The Introduction And The Influences Of Soviet Union Pedagogy In China During The Second Half Of The20th Century

All the frustrated projects in China are restarted at the beginning of founding of P.R.C. But faced with the blockade and solitary policy that imperialist countries, we had to make the decision on studying Soviet Union. In this situation, Soviet Union Pedagogy introduction in china. Although Soviet Union collapsed, the Influence that Soviet Union Pedagogy exerted on China Pedagogy doesn’t disappear. Therefore, it is essential of systemically researching the introduction and influence of Soviet Union Pedagogy in China.The author considers the introduction of Soviet Union Pedagogy in China as a historical progress and lengthens that period until the second half of20th century.Focusing on the topic about the introduction of Soviet Union Pedagogy in China, the study applies the literature and history methods, then start-up time of Soviet Union Pedagogy’s introduction is explored, hisrorical phase is combed, general situation about the introduction of every educational subject is expounded, the influence that its introduction generates, and the inspiration that its introduction brings are revealed. In general, the whole study is divided into the six parts:Firstly, exploring the start-up time of its introduction. This part concretely explores the start-up time as a subject and other pedagogy.Secondly, organizing the progress of its introduction. The time of50years is divided into4phases, that is, Its introduction as a purpose of imitation (1950-1956); Its introduction as the purpose of Pedagogy "Chinization"(1957-1966); Its introduction as the purpose of criticism (1967-1978); Its introduction as a purpose of academic research (1979-2000). background, general situation, traits of its introduction are analyzed in detail.Thirdly, generaling situation of every educational subject’s introduction, which contains Pedagogy special subject, Pedagogy cross subjects, Pedagogy meta-subject.Forthly, about the influences that it introduction generates, including the positive and negative influences. The positives ones are listed below: establishes Marxism as a guiding position in the Chinese Pedagogy; Establish Marxism as a guiding position in the China’s Pedagogy; Affect subject system construction of China’s Pedagogy; Provide the reference mode for editing Pedagogy textbooks; Broaden the channels for using development results of Pedagogy for reference; Form the basic research mode of China Pedagogy.wsFifthly, revealing the inspirations that its introduction brings. Looking back the introduction of Soviet Union Pedagogy in China during the second half of the20th Century, we should pay attention:Its introduction should deal with the relationship between political ideology and academic; Its introduction should be combined with the research on foreign Pedagogy’s generation and development; Its introduction should be combined with the generation and development of foreign Pedagogy;Its introduction should be combined with the national tradition6.5Its introduction should be combined with the building of China Pedagogy.