First, the introduction of foreign religions and the period when the church was dominated by naive teachers (late Qing Dynasty-early 1920s).
Strictly speaking, it is the factory system that breeds the modern preschool education system. However, the emergence of the nursing home system in China is not the need of "endogenous" economic development, but an important part of the Qing government's "New Deal" imitating the western education reform, which means "imported". In this way, the public preschool education in China at the beginning of the 20th century took a development path of "top-down" and "opening to the outside world", which was different from that in western countries, so it was not prepared in many aspects. Among them, teachers were one of the most difficult problems at that time.
(A) the introduction of foreign teaching, the first batch of ethnic preschool education institutions.
In September, 1903, Hubei Kindergarten, the first Chinese-run preschool education institution in China, was established in Wuchang Cavalry Training Ground. The first thing I encountered was the problem of teachers, so I hired three Japanese nannies to deal with it, including Miyuki Kono. Hu Ye Mizhihui graduated from Tokyo Women's Teachers College and stayed there to teach. After coming to China, she was hired as the director of Hubei Kindergarten, presided over the garden affairs, and drafted the articles of association of Hubei Kindergarten.
With the promulgation of 1904 "Guimao Academic System" and the establishment of nursing home system, the number of private preschool education institutions in China has increased. However, in the first few years, due to the lack of nanny talents, it is an important form to solve the problem of kindergarten teachers by introducing Japanese teaching and training teachers or taking over nannies in nursing homes. 1905 Tianjin Yanshi girls' school attached a small nanny workshop, which hired a Japanese nanny Yoko to teach and trained more than 20 students. In the same year, Hunan Mengyang College was established, and Japanese teachers Yukiko Chunshan and Sato Duan Liyang were hired as nannies. In addition, other well-known preschool institutions in the late Qing Dynasty, such as Shi Jing No.1 Kindergarten (1904), the nursery attached to five girls' schools in Shanghai (1904) and Fuzhou Kindergarten (1907), either introduced Japanese teachers or sent staff to study in Japan and return to China to work, which promoted the first batch of preschool institutions in China at that time.
(B) early childhood education institutions to promote teacher training, early childhood teacher education bud.
The Charter of the Nursing Home and the Charter of the Family Education Law of Guimao School System point out: "According to the regulations of various countries, there are kindergartens, which means that the nursing homes set up in this chapter are to take care of children from three to seven years old and let female normal students be nannies to teach them. The situation in China at this time, such as running a girls' school, is definitely inappropriate. "That is to say, China under the feudal system is different from western countries at this time, and women have no right to go to school and receive education, so it is even more inappropriate to set up women's normal schools. So, after a little training, the nurses in the nursery and the virtuous women in Jingjietang became nannies. Obviously, such teachers are far from meeting the requirements of the modern preschool education system and are absolutely unqualified.
In the articles of association of Hubei kindergarten, which was established before the introduction of Guimao academic system, it was recognized that "the first thing to be naive is the nursing department" and "the kindergarten should add a nursing department". Duan Fang, director of the park and governor of Hubei Province, released the list: "Kindergarten is the foundation of Mongolian learning, and kindergarten is also the foundation of nursery school. Therefore, to run Mongolian schools and kindergartens, we must first run intensive nurseries for women ... As soon as the list shows, as many as 60 or 70 young women will be recruited, and the hired Japanese nannies will teach and train. Because the women's ban was not yet open at that time, under the pressure of all parties, it was clearly "abolished immediately" in the year of opening. Although the kindergarten nursing department in Hubei Province has only existed for half a year, it marks the germination of preschool normal education in China. 1907, the Qing government promulgated the Constitution of Girls' Primary School and the Constitution of Girls' Normal School, and the ban on women's education in China was finally broken. In addition to teaching in primary schools, girls' normal schools also provide training for nurses from foster families. This changes the assumption that Guimao academic system trains teachers in private institutions, and requires specialized institutions to train preschool teachers.
(C) the dominant position of naive teachers in western churches
Around 65438+1980s, western churches began to set up preschool education institutions along the coast of China, and also established the earliest preschool teacher training institution in China. 1892 Ms. Hai Shude, a missionary of the American Board of Supervisors, founded a kindergarten teacher training class in Shanghai, enrolling 20 students. 1898, Jin Zhensheng, an American Methodist missionary, founded Huaying Girls' School in Suzhou Jiamu Garden and held a training class for kindergarten teachers. There are also Huairen Girls' Middle School in Xiamen (1898), Jinghai Girls' School in Suzhou (1902) and Peking Union Medical College for Women (1905).
