Study On The Editing And Examining System Of Textbooks For Primary And Secondary Schools In Modern China

With the efforts of experts and scholars of several generations, encouraging achievements have been made in the research of China's modern education history. But compared with some neighboring areas, the historical research on China's primary and secondary school textbooks, especially the editing and examining system of textbooks remains to be rather weak. So far, no comprehensive study has ever been made in this aspect. Therefore, it is of great theoretical significance to comb as a whole the historical evolution of the development of the editing and examining system of primary and secondary school textbooks, analyze its basic elements and explore its causes, effects as well as the experience and lessons in its implementation. The results may enrich the research on China's history of modern education, textbooks and curriculum theory. Besides, the results may provide references and inspirations for deepening the reform of the current editing and examining system of our primary and secondary school textbooks. The thesis attempts to make a comprehensive study of the editing and examining system of primary and secondary schools textbooks in modern China, including its historical evolution, basic elements, formative reasons, and implementation effect as well as the references and inspirations. There are five chapters altogether.Chapter one is the introduction. It first defines the research topic, and then analyzes the research status, explains the significance of the study and describes the framework of research. Finally it discusses possible research breakthroughs.Chapter two combs the historical evolution of the editing and examining system of primary and secondary school textbooks in modern China. It divides the history into the following three periods:(1) from 1877 to 1897:free editing; (2) from 1898 to 1937:validation; (3) from 1937 to 1949:national examination.Chapter three introduces the basic elements of the system. It makes a survey and assessment from a pedagogical perspective of the basic elements of the system, including the editorial agency, the editorial staff, the editorial standards, the editorial process and editorial cycle.Chapter four explores the causes of the system. It makes sociologically an in-depth exploration of the system in three historical periods.Chapter five argues pedagogically the implementation effect of the system. It offers overall dialectical study of its references and inspiration as well as its practical lessons.In the final part of the thesis, the author makes a summary of the study, analyzes its limitations and points out the direction of future efforts.