The Transformation Of Chinese Adult Literacy Education

Adult literacy education is a kind of basic education which has been developed in china for about100years with tremendous contributions. However, Chinese adult literacy is facing the crisis of its development by the reduction of the illiterate in the21st century. Adult literacy education was equal to Chinese character-learning traditionally:many people thought that with the primary and secondary school expanding, adult literacy education would inevitably pass away. By discriminating the concepts of the adult literacy education, the author found that there existed huge difference between those concepts. That means the adult literacy education can not been recognized as a fixed or stationary issue, changing is a nature of it. So the author did research into it. unveiled the features of the illiterate, and the nature of the adult literacy education; analyzed the theoretic bases which including social transformation theory, lifelong education theory, critical educational theory and adult learning theory:made the definition of educational transformation and three kinds of adult literacy education modes, which one of them-the developing mode adult literacy education recognized as the future mode of the adult literacy education. Then the strategies would be discussed finally.The paper has six chapters; the main content of each chapter can be summarized as follows:Chapter one:the introduction. This chapter is preparing for the formal research works, firstly, it describes the three crisis in adult literacy education which consists of adult literacy education might be ended in history, adult literacy education lacks of theoretic direction, and adult literacy education face the greater challenges in practice. Secondly, the concepts of adult literacy education, transformation, sustainable development have been delivered. Thirdly, the theme is put out based on the analysis the related researches. Chapter two:the situation of adult literacy education and the requirements for the age. Based on the analysis of the educational statistics, we can figure out the reason behind it, find the requirements from the aunthority.Chapter three:the nature of developmental adult literacy education. Illiteracy is actually a lack of knowledge of the state, this state also has relative criteria, or in a different region and cultures the states have different criteria. With the state changing, the concept of state changes, and these changes also affects the understanding of the nature of adult literacy education. Based on the analysis of nature of educational and illiteracy, the adult literacy education can be found that it is the basic education, elementary education, education maintaining social justice and developing education. When the nature is not fit for the reality, the literacy needs the transformation.Chapter four:the theories supporting adult literacy transformation and the process of history of adult literacy education. the theories supporting adult literacy transformation. Social transformation theory provides the basis for the theory of social change. With the advance of social transformation, the educational transformation and the transformation of human beings naturally put on the agenda. Lifelong education theory is guiding the development of adult education, which specially emphasis on adult literacy education’s position throughout the educational system. As a kind of adult education, the adult literacy education is to highlight the dominant position of the learner, aim at awakening consciousness with critical thinking mode. Critical education theory requires enhance the value of adult literacy education. Adult learning theory has proved that illiterate adults also have learning ability, and with stimulating intrinsic motivation, self-directed learning method they can achieve many changes in their lives. the history of adult literacy education. This part is to answer the question that where the transformation is from and what’s the future of it. Transformation implies a change in the process; it is difficult to talk about it without the historic angle. Analysis of the concept of adult literacy education transformation provides a number of methods and means of the reference. According to Paul· Lang Gelang’s conclusion-adult literacy education is a cultural transformation, adult literacy education can be separated by spiritual, institutional and material levels. And those three levels’judgment can be used in comparison the different modes in the adult literacy education history, therefore, the passive, adaptive and developing modes have been revealed.Chapter five:the analysis of the transformation of developmental adult literacy. This part is the key for knowing how to transforme. Firstly, the author unveiled the context and features of the developmental adult literacy education, then analysis the process of transformation for2dimensions and the dynamic field of it.Chapter six:seeking paths to transformation. Adult literacy education transformation strategy is difficult to separate from historical analysis and correlation analysis. Seeking paths should explore the clear result as well as explaining the process. The adult literacy education will get it’s guidelines by developing literacy education programs, improve adult education system, train more literacy teachers and encourage NGO to participate in those programs.