The Research Of The Chinzation Of Teachers’Education In The1920S And The1930S

In the study of West experience and theory, systems and methods to develop the teacher education, modern china encountered the shortcomings of westernization, in order to seek a construction suitable for China’s teachers’ education, experts, academics and government carried on exploration with Chinese characteristics of the development of of teachers’ education.This thesis means to make a study on China’s response to teachers’ education under the influences from the foreign countries’ education. The main part of this thesis can be divided into three parts:the first part focuses on the birth of teachers’ education of Chinese characteristics. By combing the word "chinization" used by people in that era, the author give a definition of "chinization of teachers’ education":originated from the shortcomings resulting from the foreignization of chinese teachers’ education, it is a movement seeking for a suitable way of developing china’s teacher’s education. It not only made choices and digestion of foreign education, the experts also paid close attention to the movement of constructing the education of chinization. In the following part, the author makes a brief discussion of the development of teachers’ education from late Qing Dynasty to the establishment of The Public of China. The process can be divided into two phrases. The first one is the thorough introduction of foreign education, and the second one is the creation based on the imitation. Next the author will make the research on the foreignizaiton of teachers’ education and the proposal of teachers’ education of chinization. The author argues that the foreignizaiton of teachers’ education is manifested in three areas:the first one is the total copy without any determined goal; the second one is the separation from china’s reality; and the third one is "eight-part essay" of foreign education’s content. The chinizaion of teachers’ education also developes from the new education of chinizaiton to the teachers’ education of chinizaiton. The second chapter is mainly about the content of teachers’ education of chinization. By the discussion of the experts’ thoughts of teachers’ education of chinization, the author argues that teachers’ education of chinization raised by them is mainly based on the chinization of the guiding ideology, the enlargement of goal, the socialization of education, and the same importance of the training of professional knowledge, expertise and the culture of personality. The third part is mainly about the practice of of teachers’ education of chinization. In this part the author makes the study on the reforms of teachers’ education under the guide of the government. The reforms includes three parts: to determine the three people’s principles as the guiding ideology of the educaion; to reform the teachers’training systems; to enrich the content of teachers’ education and to enlarge the scope of teachers’ education.In the conclusion, the author makes a summary of the characteristics of the teachers’ education of chinzation in the1920s and the1930s. The characteristics include the coexistence of the wishes of chinization and the absorb of the western ideas; Teacher education as the fulcrum of social transformation; the gap between the idea and the practice of teachers’ education of chinization. Thus the author argues that there should be the awareness of the theories of teachers’ education of chinization; we should be brave to make exploration on the reality; and we should deal with relationship between china and the western and stick to the road of Chinese characteristics.