An Analysis On The Development Of Sichuan's Secondary Teacher Education In The Early Period Of National Government (1927-1937)

The Modern Secondary Teacher Education of China started from the late Qing Dynasty, develop to the war fully under way, it has undergone the periods of germination, exploration and development. From the beginning to the end, the development of the Secondary Teacher Education experienced several periods, from totally Copy Western experience time to the combination of the actual national conditions. The problem about whether teacher education should independent from general secondary education has been controversial for several times. The government also carried out reforms in several different results, but the same thing is that they paid positive attentions to teacher education each times. In the Early Period of National Government (1927 to 1937) teacher education began to be independent from general secondary education, secondary normal schools has been developed compared to the situation prior during this period, Particularly in Sichuan Province. Not only in the size of the school has developed, funding sources and distribution, the curriculum, examinations and assessments are beginning to develop toward standardization. An analysis on the development experience of Secondary teacher education of that period not only conducive to reflect the true history, also can give some inspirations on today's teacher education.The body of the article is divided into four parts, the first part focuses on the foundation for the development of secondary teacher education in Sichuan province in early national government, including the social basis, economic and political development. The second part introduces the development of the secondary teacher education in Sichuan Province in this period. The third part analyzes the main characteristics of the secondary teacher education during the development. The last part made a historical assessment of the development of secondary teacher education in Sichuan in this period. Its merits are that the development of secondary teacher education promoted the development of local primary schools, and impacted the development of compulsory education positively. But there are also some shortcomings, for example, the shortage of the education funding made secondary teacher education failed to achieve the expected development results, and restricted the further development of teacher education. It hopes that the analysis of the development experience of the secondary teacher education in that period can give some inspiration to the teacher education of today.