The Development History Of Primary School Labor Curriculum In The Late Qing Dynasty And The Republic Of China(1904—1949)

During the late Qing Dynasty and the Republic of China,the society changed from old to new,and education also changed from tradition to modernity.With the collision and blending of Chinese and Western cultures,modern school labor education came into being.As the basis of school education,the curriculum explores the development context and internal logic of labor curriculum in primary schools during the late Qing Dynasty and the Republic of China,and outlines the historical prospect of its curriculum practice,which is of great significance for the development of labor education in contemporary primary schools.Therefore,this study intends to take the primary school labor curriculum in the late Qing Dynasty and the Republic of China as the research object,and focus on answering three main questions:(1)combing the development context of the primary school labor curriculum in the late Qing Dynasty and the Republic of China from the perspective of time and space;(2)From the perspective of the principles of curriculum development,the overall profile and individual characteristics of the development of labor curriculum in primary schools during this period are analyzed;(3)From the reference value of historical experience,this paper explores the enlightenment of the precious experience accumulated in the primary school labor curriculum in this period on the construction of the contemporary primary school labor curriculum system.Then,around the three issues,from the external conditions,that is,how the social background,ideological and cultural,educational policies at that time affect the development of primary school labor curriculum;From the internal clues,that is,the principle of labor curriculum development,curriculum objectives,curriculum content,curriculum implementation,curriculum evaluation and other four dimensions,this paper analyzes the internal logic and rationale of the development of primary school labor curriculum in the late Qing Dynasty and the Republic of China.The paper consists of seven parts,and the main contents of each part are as follows:The introduction part introduces the reason and significance of the topic,and defines the core concepts of this study.Later,through the academic history of relevant literature at home and abroad,the research problems were further clarified,the research innovation points were found,and the basic framework of the research was constructed.According to the research questions,choose the appropriate research methods.In addition,this study also objectively analyzed the key points and difficulties faced in the research process.The first chapter combs the development process of primary school labor curriculum in the late Qing Dynasty and the Republic of China.According to the development logic of the primary school labor curriculum itself,combined with the general background of the education development at that time,the development process of the primary school labor curriculum in this period was vertically divided into four stages: starting,transition,adaptation and expansion.The development of each stage was discussed horizontally from the three dimensions of background,process and influence.During this period,the name of labor curriculum in primary schools has also experienced the evolution from "handicraft" to "industrial art",then to "work",and finally to "labor".The second chapter attempts to clarify the evolution of primary school labor curriculum goals in the late Qing Dynasty and the Republic of China.In line with the reform of the political system and the needs of social and economic development,the goal of the primary school labor curriculum has also been adjusted accordingly,and has successively experienced the transformation from "general cultivation" to "practical cultivation",then to "professional cultivation",and finally to "production cultivation".In the process of goal transformation,curriculum goals not only pay attention to the logical system of the discipline,but also pay attention to the relationship with social needs.The third chapter analyzes the composition of the content of the primary school labor curriculum in the late Qing Dynasty and the Republic of China.When selecting and organizing the curriculum content,the primary school labor curriculum content not only takes into account the relevance with the goal,but also takes into account the scientific and effective content,and gradually attaches importance to its practical significance to students and society.During this period,the course content has experienced the transformation from "simple and meticulous work" to "clothing,food,housing" and other practical life issues,to "school affairs,family affairs,farming,craft,business" five categories,and finally to "school affairs,family affairs,farming,craft" four categories,and the course content is more and more rich and substantial,and more closely related to students’ life and social needs.The fourth chapter tries to show the basic situation of the implementation of labor curriculum in primary schools in the late Qing Dynasty and the Republic of China.As a substantial stage of curriculum implementation,the operation of labor curriculum in this period was deeply influenced by western teaching methods.In response to the evolution of the curriculum objectives and content,the implementation methods of labor curriculum in primary schools have changed from "preliminary teaching method" to "child centered design method",to "problem design method",and finally to "central unit design method".The implementation methods of the curriculum show a complex face of "integration of new and old",and are more specific in the operation steps.The fifth chapter analyzes the general situation of labor curriculum evaluation in primary schools in the late Qing Dynasty and the Republic of China.In order to make the labor curriculum play its educational role better and apply the evaluation results to teachers’ curriculum decision-making,the evaluation methods of the labor curriculum in primary schools in this period have become increasingly diversified and pay more attention to the examination of students’ labor literacy.As the last link of the curriculum operation,the labor curriculum evaluation in primary schools at that time has experienced the transformation from focusing on general manual literacy to focusing on practical craft literacy,to focusing on professional work literacy,and finally to focusing on production labor literacy.The curriculum evaluation system has also become more complete.The sixth chapter systematically summarizes the characteristic analysis and modern enlightenment of the development of primary school labor curriculum in the late Qing Dynasty and the Republic of China.Based on the contents of the above five chapters,this paper attempts to summarize the overall and partial characteristics of the development of primary school labor curriculum in the late Qing Dynasty and the Republic of China.Finally,combined with the social background of the new era,this paper discusses its enlightenment on the construction of the current primary school labor curriculum system.