Historical Survey Of The Graduate Education Of The Republic Of China And Thinking

Postgraduate education is the highest level in the education system. The development level of one country's postgraduate education has an important impact on this country's politics, economy, culture and other aspects. As the highest level of education, postgraduate education undertakes the task for fostering high-level talents. Our country's formal postgraduate education began in the period of Republic of China.It is very important to draw on the successful experience of the Republic of China in the postgraduate education.The record of master's degree can be found in the early time of the church school, such as saint John University and Aurora University. These schools'postgraduate education made a good example for the latter postgraduate education. In the (1902), "TongRu" college was proposed as the postgraduate institution. It showed the symbol of the maturity of postgraduate education.After the founding of the Republic of China in 1911, the formal postgraduate education started. The whole postgraduate Education in the Republic of China can be divided into three stages:The first stage:the initial stage of postgraduate education (1911-1926). During this period, postgraduate education was in the exploratory stage, and there was no specific laws and regulations of postgraduate education were protected. Nevertheless, some national universities, such as Peking University, Beijing Higher Normal School and other schools launched postgraduate education. In 1917, the Institute of Peking University was established, which indicated that the Republic of China began to develop the formal postgraduate education. There were some problems in the initial stage of the postgraduate education, for example, the lower qualification in the enrollment, no culture methods can be unified, etc. But it also made a good foundation for the postgraduate education in the future.The second stage:the gradual development of postgraduate education (1927-1937). In 1927, the Nanjing government was established. Republic of China had a short adjustment period. The factors which included the economic revitalization, the achievement in the diplomatic affairs, and legal system construction made a good foundation for the development of this stage postgraduate education. During this period, postgraduate education made impressive achievements. The training way of the postgraduate education appeared a new training way was called the central academe. Meanwhile, the University Institute of Interim Structure, Degree Conferral Law, Master test Laws and other laws and regulations enacted a series of education. The development of postgraduate education was striking. postgraduate education in China gradually became more and more mature.The third stage:the decline phase of postgraduate education (1937-1949).In the 1937, Anti-Japanese war broke out. With the continuous invasion of Japanese, most of universities faced to fall into the enemy territory and the fate of migration. The quality of postgraduate education was not be guaranteed. When the Ant-Japanese War ended, the Kuomintang government was kindled the civil war, which made the Republic of China was full of war in the final stage. Although the majority of educators and students persisted, on the whole, this period of postgraduate education declined gradually.After the postgraduate education throughout the Republic of China was made a detailed exposition, the author summarized the characteristics of the Republic of postgraduate education: at first, the Republic of postgraduate education developed gradually under the guidance of national laws and regulations. Second, postgraduate education in the Republic of China attached importance to the teachers to ensure the quality of postgraduate education. Third, the Republic of China of postgraduate education had a deliversification training but still didn't satisfy the needs of the society. After analyzing the characteristics of the Republic of China of postgraduate education, and the author conducted with postgraduate education in modern conditions. The author reached the following conclusions:First, postgraduate education needs a stable environment to get development. Second, the amount of postgraduate education students needs to ensure the development of the quality. Third, postgraduate education should adapt to social development and cultivate the postgraduate who can satisfy the needs of society.