Study On English Teaching In Chinese Middle Schools In The1920s And30s

In the process of integration in the world and economic globalization,our country trade with other countries around the world frequently day by day.The economic and social development have become increasingly international.English as an international language, it is the bridge of our countrycommunicates with the world and it has played a very important role on ourcountry’s economic and social development. Therefore, China should stillinsist on the importance of English learning. Middle school is the criticalperiod in students’ English learning career, our country should make greatefforts to strengthen the reform of middle school English teaching, in order tomeet the social needs in the time.English language teaching in China has a long history, it has a history ofmore than150years from Peking Tongwen College established in1862. Thehistory of the English language teaching in middle school also has110years.The development path of English language teaching in middle school is verylong and winding. Compared with today, there are some similarities on thehistorical and cultural background of middle school English teaching and itsproblems in the1920s and30s (1922-1937). This period is the very importantdevelopment stage in the history of the English language teaching in middleschool. After it experienced three historical stages: the embryoticing stage inthe middle and late of the19th, the formal establishment stage in the late QingDynasty, and then to the primary development stage in the early period of theRepublic of China. It bascially has completed to change fromnon-normalization to normalization, and from tradition to modernization. In1920s and30s, the status of the English language teaching in middle schoolwhich was under the jurisdiction of the national government has already been stable. Its teaching system has been basically setted. This period is thecomprehensive development stage of the English language teaching in middleschool. During the period, the English language teaching in middle school hada steady development on formulating curriculum standards, compilingteaching material, reforming teaching method, construction of the teachersand so on. It had tended to be more systematize and scientific in the constantexploration and reform.This paper mainly use document analysis metod, comparative methodand chart method. Taking the Education magazine which has the largest scaleand most influence in the Republic of China era as the point of contact. Thispaper synthetically use the subject theories of education, history of education,curriculum and teaching theory, linguistics and so on. It takes thedevelopment of the English language teaching in middle school in1920s and30s as the research object. The paper summarizes the regularity andcharacteristics after discussing it in detail, and then dig its historical value. Inorder to expect to achieve the goal of making the past serve the present andprovide certain reference for today’s English foundation education coursereform.The paper is divided into five parts. The first part is the introduction. Itintroduces the reason of selectting topic and the significance of the research,literature review, the purpose and the object of the research, the ideas andmethods of research.The second part briefly reviews the developmenthistory of the English language teaching in middle school from the opium warto the early republic of China. This period of history is divided into threestages: the middle and late of the19th century, the late qing dynasty and earlyrepublic of China. The development status of each historical period with briefintroduction. It reviews the tortuous history of the English language teachingin middle school from embryoticing to establish, and then to the preliminarydevelopment. As to bed for discussing the situation of the English languageteaching in middle school in1920s an30s. The third part is the focus of thispaper. It mainly combined with the Eeducation magazine to detailedly discusses the situation of the English language teaching in middle school in1920s an30s from four dimensions: the evolution of curriculum standards,compiling teaching material, reforming teaching method, situation of theteachers. After making a detailed discussion on the English teaching situationin middle school of the period, the fourth part takes a systematic evaluationabout it. This part summarizes the basic characteristics, existing problems andcauses of the period. The Fifth part on the basis of summarizing the historicalexperience and lessons, advantages and disadvantages, it explores the inherentlaw under its presentation. And then this paper discusses the enlightenmentsignificance for today’s English language teaching in middle school in ourcountry.