1. Ideological trend of civilian education
2. Ideological trend of work-study education
3. Ideological trend of vocational education
4. Pragmatism education thought
5. Ideological trend of science education
6. Nationalist education thought
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The following is the specific content of educational thought:
1. Ideological trend of civilian education
Civilian education is the most influential educational trend of thought during the May 4th Movement. The early proletarian intellectuals played an extremely important role in the formation of the ideological trend of civilian education. 19 15 years, Chen Duxiu put forward the idea of "taking the people as the main body and ruling as the public servant" in the article "Today's Education Policy", thus establishing the principle of "people-oriented" in education, requiring all school educational institutions to be open to the whole people, so that "those who lead cars to sell pulp and children of the jar rope" can go to school to study. After the October Revolution in Russia, Li Dazhao put forward proletarian populism, or "pure populism", that is, to completely get rid of all privileged classes in politics, economy and society, and advocated that no matter who they are, they should unconditionally enjoy the equal right to education. 19 19 In March, Deng Zhongxia initiated and organized a lecture group on civilian education in Peking University, which was aimed at "enhancing civilian knowledge and arousing civilian consciousness" and "aiming at education popularization and equality". 19 19, 10 In June, under the influence of Dewey's lecture in China, some teachers and young students of Beijing Normal University organized a "Civic Education Society" with the purpose of researching, publicizing and implementing civic education, and founded a magazine "Civic Education", hoping to realize civic politics through civic education, and clearly put forward that civic education means "teaching everyone"
From 65438 to 0920, after Yan returned to China, large-scale literacy experiments were carried out in Shanghai, Changsha, Yantai, Hangzhou and Jiaxing, which caused a sensation. In August, a national conference on civilian education initiated by Zhu, Tao Xingzhi and Yan was held in Tsinghua University. The meeting decided to establish "China General Association for the Promotion of Civilian Education" in Beijing. Since then, the Federation has opened a large number of "civilian schools" in more than 20 provinces and cities across the country through local branches, set up many "civilian reading offices" and "civilian word inquiry offices", and set up radio stations, thus forming a massive civilian education movement. After 1925, the work of the flat church gradually moved to the countryside. /kloc-in the autumn of 0/929, the headquarters of Ping Church was also moved from Beijing to Dingxian County, Hebei Province. The civilian education movement was gradually replaced by the rural education movement.
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2. Ideological trend of work-study education
The ideological trend of work-study is also a popular educational ideological trend during the May 4th Movement. This trend of thought is closely related to materialism, pragmatism education, vocational education and civilian education. Its main feature is to emphasize the combination of education and productive labor in order to create a reasonable society and realize the pursuit of ideal social life. The basic connotation is: work-study program, work-study program, work-study program, work-study program combination, work-study program progress, work-study program cooperation, work-study program mutual assistance, hands-on thinking. The advocates of work-study education are also very complicated, including early bourgeois intellectuals, bourgeois educators, utopian socialists and anarchists. The work-study movement in France during the May 4th Movement pushed the ideological trend of work-study education to a climax. In the ideological trend of work-study education, some advanced young students regard work-study education as a way to realize an ideal society and actively organize work-study education groups to carry out experiments. 1965438+In February, 2009, some young students of Beijing Normal University initiated the organization of "Engineering Society", advocated "Engineering Doctrine", and advocated that "those who work must study and those who study must work." They think that study and work are indispensable activities in life, and there should be no distinction between high and low. They stressed that "work" should include physical labor and mental labor, and "learning" is to acquire knowledge of work, so work can not be separated from learning, and learning can not be separated from work. In order to publicize, study and practice engineering, the Engineering Society published the monthly magazine "Engineering", and established lithograph group, block printing group, photography group, typing group, engraving group and book and newspaper sales group. I plan to attend classes 24 hours a week, work 24 hours a week, and study by myself 12 hours. Due to the lack of school support, this project plan has not been realized.
19 19 At the end of this year, Wang Guangqi, a member of the China Juvenile Association, launched a "work-study mutual aid group" in Beijing, trying to realize the "integration of education and occupation" through "work-study", so as to realize the ideal society of "everyone working, everyone learning, from each according to his ability and getting what he needs". The work-study program mutual aid group tried a "new life" of "production". In the spirit of each according to his ability, members work more than four hours a day, and the work income belongs to the collective. Food, clothing, education, books and medical expenses necessary for members' life are provided by the group. Shortly after the establishment of the Beijing Work-study Mutual Aid Group, Wuchang, Shanghai, Nanjing, Tianjin, Guangzhou, Yangzhou and other places also initiated the establishment of work-study mutual aid groups or similar organizations. Although the work-study mutual aid group movement was a sensation, it was only a flash in the pan. Due to the sharp contradiction between the weak economic foundation of the group and the distribution according to needs, as well as the conflict between the individualism and liberalism of the members and the collectivism lifestyle, this work-study mutual aid life, which mixed utopian socialism, anarchism and new village socialism, soon declared bankruptcy.
