| At the end of the Qing Dynasty and the beginning of the Republicanperiod, Chinese mathematics education underwent fundamental changes whenit finally integrated with international mathematics education under theinfluence of internal requirements and external stimulation. Starting in1902,after the initiation of the new education system, Chinese elementary andjunior high mathematics education stepped forward to the era ofmodernization under both direct and indirect influences from WesternCountries. Western countries have historically influenced Chinesemathematics education. From the end of the Ming Dynasty up until the end ofthe Qing Dynasty, Western mathematics works had directly or indirectlyarrived in China, which impacted the development of Chinese mathematicseducation to a certain degree. However, little fundamental changes had beenmade to the trajectory of elementary and junior mathematics education. Withthe introduction of a new academic system, following the path of the Westernmathematics education, Chinese mathematics education experiencedrevolutionary changes including: the education system, curriculum design andimplementation, the teaching method, and many other areas. Based on thesechanges, this dissertation analyzes Western mathematics education’s impacton Chinese mathematics education from1902to1949, using historicalbackground and educational environment as a starting point and emphasizingChinese adaptation of Western mathematics education, using the literatureresearch method as well as other research methods. It includes followingchapters:Chapter One, Introduction; This chapter includes an analysis of theresearch aims, significance, research problems, literature review, researchmethodology, and innovative parts. Chapter Two, A Brief Introduction of Chinese Mathematics Education’sIntegration of Western Mathematics Education; Based on the enactment in1902of a new education system and by introducing the historical backgroundof Japan’s learning from Western mathematics education, this chapteranalyzes the forms of acquisition and characteristics which emerge at everystage during Western mathematics education. It also illustrates the influenceof Ren Xu Xue Zhi’s mathematics education under Western mathematicseducation, by analyzing the main points of mathematics education reform.Chapter Three, The Impact of the US Mathematics Education System inChina During the Republican Era; One of the biggest reforms in the history ofthe Chinese curriculum was the National Education Association NewCurriculum Standard Drafting Committee’s formulation and promulgation thenew academic structure in1922. This reform was influenced by the USPragmatism in a large extent. This chapter argues the impact of three aspectsof the mathematics education system.1. The Impact on Overall Objectives of Different Stages of Elementaryand Secondary Mathematics Education; By analyzing the acquisition of viewof mathematics as a habit, focusing on the psychology of mathematicalacquisition and the cultivation of mathematical ability, this section examinesUS mathematics education, especially pragmatism’s impact on elementaryand secondary mathematics education.2. The Impact of Educational Philosophy on Different Stages ofElementary and Secondary Mathematics Education; This section illustratesChinese mathematics education reform under the influence of Americanmathematics education, based on the connection between mathematicseducation and life, the theory of resolving mathematical problems, andattitudes towards mathematics, and mathematical conventions.3. The Impact of Requiring Mathematics Pedagogy during theRepublican Era Under the Influence of the US; This section discusses setting up mathematical games, teaching with life experiences, using DiscoveryTeaching Method in mathematics pedagogy, the heuristic method of teaching,inductive and deductive reasoning as well as emphasizing the training oftheoretical thinking.Chapter Four, The Creative Transformation of Western MathematicsTextbooks in China; During the end of the Qing Dynasty and the Republicanera, Western mathematics textbooks were first introduced through Japan afterbeing translated from the original and finally being transformed creativelythrough the integration and adaptation of many researchers. It includesfollowing sections:1. Based on background information from Western mathematicstextbooks at the end of the Qing Dynasty and the Republican era, this sectionsummarizes the advantages and disadvantages of China’s adaptation ofWestern mathematics education by analyzing the state of Chinese editions ofWestern mathematics textbooks, investigating translation organizations andpublications as well as looking at the point of views of some experts.2. Based on a foundation of traditional mathematics along withtranslations of Western textbooks brought to China that used the philosophyof integrated mathematics, China compiled three sets of integratedmathematics textbooks based on the1922promulgation of the new academicstructure, which regulates the implementation of junior high schoolmathematical pedagogy. This section summarizes the transition process ofmathematics textbooks from traditional to integrated mathematics throughanalyzing the characteristics of each respective type.3. The Western mathematics educational reform movement advocatedexperimental teaching techniques for geometry, resulting in experimentalgeometry textbooks becoming the focus of geometry reform in the beginningof the twentieth century. By analyzing the differences between experimentalgeometry teaching and the teaching of geometric proofs, this section discusses the implementation process of geometry teaching in China.4. The original adaptation of Western mathematics education’s textbooksin China includes the adaptation of content. This process of translation andoutlining of the content gradually coalesced, resulting in the final editions ofthe textbooks. Additionally, this section analyzes the aims of translatingWestern textbooks and the extent of their usage from the perspective of theircharacteristics. We illustrate the process of adapting Western mathematicstextbooks in ChinaChapter Five, The Implementation of Western Mathematics TeachingMethods in China; Since the implementation of the new education system atthe end of the Qing Dynasty, a high proportion of schools followed Westernmathematics teaching methods. Using this foundation of Western teachingmethods as a reference, China began to experience independent innovationafter some experimentation. This transformation includes three aspects:1. At the end of the Qing dynasty, through Japanese learning fromWestern teaching methods, such as their following of Herbart’s Five StepMethod, this section illustrates how China used Herbart’s pedagogy as areference for the specific implementation of Dan Ji Teaching arithmeticspedagogy.2. This section discusses the Project Method、Dalton Plan、WinnetkaSyetem’s implementation in actual mathematics pedagogy in order to analyzethe exploration and transformation of Western pedagogy in China.3. This section illustrates mathematics pedagogy experiments, byreferencing the development of Western mathematics pedagogy and its effecton the main implementation process of experimental teaching. At the sametime, this summarizes the development of Chinese experimental mathematicsteaching through analyzing the characteristics of arithmetics pedagogyexperiments during the Republican era.Chapter Six, Pragmatic Educational Theory’s Impact on Chinese Mathematics Education; Pragmatic educational theory had tremendousinfluence on Chinese mathematics education.1. Through Cai Yuanpei, Huang Yanpei and Zhuang Yu’s point of view,this section discusses the early spread of pragmatic educational theory inChina.2. Based on the points of view of the advocates of pragmatic educationaltheory, such as Du Wei, Meng Lu, and Huang Yanpei’s specific application ofpragmatic educational theory in arithmetics, this section discusses theconnection between pragmatism and mathematics education through choice ofteaching materials, the formulation of teaching facilities, and refining ofteaching schemes.3. This section discusses pragmatic educational theory’s standardizationin Chinese mathematics education, the composition of mathematics textbooks,and reflects on mathematical pedagogy.Chapter Seven, Conclusion; This chapter illustrates the ongoing directionof Chinese mathematics education under the influence of Westernmathematics education while clearly examining the evolutionary experiencebrought about by the inspiration and construction of contemporary Chinesemathematics educational reform. |
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