A Study On The Professional Autonomy Of Middle School Teachers In The Early Period Of The Republic Of China(1912-1927)

Modern education emphasizes "people-oriented" and "student-oriented".This educational concept attaches great importance to students' subjectivity in the process of education.The teacher is also the subject of education.However,People only consider the objective value of teachers and lack the ontological care for teachers.At present,teachers' professional autonomy has been squeezed to a certain extent.Therefore,school education urgently needs to endow teachers with greater autonomy in education,so as to release teachers' educational vitality.On the contrary,middle school teachers in the early period of the Republic of China had relatively large professional autonomy in educational activities.This can provide a historical perspective for the current reform of school education in China.From the perspective of the acquisition and development of middle school teachers' professional autonomy in the early period of the Republic of China,it mainly relies on the support of four "forces" or factors.Firstly,local-based secondary school teachers are influenced by the traditional "teacher respect" idea and the free education mode from the West.Secondly,the turbulent political environment has led to frequent changes in the official education sector,and many changes have taken place in the purpose of education.The government's influence on education has been reduced.Thirdly,the economy is depressed,the government misappropriates educational funds,and teachers' salaries can't be guaranteed.Fourthly,active non-governmental educational organizations and private schools support secondary education.Under the influence of these four factors,middle school teachers carry out the practice of professional autonomy in educational activities.In the early period of the Republic of China,middle school teachers mainly carried out the practice of professional autonomy from five aspects.Firstly,due to the loose access threshold for teachers and the decentralization of school organizational power,middle school teachers enjoy the autonomy of discipline.Secondly,the official curriculum text has the characteristics of fuzziness,which makes middle school teachers have the right to choose courses freely.Thirdly,the management of textbook examination and approval is relatively loose,which gives middle school teachers the right to choose textbooks freely in educational activities.Fourthly,middle school teachers reflect on traditional teaching methods independently,imitate the new teaching methods of experimenting with the West,and actively explore innovative and localized teaching methods.Fifthly,the right of national education examination has been lowered.Schools have the power of education examination.Schools give power to teachers,so middle school teachers enjoy a high right of evaluation of educational examinations.From the practice of middle school teachers' professional autonomy in the early period of the Republic of China,there are three main characteristics:First,the source of professional autonomy of middle school teachers in the early period of the Republic of China is mainly external endowment.Secondly,in the process of using professional autonomy,middle school teachers mainly rely on their own knowledge background to make subjective decisions.Thirdly,the professional autonomy of middle school teachers in the early period of the Republic of China shows the characteristics of continuous development and expansion.Through historical reflection,it was found that the practice of middle school teachers' professional autonomy in the early period of the Republic of China had an important impact on education.Firstly,the practice of middle school teachers' professional autonomy gives full play to the main role of teachers and improves the generation of teachers' creative wisdom.Secondly,the professional autonomy of middle school teachers is conducive to teaching students in accordance with their aptitude and cultivating students' personality.Thirdly,the practice of middle school teachers' professional autonomy enriches the theory of teachers' professional development.Fourthly,the system of professional autonomy of middle school teachers in the early period of the Republic of China needs to be strengthened.At present,we must reflect on our experience and lessons.Firstly,in terms of teachers' empowerment,the government and educational management departments should grasp the criteria well,neither overkill nor relax them too much.Secondly,under the power,we must strengthen the awakening of teachers' professional autonomy consciousness.We must strengthen teachers' professional competence through professional organization training,strengthen the guidance of teachers' professional autonomy,and reduce non-professional groups' interference in teachers' professional autonomy.Thirdly,teachers must deal with the relationship between teaching and educating.Teachers should give consideration to both teaching and educating people in the process of Education.Teachers' professional autonomy is not only reflected in teachers' autonomous grasp of curriculum knowledge,but more importantly,teachers should become an important companion of the educated.In the process of their growth,depending on personal experience,they can independently grasp the behavior of the educated and carry out appropriate education to promote them to become real people.