The Study Of Chinese Education Thought's Changes In Previous Half Period Of 20～(th) Century

Because the traditional educational thoughts have been adjusted and changed constantly because of the impacts of the foreign educational thoughts and the influences of our politics, economy and culture, this article planed to draft the main course of Chinese educational thoughts' development of 1904 to 1949, to seek the causes of it, and wish this article can offer reference for today' s Chinese educational reform.According to the different characteristics of every historic periods, this article divided the history of Chinese educational thoughts in 20th century' s prophase into five historic phases: the first phase is 1904 to 1912, and it represented mainly the inheritance and reform of the traditional Chinese educational thoughts; the second is 1912tto 1915, and it represented mainly the original establishment and the twists and turns of democratism met; the third is 1915 to 1922, and it represented mainly the import of science thought and the original establishment of pragmatistic educational thoughts; the fourth is 1922 to 1929, and it 'represented mainly that the educational thoughts returned to itself; the fifth is 1922 to 1929, and it represented mainly that its characteristic of partisanship became more and more strong and traditional Confucianism reverted.This article thinks, in terms of exterior history ofChinese educational thoughts previous half period of 20th Century, it represented a course which to get rid of tradition,make for smartness, then return to tradition; in terms of its interior change tracks, it represented a course from ethicsto pragmatism. Its changing history reflects that in thestrong social reform, in the course form traditional agricultural society to industrial society, Chinese education have to adjust itself, to fit the changing world more practically and more efficiently, to fit modern society with the idea of science and democracy; in the meantime, represented a course which is from learning west returning tradition. Finally, it shows, once politics interfere Chinese educational thoughts too much, Chinese education can not get great development.