Contemporary Chinese Education The Dominant Value Orientation Visits And Reflection

After new China was established in 1949, the educational cause of our country has been developing at full speed and has achieved much success. But a lot of problems still existed in the realistic education. Many of these problems, whose origins lay in the value orientation of education, belonged to the field of educational value. Since the research on educational value orientation in our country begun from the eighties of last century, the scholars have proposed many penetrating and correct opinions as to this problem. However, there existed some deficiencies on the research, by which the objectivity of the research conclusions were influenced.The thesis proceeded with the concept of educational value, then sorted out the educational value theory progressively using the methods of analyzing, comparing, choosing and synthesizing etc Based on this, some new viewpoints were proposed about the educational value theory. Then, using the analytic approach of documents, the leading value orientation of contemporary Chinese education was analyzed from the two aspects of the policies for education task put forward by the government and the great educational actions, which were divided into three periods. The analytic result showed that the leading value orientation of contemporary Chinese education was social-instrumental orientation, which was reflected mainly in the education during the two periods of the early years after the foundation of our country and the years since the reform and opening-up.The thesis carried on deep introspection to the leading value orientation of the education in our country, pointed out its drawbacks and the educational problems caused by it Putting undue emphasis on the education's social-instrumental value was easy to leave the education losing its independence. The education oriented to social-instrumental value was the education of manpower but not the education of man. It ignored the students' study interests and their physical and psychological law of development, neglected their rights, needs and their individual character, etc. Finally, two practical suggestions were provided for the selection of the educational value in contemporary situations.