The Review And Reflection Of Marxist Philosophy Guiding Of Research On Chinese Education

In the late19th century and early20th century, Marxist philosophy was introduced into China. The100-year development process of research on Chinese education actually is a process of pursuing, applying and developing of Marxist philosophy on both theoretical level and practical level. However, as for the important topic Marxist philosophy guiding research on Chinese education, a profound demonstration on the theoretical level, systematic summary on historical level and effective exploration on application level are still scarce. Based on the above, the present study focuses on Marxist philosophy guiding research on Chinese education and applies literature and history methods. Specific guidance of Marxist philosophy on research on Chinese education is analyzed on the basis of research on development process of Marxist philosophy guiding research on Chinese education. Furthermore, reflection on the Marxist philosophy guiding research on Chinese education.The process of Marxist philosophy guiding research on Chinese education can be divided into six stages:embryonic stage (late19th century to1926); initial established stage (1927-1948); overall guidance stage (1949-1966); dogmatic guidance stage (1967-1976); re-established stage (1977-1984); expanded and deepened stage (1985to present).The specific guidance of Marxist philosophy guiding research on Chinese education are on the following levels:critical level, explanatory level, and methodology level.For develop Marxist philosophy guiding research on Chinese education, researchers on Chinese education need to improve consciousness, to promote the effectiveness, to enhance the maturity on Marxist philosophy guiding research on Chinese education and also to strengthen interaction between Marxist philosophy and research on Chinese education, which are the future trend of Marxist philosophy guiding research on Chinese education.