The Study Of The Evolution Of Chinese As Mother Tongue Education From Modern Times

To states and individuals, mother tongue education possesses very important significance. The Chinese as mother tongue education was, however, formerly mingled in the Yuwen education and hardly wholly revealed. Therefore, this dissertation focuses on the study of the evolution of the Chinese as mother tongue education from modern times.Three fundamental conceptions of this dissertation are "mother tongue", "mother tongue education" and "modern". Basing on divergent analysis, we make our country's "mother tongue" as the lingua franca of modern Han ethnic in view of education. Therefore, the conception of "the mother tongue education" gets distinguished from the conceptions of "Yuwen education", "mother-tongue teaching" and "Chinese education". "Modern", the keyword, is the relative side of "tradition", hence, the time limit represented by this word can continue to today. Meanwhile, after comparing the benchmark events of the social mother tongue education and the school tongue education, we try to restrict the earliest time of "modern" in 1897, owing to the prominence of the vermacular teaching materials in the process from traditional age to modern times and the first vermacular teaching materials just appeared in that year.As a study of history, historical documents function as a vital support among the whole process of writing. When accessing historical documents, we should, with mainly adopting a sociological perspective and relative perspective, firstly, locate the representative cases occurring in the development course of mother tongue education since modern times and then make qualitative judgments to them after a comprehensive analysis, and then, take the further step to overall staging about the history of the modern Chinese language education. Furthermore, although the writer knew it was hardly to collect every possibility, she got conclude as much as possible. Precision is used as a guiding ideology throughout this study.After the chapter of Introduction, this paper consists of seven chapters and a conclusion. Chapter one is the pandect of the whole paper, which discusses the multiple conditionality of the mother tongue education and two peculiarities dedicated popularized and spiral ascended by the modern language education. Each chapter concentrate on one period of the mother tongue education from the second chapter to the seventh chapter, they are:founding period (1897-1928), exploration period (1929-1950), dash period (1951-1965), distortion period (1966-1977), recovery period (1978-1989) and transition period (1990-). Each chapter is written in three sections. The first section intensively introduces and analyzes the relative backgrounds and the last two sections respectively discuss the social mother tongue education and the school tongue education of that period. These two sections will primarily comment the typical events and the characteristic changes around that period when the writer talk over in details.In the second chapter describes the founding period which conducted the reform of literary language, such as:the Phoneticization movement, the Vernacular movement and so on, and promoted the National Language movement which aimed to unify the standard pronunciation with the leading thought of popularization and scientification. Under this influence, vernacular, mandarin and Chinese knowledge enter the school teaching, and the exams and experiments of the mother tongue education reached a climax as well. Therefore, the mother tongue education moved from tradition towards modern. The exploration period lasted from 1929 to 1950 for the mother tongue education indeed move forward along the spirit of the founding period during this time. However, due to most of the time are subjected to the objective effects caused by regime partition and frequent wars, during this period, the mother tongue education didn't get qualitative ascension. The establishment of the new China changed the former temps of development. High sense of mission, national self-confidence and the famous editorial of "People's Daily" which postde on June 6,1951, guided the mother tongue education parade into the dash period. Basing on the thought of alphabetization, simplified and extended mandarin were promoted at first. Different from traditional Chinese writing which was started writing from right and followed the principle of vertical composition, modern Chinese writing was completely turned to begin from left and to write on horizontal arrangement. The rhetorical device teaching was best advanced; the research about setting the Chinese as an independent course began; the opinion of Language Tool was specially highlighted... all of these reflected a revolution morale aiming to enhance the entire people's language ability and constructed the health and pure motherland language. The unrest cultural revolution, however, interdicted this development. At that time, the special political background forced the school mother tongue education step back。The school teaching not only didn't concern on the training of basic ability, but even the Chinese teaching materials which functioned as model were of ossification and vulgarization. Social terms were majorly occupied by fierce language with full struggles and the discourse modes of "falsehood, boast and bosh". During this time, the mother tongue education entranced a retrogressive period of distortion. From the end of the Cultural Revolution to 1989, the main session and function of the mother tongue education were to revert to goal direction and education level before the Cultural Revolution, so we call this time the period of convalescence. After the nineties, however, humanistic ideas started to resist scientism, the idea of linguistic criterion view gradually turned from retificar to guidance. Network language became the continuous hot with constantly motive power. While the Language-center Speaking rapidly rose up with a posture of being against the Tool View, the grammar teaching encountered the question of Useless theory after over one hundred years of development, and the oral English teaching began to concern on self-discourse happiness of discourse subject through name changing. Unquestionable, the Chinese language education accessed a brand new period of transition after one hundred years of development.In view of the overall thinking for the modern Chinese language education above, the last portion mentions an ideal model of mother tongue capacity. It consists of six elements with certain hierarchy. The modern mother tongue education which doesn't develop all the capacities and elements evenly, neither considering the hierarchy different between each essential factor isn't an ideal mother tongue education. Focusing on the inner factors and their hierarchical difference of the ability of mother tongue, as we thought, helps the school mother tongue education walk on an efficient way.