Modern Chinese Duplex Teaching

Multi-grade teaching, as a special teaching organizational form, has great significance towards the popularity and improvement of the education in the remote areas in our country. Therefore, to study the Multi-grade teaching thoroughly and systematically will undoubtedly help us grasp and understand the nature and regular patterns so as to provide some referential experience for the contemporary educational and teaching reform. For years, Multi-grade teaching has been recognized inadequately and paid insufficient attention. Thus, this paper firstly introduces the background information of the Multi-grade Teaching in China, and then analyzes its historical effects and contemporary values, and tries to demonstrate comprehensively the real features of Multi-grade teaching and gives Multi-grade teaching its deserved historical position.This paper is arranged into four chapters.In Chapterâ… , the background information of Multi-grade teaching in china is introduced. Firstly, as far as the political and economical background is concerned, after the Sino-Japanese War of 1894-1895, the Chinese education steps into the period of imitating the Japanese education, which serves as the political basis of Multi-grade teaching. Because of the financial shortage and the scarce educational funds at the end of Qing Dynasty, economic problem becomes a major barrier to the development of schools. Secondly, as for the educational situation at that time, the spread of educational reform at the end of Qing Dynasty, boosts the development of new schools, increases the demands of teachers. However, because of the late start of the Chinese normal education and the slow development, it fails to train such considerable teachers, so the scarcity of teachers restrains greatly the development of Chinese education. Meanwhile, the old-style private schools' transformation into new schools also needs a teaching form to bridge the two kinds of schools. Therefore, the Multi-grade teaching was introduced to China by the returned teacher training students from Japan.In Chapterâ…¡, the development of Multi-grade teaching in contemporary China is displayed. This study divides the Multi-grade teaching in contemporary China into four periods: the embryonic period (before 1909), the developing period (1909-1916), the stagnating period (1916-1930) and the reviving period (1930-1949). During the first period, the Multi-grade teaching seems to be same as the old-style private schools and is unworthy of the name, it is mainly nongovernmental. Since it lacks the scientific direction, a majority of teachers fails to grasp the main points of instruction and administration. During the second period, the Multi-grade Teaching becomes the chief teaching forms if the national elementary schools under the promotion of the folk and governmental force. In 1909, the Jiangsu Educational Federation sent some people to investigate the Multi-grade teaching in Japan. After return, they established the earliest Multi-grade teaching training institution in Shanghai. In 1911, the Imperial Educational Ministry of the Qing Dynasty began to popularize the Multi-grade teaching. Later, the provisional government of the Republic of China also extensively carried out this teaching. During the third period, As the amount of people who studied the Multi-grade teaching has reduced. The Multi-grade teaching could not be improved and began developed slowly. With the number of urban schools and the government increasing, the Multi-grade teaching has been reduced in urban. In addition, since the disadvantage of Multi-grade teaching has emerged. The new teaching methods were introduced in China. The researchers turned to start to pay attention to it, so the Multi-grade teaching tended to a slow pace of development. During the fourth period, Multi-grade teaching was revived and valued, and prospered. After the tangled warfare of the warlords, china collapsed completely. But the different warlord governments attached much importance to the development of education, and in order to popularize the education, the Nanjing National Government, the Chinese Soviet Government, the Regional Government of Shaanxi, Gansu and Ningxia also attached much importance to the popularization of Multi-grade teaching.In Chapterâ…¢, the features of Multi-grade teaching are analyzed. Analyzing from the contemporary feature of multi-grade teaching and the particular of teaching itself, and doing the preliminary analysis to the contemporary multi-grade teaching advantage of multi-grade teaching. It mainly has four advantages: cultivating students' cooperative abilities, benefiting their self-taught abilities, accommodating the mixed ability of students and the improvement of the teachers' qualities. In addition, Multi-grade teaching also has some inborn disadvantages and shortcomings, such as the teachers' heavy teaching burdens, the poor school conditions, the interference in the teaching process, and the obstruction of students' overall development, etc.In chapterâ…£, the historic significance and contemporary educational value of the Multi-grade teaching are generalized. The Multi-grade teaching has forcefully promoted the transformation of the old-style private schools into the new schools, and exerted active influence to the conversion of the traditional education into the modern education, made outstanding contribution for the further development and the constant popularity and improvement of Chinese contemporary education. Therefore, it still has considerable value and effect on the popularity, development and improvement of Chinese contemporary education.