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The Chinese Teaching Methodology-Reform Research Of The 20th Century

Posted on:2002-01-30Degree:DoctorType:Dissertation
Country:ChinaCandidate:T M GaoFull Text:PDF
GTID:1117360032453351Subject:Curriculum and pedagogy
Abstract/Summary:PDF Full Text Request
Studying the history of the pedagogy reform, One would learn our country has long been experimenting in pedagogy traditionally. In modern sense, the pedagogy reform experiment, which initiates late and has a short history, draws mainly on the experience of western countries. This is a demerit in the research history of education and pedagogy for various reasons relavent to it and void of making a thorough study. In the first chapter of this treatise, the author threaded through the evolution of the 2O~ century pedagogy in china, and with conception of history analyzed china抯 pedagogy reform and experiment in 1920抯 and 1930抯. In the history of china抯 primary and middle school pedagogy reform. With the introduction of European and American teaching method, it is available for China to have a unprecedented reference pattern on teaching reform. Meanwhile, it spurs on Chinese education circle to take a profound reflection. From teaching to pedagogy, from the union of teaching and learning to that of teaching, learning and doing and to flexible education, this generally mirrored the track Chinese educational circle had probed. The introduction of the western teaching methods in the early 20拁? century played an vital role to the modernization of China抯 teaching method. At different historical stage, some educationist having a sense historical responsibility created many excellent methods. Through their first hand teaching practice, such as Yu-Ziyi, Li-Lianfang, Tao-Xingzhi, and so on. Their methods infiltrate the colorful educational thought and their reforms by themselves are and indispensable part in the world educational history. The teaching methodology advanced by Tao-Xingzhi embodies neither only the reform of teaching method nor only the reform of methodology, but a reform of the whole modern educational ideality, right because of this new method, it differentiates Tao抯 educational theory from traditional theory from traditional theory, and also it shows the method抯 temporary discrepancy. After the Anti-Japanese war broke out, the educational circle had no time to attend the study and experiment of teaching method. During that period, nationwide educational cause was at a standstill. The author both introduced the development of pre-liberation抯 teaching method and gave a detailed introduction to and comment on several typical methods and experiment. Besides these, the author analyzed subject and other factors in the experiment. In the second chapter, the author aimed at looking back and analyzing the recent 20 years reform and experiment. Since 1950抯, as to the teaching method抯 general conditions, the 20 years since the Third plenary session of the Eleventh central Committee China made great achievement in reform and experiment. The name of 搕eaching method?and the reality of it just revealed its 揾umanity? The epoch characteristics of teaching method then was more striking .The reform and experiment paid more attention to the 搒tandard?and 搒cientific?character. The statistical figure and the status quo illustrated china抯 reform and experiment of and middle school teaching method breaks through the traditional and unitary pedagogic pattern of passing on knowledge and skills, and developing students? intelligence, cultivating students?ability and expanding one抯 subjectivity because the contemporary keynote. By research the author found most of the effective experiments in the late part of 2O~?century started at the end of 1950抯, due to 搕he culture Revolution?it wa...
Keywords/Search Tags:The 20th century, Teaching-methodology, Reform, Methodology system building
PDF Full Text Request
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