English Education—the Traits of

This is not a new topic, not a new research direction. We can see a lot of scholars had works one this topic, Like WangXia[4] in her paper, she analyzed the details in Middle school classes during 1920s and 1930s which enlightened me a lot on the specifics about the middle school education of that time, Bob Asamson[3]discussed English education from very beginning to 1980s from a foreigner’s angle. But my research is a little different, I will focus on the traits of English Education of 1911-1945 , and I will get the conclusion from comparison to the English education of nowadays[5]. 

 So I will focus on the comparison at below three aspects: English education background, class organization forms, the height and depth of English education.

.As we all know, the biggest feature of 1911-1945 is radical social transition. We can get a sense of this transition from the death rate of that time. The total death rate was 27.1% from1929-1931 [7] comparing the normal death rate 6.40% of 2003,10.10% of 1963 [8],which shows how unstable the society was. About English education background during 1911-1945[6], Zhuhongmei summarized very well “China started its very first English learning from Qing dynasty because of intrusion. English learning was very popular during 1911-1945”. The new dualistic society from Doctor P.Liu “social science in China” [1] refers to the social structure in which the social mechanisms of the traditional planned system coexist with marketed social mechanisms. It offers a new understanding of the progress of China's reforms and a new perspective for the analysis of China's social transformation. 

About the class organization forms , the English education outline of Chinese education ministry listed[7]: it states the curriculum requirements on English vocabulary, spoken English, English listening, writing and translation. I can understand this requirement from my own view. By comparison, I can conclude the traits more specifically.

About the heights of the education , In Yangbin’s book[10],he listed the ideas of 8 educators from 1911-1945, two of them were English educators. He analyzed their theories about education. Also another book [11] of  Lizhengxi, he summarized the main educational theories form nowadays. However I will not focus on neither of this past or now. I will focus on comparison past to now. by comparison. I can understand the theories of English education of past.

Not only comparison between past and now in China. Also I can compare our English education idea to other country [12]. There is a Chinese idiom ‘ history is a mirror of the future ’ , we can learn the future from history at English education area too. E Tefl [2] "As far as I'm concerned, large cities like Shanghai, Beijing, Guangzhou and Chengdu will be bilingual within the next 10 years."

In few words, I focus on the traits of English education during the Republic of China. By comparison the backgrounds, educational theories, class organization between past and now. The conclusion will come automatically.

Outline 

1.Introduction

2. The background of 1911-1945.

 2.1 Political and economic background.

 2.2 English education background.

3. Typical English education cases.

  3.1 Nankai middle school English study and teaching.

3.2 The perking university English education case.

4.Traits of English education analysis.

 4.1 English education background

4.2 Class organization forms

4.3 The height and depth of English education.

4.4 Invaluable experiences for English education toda..

5. Conclusion

6. References

                 References

[1] Doctor P.Liu 《Social Sciences in China》,  2007, 03  page :104-117

[2]E.Tefl  ‘China offers an English future for some’

 :// .theguardian.com/education/2004/oct/22/tefl  2004.

[3] Bob Asamson. 2004 China’s English: A History of  English in Chinese Education.HK, HK university press.  Chapter II. 

[4] 王霞. 20世纪20-30年代我国中学英语教学研究[D]. 内蒙古师范大学, 2014.

[5] 江桂英,《中国英语教育》[M]，2010 厦门大学出版社出版社，Chapter 9.

.

[6] 朱红梅，《社会变革与语言教育-民国时期的英语教育》[M]， Chapter 6,140-150页.

[7] 中国人口学报，2003年第5期，作者不详，出版社不详，106页。

[8] 国安统计局，《2010人口普查数据》

[9] 教育部，《大学英语课程教学要求（S）》，作者不详，出版社不详细。

[10] 杨斌《教育照亮未来》民国人大教育家经典文选，华东师范大学出版社。第二章。

[11] 李镇西著《教育是心灵的艺术》，华东师范大学出版社。第203页。

[12] 《美国21世纪外语学习标准》， 出版社会不详，作者不详，其中关于“5C”标准部分，第3和4页。