Features Of China’s English Education In The Period From1902to1949and Its Enlightenments-an Ontological Perspective

From an ontological perspective, a research is conducted in the present thesison English education in China in the period from1902to1949, covering thepurpose, the object, the content, the function and the methods of English education.On the basis of an introduction to the features of English education in China in theperiod from1902to1949, the ontological implications on current China‘s Englisheducation are present in the corresponding aspects of purposes, functions, contentsand methods.The thesis is divided into six parts. In Chapter1, an introduction is given tothe purpose of the research, followed by explanations of the significance of theresearch. The organization of this thesis is also provided in this chapter. In Chapter2, the focus is on literature review about ontology, educational ontology andontology of English education used in the study. In Chapter3, the features ofEnglish education in the period from1902to1949are systematically presented. InChapter4, the discussion is on ontological problems of current China‘s Englisheducation. In Chapter5, suggestions are given on the rational and feasibledeveloping trends of English education in China. Chapter6is a conclusion of thewhole thesis.As is shown by evidence, English education in the period from1902to1949basically formed its own system and its own features. Firstly, general education isregarded as the guiding ideology of English education. Other features include: themulti-linear English educational system, the compilation of practical Englishtextbooks, the learned and professional teaching staff and systemic training of―theEnglish majors‖.English education in China as a whole is faced with the following ontological problems: irrational purposes, non-systematic and incomprehensive teachingmaterials, rigid and ineffective English teaching methodology, short of qualifiedand professional English teaching staff, and hidebound form and content ofEnglish examinations.On the basis of the analysis of features of English education in the specificperiod and problems of current China‘s English education, ontologicalenlightenments on current China‘s English education can be concluded reasonably.It is necessary to form hierarchical and comprehensive teaching objectives.Besides, the function of English education should be of great reality-related andcultural significance. During the teaching process, it is necessary to emphasizeboth language teaching and culture teaching, adjusted to diversified and usefulteaching materials. The learner-centered approach with effective and helpfulenvironment should be implied in English education. There is a need to strengthenthe construction of English faculty and maximize the advantages of native Englishteachers.The thesis intends to serve as an analysis of the existing problems in China‘sEnglish education, by offering ontological enlightenments on English educationfrom the brief review of English education in the period from1902to1949inChina.