On The Evolution Of The Modern Chinese Higer Education Model

In strict significance, China's higher education dates from modern times. It is not the logical result of its own evolution in Chinese history, or it is not the natural extend of China's ancient higher education. With no ready-made and complete patterns in China's history, there are prominent features of that the educators profited foreign higher education patterns as well as changed the patterns often in the evolution of China's modern times higher education.China's modern higher education patterns have developed from learning from the western to imitating Japan and to learning from America. It is a process of continuous study, learning from the developed countries, adding it to China's traditional education and gradually building new higher education patterns. Each time, choosing and changing the models was deeply influenced by the complex and changeable political situation.China's evolution of modern higher education models is reflected in the education systems, aims of training and establishment of curriculums, and there are different features in different periods. According to the different studying objects, the patterns may sketchily divided into three stages, there being respective features in different stages. During 1862-1904, they learned from western higher education patterns. It was managed by the government, with no clear hierarchies. Aiming at educating special students with western languages and western skills, only simple curriculums about Chinese arts and western science were established. In 1904-1922, they imitated Japan and public universities were mainly built. In structuring the higher education systems, there was time order with three levels. Aiming at educating various special students to meet the need of modern industry and commerce, the science and technology's developing and politics transforming, feudal ethics curriculums and modern scientific curriculums were unified, and the curriculum system is complicated but there was national consolidate standard. During 1922-1949, they learned from America. The universities were run nationally, publicly and privately and the higher education structure was concise with two levels of systems. Aiming at educating multiple students with ability of developing in all aspects and adapting, feudalism ethics curriculums were cancelled and modern scientific curriculums were mainly established, without national unified standard.