Western Educational Theory In Modern Porting Applications And Realistic Thinking

The transplantation and application of western educational theories in modern China have greatly influenced the development of Chinese educational theories and the reform of the educational practice It is not only full of theoretical value but also of great significance to the present reform and development of Chinese education for us to retrospect and reflect the process of the transplantation and application of western educational theories in modern China so as to benefit from it and draw a lesson. This thesis is made up of four parts. The historical background is in the first part, in which the aim and the social, cultural and psychological background of transplantation and application of western educational theories the modern China are mainly analyzed so as to explain what effect it has on them. The process of transplantation and application is in the second part. In the part, the author gives a survey of the transplantation and application of western educational theories in China in each period. Between the late Ming and the early Qing dynasty ,western educational theories were first led into China by the missionaries in the Society of Jesus; After the Opium War( 1840-1 842),the theories were used first in missionary schools soon after they were introduced mainly by missionaries; After the Sino-Japanese War of 1894-1895, the Chinese widely learned the educational theories of the school of Herbert with the intermediary of Japan, which set off an upsurge of the transplantation and application of western educational theories in modern China; After the May 4th Movement(1919), Dewey arrival in China soon led to another climax of the transplantation and application pragmatism educational theories; In the 1930s, educationists such as Tao-Xingzhi began to think widely about the malpractices of the transplantation and application of western educational theories in modern China. Moreover, they preliminarily attempted to combine Chinese and western theories to push forward the localization of western educational theories. In the third part, according to the analysis above, the author has concluded the characteristics of the transplantation and application of western educational theories in modern China as follows: (1) Western educational theories are mainly more imitated and copied without choosing than used for reference to mix Chinese and western theories;(2) Quick success and instant benefit are searched;(3)The humanistic education is weakening and the scientific education is in the ascendant;(4)The traditional education is deep ooted, and the reform of education is in slow progress. In the last part, the author gives some advice on the reform and development of Chinese education: (1)The modernization of China lacks base because it begins with the material culture. However, the modernization of education should be developed first and The transplantation and application of western educational theories should obey and serve the aim of the development of the educational modernization;(2)Because of the differences of the educational concepts between the traditional culture and the modern education, the western educational theories growing in the foreign culture are unfit for the national conditions of China in some aspects. The nationalization of western educational theories should be combined with the reform of the Chinese traditional culture;(3) Dewey educational theory should be reappraised because of the traditional tendencies in the Chinese elementary education and the...