Research On The Historical Changes And Current Situation Of Beijing's Century-old Local Teaching Materials

Local textbooks,which parallel with national textbooks,are a kind of teaching materials carrying local knowledge.The researcher chooses Beijing as the investigation site out of two reasons.On one hand,Beijing,the capital of China,attracts great attention at home and abroad.On the other hand,with the background of globalization and multi-cultures,the researcher,a former elementary school teacher,realizes that frequent population mobility and generalized knowledge lead to the increasing marginalization of local culture.This research aims to clarify the cultural inheritance of local knowledge by studying the history and present situation of Beijing local textbooks.The research hopes to find out the little-known local textbook and combines practice and academic study to cheer for Beijing elementary education curriculum reform.The research also expects to evoke experts and researchers' interest in the marginalized local knowledge.It is expected for this research to provide a case study and theoretical support for the development and implementation of local textbooks.The research,with functionalism as theoretical framework,applies the emic and etic research,combining historical and field research,to the evolution of the relationship between local knowledge and national knowledge in Beijing school education.The research reveals the features and function of local knowledge in each period's school education,explaining the problems and factors of the local knowledge's inheritance in school education from perspectives of local people,then puts forward some suggestions for the development and application of local textbooks and the inheritance of local knowledge.Based on the historical analysis of education policy background of local textbook compilation,the evolution of local textbook compilation and censor policy,the researcher analyzes typical 24 local textbooks.The findings are:1.100-year local textbooks of Beijing experienced a development of "legalization","civilian","diversity" and "administration".2.The dynamic factors of local knowledge in school include:the power of consciousness level,policy environment,the functional level and the participation of all kinds of people.3.100-year local textbooks of Beijing experienced 5 peaks during three periods.4.The local textbooks had special social functions in each period.The researchers tried to use the pendulum model to reveal the evolution of the relationship between national knowledge and local knowledge since the late Qing Dynasty,the researcher found that:1.From late Qing Dynasty to the 21st century,the evolution of the school system in national knowledge and local knowledge similar to the pendulum,not strictly follow the pendulum swing,but a continue to approach the balance process of dynamic equilibrium;2.The characteristics of the benign interaction between the national knowledge and the local knowledge in the school as follows:complete local knowledge access basis,the curriculum setting and class arrangement in knowledge structure of school education,the separation system of textbook editing,independent existence forms of the two kinds of knowledge.This research is aim to explore the factors and influences of inheritance of local knowledge in school problems in perspective of the local people.The researcher goes deep into 16 districts in Beijing and 17 schools in Yanshan area with fieldwork,by analysis the questionnaire data of 22 teachers and 963 students,five group interviews of education officers,educational research personnel in county and district,teachers,students and parents.The researcher found that:1.Inheritance of local knowledge has seven problems:incomplete access basis,imperfect management mechanism,lack of deterrence and appeal in evaluation system,low quality of teaching materials,complex teacher situation,large difference in the fund of the development of teaching materials,a wide gap between schools in implementation model.2.The main factors that influence and restrict the inheritance of local knowledge in school are policy environment in the basic education stage,use attitude of local knowledge,background of local textbook writers,teacher training of local curriculum and school-based curriculum in Beijing.As far as the future development of local textbook is concerned,researcher believes:local knowledge could be inherited under the three level curriculum management system and the guidance of the concept of multicultural integration-education,through the development of complete local knowledge access and implementation of perfect local knowledge system,opening transmission channels of the community to participate in the local knowledge inheritance,with the dynamic factors of the inheritance of local knowledge in school and benign interaction between national knowledge and local knowledge,promoting the sustainable development of local knowledge in school and response to the comprehensive development of students and return to the nature of education.