The Research Of Chinese Individuality Education

A history of education, to some extent, is a history of education in which student's autonomy becomes increasingly eminent. Chinese education is especially so. From the perspective of individuality, we can find that Chinese education in China develops from no- individuality to individuality, from no emphasis on individuality to emphasis on individuality, from spontaneous emphasis to intentional emphasis. Knowledge economy has redefined talent. The 8th curriculum reform after the establishment of China, and Full-time 9-year compulsory education's standard of Chinese curriculum (including Average high school Chinese curriculum standard) put great emphasis on individuality. All these urge me to choose this subject and attempt to analyze Chinese individuality education from theory to practice, from history to reality.The research of these articles is mainly based on data, of course also on some investigation when necessary. This article can be divided into four parts. The first part: the definition of the concept, this part will be unfold from individuality to individuality education, from individuality education to Chinese Individuality education. Chinese Individuality education is defined as: on the basis of the respect of individuality of the educated, through the construction of a series of Chinese study atmosphere in the study of Chinese, the educated is made to develop freely and fully. Eventually, a healthy and harmonious and individual education activity is formed. This part also points out that Chinese individuality education share the common characteristic that it is a kind of education in which the educated enjoy freedom and independence, the educated can develop harmoniously, and variety is emphasized; that enjoy the subject characteristic which is aimed to develop the student's individuality to study, appreciate and apply Chinese language and character. The second part is about historical review. Based on the outline of thoughts of individuality education of educators in foreign history, and the individuality education thoughts in Chinese ancient and modern times, and the self-sufficient natural economy and closed geographical atmosphere and the conservative Chinese culture characteristic of Confucianism thoughts which emphasizes the wholeness, this article advocates that Chinese education before the establishment of China is without individuality. Therefore, Chinese individuality education after the establishment of China is divided into four stages according to different characteristics: the first stage, from the early period of the establishment of China to the period of "Cultural Revolution", because we over-emphasized the political function of Chinese education and introduced the education experience of Soviet Union mechanically, and also because of the low quality of some of the Chinese teacher at that time, Chinese individuality education became impossible, hence the "descent" period of Chinese individuality education. The second period: Because of over-emphasis of the political function of Chinese education and the consequent lack of humanism, Chinese individuality education progress very slowly. The third period: After the end of "Culture Revolution", with the normalization of China, individuality returns to Chinese education, providing necessary condition for "Chinese individuality education". However, "individuality" was seldom mentioned either in the relative official document or Chinese teaching principle. In spite of this, considerable progress was made in Chinese individuality education, especially in its attention to the comprehensiveness and autonomy of student's development. In view of this, we call this period as the spontaneous period of Chinese individuality education. The 4th period: After the assertion that Chinese education should aim to develop student's individuality and advantage was put forward in High school Chinese teaching program of 1996, Chinese individuality education gradually entered into a period of awake. The third part contains the analysis...