The Chinese Study Of Suzhou Middle School (1927-1931)

Suzhou middle school was established in 1927, because of carring out the university area system. The conent was reorganizing normal schools and in middle and primary schools. Wang Maozu has been the first President, who wanted to "academic" as the educational philosophy, in the meantime pushed through a series of reforms and experiments, Suzhou middle school always be walking in the forefront of The Times by attracting talent and improve equipments. The ability of Suzhou high school school was very strong, and cultivating a lot of outstanding talents. The success and achievement on teaching in Suzhou high school were famous in jiangnan area even in the whole country. And this thing has been thought a model of successful education. Wang Maozu had been at school for four years (1927-1931), whose life was immersed in studying. According to the education of Suzhou high school in this period, wecould find that education of the republic of China is a very important point. And education of the republic of China in Suzhou high school was not only a part of Chinese education, but also reflecting state of development in Chinese education.In this paper, I’ll use literature research methods to look for some materials about Chinese education when Suzhou Middle School was eatablished, read the full sets of Suzhou middle school magazines, find some books like the history or the memory of Suzhou middle school, analyze research works about people and events of Suzhou middle school from 1927 to 1931.and understand the research status of Suzhou middle school. On the foundation of previous research, I’ll try my best to study the Chinese education of Suzhou middle school between 1927 and 1931 that has not been touched widely and deeply.Chapter one is used to give a brief introduction of Suzhou middle school, the history of Chinese education, and the reason of the period of study that I have chosen. The second and the third chapter are the core of this paper. Quarter one in Chapter two is used to explain the ideas of running a school and the teaching resources there. Then we’ll feel the pictures of Chinese teaching at that time by memories of schoolmates on Quarter two. In addition, I have paid my attention to some research achievements by the way of studying articles about Chinese education of Suzhou middle school magazines on Quarter Three. Chapter three is to reoccur some education situation from 1927 to 1931 in Suzhou middle school as more as possible by accounting arrangements of Chinese education from the aspects of teaching administration, examination system, course standard, teaching aim, teaching material selection, teaching methods and academic research activities. The fourth chapter explored the education position and influence of Suzhou middle school in the republic of China and the enlightenment of the present middle school Chinese education. The fifth chapter described the teachers and students of the late development status and adopt the method of case analysis, which gave a clear feeling of teachers and students in 1927-1931.The epilogue part comb the Chinese education status and the context of suzhou middle school from 1927 to 1931, which provided the evidently influence in the republic of China of suzhou middle school for further exploration and the significance of the present Chinese teaching.