| After the implementation of the "new school system" in 1922,China’s normal education fell into a low ebb,and after the outbreak of the War of Resistance Against Japan,it was crazily damaged by the Japanese aggressors.Around 1937,the educational community reexamined and reflected on the important value of teacher education,and the call for "good teachers to save the country" gradually rose,directly promoting the revival of teacher education.During the period of the Comprehensive Anti Japanese War,due to the strategic needs of developing and consolidating the border areas,cultivating the consciousness of the Chinese nation and the concept of the country,the border education based on ethnic minority areas also received unprecedented attention,and the national border normal schools with the dual characteristics of "normal" and "border" education emerged as the times require.From 1939 to 1947,the Ministry of Education of the National Government established a total of 13 national border normal schools in the border areas,making unique contributions to training primary education teachers in the border areas,tutoring social education,and promoting the development of education and various social undertakings in the border areas.Based on this,this study adopts the literature research method and comparative research method.Taking the national border normal schools as the research object,based on existing research,it examines their founding origin,founding process,management profile,school running characteristics,and historical impact,in order to more comprehensively understand the historical overview of the development of national border normal schools in the late Republic of China,and provide reference for the current research and reform of ethnic education.The establishment and development of the national border normal school has undergone a relatively long process,and its composition is also quite complex.From the founding time of the school,from the establishment of the National Southwest Normal School in September 1939 to the establishment of the National Tianshan Normal School in November 1947,a total of 13 national border divisions were established,lasting for more than eight years.The overall development has experienced three stages: initial formation,gradual enrichment,and expansion after the war.From the perspective of the foundation of the school,there are not only completely new ones,but also ones that have been restructured from the border branch of the Central Political School or the provincial rural normal school,and those that have been converted from the branch schools of other national border teachers to independent ones.From the perspective of subsequent development,all of them were permanently stationed in minority areas in the western region after the establishment of the school.Later,some were adjusted to ordinary middle schools,and some were upgraded to higher education institutions.During the Republican period,the reason why the National Frontier Normal School was established and developed was derived from the dual needs of China’s teacher education and frontier education development during the All-out War of Resistance Against Japanese Aggression.First of all,China’s teacher education fell into a low level after the implementation of the "new academic system" in 1922,and suffered the crazy destruction of the Japanese invaders after the outbreak of the Anti-Japanese War.Around 1937,the education circles re-examined and reflected on the important value of teacher education,and the call for "good teachers to save the country" gradually increased,which directly promoted the revival of teacher education.In addition,out of the strategic need to develop and consolidate the frontiers and cultivate the consciousness of the Chinese nation and the concept of the state during the All-out War of Resistance Against Japanese Aggression,frontier education based on ethnic minority areas also received unprecedented attention,and the National Frontier Normal School,which had the dual characteristics of "teacher" and "frontier" education,came into being.From the establishment of the first National Southwest Normal School to the completion of the last National Tianshan Normal School,it took almost nine years,and the establishment of the National Frontier Normal School went through three stages: September 1939 to August 1941 was the initial system stage,and there were 6 national border teachers in this stage,namely the National Southwest Normal School,the National Guizhou Normal School,the National Northwest Normal School,the National Kangding Normal School,National Xining Normal School,National Suzhou Normal School.From October 1941 to February 1945,there were four national border teachers,namely the National Dali Normal School,the National Lijiang Normal School,the National Suining Normal School,and the National Ba’an Normal School.From September 1946 to November 1947,there were three national border teachers,namely the National Remon Normal School,the National Chamun Normal School and the National Tianshan Normal School.So far,the National Government Ministry of Education in the border areas set up the National Frontier Normal School all completed,a total of 13,the first ten schools in the Anti-Japanese War period completed,these schools after the victory of the Anti-Japanese War all retained in the west and continued to use the state,the latter three schools were newly established after the end of the Anti-Japanese War,they were created to train border teachers,develop the cause of side teaching,after the founding of New China,some schools for various reasons merged into middle schools or upgraded to junior colleges,continue to use today,is of great significance.The National Frontier Normal School has the dual characteristics of "teacher" and "frontier",so its handling is carried out under the unified requirements of the National Government to promote the development of teacher education,but it is not a copy or simple copy of ordinary normal schools,but is based on the actual situation of border areas,which has both the commonality of ordinary normal schools and the personality of border areas.For example,in terms of organizational structure,according to the unified system regulations handled by secondary normal schools at that time,and adjusted accordingly in combination with the school’s own school-running environment and school-running needs,a relatively complete organizational structure was formed;In terms of teacher management,the source of teaching staff is both designated by the Ministry of Education of the National Government and hired by the principal of the school,and the treatment enjoys the double treatment of teachers of normal schools and teachers of border normal schools;In terms of student management,it also fully has the dual characteristics of "teacher" and "frontier".From the name of the National Frontier Normal School,it covers the three keywords of "state","frontier" and "teacher",and these three words correspond to the characteristics of such schools at different levels,which not only highlights the school-running orientation of teacher training,reflects the characteristics of school-running based on frontiers,but also highlights the nature of national schools.Through the training objectives,curriculum structure and curriculum content of border middle schools,border vocational schools and national border teachers’ schools,the school-running orientation of national border teacher training is highlighted.Through the selection of school sites,training orientation and educational content of the National Border Teachers and National Normal Schools,the characteristics of the national border teachers based on the frontier are reflected;Through the comparison of the differences in management system and funding between the national border division and the provincial and county border teachers,the nature of the national border division is highlighted.The establishment of the National Frontier Normal School had a lot of positive effects on the development of education and society in the frontier areas at that time.First,it has trained a large number of basic education teachers and various talents for the border areas.The second is to promote the overall development of education in the border areas.Third,promote the construction of various social undertakings in the border areas.Of course,due to the lack of the era environment and management system,there have also been some problems in the process of running national border normal schools,but this cannot erase their historical contributions to the development of border education,even in modern China’s normal education. |
