The Historical Study On Yunnan Missionary Girls’Education(1981-1949)

In the area of minority nationality where minority nationality was widespread, economy was relatively backward, society was closed, the practice of founding the missionary girls’education by the missionaries changed the minority nationality women’s education situation in modern Yunnan directly. It pioneered the girl’s school education in minority nationality areas.As an education institution which closely combining with religious, missionary schools advocated the equality between men and women, critic bad habits, took the free education, created minority languages, overcame the culture barrier and infiltrated into the minority society gradually.In minority areas, missionary girls’education went through the process of budding, developing, maturing and declining, the appearance and development of which has a positive effect on the development of women’s education and minority society, however, Christianity have dual social attributes as the religious organization and social public organization, the essence of Women’s church education is actually the tool that been used in invading China by the western powers, so that limits the development of local women’s education. Based on the above questions, this thesis try to sorting out and analyze the history guided by the theory of historical materialism, based on a vast amount of literature, from education, historical, sociology to. I hope that such a study could bring certain enlightenment and help for the girls’education in the areas of minority nationalities in the new era.This thesis can be divided into five parts to research Yunnan missionary girls’ education in-depth. The first part describes the rising background of missionary girls’education in minority nationality areas and analyses the reasons. The second part describes the development of missionary girls’education in this area, summarizes the achievements and characteristics in each stage. The third part dissects Characteristics of schooling through compare with the missionary girls’education in which the coast areas. The forth and the fifth part assesses objectively to the missionary girls’education of minority from both passiveness and activeness. On the base of history experience, the sixth part puts forward several suggestions, combining the actuality of recent female education development in order to offer some references.