By The Way Of Tradition Against Tradition:a Research On The Early Chinese Curriculum Modernization

Teaching appropriate content is the bottom line of educational activity, the uncertainty of Chinese education’s content is the root of the controversial all the time. Considering our research purpose, we construe teaching contents as the courses, and narrow the course into subject knowledge, then refine those knowledge into specific curriculum, horizontal course structure and vertical course organization. China’s traditional education is the source of the modern Chinese education, textbook is Chinese education’s content or carrier. So researchers apply Microsoft Office Access build the Chinese text database,and putting the China traditional education content as the research opposite get down to research. The research result said that identifying the direction of social change is from tradition to modern is modernization theory. Early in the20century, modernization of Chinese courses focus on imitation, in the process of implementation, taking that forming decides content is go against common sense. In the result, these are five aspects "by the way of tradition against tradition", such as the learning process of learners, Chinese curriculum modernization, the effect of modernization and people’s attitude to Chinese curriculum modernization, and quality of learners, those all based on China’s tradition education; it’s also based on the sense, early in the20century Chinese curriculum modernization is called the early. Evaluation of the effect is accustomed to the imagination of the effect of the traditional Chinese education as the scale; with the understanding and attitude to the ideal state of Chinese traditional education, look upon the modern Chinese curriculum; teachers and students who has traditional Chinese literacy and education experience are the main part of the implementation on modernization of the language curriculum. For these meanings, the modern Chinese language curriculum in early20th century is called "early stage".The launching of the "early stage", on curriculum structure, exploration of the modern ancient Chinese curriculum structure provides evidence for the acception of western course in china; church school’s demonstration of good teaching effect and catalysis; by learning western courses in Yang Wu school,people can also obtain a job of the officers; especially Western Learning as imperial subjects, showing the official recognition of Western Learning; contributed to the Chinese language curriculum’s judgment from the whole traditional Chinese education to the cut as one of many courses. In the contract and influence of Western learning curriculum structure, traditional Chinese book named as "one language curriculum courses" changes from "Books named Course" to "disciplinary named course", but, one of the courses which named "Guo Wen" comes from its title. the China traditional of "concerted attack by converging columns" achieves the modernization of "going hand in hand". Because the difficulty of start learning is varies, the mutual restraint contradiction which forms in the start learning of literacy, writing, reading, fails to be resolved. Sometimes, Chinese language curriculum practice is still "concerted attack by converging columns time". With the classics teaching of basic education stage repealed, the Chinese traditional education of "following different classes for the same purpose" is no longer exists. The modern reconstruction of Chinese curriculum program contact and setting of elective courses show the complex free of "following different classes for the different purpose".In the course of the organization, under the modern school system in primary and secondary school period, the organization course is set, because of the needs of teaching and selecting and designing Western learning materials for school. The ancient Chinese anthology is the foothold of Chinese textbooks, which specifically designed for the school system. The textbooks, from "the article" changed to "book" are emerged, which marks Chinese curriculum changing from the traditional Chinese "many" to the modernization "subsection". Being attached to the grade system,"piecewise" style Chinese curriculum is not uniquely designed for schools regarding Chinese traditional textbooks. It becomes textbooks and curriculum in the way of collision. Modernization plays an important role in the regulations of textbooks compilation and the matching materials. It arranges the content of Chinese traditional curriculum from order to disorder and creates orderly course contents for the planning of curriculum documents and textbook compilation. However, teachers and students prefer the supplementary textbooks of professional books or loose-leaf selections to the textbooks designed for school systems. Although the curriculum standard demonstrates the distinctions among curriculum, textbooks and teaching, the principles and regulations of compilation between modern and ancient Chinese textbooks because of the unclearness about curriculum content and standard. The literacy teaching materials about the arrangement of new characters in lower grades of primary school is the same as the one of traditional singular character teaching materials. They both don’t stress the high-frequency repetition of characters. That is because it is difficult to say whether it is easy or not. Therefore, the arrangement of selected texts is actually in disorder. In the aspect of curriculum content, the type of scientific knowledge has become the ideal; bring the "background" of the traditional Chinese language knowledge in the foreground, and change the form of the traditional Chinese curriculum content; Transplant western language knowledge forms, modernize the "Cascade accumulation" production mode of the traditional Chinese curriculum content into "make a fresh start", and replace "marks exegesis" stylized teaching method, together modernize Chinese traditional "experience" course content into the speakable "knowledge". The scientific and knowledge-based curriculum content revealed the scientific awareness of Chinese curriculum modernization, it also left great space for Chinese traditional curriculum. Firstly, there was little relevance between western language knowledge and Chinese curriculum. And the action that bring the "background" of the traditional Chinese language knowledge in the foreground is just the physical displacement. It would result in just teaching language knowledge or the ignorance of language knowledge. The practice of Chinese curriculum would gain the same pattern of Chinese traditional education. Secondly, the discussion on the nature of Chinese curriculum had reached no agreement. More and more people joined the team of curriculum, so there were more different views about it. Thus, the practice of Chinese curriculum results in language curriculum practice or marks commentary does thing in his own way, or extend the encyclopedic course content. Finally, the modernization of Chinese curriculum content adopted new knowledge, but it had not eliminated Chinese traditional curriculum content except ideology content.Of course, the modernization of Chinese curriculum in early period didn’t pay special attention to the transformation between the new and old content. There were two reasons, Because logically, it follows from "the kick down the ladder" to "(stealthily) substitute one thing for another". The other was the method, that was the combination of traditional and modernity. Therefore, the modernization of Chinese curriculum in early period was considered as inefficient curriculum, which was underrated as well. From the late20th century to now, the worse thing was that the traditional Chinese curriculum almost disappeared, but the effect of the Chinese curriculum was the same as the one in the early20th century. The modernization of the Chinese curriculum in the late20th century and today faced the same problem. It was lucky that the Chinese curriculum in the early20th century had offered much experiences and resources. For example, the transfer theory based on creativity, the construction of Access database about the Chinese texts in the early20th century, the Statistics and analysis of the texts which was used many times, all of them could be used for modern curriculum content.