The Research On Chinese Study Of Republican Masters In Their Childhood

Children are the discoverers and explorers in the world, and childhood is the eternal and spiritual home for each person. Childhood has important implications for personal growth on account of childhood’s richness in connotation, vitality in experience and permanency in influence. However, childhood is far away from our lives gradually in the field of education nowadays. To be specific, it reflects in three aspects which are lack of life experience for children in the teaching process, cultural colonization of adults and the tendency to develop“adult-like” language. This study summarizes the development of the views on children from historical perspective, which means a process from been ignored to been concerned for children. Republican-period is a time of renaissance of children’s consciousness. It clearly shows up in teaching practice of native language for the emphasis on children. It integrates children’s lives, children’s perspective and dignity of children into the schooling for advocating "Children’s Literature” and develops the central theme of mandarin courses in primary school.This study investigates mandarin and Chinese education in the different period of the Republic of China and reviews the stories of Masters’ childhood who lives in the specific period such as Shen Congwen, Liang Shiqiu, Lv Shuxiang, Xiao Jun, Bing Xin, Qian Zhongshu, Cao Yu, Ji Xianlin, Tsien Hsueshen, Xiao Hong, Qian Weichang, Nan Huan Jin,Zhou Ruchang, Eileen Chang, Wang Zengqi, Chen Ning Yang, London, Qian Menglong etc.The first-hand information of native language learning experience in the Masters’ childhood is gained mainly through referring to their works like memories or biography. Meanwhile, it explores the masters’ educational systems in their personal growth from three aspects which are enlightenment in family school, lessons and extracurricular experiences. The project can be preliminarily revealed that how masters’ Chinese learning in their childhood lays the local foundation for becoming masters, and the revelation of current curriculum reform can be inferred from the Chinese learning in the Republican-period. Preliminary conclusions of this study as follows.1. Co-exit and complementarity of curriculum content and traditional culture;2. Full respect for children’s lives and children’s psychology;3. Teachers contribute to the study and practice of Chinese learning with sense of mission.4. The teaching autonomy of teachers, learning freedom of students and flexible evaluation of educational system;5. It is coordinated each other between family education and school education, which generate an education resultant force.It has significant implications for current curriculum reform that the experience of“childhood and Chinese” in the period of the republic of China. For instance, it shows on paying attention to the value of typical Chinese teaching, introducing the experience of children’s lives, emphasizing on academic learning and sentiments of Chinese teachers,compiling textbooks which are full with childlike innocence and child’s taste and focusing on the coordination between family education and school education and so on.It is necessary that many problems in the development of Chinese education in Republican-period should be concerned. For instance, it is obvious that the low penetration of basic education, imperfections of schooling system, the existence of physical punishment on different levels and the uneven development of schooling level and so on. Therefore, it should be treated objectively for the gain and loss in the practice of education in Republican-period,to develop “childhood and Chinese” on the basis of the modernization of masters’ experience in the long run.