Research On Middle School History Education Thought During The Republic Of China

The period of the Republic of China was an important period for the transformation of Chinese society.The history education of modern Chinese middle schools was also an important part of this transformation.In the process of transformation,many historians and educators began to think about and explore a series of issues such as the goals,methods,and evaluations of middle school history education,and formed a middle school history education thought with the characteristics of the times.The evolution of this idea and its achievements still have a strong guiding significance and reference value for the development of the history education in middle school.The history education of the middle school in the Republic of China was born out of the historical education reform in the late Qing Dynasty.From 1902 to 1904,the school system established the discipline form of Chinese historical education.However,the guiding ideology of historical education is the traditional model of loyalty and morality,and it can not meet the needs of the modem transformation of historical education.After the establishment of the Republic of China,the middle school history education inherited the achievements of the education reform in the late Qing Dynasty in terms of subject form and curriculun setting,but the history education thought had made great breakthroughs.The development of historical education thought in the period of the republie of China generally experieneed different stages and forms such as "National Education revolution"," Three Principles of the People" and "New democracy",which reflected the crease of historical education thought in the times.Due to the important role of middle school history education in national education,many historians and educators paid attention to middle school history education and formed a unique middle school history education thought.The middle schools historical education thoughts of nationalist represented by Chen Xunci,Zheng Hesheng,and Qi Fenglin.They emphasized the use of middle school history education as a platform for spreading Chinese culture,strengthening national spirit,and building national self-esteem and self-esteem;The middle schools historical education thoughts of Culturalism represented by Chen Hengzhe and Liang Yuandong.They realized the radical and narrow weaknesses of nationalist ideology so advocated transcending the borders of races and countries,and taking human culture as a whole,starting from the construction and continuation of civilization,and promoting the purpose of peace,openness and inclusiveness in secondary school history education;The middle school historical education thought of cosmopolitan represented by Li Yufei and Mu Zhefu.They focused on the role of middle school history education in training studenls' national spirit,cultivating students' patriotic feelings,and establishing self-esteem and self-confidence.At the same time,it emphasized the equality of all nations in the world.Without judging the merits and demerits,it was advocated that while building national self-esteem,we must also establish empathy,show respect for other ethnic groups,and establish the principle of universalism.Influenced by the different historical education thoughts of middle schools,the practice of compiling historical textbooks,teaching methods,teaching evaluation and other aspects of middle school history in the period of the Republic of China also showed stage characteristics.At the beginning of the history of middle school history education,the reformists mainly guided the practice of middle school history teaching based on the Chinese essence and Western utility.The self-compiled history textbooks of this period were full of contents such as loyalty,respect,patriotism,and reality.The teaching method used Dalton laboratory plan and built the construction of a detailed modern examination system.After the Revolution of 1911,the National Government carried out in-depth reforms and cleansing of education,banned the general history textbooks of the late Qing Dynasty,tried to apply various teaching methods,and strengthened the examination system to improve the quality of teaching.After the establishment of the Nanjing National Govern?ent,the thought of middle school historical education in the Three Principles of the People became the fundamental purpose of guiding education.In order to achieve strict control over education,the Ministry of Education formulated a strict textbook censorship system on the one hand,and adopted the Three People's Principles as the core idea of historical textbooks.On the other hand,a unified national examination system has been established to take the examination right to the center.In the teaching methods,the Dalton's system and the elicitation teaching method were promoted,but they eventually went bankrupt because of the incompatibility with the national conditions.During this period,the level of secondary school history education also fell to the bottom.While the thought of historical education of the Three People's Principles was frustrated,the thought of middle schools historical education in new-democratic which was in revolutionary base areas matured and a complete system was formed.Under its guidance,the middle school selected the history textbooks which was used during the National Revolution.At the same time,the "Liberation Daily" and the Communist Party documents were used as teaching materials combined with history teaching.Heuristic teaching was vigorously promoted in teaching methods and achieved good results.The middle school historical education thought of the new-democratic has been absorbed and borrowed by the education departments and schools everywhere.Combined with the theory and method of psychology and education,the content and proposition strategies of the exam questions are gradually developing in an objective,scientific and comprehensive direction.Through the combing and exploration of the history education thoughts of the middle school in the Republic of China,we can know that the standards of the new middle school history curriculum and textbooks must conform to the needs of today's social development for compound and innovative talents,and at the same time cannot violate the basic laws of education the development of young peopled physical and mental.Since historical education is an important way to shape the spiritual qiaality and healthy personality of young people,it is necessary to pay attention to the cultivation of patriotism,independence,equality and freedom in the practice of middle school history education.In addition,the current education reform of middle school history should also strengthen the construction of teaching aids system,establish the concept of combining teaching materials with social needs and people's life.Histoiy teachers need to establish a career attitude of life-long learning and development.The education department should also provide high-quality professional training for in-service teachers as much as possible,and continuously promote the professional quality of the teachers.Besides the role of educational evaluation also can't be ignored.In view of the shortcomings of the current academic evaluation method based on examinations,it is necessary to establish a scientific academic evaluation mechanism as soon as possible,and effectively promote the quality of education with multiple evaluation criteria,multi-dimensional evalxiation content and various evaluation forms.Improve and provide a basis for education reform.