Independence And Integration:an Thesis On The Development Of China’ Curriculum And Teaching Theory From1949to1977

As a branch subject of science of Education, Curriculum andteaching theory is to research curriculum and teaching phenomenaand start the research from the problems of curriculum and teaching,which convey people’s insights and knowledge of curriculum andteaching in different eras, playing an important part in the overallteaching theory system.It’s essential to study its history in order tounderstand different social phenomena, and the reality. It’s noexception with the research of the Curriculum and teaching theory.From the foundation of China to the end of the Great CulturalRevolution, teaching theory in China has had a long and devious way,which transferred from feudal and traditional education to a modernone after imitation, introduction and self-exploration. With thecollision and integration between the old and the new educationsystem, and between the west and the east in education thoughts andtheories, traditional teaching theory has been inherited andtransformed. Even though teaching theory research in China has hada historic recession due to the influence of “Left” movement in1958,it’s no doubt that a new exploration time for modern development ofCurriculum and teaching theory in China has launched and theresearch has contribute to the modern development of Curriculum and teaching theory. It’s our duty to conduct and overall research ofChina’s Curriculum and teaching theory, so as to promote the moderndevelopment of from a new era’s standpoint. Therefore we need tosummarize history, fully comprehend the development condition ofteaching theory, understand the development feature and to revealthe real problems in teaching activities in this period. Only in this waycan we take in the previous research essence, clarify reform directionin the future, illustrate the ideas of teaching theory development andvitalize the great power of the development of the theory. All theseare based upon the understanding of its development background.This paper is exactly an academic history summary of thedevelopment condition of Curriculum and teaching theory in China inthe30years from the foundation of China to the year1977. This paperdemonstrates the development feature and research condition ofCurriculum and teaching theory in this period, and reveals thedevelopment characteristics of teaching thoughts and the variationtrend of teaching research, in order to illustrate the new connotationof teaching theory’s development and to create a modern teachingtheory which is characterized ethically and full of time spirit.The paper is divided into4parts. The first part is introduction,mainly focusing on the research background, content and method.The second part is the introduction of Russian teaching theory(1949-1956). The first section in Part two simply describe our nation’srich teaching theory resources before1949. During this period, fourkinds of teaching thought systems mutually integrated and developedalternatively. The second section is about the introduction of Russianteaching theory represented by kailov. In this section, the author tries to analyze the historic reasons for the introduction of Russianteaching theory, the development in China, the impact on China’steaching theory and the contribution of Chinese scholars to thedevelopment of teaching theory. The third section is aboutlocalization (1956-1977) which is divided into two phases. The firstphase is about the exploration of localization in China. The next one isabout the standstill of establishment of teaching theory. Two booksabout teaching theory in this period are analyzed in details, in order toreveal the development characteristics. The last part summarizes theexperiences and problems in the period of reformation, which, to alarge part, are the political dependency of learning from Russia, theexploration of localization and the process of localization.