After the founding of the Republic of China, due to the political turmoil and constant disputes, the government had no time to take care of preschool education, which led to the rapid development of western church preschool education in the early years of the Republic of China and the emergence of a number of independent preschool normal schools. 19 12, Xiamen Presbyterian Church founded the first independent kindergarten teacher-Huaide Kindergarten Normal School. 19 16, Hangzhou Hongdao Girls' School added a preschool teachers' department. In the same year, Suzhou Jinghai Girls' School also added a teachers' department, which is famous for its strict discipline and good environment. At the same time, some missionary universities have also begun to train preschool teachers, such as Yanjing, Jinling, Fudan, Qilu, Hujiang, Huaxi, Lingnan and other universities. The pre-school teacher training institutions run by the church also recruited non-teaching students, which not only trained teachers for the church kindergartens, but also were used by the government and private kindergartens in China, so that almost all the teachers in the pre-school institutions in China were off-campus. Therefore, some scholars pointed out that in the first 20 years of the 20th century, the naive normal education of the church controlled the whole preschool education. The Alienation Tendency of Preschool Education in China.
The second is the pioneering period (the late 1920s-40s) that broke through the control of the church and faced China's preschool normal education.
(A) Preschool normal education should break through the control of the church.
From the end of 1920s to 1940s, the naive normal education run by China people showed a good momentum. On the one hand, kindergartens all over the country are constantly developing, and kindergarten teachers are urgently needed; On the other hand, the leading position of church naive teachers in China and its disadvantages have aroused the vigilance of preschool education circles, and some even put forward the slogan of "Stop running church naive teachers". The practice of preschool education in recent 20 years has also provided beneficial experience for the scientific management of preschool normal education in China. At the same time, from the perspective of normal education policy, after the establishment of the National Government in 1927, normal education gradually recovered its independent system. 1928 in may, the first national education conference was held in Nanjing. At the meeting, Tao Xingzhi and Chen Heqin respectively put forward the idea of establishing experimental naive normal schools in various provinces and the idea of urgently establishing naive normal schools in various provinces. 1933, the Ministry of Education issued the Regulations on Normal Schools, which clearly stipulated that "normal schools can have special normal departments and naive normal departments". Preschool normal education has thus stepped onto a new level.
1922, the first women's normal school in Jiangsu province set up the department of preschool education, becoming the earliest self-run preschool education institution in China. 1927, Chen Jiageng founded Jimei Naive Normal School in Xiamen. 1928 In the summer, Nanjing Education Bureau and Central University jointly held a training class for kindergarten teachers. This year, private naive teachers were established in Shanghai. 1929, Anqing provincial girls' middle school and Fujian provincial girls' middle school successively set up preschool teachers' departments. 1930, Beiping Naive Normal School was established. 193 1 set up a private preschool normal school in Chengdu, Sichuan, 1932 Chahar Education Department set up a preschool education workshop. 1940, Chen Heqin founded the provincial experimental preschool teachers' school in Jiangxi, and 1943 changed it to the national preschool teachers' school, and at the same time added a preschool teachers' college. After 20 years' development, it has changed the situation that foreign churches dominate naive normal education, and made in-depth and valuable exploration in the theory and practice of naive normal education based on China, and achieved gratifying results.
(B) the experimental exploration and theoretical contribution of preschool normal education
In the exploration of modern normal education in China, Beiping Normal School and Jiangxi Experimental Normal School run by "Southern Chen and Northern Zhang" made outstanding contributions. 1930, after Xiong Xiling established Beiping Naive Normal School, he hired Zhang Xuemen to preside over the school affairs. Zhang Xuemen decided to "establish an experimental teaching method" and turn naive teachers into "tools for experimental naive new education". In the direction of running a school, we should combine the national conditions, not imitate the United States and illegal Japan, and avoid westernization of educational content. Running a school emphasizes both theory and practice, especially practice and social practice. Jiangxi Experimental Kindergarten Normal School was established in June 1940. It is the first public preschool normal school in China, and its establishment is Chen Heqin's long-cherished wish to train preschool teachers in China for many years. According to the principle of "living education", Jiangxi Experimental Preschool Teachers' School has carried out a unique experimental exploration with China characteristics in the curriculum and teaching materials for preschool teachers. Theoretically, a series of simple normal education theories which are in line with China's reality and have their own characteristics have gradually formed.
Zhang Xuemen believes that it is fundamental to develop preschool education in China and improve the quality of kindergarten education. He pointed out: "If you only study pre-school education in kindergarten and give up normal education, it is tantamount to cleaning up the source of water, and pruning branches and leaves is not a complete solution." Tao Xingzhi believes that in order to popularize preschool education in China, the training of preschool teachers "needs at least 6.5438+0.5 million people. This is the most difficult question. Therefore, on the one hand, it is necessary to "set up experimental naive normal schools in all provinces", and on the other hand, it is necessary to find a new way for kindergartens to teach themselves as teachers. This was an urgent problem for China at that time, and it was a "poor way" for "poor countries" to train teachers. Although it can't replace normal schools, it is undoubtedly a new way to reform the educational system of kindergarten teachers. Chen Heqin pointed out that it is not advisable for normal education to copy foreign experience. He advocated using "living education" to fundamentally transform the teaching process of normal education, unify students' reading and work, combine teaching with practice, and pay attention to ability training. He emphasized that "normal students must become the masters of life" and should create their own lives independently as masters, instead of relying on teachers and parents.
