Research On Education Critique Of The People's Republic Of China During 1949-1981

Many education critiques developed in our educational filed during the period from 1949, the establishment of the people's republic of china to 1981, Setting Things to Right as an end. It is important for us to understand the history and absorb the experience through researching these education critiques. But today the acdamic studies are still scattered and the comprehensive, systematic and thorough study is needed. Therfore, this paper took the education critique and its related problems happened and aroused druing the period of 1949-1981,that is the establishment of the People's Republic of China to the Setting Things to Right, as research object, to comb the historical vein and basic situation comprehensively and systematically of education critique developed during this period, and make thorough case study to some typical and significant education critique cases, furthermore, to make a more systematic and thorough study on the basic essence, main feature, historical effect, experiences and lessons as well as the enlightenment of its basic theoretical problems of the education critique during this period.The paper was divided into 3 parts except the introduction:Part 1:the background and survey of Chinese education critique during 1949-1981. In this part, basic method of historical study is used to divide this history into 5 periods:Early Years of New Nation(1949-1952), Transition Period(1953-1956), Comprehensive Building Socialism Starting Time(1956-1966), Great Cultural Revolution Time(1966-1976), Setting Things to Right Time(1976-1981). A systematic and thorough combing and inspection on the historical background, agent and basic process, clue, event, historical situation of the education critique of the people's republic of china during this period. Part 2:Case study of significant education critique event during 19949-1981. Methods of historical study and case sudy were used to thoroughly and charpterly comb, analyse and comment their process, contents, essence, feature, effect and the related educational problems of such significant education critique cases as:Military Training critique, Tao-Xingzhi Educational Thoughts critique, Chen-Heqin Activity Education Theory critique, argument of main educational problems during Transition period, argument between all-round development education and teaching students in accordance with their apititude, Dewey Pragmatic Education Thought critique, Hu-Shi academic and education thought critique, Kairov's Pedagogy critique, Argument of principle of teaching, "Love Education" critique, Confucius and the Confucianist's education thought critique,and so on.Part 3:Reflection on China's education critique during 1949-1981. Main study methods used in this part are Philosophy, Explanation study and Comparasion. In this part, the writer made a comprehensive and systematic reflection on education critique in this period. And made a thorough theoretical analyzation and pratical survey on the education critique and the backgrounds of its politics, economy, culture, ideology and their relation, and then made a thorough theoretic reflection and conclusion of its the basic essence, main feature, historical effect, basic experiences and lessons in this period. Based on it, to a series theoretical study on the original meaning of education critique, the relation between education. criticisim, education review, education argument and education critique, and also how to develop education critique correctly.The main conclusion is as follow:1. the education critique during 1949-1981 is an exploration for China's education revolution at the grounds of Chinese politics, ideology, economy, culture and society. Although, some explored into wrong road.2. the main practical tendency during this time is the interacting with politics and academic critique and class, ideology struggle; the main method of education critique is metaphysics; the organization and implementation way are mainly characterized by Mass and Movement.3. the connotation is rich, multiplicated and complex. It not only referes educational theory and thoughts but detailed educational activity and practice, which involves many basic problems about educational theories, thoughts and practices including value orientation, guiding principle, educational system, education and teaching method, curriculum, teaching materials and so on.4. The education critique during 1949-1981 affected much on China's education reform and development, in which the experience and lesson are both deep. From main guiding principle and results, many education critiques became into explanation and channel of the Ultra-left wrong guiding principle, which made the education critique the tool of political, ideological and class struggle. Many education critiques not only extended the Ultra-left wrong guiding principle but intensified it. 5. It is necessary and possible to develop education critique, but it must be the dialectical unification of positive and negative, the unification of facts clarification and value judge, or the dialectical unification of non-principled critique and principled critique, and the unification of theoretical and practical critique as well.In sum, the paper made a rather comprehensive, systematic and thorough study on our Chinese education critique history and its related problems during the period from 1949 to 1981. There were some innovation in research angle, research range, research subject and contents, historical data excavation, research methods and research conclusion. Owing to the long span of history, the complex object and many problems involved, there are some deficiencies existing in the historical data choosing and research contents deepgoing,etc..