Influence Of Western Elements Upon Chinese Preschool Education In Modern Time

Modernization of Chinese preschool education began in the late of 19th century till 1949. The whole process is strongly influenced from the western power. This dissertation is trying to make a profound analysis about the impact of western elements on the modern Chinese preschool education, and the logic relation between western elements and modernization of Chinese preschool education from the development of ideological level, system level and implemental level. It includes seven parts, namely the introduction, five chapters and the conclusion as following.In the introduction, it deals with defining terms and concepts, the origin of the topic and the value and innovation of the dissertation. Meanwhile, this part describes the basic framework and methods adopted in this research. In addition, it analyzes and summarizes the literatures and historical dates about the dissertation involved.The first chapter, as the background, explores the historical heritage of Chinese and the western preschool educational development including ancient Chinese thoughts and practice of preschool education, family type and its profiles; the ancient concepts of western education, producing conditions and the process of modern social preschool institutions, the origin and characters of the modern preschool education trend.The second chapter describes the change of Chinese preschool educational thought under the influences of western culture and civilization. This chapter focuses on the track that is contact-learning-localization and presents in the course of "children's standard" of the educational concept (including other thoughts) in the western elements melting into Chinese preschool education thought, as a clue to outline the modernization road of Chinese preschool education thought. This chapter clarifies the process of western elements influence in Chinese preschool educational thought by analyzing the thoughts and preschool education system concept which was given by the people who "knowing the general trend from the west and foreign civilization"; the criticism of "adult standard" education concept in the "May Fourth" New Culture Movement, publicity of Dewey pragmatism education thought; the education theory in line with Chinese conditions in the late of New Culture Movement.The third chapter mainly discusses the course of Chinese preschool education system from the creation to the maturity. This chapter introduces preschool education system in the late of Qing dynasty, in the early of ROC and the period of ROC, and compares them with Japan and the United States and Europe preschool education system in order to reveal the role of western elements in Chinese preschool education system modernization. It also illustrates that people should apply advanced experience according to local conditions and shouldn't apply it mechanically to built good system.The forth and fifth chapter analyzes the changes of Chinese preschool education which were influenced by the western elements from implements level. The forth chapter discusses the kindergarten type, characters, management. It reveals the relation between Chinese preschool education institutions and kindergartens of the church, Japanese-style and Western, through the discoursing changes of preschool education institutions in the late of Qing dynasty and in the period of ROC and church kindergartens, and selecting the cases study. In addition, it has the further analysis about the effect of the Western elements in the modernization of China preschool education institutions.The fifth chapter concerns with kindergarten teaching content and teaching methods. It refers to the changes of kindergarten teaching content and teaching methods of Chinese preschool education institutions from ancient China to Qing dynasty to the ROC, and the effect of Church -style and westernized teaching on the teaching of China preschool education institutions. The fourth and fifth chapter also introduces the Chinese educator efforts and achievements about the localization.The concluding part is on the thinking of modern preschool education development in China. The author affirms the positive role of the western elements in Modernization of Chinese preschool education, and gives opinion that the foreign influence is an important force to promote the local preschool education and the ideological change is the major reform in the modern Chinese preschool education. This part puts forward further that localization is the permanent theme in China and foreign educational exchange, and the combination of Chinese and western cultures and to weed through the old to bring forth the new are the key to the modernization of China preschool education...