The Study Of The Chinese Textbooks In Primary School From 1912 To 1949 In China

As soon as "the Education System of Kuimao" had been published in 1904, a large number of newly-styled schools sprung up all over China. For the demands of newly-styled schools for textbooks, many publishing houses had selected, compiled and published textbooks, especially Chinese textbooks for Elementary schools, as their major businesses. The Chinese textbooks had established a favorable foundation in the development of modern Chinese, which were compiled on grades and terms as well as were text-centered with supplement materials.During the Republic of China(the time from1912 to 1949), the political queasiness and the falling and rising thoughts were reflected in the field of education. As a result, many educational thoughts coexisted , which affected the compilation of textbooks as a mirror of the education during the times. On the other hand, the textbooks during the Republic Chinese have been playing a significant role in the development of modem Chinese textbooks. Having inherited the traditional advantages of the textbooks during the later Sing, primary Chinese textbooks of the Republic China, had undergone through the initial stage to the exploring one to the mature one. The educational policies, nongovernmental thoughts and educational values of textbooks compilers varied during the three stages. Therefore, the elementary Chinese textbooks are studied in the dissertation in terms of their establishment, development and the elements influencing the compilation of elementary Chinese textbooks. Meanwhile, some classic textbooks are selected to explore for their advantages and disadvantages.The dissertation consists of six chapters. The first chapter introduces the objects, content, significance and characteristics of the study of the primary textbooks during the Republic China while defining major concepts, time and space related to the dissertation. The second chapter is about the three stages of the development of the elementary textbooks. And the third chapter is related to the practical study of the compilation of the elementary textbooks. It systematically cards the compilation process of the elementary textbooks concerning the elementary Chinese course standards, the compiling experience, the regulations, scopes, methods and organizations of the textbook materials, paying much more attention to the organization of the Chinese characters and styles. In the fourth chapter, the study involves the arguments of the educational and social researchers and scholars about the Chinese textbooks, which reflect their understanding of the Chinese education and various sorts of values about the Chinese textbook compilation. The dialectical look at the reasons of the arguments can help the healthy development of the textbooks. A case study is done in the fifth chapter. For the characteristics and compiling experience of the textbooks in the Republic China, many typical textbooks are selected from some influential publishing houses such as Shangwu, Zhonghua, Shijie and Kaiming Publishing Houses and so on. At last, the sixth chapter concludes the basic experience and shortages in the establishment and development of the elementary textbooks of the Republic China.Finally the dissertation concludes some laws of the establishment and development of the elementary textbooks in the Republic China as the follows:The establishment of the elementary textbooks of the Republic China cannot be separated from the organization of favorable publishing houses;The development of the elementary textbooks is closely related to the openly cultural environment;The elementary textbooks in the Republic China tend for the interests of children in content.The elementary textbooks tend for the educational situations at the times in form.