The Progress Of Chinese Teaching Method(1912—1949)

1912 —1949 is the rapid development of Chinese teaching period, driving China’s traditional teaching method to modern teaching method reform, the development of Chinese teaching from the simple introduction of foreign teaching method to the teaching method for foreign in China to Chinese educators and original teaching method suitable for China’s national conditions. The period of the Republic of China in our history as a special period of development, the teaching method of history shows unique characteristics: Jiangsu and Zhejiang province became the base of teaching method, teaching method, education development thought under the influence of teaching methods emerge in endlessly, and 30’s of the twentieth Century became the teaching method of rapid development period, the main journal of education become the teaching method of the main positions of publicity. All of these will make the period of the Republic of China shining in the long river of China history, beautiful and bright.The thesis is divided into six parts:The first part is an introduction. This part mainly introduces the research origin, the research goal and the significance, the literature review, the comparison of related concepts, research methods, innovation.The second part is the introduction of the "progressive education" teaching methodcarries on the summary and analysis system. This part is mainly from the "progressive education" teaching method in the introduction of background, China spread and practice perspective, the introduction of so that the "progressive education" teaching method on the formation of Chinese teaching effect.The third part is the localization of foreign experimental teaching method are described.This part is mainly on the Dalton system, design method and the Nateka system in China were summarized. From each kind of teaching method in China for the school to start, on the implementation status description and the summary, a huge impact localization experiments to draw foreign teaching method of Chinese teaching.The fourth part is the teaching method of the original education scholars are summarized. This part mainly focuses on Li Lianfang’s "LianFang teaching method",Tao Xingzhi’s "combination of teaching", Chen Heqin’s "living education" and Zhang Shiyi’s "situational teaching method" to describe the system, mainly on the basis of the theory and the thought origin, the main content, to explore the influence of Chinese scholars on the original teaching method Chinese teaching method.The fifth part is from the angle of the macroscopic system of teaching features of the 38 years from 1912 to 1949 summary. These characteristics include: Jiangsu and Zhejiang became the main base of the teaching method of communication, the teaching method,the rapid development of education thought under the influence of teaching methodsemerge in an endless stream, and 30’s of the twentieth Century became the mainteaching method of rapid development period, education become the teaching methodof propaganda, the main positions.The sixth part is the conclusion. This part is a reflection of the previous part, summarize the research of income and deficiency, and put forward the direction of efforts and improvement.