On The Study Of The Concepts Of The Chinese Language Ducation In Late Qing Dynasty And Republic Of China

Under the strong repression of Western culture, the concepts of modern Chinese language education, to a large extent, still were determined by the two major language movements: the "National Language Movement" and the "New Literary Movement". This study, about the time of Late Qing Dynasty and Republic of China, under the background of the "National Language Movement" and the "New Literary Movement", focusing on figures like Li Jinxi, Hu Shi and Ye Shengtao, attempts to probe into the basic state of the emergence, development and change of the concepts of modern Chinese language education, and to explore their meanings. Specifically, "National Language Movement" was tied to the lower-class Enlightenment in the Late Qing Dynasty. It went through some of the following phases: the "Qieyin" word movement, the "Pinyin" movement, the "National Language reform" movement, and the vernacular movement. It had a direct impact on the whole process as well as the development orientation of modern language education. "New Literature Movement" took the lower-class Enlightenment in the late Ch'ing period as the development basis; and in the movement, Hu Shi acted as a pioneer, Lu Xun the chief commander, and Chen Duxiu the leader. It expected to reform literature so as to promote social change. After Hu advocated the "national language of literature" and "literature of national language", a confluence of the "National Language Movement" and the "New Literary Movement" came into being. The movement of the modern language built a big stage for the language educators. Li Jinxi was living in the centre of concepts of Chinese language education on the background of "National Language Movement", Hu Shi was living in the centre of concepts of Chinese language education on the background of "New Literary Movement", and Ye Shengtao was living in the centre of concept of Chinese language education on the background of the integration of "National Language Movement" and "New Literary Movement".The appearance of the history shows a "forward" time structure, so is the history research based on ration. As a result of many factors of reality, "starting point" of the research about the concepts of Chinese language education of the late Qing Dynasty and the Republic of China shows a "reverse" time structure. It is from Ye Shengtao, and Hu Shi to Li Jinxi. Specifically then, if we want to understand and grasp Ye's thinking of Chinese language education, the key is to look "far", that is to say, to take Ye's concepts of Chinese language education as the "flow" more than "source" in the historical development. The naissance and development of Ye's concepts of Chinese language education was under the background of "National Language Movement" and "New Literary Movement", and Ye's concepts of Chinese language education was the two movements' accumulation and crystallization. Hu Shi became well-known due to the article "Tentative Proposals for the Improvement of Literature", then was "driven to revolt" and named the "the general vanguard of literary revolution" by Chen Duxiu.Hu put forward a modified literature "eight things" and all aspects were on the issues of Chinese language education, and were closely related to the concepts of the Chinese language. Hu's two articles, "the Chinese-Language Teaching in Secondary Schools" and "On the Chinese-Language Teaching in Secondary Schools Again", could be considered as a comprehensive and concrete theory of modern Chinese language education. And it had produced an extensive and far-reaching impact. The "background" of the modern language education is derived from the "National Language Movement" of common people the late Ch'ing period. The national language and the "National Language Movement" are the consequences of saving the country from subjugation and ensuring its survival in modern times. Li Jinxi's work "A New Grammar of the Chinese National Language" established his important role in the history of the language modernization while "A New Teaching Method of the Chinese National Language" in the education of the Chinese national language. Besides, Li proved to be the central figure for the study of the concepts of the modern Chinese language education based on "the movement of the national language" because of his important role in many organs of the National Language Movement, such as "unified study of the national language".It is just a living research of history or achieving to "union of history and logic" while there is tension between the history occurrence and real problems. To explore the three modern Chinese language educators based on reality, to a certain extent, it reflected the basic state of the evolution of the concepts of the Chinese language education in the first fifty years in the twentieth century. On the other hand, through sorting out the evolution of the concepts of the Chinese language education in the first fifty years in the twentieth century, it could help us to understand the meanings of the educators' concepts in history more profoundly. In this study, besides the literature method, it had taken several other research methods, such as, history research method, the intertextuality approach, and "dialogue", etc.