Study On Cultivation Of Vocational Education Teacher Resources Of Republic Of China(1912-1937)

Promoting prosperity of our nation must first strengthen the construction of faculty staff.And teachers are the mother of all education.Nowadays,it is the key point to build a high-quality,competent teaching staff for developing and reforming vocational education.However,in the face of the reality,there are many problems in the cultivation of vocational education teacher resources,such as insufficient quantity,low quality,and imperfect training system,which have become a major bottleneck hindering the development of vocational education.Retrospecting the history and status of vocational education teacher training in the Republic of China,we can not only trace the origin of the problems of teacher training from a historical perspective,but also provide some experiences for contemporary teacher team construction of vocational education.During the period of the late Qing Dynasty and the Republic of China,the cultivation of vocational education teacher resources was at a preliminary stage.The government and people from all walks of life recognized the importance of teacher resources while advocating vocational education.They promulgated a series of policies,encouraged all provinces to establish institutions for training teachers actively,and cultivated them independently.Thus,the teacher training of vocational education experienced a process from scratch to emergence,from hiring foreign teachers to self-cultivating teachers in China.Through the use of literature research,historical research and comparative research methods,this paper clarifies the evolution of the teachers' training policies from 1912 to 1937,makes a deep analysis on the specific situation,and summarizes characteristics and problems of vocational education teacher training in this period,so as to provide the meaningful reference for current vocational education teacher training.The article mainly includes four parts,which are shown as follows.The first part is the analysis of the evolution of vocational education teacher training policies from 1912 to 1937 from the macro perspective.By analyzing the development ofvocational education and the political,economic and cultural conditions at that time,the paper points out the background of the teachers' training policies of vocational education,discusses it's rationality and practicability,and makes clear the situation of the slow development of the teaching staff.The second part is the analysis of the specific situation of vocational education teacher training in this period from the micro perspective.At first,this thesis analyzes and compares the principle,admission qualification and curriculum provision of the teacher training institutions of vocational education,and concludes that the teacher training institutions have undergone changes for three times.Next,it discusses the evolution process of the standards of vocational education teacher training.What's more,this part sorts out teachers of vocational education and makes a further consideration on how to cultivate different kinds of teachers of vocational education in the Republic of China.The third part is the discussion of the characteristics and problems of vocational education teacher training in this period.The paper summarizes the characteristics from four parts,namely the value orientation of vocational education teacher policies,teacher training system,teacher structure and teacher training theory research.And then,it points out various problems,such as the difficulty in balancing academic qualifications and professional experiences,the lack of specialized educational institutions,and the frequent turnover of teachers.The fourth part is the analysis of the modern enlightenment of vocational education teacher training of the Republic of China.On the basis of the introduction to the current situation as well as the existed problems of the teacher construction of vocational education,this thesis learns experiences from vocational education teacher training of the Republic of China,and makes some meaningful suggestions for contemporary vocational education teacher training.