Research On The Reform Of Korean-Chinese Teacher-training Education System

Chinese higher teacher-training education has a history of more than 100 years and its system has reformed many times, which included the directional model from 1902 to 1922, non-directional model from 1922 to 1932, coexisting model from 1932 to 1951 and another directional model from 1951 to 1999. The release of "On Further Education Reform to Improve Quality-oriented Education Issued by the Central Government" in 1999 brought about another coexisting model, which is developing into a whole and synthesized system. Meanwhile, Korean-Chinese teacher-training education has also undergone two stages, directional and the coexisting model since it began 60 years ago. Facing the major developing tendency of Chinese teacher-training education, how Korean- Chinese teacher-training education system should develop and reform in the new century has become a hot topic as well as a difficult problem.This thesis, basing on educational ecology, educational culturology, educational sociology and educational manageology, carries out a systematic research on Korean- Chinese teacher-training education system through historical method, bibliography method, investigation method, comparative method and prediction method.As far as the documents referred to are concerned, the history of Korean- Chinese teacher-training education draws upon the following materials. These are the first four volumes of the book "the Collection of Korean- Chinese Education History of China" , the book "Korean-Chinese Education History of China" , "Korean-Chinese Education History in Yanbian Area" , "Zu yin" , "Yanbian University History" , "Adult Education History of Yanbian University" , "Korean- Chinese Normal School History of Liaoning Province" , "Wuchang Korean- Chinese Normal School History of of Heilong Jiang Province" , the materials from Yanbian University Korean Education Institutes and Yanbian University Archives, the materials from "Yanbian University Educational Administration Events" as well as some relevant research papers. The modern part refers to the spot investigation and some relevant research papers. The concerned organizations are Yanbian University, Yanbian EducationInstitute, Branch Teachers' College of Yanbian University, Yanbian Pedagogy Bureau, Yanbian Statistic Bureau, Yanbian Birth Control Committee, The Local-funded Teaching Office and the Pedagogical Training Office of the Educational Department in Til in Province, The Local-funded Elementary Education Office of Educational Department in Heilong Jiang Province, Lei long Jiang Korean- Chinese Vocational School, The Local-funded Teaching Office of die Educational Institute in Heilong Jiang Province, The Local-funded Elementary Education Office of the Educational Department in Liaoning Province, The Korean- Chinese Normal School of Liaoning Province, The Local-funded Office of the Educational Institute in Liaoning Province.Through the discussion with some Korean-Chinese high school headmasters of Heilong Jiang, Jilin, Liaoning provinces and the analysis of the teacher-training education reforms performed in Yangzhou University and Beijing Normal University, the following conclusions have been drawn as follows: Firstly, on November 1st, 1945, Jiandao Provisional People' s Government took over Yanji Shidao School which belonged to Jiandao Province and later changed its name as Yanji Normal School. From then on, the government started Korean- Chinese teacher-training education independently and this can be considered as the starting point of Korean-Chinese secondary teacher-training education.Secondly, on March 30,1948, the Education Department of Democracy College changed its name as Yanbian Advanced Normal School and started to train Korean- Chinese high school teachers, which can also be considered as the beginning point of Korean-Chinese higher teacher-training education. Korean- Chinese teacher- training education system was conservative and directional from 1949 to 1959. After 1959, the turning point, the system turned to be a coexisting model.Thirdly, Korean- Chinese teacher- training education system has a feature of nationality, regional border, advancement and reflection.Fourthly, Korean- Chinese teacher- training education system consists of several rectilinear and parallel organization structures, which lack connection between each other. Therefore, the system is dispersed, lying in the disjoint between pre-duty training organizations and the isolation between post-duty training organizations. The teacher- training systemis made up of flat structures at Yanbian University. The management of teacher- training education is out of control because it has no normalized management organization, which also leads to the low efficiency of human resources.Fifthly, Korean- Chinese teacher-training system has accomplished the transition from the two-layer system to the three-layer system and now it is transferring to a ntw three-layer system, namely the graduate-undergraduate-training school teacher-training system.Sixthly, by the year 2010, the gross rate of enrollment in Korean-Chinese senior high schools will be raised by 3-4% each year, which will keep the scale of these senior high schools unaffected by the decline of the school age population. The scale of Korean- Chinese schools including schools in Yanbian area wi?.l be increased by 27% or so, compared with that of the year 2003. However, the scale of junior schools, primary schools and preschools will be inevitably influenced, which will be cut by 50%.Seventhly, the change of school age population will have a great effect on teachers' group whose quality has been promoted besides the original tendency of number increasing. The training aim of high school and primary school teachers should be major- specialized and degree-oriented. Most senior high school teachers are supposed to get master degree. Further teacher- training projects should focus on the exceeding teacher resources.Eighthly, an open, whole and poly-directional Korean- Chinese teachers- training education system should be established, including the connection of pre-duty, on-duty ani >ost-duty training, the joint of the polytechnic school, the undergraduate school and the postgraduate school as well as the network formation among the three provinces of Heilong Jiang, Jilin and Liaoning.