Although all kinds of work-study programs during the May 4th Movement had their specific purposes, they all promoted the combination of education and productive labor, intellectuals and workers and peasants, and explored a new life and society through the work-study programs, which was of positive significance in the history of education in China.
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3. Ideological trend of vocational education
The ideological trend of vocational education evolved from materialism and pragmatism in the late Qing Dynasty and the early Republic of China. 19 1 1 year, Lu Feikui put forward in "The Order of World Education": "China should pay attention to national education, vocational education and talent education today", and thought that "the level of the people depends on national education; The shortage of the national economy and people's livelihood depends entirely on vocational education. " 19 13 published the article "Pay equal attention to talent education, vocational education and national education" in China Education, and put forward that "vocational education should focus on skills to make a living". This is China's vocational education thought in early modern times. Since 19 15, the National Federation of Education Societies has put forward many suggestions to promote vocational education. Most people who advocated pragmatic education in the early days turned to vocational education, and the trend of vocational education gradually formed. 19 15, Chen Duxiu listed "professionalism" as one of the four new educational policies in the article "Education Policy Today". 1965438+In September, 2006, Jiangsu Education Association took the lead in putting forward the Measures for the Implementation of Vocational Education and established the first provincial-level Vocational Education Research Association in China.
1965438+In May 2007, Huang Yanpei initiated the establishment of "China Vocational Education Society" with more than 40 people from education and business circles, and published the Declaration of China Vocational Education Society. Driven by this national organization, the trend of vocational education has spread rapidly in southeast, north, east and central China, affecting the whole country. Vocational education plays an important role in the "new academic system" promulgated by 1922. By the mid-1930s, the ideological trend of vocational education was gradually declining.
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4. Pragmatism education thought
This is a worldwide popular educational trend of thought, which rose in the United States from the end of 19 to the beginning of the 20th century, with many advocates, mainly represented by American educator Dewey. His pragmatic education theory was introduced by Cai Yuanpei and others in the early years of the Republic of China, and was recognized by the educational circles in China. 19 19, 1 In May, Dewey came to China to give lectures at the invitation of Peking University, China College and Jiangsu Education Society. He stayed in China for two years and two months, and traveled all over the north and south 14 provinces and cities, giving lectures for more than 200 times, and gave systematic academic lectures at Beijing Normal University and Nanjing Normal University. Dewey's previous speeches were published in newspapers in Beijing and Shanghai every day. The Beijing Morning Post published the first five times of Dewey's Seven Speeches in Beijing into Dewey's Five Speeches, and published more than a dozen editions in two years. Dewey's pragmatic educational thought is widely spread throughout the country. From September 19 19 to September 1925, Dewey came to China to give lectures as an opportunity, and the trend of pragmatic education reached its peak.
The rapid rise of pragmatism education in China is mainly because Dewey's theory is adapting to the objective needs of China's educational transformation in the 20th century. Dewey's "theory of omnipotence in education" further strengthened the "theory of saving the country through education" widely circulated by many educators in modern China. At the same time, his educational thoughts such as "education is life", "school is society", "children's center" and "learning by doing" were also very suitable for the educational reform of traditional education in China at that time. Pragmatic education thought objectively played a positive role in China's education reform at that time. This educational trend of thought has promoted the great changes in the educational concept of China's educational circles, and made a new rational thinking on the relationship between education and children, education and life, and education and society, so that China's education gradually got rid of the closed, rigid and formalistic traditional model and became a new education centered on children's development, facing social life and aiming at cultivating modern people. At the level of education system, China's modern school system was originally based on Japanese and German school systems, and then transplanted to the American school system. The new school system of 1922 clearly shows the traces of drawing lessons from the American school system and being influenced by Dewey's pragmatic education theory in form and content. In addition, the ideological trend of pragmatism education greatly promoted the reform of curriculum, teaching materials and teaching methods in China in the 1920s, and the experiments of curriculum, teaching materials and teaching methods were once popular. Various new teaching methods centered on children's activities in western progressive education, such as design teaching method, Dalton system, Winnat card system, Gray system, Dirkley teaching method, etc. , has been tried out and popularized in primary and secondary schools.
