Research On The Controversy Of Production Education Thought In 1930s

In the 1930 s,China,which people's livelihood in decline and foreign powers invade was complicated.At case of this situation,Nanjing national government advocated production education from leaders to civilians.As a new thing,the emergence of production education has been become the object of discussion.The discussion mainly contained the origin of the term "production education".Someone believes it originated from China,while others thoughts it originated from abroad.However,no matter where the word "production education" comes from,the thoughts and practices of production education in European countries and Soviet Russia have influenced the theory of production education in China.With the advocacy of Nanjing National Government and the promotion of production education practice,the debate around production education is more violent.In the early 1930 s,the debate about production education as a new thing focused on the relationship between education and production,and whether China can implement production education.With the development of the practice of production education,1933-1936 was the climax of the debate on production education thoughts in 1930 s.At that time,people focused on the class nature of production education thoughts,the way to implement production education,the effect of production education and the relationship between production education and other similar education(Vocational Education,labor education,life education,people's livelihood education,etc.)To discuss.After 1937,under the influence of the current situation,there were fewer arguments about the production education thought from the theoretical level among the contemporaries.They paid attention to the implementation and supported the Anti Japanese war in an all-round way.In the process of debating the relevant issues in each stage,the government as one of the main body issues a series of laws and regulations to elaborate the production education,which also makes the production education enter the public vision;scholars with the largest number of participants have the most intense debate on the production education thought,first of all,they have different views and attitudes towards the government,or they agree or oppose;second,scholarsOn the basis of major newspapers and magazines,there are fierce debates on the issue of production and education,or direct criticism of other people's views by name,or elaboration of their own different views.In addition,the practitioners of front-line schools argue about the implementation effect of production education,or think it is effective,or think the implementation of production education has no real name.In a word,the number of people who participate in the ideological debate of production education is large and the views are complex.It is also the participation of many people that shows the urgent mood that people hope to increase production through the development of new production education and save the national crisis.From the whole period of the Republic of China,the climax of the debate on production education was the 1930 s,especially from 1933 to 1936.The ideological debate around production education shows the characteristics of multi-subjectivity,complexity of viewpoints,continuity of time,coexistence of consensus and emphasis on implementation.Such discussions promoted people's understanding of production education further clarified,which had an important influence on the education in China.That impact of china education is not the reflection just on traditional and foreign education,the influence of school practice,it aslo has an important impact on the change of the social psychology that the labor is more important than the labor.In addition,it is also of great significance for our education today to attach importance to the cultivation of children's cooperative morality in production and work and the cultivation of children's working spirit through labor practice.