| Traditional Chinese culture is the carrier of the core value system of traditional Chinese civilization and the national spirit. It is the cultural roots, the national soul. The education of traditional Chinese culture is an important manifestation of the inheritance of fine traditional Chinese Culture. After the Opium War, under the influence of Western education and cultural and social changes of modern times, China opened the education modernization process. The traditional Chinese culture education becomes the object and content of the change. The Primary and Secondary school education has undergone significant reform in late Qing dynasty and the Republic of China Period. The traditional self-cultivation education changed into the civic education, and the reading of classics turned into the Chinese, Mandarin education. The approach of reading and reciting classics(teacher centered) was replaced by the “child centered" method which is more figurative.In the late Qing Dynasty, faced with the crisis of the traditional Chinese culture education in the late Qing Dynasty, the reformist represented by the Westernization Group put forward a new reform strategy-- to adopt western culture, basing it on Chinese culture as the backbone. "China" or "middle” actually refers to the traditional Chinese culture. "West" refers to the "Western" or hat of advanced Western technology and culture. The advancement of the new reform strategy indicated that Westernization Group has realized the crisis of traditional Chinese culture education, and tried to imitate the western word in order to solve it. In the late Qing Dynasty, the Qing government adopted the "New Deal" reform. Although they still stick to the reform strategy of imitating the west, the application of western model is underway, for instance, the abolition of the imperial examination system, the extension of modernization into the basic education level; The implementation of Primary and Secondary Education Division. And also for the first time, the teaching of the Chinese culture is regarded as a course, which is composed of the following parts: virtue training, the reading of the classics, Chinese language, history, geography and other subjects. Through a series of reforms, the children’s’ education of traditional Chinese culture lost its original comprehensive education model, but continued through different educational subjects.At the very beginning of the Republic of China period, based on the "when the state system changes, hundred new transaction will take place" mindset, a variety of Western education ideas, especially thoughts from Europe and America began to deeply transformation and development of Chinese modern education. In the field of primary and secondary education, with announcement of banning of Qing textbooks and the reading of classic works in elementary school, the traditional education was replaced by the radical transformation. Virtue education turned into civic moral education, Chinese education replaced the reading of classics. The primary and secondary schools’ education of Chinese culture undergone substantial changes.From 1915-1919, the “May Fourth” New Cultural Movement opened a new process in modern education. When Nanjing Government was established in 1927, pragmatism in educational thoughts has met the practical needs of Chinese education reform and has had a profound impact on Chinese education. The Chinese culture education in primary and secondary Education emphasized children’s interest in Chinese culture, the social life of children and children-centered direction. Citizens Section replaced the virtue course, national liberal arts evolved into the Chinese language, which become the core of Chinese culture in primary and secondary Education.Before the War of Resistance against Japan, the Nanjing National Government, in order to strengthen the unified management and control of education, made national moral education the main theme of the primary and secondary Education in Chinese culture, under the guidance of the Three People’s Principles. Civic education emphasized the cultivation of national moral values, the forming of good behavior, the development of the spirit of mutual assistance, nationalism and collectivism for children; national moral education had become the core of Primary and Secondary Education in Mandarin, "Sun Yat-sen’s story" "Chinese" and "Response after visiting Sun Yat-sen’s tomb", "yellow flower ridge", "Visiting Tai Mountain", "Lin Zexu", "Confucius Temple and Cemetery of Confucius" had become a universal content in the textbook of this period.After the outbreak of the war, the Nanjing national government, in order to strengthen the unified management and control of education, established “taking the war time as usual” principle as the purpose of education, and developed a "three aspects of education in hand; the unity of education and martial art" idea; and the educational purposes was consistent with the political purposes; And family education is in association with the school education, in the hope that this education policy may help to form the self-confidence. The adjustment of education policy reflected the national government’s emphasis on strengthening the political education of national consciousness and the education of Chinese traditional culture in primary and secondary education in times of both national and domestic crisis. Thus, political education, national consciousness and spiritual education and traditional culture education became the center of Chinese culture education in primary and secondary education.Under the guidance of the new democratic educational thought, the anti-Japanese democratic base areas established by the Chinese Communist Party laid emphasis on the war, the education of national spirit and the combination of education and construction of the base area, which was also based upon the complicated war time situation. The education of the Chinese culture in primary and secondary school was conducted in different forms which are lively and vivid, from easy to difficult, from simple to complex, from near to far, from concrete to abstract, from the known to the unknown, which are in accordance with the general rules in human cognition. And the content is closely connected with the production and life in the anti-Japanese base areas, highlighting the anti-Japanese education and the production, life and other practical education. At the same time, based on the needs of the war, the primary and secondary education in the anti-Japanese base areas emphasized the spreading of revolutionary truth, stimulating national and patriotic consciousness and feelings of the people’s revolution, which reflected the characteristic of the unity of education and practice, politics and ideology. |
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