Research Into The Rural Educational In 1920～(th)-1930～(th) Of China

In the early half of the twentieth century, China was faced with hardship in andout of home with social turbulence. Problems aroused were especially connected withthe production, living condition and education in rural areas. With the will to turn thedeclining situation, rural educationists had made deep exploration and speculation onsocial reform problems of China. They had put forward many reasonable assertionsthat again focused on the rural educational problems and therefore brought aboutvigorous movement on rural education. This paper will make expatiation and analysison the cause, basis, theory, practice, influence and significance of the ruraleducational trend as well as its inspiration towards rural educational reform. The aimis to reveal that rural educationists have made historical contributions to China'ssocial reform. Part One: cause of the rural educational trend. China is a large agriculturalcountry, but the low cultural quality of farmers makes major obstacles on the roadtowards China's prosperity. Western educational system has met frustration in China,and the key lies in the fact that the social and cultural background of the twoeducational systems exists in great differences. Part Two: theoretical basis of the rural educational trend. Rural educationists arenot merely influenced by China's traditional culture. Most of them have been abroad,received the western educational thought trend and then connected the two organicallyaccording to China's specific situation. Part Three: rural educational theory and practice. Strong practicability is animportant feature of rural educational theory. This theory runs through the wholepracticing activity from the process of its sprout, development and perfection period.Each practice in turn enables their theory to become much more mature and perfect. Part Four: significance and influence of rural educational trend. Ruraleducational movement has great and wide impact in and out of China, not only on thereform of educational theory but also on the domestic politics at that time. Part Five: inspiration on present rural educational reform. At present ruraleducation has many problems such as low-quality teachers, imbalance of areadevelopment and disjunction between teaching material and rural reality, etc. theseproblems can gain beneficial inspiration from rural educational movement.