It can be seen that the simple normal education thought formed in this period is a unique viewpoint based on the reality of normal education in China, summing up practical experience and drawing lessons from advanced foreign theories. Together with the pioneering spirit and scientific attitude of the pioneers of naive normal education in the same period, it constitutes an indispensable spiritual food for the reform and development of normal education in China at present.
Three, the formation of preschool normal education system and the period of reform and development (since the founding of New China-now).
After the founding of People's Republic of China (PRC), the government strengthened its control and investment in education, giving priority to training and training teachers. Great progress has been made in kindergarten teacher education.
At the beginning of the founding of the People's Republic of China, the Ministry of Education promulgated the Provisional Regulations of Normal Schools and the Teaching Plan of Preschool Normal Schools, which standardized the management of Preschool Normal Schools and provided a guarantee for improving the teaching quality. In the field of normal universities, after the adjustment of 1952 departments, all normal universities established in five administrative regions set up pre-school education majors, thus forming a young JLU education system in China in the early days of the founding of the People's Republic of China. 1956 In June, the Ministry of Education issued the "Instructions on Vigorously Training Primary School Teachers and Kindergarten Educators", taking pre-service education of short-term training courses as an important or even main form. During the Cultural Revolution, preschool education majors in preschool teachers' colleges and universities stopped enrolling students one after another, and the training of preschool education talents entered the ice age.
With the convening of the Third Plenary Session of the Eleventh Central Committee of the Communist Party of China, preschool normal education has taken a new turn. 65438-0978 The Ministry of Education issued "Opinions on Strengthening and Developing Normal Education", which clearly pointed out "actively running preschool normal schools". By 1979, there are 22 kindergarten teachers in China. From 65438 to 0986, the Ministry of Education promulgated the Regulations of Secondary Normal Schools (Trial Draft) and the Teaching Plan of Kindergarten Normal Schools (Trial Draft) in the same year. From 65438 to 0995, the State Education Commission issued the Teaching Plan of Three-year Secondary Preschool Normal School (Trial), which constantly put forward new standards and requirements for the management and teaching of preschool normal schools. During this period, the way of running kindergarten teacher classes in vocational high schools also appeared, which broadened the channels for training kindergarten teachers and became the main source of growing private kindergarten teachers. Preschool education in normal universities; The specialty is also developing constantly. From 65438 to 0987, there were 22 preschool education majors in normal universities nationwide. From the 1990s to the beginning of this century, a number of five-year preschool teachers' colleges emerged, and Nanjing Normal University, Beijing Normal University and other universities successively awarded master's and doctor's degrees in preschool education. The training of preschool education professionals has entered a higher stage.
Fourthly, the development prospect of preschool normal education in China.
(A) oriented preschool normal education system will exist for a long time.
This is determined by the development needs of preschool education and the characteristics of preschool teachers. For a long time to come, the preschool education in China will have a greater development, and a large number of preschool teachers will be needed. On the other hand, the knowledge structure and ability structure of preschool teachers have their own particularity. Preschool teachers should not only have extensive cultural and scientific knowledge, but also have comprehensive parenting knowledge and professional skills in music, dance, art and children's activities. Therefore, the school-running mode based on directional preschool normal education will still be the only way for preschool normal education for a long time to come.
The diversified preschool normal education system will continue to exist.
By the end of last century, China has formed a multi-channel, multi-level, multi-specification and multi-form preschool normal education system. The system consists of pre-job training and post-job education. The former includes secondary kindergarten teachers, junior college students, undergraduates, master students and doctoral students. Judging from the development trend of normal education, it has been transformed from a three-level normal school to a two-level normal school. However, as far as preschool normal education is concerned, the diversified and multi-level pattern will continue to exist. The important reason is that preschool education does not belong to the category of compulsory education, and teachers can't insist on unity and uniformity. It is unrealistic to let all the posts of kindergarten teachers be filled by college graduates.
The content and specialty of preschool normal education will change and differentiate.
With the acceleration of information technology and the continuous improvement of requirements for preschool education, the society will put forward new requirements for the quality of preschool teachers. In recent years, preschool normal education has mostly made new adjustments in content and specialty setting.
First, attach importance to the connection between theory and practice, and cultivate the practical work ability and research ability of normal students by strengthening the practice in kindergartens and lower grades of primary schools. In this way, students' professional practice training will reach the same status as professional theory training;
Secondly, in order to meet the needs of kindergarten-based curriculum and diversified teaching, normal education will also change from the comprehensive ability training mode of thousands of people to the comprehensive ability plus professional knowledge, that is, the training mode of paying equal attention to integration and specialization.
In a word, China's preschool education has a broad prospect, which provides enough space for the development of preschool normal education.