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5. Ideological trend of science education
The ideological trend of science education is a very popular new ideological trend during the May 4th Movement. Science education originated from western art education during the Westernization Movement, but western art education focused on imparting scientific knowledge and skills, ignoring the cultivation of scientific spirit and methods, and could not be regarded as real science education. Yan Fu, the master of enlightenment, initiated modern science education. Although Yan Fu did not explicitly put forward the word "scientific education", he expounded that scientific knowledge is the content of education, scientific attitude lies in doubt and caution, scientific method lies in discovering theorems and laws through repeated experiments, and scientific utility lies in distinguishing right from wrong, which opened the precedent of scientific education. 19 14 In June, Ren Hongjuan, Zhao Yuanren, Hu Mingfu and other scholars studying in the United States initiated the organization of "China Science Society" in the United States, and published Science magazine in June of 19 15 to advocate science education. Ren Hongjuan revealed the true meaning of "science education" in the article Science and Education, advocated linking science and education, and expounded the relationship between science education and life, science education and society, science education and literature, science education and aesthetics, and art, which laid the foundation for the rise of the trend of thought of science education. The May 4th New Culture Movement raised the banner of science and democracy. The ideological trend of science education has thus entered a new stage of development. At that time, the main schools advocating science education were: the Chinese Science Society, represented by Ren Hongjuan, advocated infiltrating scientific content, especially scientific methods and scientific spirit; Radical Democrats, represented by Chen Duxiu, take science as the weapon of ideological emancipation and advocate scientific enlightenment through cultural reflection; Positivism, represented by Hu Shi, advocates "bold assumption and careful verification" as an effective method to solve all academic and social problems. The upsurge of scientific education thoughts during the May 4th Movement was closely related to American pragmatic educators' giving lectures in China and advocating scientific education. After Dewey, Meng Lu, Tuishi and others were also invited to China to investigate and put forward many constructive suggestions to improve science education in primary and secondary schools, which injected a new warm current into the trend of thought of science education in China.
After the May 4th Movement, the focus of science education shifted to the cultivation of scientific spirit, and education was studied as a science, and the slogan of science education was put forward. Educational psychological measurement, intelligence test, educational statistics, academic investigation, etc. became very popular research methods in the field of education in the 1920s, and received extensive attention. Research and experiments on new teaching methods such as self-study counseling, group teaching and Montessori teaching have been carried out in primary and secondary schools. In institutions of higher learning, especially normal colleges, disciplines and majors for training educational professionals have been set up. The ideological trend of science education opened the atmosphere of educational science research and experiment in China in the 20th century.
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6. Nationalist education thought
Nationalist education thought prevailed in the mid-1920s, and it is a social ideological trend with bourgeois nationalism. This trend of thought sprouted in the military and national education in the late Qing Dynasty and the early Republic of China. 1In July, 907, Oriental Magazine published "Abandoning Populism and Nationalism" and strongly advocated nationalism. When discussing the educational policy in the early years of the Republic of China, some educators put forward a relatively nationalist educational view, arguing that education should be centered on the fundamental interests of the country, unify educational objectives, unify educational plans, unify administrative management, and unify school textbooks. After the First World War, people realized from the defeat of Germany that the "state first" nationalist education system went bankrupt, and the influence of the May 4th New Culture Movement's educational idea with the theme of promoting democracy and individual freedom, so the nationalist education thought was once silent.
After 1922, the trend of nationalist education rose again, with Ceng Qi, Zuo Shunsheng, Li Huang, Chen Qitian and Yu Jiaju as representatives, and vigorously advocated nationalist education. Most of his main viewpoints are based on patriotism, advocating the reform of the shortcomings of education at that time with the country as the center, in order to cultivate a sound personality, develop "* * *" and spirit, advocate equal educational opportunities and advocate popularization. In order to maintain the independence and unity of educational sovereignty, we should oppose any party's education, private, local, church and foreign colonial education, nationalize the right to education, and make education truly a cause of state management or supervision. Under the social background of despotism of domestic warlords, frequent wars, deepening aggression by foreign powers and serious national crisis, these views have won the hearts of educators. This trend of thought reached its peak in the period of 1924- 1925, which, to a certain extent, contributed to the movement to recover the right to education in the 1920s, and also contributed to the strengthening of national education and patriotic education in schools. 1927 after the founding of the Nanjing national government, the Kuomintang explicitly banned nationalism, and the trend of nationalist education was sluggish.