The Preschool Education Reform In The Period Of The 20s To 30s Of 20th Century

The 20s to 30s of 20th century is the period of initiation and exploration of Chinese modern preschool education, which experienced from total transplanting the foreign models, to explore the model which was suitable to China's own situation in practice. This thesis tries to explore its advantages and disadvantages, and discover its historical functions and practical significances through examining the reform of preschool education of this period.This thesis is composed of four parts.The first part mainly introduces the background of the reform of the preschool education in the 20s to 30s last century. The reform of this preschool education is not groundless. Under the multi-cultural circumstance that the May Fourth Movement created, and with the promotion of the international and domestic reform tendency in the field of education it came into being to meet with the need of the social reality of China.The second part explores the reform practice of preschool education, which includes the establishment of preschool education's status in the whole educational system with the symbol of Ren Xu Educational System; the practice of curriculum reform and the cultivation of teaching personnel of preschool education with the experiment of Chen Heqin's Gu Lou Kindergarten and Tao Xingzhi's Yan Zi Ji Kindergarten in Nan Jing, and Zhang Xuemen's Normal School of Preschool Education in Bei Ping; the expansion of various preschool education researching units aiming at promoting the reform of preschool education.The third part analyzes the achievements and shortcomings of this reform of preschool education. The achievements of the preschool education reform in this period are obvious. In theory, the scientific and democratic opinions of children and the relationship of teachers and students were formed, the opinion of curriculum based on the children's life and experiences was established, and the methodology of the Unity of Teaching, Learning and Practicing was carried out; in curriculum, the Standard of Preschool Education Curriculum was promulgated; in teachingpersonnel, the localization process of Chinese preschool teaching capital was compelled, the preschool teaching personnel was strengthened, and the attention of the government's cultivation of preschool teaching personnel was emphasized; in scale, the number of kindergartens were increased greatly nation wide. Meanwhile, there were some shortcomings. For example, the model of curriculum organization was too simplified; the lack of comparatively loose circumstances of reform; the unbalanced development of preschool education.The last part provides the conclusion, which explores the enlightenment function to present society through the analysis of the experiences and lessons of the preschool education in the 20s and 30s last century. As to the experiences, it includes the spirits of combining theories with practice; humanistic spirit of loving and respecting children; the historical responsibility of devoting to the educational undertaking and so on. As to the lessons, it includes the unsuccessful effects of the preschool education reform because of the inadequate participation of the government. These experiences and lessons have positive enlightenment significance to improving the educational level of preschool, and solving the educational problems of remaining children in countryside and the children of migrant workers.