The Vocational Education Curriculum Research Of The Period Of Late Qing Dynasty And The Republic Of China

Vocational education courses are the carrier of vocational education ideas and the purpose, the determination of curriculum objectives, the selection of the curriculum contents, the organization of curriculum implementation are the important factors to direct impact on the development of vocational education. China's vocational education began from the Westernization Movement in the late Qing dynasty; its development by the industry evolved into vocational education, its development process can be described as ups and downs, magnificent. But then the slow pace of economic development of capitalism, the capitalist economic development level is not high, the traditional concepts of education reform was not thorough, curriculum implementation of the required conditions are not sufficient and other reasons, resulting in a great difference between the desired objectives and the facts in the effectiveness of the implementation of vocational education programs and in the late Qing period of the Republic of China, the implementation of the results less than desirable. However, the vocational education arising from the late Qing dynasty, on the background of the nation survival and the capitalism Development at the China society,the design of vocational education programs combined with the time characteristics of the times, comply with the requirements of the development of the capitalist economy, reflects the of vocational education goals and ideas, with a certain degree of rationality, vocational education courses history of the late Qing period and the Republic of China has left us a valuable asset.In this paper, the history of vocational education courses of the late Qing adynasty and the Republic of China has been studied from the following dimensions such as vocational education ideas, vocational education curriculum objectives, vocational education curriculum content, and curriculum implementation of vocational education, vocational education curriculum evaluation, and several others. On this basis, combined with China's current situation of vocational education curriculum reform, put forward some aspects of enlightenment as the deconstruction of China's vocational education system of teacher education programs, increase rural vocational education curriculum implementation efforts and really do a good job vocational education programs such as the approach to system designVocational education ideas is the logical starting point of vocational education curriculum, is the determination and implementation of vocational education curriculum basis. The first chapter focuses on analysis of the the new educational ideas of Taiping movement, the thinking of "Confucianism for the body, Western learning for use"of the Westernization Movement, and other Industrial Education and the Republican ideology of "only real-ism"Whether vocational education curriculum goals could faithfully reflect the idea of vocational education is the key factor for the smooth development of vocational education. Chapter II binding course structure papers as well as specific cases, analyzes the different constitution and the system of vocational education in different stages during the late Qing and the Republic of China.we can see that an goal of vocational education programs in the late Qing dynasty and the Republic of China has always been around the national survival, people's livelihood, Employment, practical of the course and so on.The choice of curriculum contents is the key factor to achieve course objectives. The curriculum thinking of "the western knowledge " "Western Culture", "revenue-producing," "real profit" are discussed mainly in Chapter III. as well as the impact to the industrial education and vocational education curriculum course content, the vocational education curriculum content implementation in general education.Chapter IV is about the inspection of the implementation of vocational education programs during the late Qing dynasty and the Republic of China, the two dimensions of inspection are the implementation objects and materials, which are the key factors to impact the implementation of vocational education programs, in the late Qing and the Republic of China,the vocation educcation curriculum implementation and gradually formed as the main body of government, enterprises and society to participate actively in the input mechanism, through the employment of foreign teachers, to establish the Normal School, corporate training and other ways to organize vocational education curriculum implementation.Chapter V is about evaluation and apocalypses to the topic. Industrial education in the late Qing period is the salvation and survival education, vocational education during the Republic is the education for the people's livelihood and employment, although the industrial education is not to save the fate of the Qing government, nor against the Western powers ravages to the Chinese nation,the industrial education has been jokingly referred to as "unemployed education", but the ideal "Confucianism for the body "of industry education in maintain the ideological values of the whole society, the content of Western knowledge promoted the emergence and development of capital industrial in China.the industrial education courses provided a great deal of manpower for modern enterprises, and gave the birth to the China modern education system,Industrial education has laid a foundation of the vocational education curriculum system in China All these show that vocational education programs during the late Qing and the Republic played an important historical role in China's modern processes.The purpose of the study of history is to learn from history. Through the analysis of vocational education programs of the late Qing dynasty and the Republic from several dimensions, contact the current status of vocational education programs, the author put forward some concepts of his own from the vocational education teacher training curriculum, the reality of the scene of rural vocational education, vocational education, curriculum structure and school-enterprise cooperation in vocational education.