Research On Textbooks In The Chinese Revolutionary Base Areas

Chinese revolutionary base areas integrated the understanding and comprehension of communist party towards history,world and life into the textbook,in order to spread the communism ideals and enlighten the public.The whole dissertation investigated the base area textbook from three aspects of textbook compilation including historical context,base conditions and text features.The development stages of revolutionary textbook were typified by the characteristics of three aspects of textbook,and it was demonstrated in combination with cases in every stage of development.Moreover,it also analyzed the development,evolution,function and effect of revolutionary textbook in historical context.This dissertation was divided into 7 parts:“Introduction”defined the research objects and research design,and it also reviewed the previous research of Chinese revolutionary textbook in terms of education aspect and textbook aspect.In addition,this part focused on the starting point of research,researching mentality and the framework of research."Chapter 1" discussed the textbook during the period of Central Soviet Area(1927-1937).In that period,the education situation was extremely uncertain,which was the background of textbook compilation.That caused the simple and irregularly of textbook compilation.Moreover,it also resulted in the lack of textbook package,although there were few textbook packages which mainly were reading,common sense,literacy and entertainment as well.However,the textbook indicated great originality in text features.More specifically,the distinctive features were the onefold of text mentality and structure,and adult-like narrative style."Chapter 2" talked the textbook during the early days of Anti-Japanese War(1937-1942).During that period,the background of textbook compilation was that the education was determined to thoroughly serve the anti-Japanese,while the quick establishing formal education rules was needed.Although the situation leaded to serious lack of textbook,it also boosted the standardization of textbook compilation.Besides,the theme selection of textbook broke the confinement of political and life by adding large amount of course knowledge.In addition,it adopted teaching design in edit mode."Chapter 3" considered the textbook during the later part of the Anti-Japanese War(1942-1946).That period defined the main principle that the education should combine with practice and stop the construction of education regularization.And the problem of lack of textbook was resolved,and the systematic textbook was compiled mainly based on disciplines mixing.Furthermore,the textbook deleted "city" in mentality and thoroughly localized the theme selection.Moreover,the edit mode eliminated "childlike" and emphasized the localization."Chapter 4" discussed the textbook during the period of Civil War(1946-1949).During that period,it was raised again that education should be used to serve for entering the city and establishing the formal education.The textbook compiled in that period was mainly on courses sorting and cataloguing.In addition,the theme of textbook broke the characteristic of localization,and added the theme of "city".In the aspect of edit mode,it emphasized the course rules."Chapter 5" discussed the distinctive characters of revolutionary textbook.During the development of revolutionary textbook,it demonstrated two characters:political orientation and rural orientation.The political orientation of textbook demonstrated the character that textbook was used to propagate the policies and leaders of the party and obey the need of war.On the other hand,the rural orientation of textbook showed the character that textbook valued the production knowledge and common sense."Conclusion" implied the political propaganda effect of textbook on base area society and the mode effect on education after 1949 as well.