History Of Education In China Research Articles

What Makes a Teacher: Insights from the Traditional Secondary Normal School Training System for Contemporary Teacher Education

The Secondary Normal School training system (Zhongshi) marked a monumental achievement in the history of education in China. At no other time have so many highly intelligent and capable teachers committed themselves to laying a foundation for the countrys future in remote and underdeveloped areas. Although the Secondary Normal School system is now a part of history, its legacy and contributions remain valuable lessons for today. This article identifies challenges currently faced in teacher education and explores the lasting value of the Secondary Normal School tradition. It emphasizes a strong teacher-centered culture, advocates for teachers to lead by example, and underscores the importance of rigorous, effective practical training. Drawing on the Secondary Normal School experience, this paper recommends that contemporary teacher education should prioritize professional modeling, foster collective teacher exemplars, and enhance practicum and hands-on training components.

The academic discipline of history of education in China

ABSTRACT From the beginning of the twentieth century to the present, the development of the history of education in China can be divided into four stages: a budding period, one of tortuous development, a recovery stage and finally one of stable growth influenced by various ideas and themes from other countries. Abundant academic areas and topics as well as a diversity of research methods have shaped this discipline and borne remarkable academic fruit while pursuing Chinese features in discipline-building. However, such problems as crisis in the discipline, discipline categorisation and the gap between academic values and practical applications of the research outcome are prominent issues with which researchers in history of education in China need to grapple. In the future, studies of educational historiography, the enrichment of historical materials, the proper treatment of interdisciplinary research and the internationalisation of the discipline need to be further worked on in order to advance the field.

Reflections on Teaching and Learning in Southwest Associated University

As a miracle in the history of education in China and even in the world, Southwest Associated University has far-reaching influence on its spiritual connotation and educational model. Southwest Associated University has experienced the baptism of war, but it still cultivated many talents and masters for China. In the process of running a school in Southwest Associated University, the school has a clear purpose of running a school, a variety of teaching styles, a high degree of academic freedom, innovation and pragmatism. And students can combine work, study and research, learn from each other, and have an excellent learning atmosphere. Today's education in China needs to learn the spirit of Southwest Associated University, including education model, teaching style, free spirit and so on. Based on the exploration and thinking of "teaching and learning" of Southwest Associated University, this paper puts forward some opinions on the improvement of current education model and the inheritance of education concept. The three most important points are the unity of education and education, the inheritance of educational concepts, and the call for freedom. More importantly, we need to learn from Southwest Associated University to keep up with the social trend, to cultivate people who really need it and a long-term educational vision for the society. This paper hope that we can develop today's education by learning from the education of Southwest Associated University.

Reimagining Christian Higher Education in China Today

This article focuses on the history of Christian higher education in China as a case study, building upon the work of scholars who have been seeking to better understand the identity and distinguishing marks of Christian higher education in a variety of settings worldwide. Although there had been 13 Christian colleges and universities in China before the Communist rule in 1949, such institutions had totally disappeared from China during the early 1950s, only to be revived to a limited extent three decades later due to a resurgence of the study of the history of Christian colleges in the 1980s. As one manifestation of the renewed interest in Christian higher education, in 2014 Yenching University Alumni Association celebrated the 95th anniversary of the founding of Yenching University in Beijing. This indication of interest reflects a new form of Christian presence in higher education in China that is quite different from elsewhere. In this article, the author describes some of the activities taking place over the past three decades in China that merit scholarly attention more broadly.

Photogrammetry education for multidisciplinary geomatics in China

After briefly reviews the history of photogrammetry education in China, the development of undergraduate and graduate program, and the corresponding curricula design are analyzed by use of the data from Wuhan University in which the photogrammetry is awarded as the state-level key discipline. The academic educational program of photogrammetry in universities has trained students to perform tasks in all fields of the photogrammetric profession. In recent years, the nature of photogrammetry is changing and multidisciplinary geomatics are developing very rapidly, the educational program of photogrammetry has also changed in new concepts and structures to adapt very new technologies and the extension of the field. Finally, the prospect of photogrammetry education for the requirements of multidisciplinary geomatics is proposed. The growing interest in fast and accurate 3D spatial data collection (such as city modeling and digital earth) results in the increasing need of photogrammetry as principal tool, photogrammetric courses are therefore requested to be up-to-date and to become one kind of the fundamental professional courses for university geomatics and remote sensing degree programs.

China’s higher education under reform

Describes the programme of reconstructing higher education which is currently under way in China. Outlines the history of formal education in China from the beginning of the twentieth century and explains the national system of administration of higher education. Sets out ten major aspects in which Chinese higher education has to be reformed in order to meet the demands of the twenty‐first century

Professor Qian Jiaju Makes a Strong and Vocal Appeal for More Investment in Mandatory Education: "Basic Education Is More Basic a Construction than Basic Construction"

(The promulgation of the Compulsory Education Law is certainly a major event to be celebrated in the history of education in China; however, the law has come more than a hundred years after being promulgated in the United States, Japan, and some other countries in the world. This has brought us a sense of urgency as well as difficulty regarding the law. At present, the educational budget in the countries around the world in general occupies about 6 to 7 percent of the respective country's national income, whereas in our country it is under 3 percent. There is a large increase in the educational budget in the Seventh Five-Year Plan, to be sure; however, little of that is concreted to the point of actually improving the situation in regard to basic education. Unless there are concrete and specific material guarantees, the project to implement mandatory education is likely to become a disappointing failure.)

Sex Education in Mainland China

Abstract During four decades of Communist rule, China has moved from a policy of regarding sex education as an indicator of western bourgeois decadence to establishing it as a high priority in national policy. This article gives a brief overview of the history of sex education in China from 1949 to 1988, outlines reasons for the many changes, and lists various texts that have been used.

Rural Education and Economic Development in China, Mexico, Japan, and the United States

It is an old and widely held belief that education can contribute to economic development, but neither educators nor economists have a recognized theory of how it happens. Educators' expertise in curriculum development does not prepare them to identify types of education that will promote economic development, while economists' expertise in price theory has been less useful than many expected. Despite considerable refinement of their measures of the economic value of educational resources,1 economists are unable to advise educational policymakers reliably on how to change low-productivity communities into high-productivity ones. This article suggests that another kind of economic expertise-the theory of the effects of technology on institutions-can show educational policymakers how to contribute to economic development.2 It presents a fragment of a research project showing the economic function of education to be the transmission of technologically relevant skills. It uses the history of rural education in China, Mexico, Japan, and the United States to demonstrate that technologically appropriate curricula are a necessary part of development policy. Absence of discussion of existing conditions and obstacles to development reflects this intent and is not evidence of my ignorance of them. Technology is the total stock of human know-how that is applicable to physical phenomena. It is operational scientific knowledge, the body of techniques and tools capable of producing real income. It has grown cumulatively throughout human history and is clearly a continuing factor in human experience. Every community must apply some fraction of this stock to survive, while it must borrow or improve such know-how in order to develop.