The Reclamation And Exploration In Modern & Contemporary Chinese Pedagogy

Ye Shengtao and Zhang Zhigong are two great masters of modern & contemporary Chinese pedagogy, whose ideologies are extremely valuable in Chinese theoretical treasure house. Comparative study on their Chinese Pedagogical ideologies is significant for both educational practice and theoretical research in our times.This thesis is aimed to compare their ideologies in three parts .The first part is "Approaching the masters", I will make a brief account of their lives and educational activities , from which we can learn that their work is closely connected with China's education, especially Chinese instruction. This is the material base on which their ideologies rely. The second part is "Interpreting the masters", I try to establish a panoramic frame and make a comparison of their ideologies in five paragraphs so that it can help people comprehend the connotation of the two masters' thoughts. They are as follows:The comparison of Ye and Zhang's contemporary Chinese ideologies ;the comparison of their traditional Chinese pedagogical ideologies;the comparison of their viewpoints on Chinese teaching materials;the comparison of their viewpoints on reading instruction;the comparison of their viewpoints on writing instruction.There are six sections in the part of the comparison of their contemporary pedagogical ideologies.They are as follows:1. the understanding of Chinese subject's characteristics.2. the understanding of the "Unity and Coherence between content and form in writing" .3. the understanding of the drilling between Language and Thinking. 4. the understanding of the unity between Listening,Speaking,Reading,and Writing.5. the understanding of literature instruction.6 the understanding of classical style of writing in senior middle school. All these mentioned above almost cover the major problems ofChinese instruction. The quintessential grasp of the two masters in Chinese instruction is of great help in our understanding of Chinese instruction and our adherence to the orientation of Chinese instruction.In the third part "Savoring the masters",we try to explore the profound reasons why they have different Chinese Pedagogical Ideologies. In this part ,there are three sections. They are as follows: 1.the comparison of their Chinese Pedagogical ideologies, which is a macrocosmic viewpoint on their ideologies on the base of microcosmic understanding .2. the comparison of the features of their Chinese Pedagogical ideologies .3. the comparison of the origin of their ideologies. I hold the view that there are two reasons which account for their ideological differences., One is that they were under the influence of different times. The other is the different specializes they were engaged in..In the conclusion, I put out three suggestions drawn from the educational ideologies of the two masters. Firstly ,we should treat Chinese Pedagogy ,especially the traditional Chinese Pedagogy though historical and raditional principles.This is the foothold in our research Secondly ,we should attach importance to the investigation and research which is the realistic grounds of our study. The last is that we should learn from the two masters' attitude towards their work and their personalities .