Study On Shu-tzu Siao’s Thoughts On Lectrifying Education

In the early of1920s, Electrifying education has begun in China, which has been morethan90years. In the short history for the subject, it has emerged many giants in the field ofelectrifying education. Recording their trace of life and summerizing their deep thoughts cannot only make the thoughts of the field richer, but also let the later study their spirit and gainmore implications from them, which can provide the reference and guidance for the future ofthe field.In the history of electrifying education, Shu-Tzu Siao must be mentioned, who is one ofthe explorer and founder of electrifying education in China, who has started the undertakingof electrifying education in China and effected the development of the field in his whole life.He has died, however, his briliant thoughts and great spirit even have played importantroles in the history of elecrtifying education in China. Based on sufficient first-hand factualdocuments and materials, with the use of methodologies, such as Literature Analysis andInformant Interview, the study explores the forming process of the thoughts of Shu-Tzu Siao,summarizes his life story and the contents of thoughts of Shu-Tzu Siao, reviews them anddiscusses the implications from the thoughts for the futrue of the field.The study is divided into five chapters. Chapter One is introductions, where the origins,values and the aims of the study are mentioned, the terminologies and methodologies areintroduced. Then, brief literature reviews are provided. Chapter Two summarizes the life storyof Shu-Tzu Siao, discusses the historical context, theoretical basis, practical foundation andlogic of thoughts of Shu-Tzu Siao. Chapter Three is the main body of the study, in which thestructure of thoughts of Shu-Tzu Siao is discussed. The structure is divided into theoryresearch, social activities, subject building on electrifying education in China. Chapter Fourdiscusses the characteristic and implications of thoughts of Shu-Tzu Siao. His insistence onthe learner-centred, progmatism education and road of electrifying education with Chinesecharacteristics are instructive for the field. The final part is the fifth chapter, which points thevalue and insufficiency of the study as a conclusion.