.In modern education,we should strengthen improvisational feelings and cultivate students to establish correct world outlook,life outlook and value outlook.At the same time,we should constantly promote the renewal of noneducational concepts,enhance their sense of identity with the countryside,and finally develop education to meet the needs of the times and seek great progress in education in the development of the times.