First, from the time of political thought to the early years of the Republic of China, Yuan Shikai and Zhang Xun were restored twice in just a few years, which showed that the feudal residual thought was still strong, so feudal thought and bourgeois thought had a great collision in all aspects of society, especially in education, and they were tit for tat. In order to restore the imperial system, Yuan Shikai praised Confucius and Mencius, and 19 15 The Specific Education Outline promulgated in February restored the core of feudal education-respecting Confucius and reading classics. As a result, this Outline was attacked like an imperial system and was revoked in September of 19 16. 19 19 in April, the education investigation meeting of the Ministry of Education determined the national education purpose of "cultivating a sound personality and developing the spirit of republicanism", and put forward the educational thought under bourgeois republican politics without reservation, which fully met the political requirements of the bourgeoisie. Second, the new cultural movement of social thoughts, with democracy and science as its banner, has greatly changed China's modern educational concept. After the social thought of western democratic science entered China, it was completely opposite to the traditional absolutism, and advocated "individual liberation" and equality for all, which directly promoted the individualized and popular development of education. Under this influence, the focus of education began to move down, the privilege of education was broken, and everyone had the right to education. The rapid development of primary and secondary education, the sharp increase in the number of educated people and the expansion of educational influence have also laid the foundation for the subsequent educational system reform. In addition, education first pays attention to children's personality development and puts forward the idea of strengthening the people through education. Education began to develop in the direction of cultivating people, and people began to think from the standpoint of the object of education. Under the influence of the social ideological trend of advocating science, education has also begun to develop scientifically, and scientific contents and methods have begun to penetrate into various social undertakings, changing people's attitudes and concepts and changing the status quo of superstitious education in China. Three. The world trend during the New Culture Movement in China, although the West was in World War I, witnessed great development and prosperity of ideology and culture, and various central ideas emerged one after another. At this time, China was eagerly studying western thoughts, and some western thoughts also had a far-reaching impact on our country. The democracy and science mentioned above are the result of learning from the west. At this time, the social ideological trend is inseparable from the world trend. At this time, China kept pace with the world and learned the most advanced western ideas, which was the success of the Republic of China. In addition, pragmatism has a great influence on China. At that time, Dewey's pragmatism prevailed in the United States, and his thoughts were adapting to the poverty reality in China, which was regarded by Chinese as developing China's salvation theory. Fourth, the educational thoughts that had a great influence on education in China at that time mainly came from abroad, such as Dewey's Life Education Children's Center. Educators at that time also carried out a series of experiments on academic ideas in their own schools, such as Dalton system, group teaching method, design teaching method, self-study counseling method and so on. In addition to simply learning foreign educational ideas, Cai Yuanpei and other great educators used their own educational ideas to carry out educational reforms in universities, creating a fine tradition of higher education at that time. The educational reform during the New Culture Movement, like education in other periods of the Republic of China, drew lessons from foreign excellent educational ideas and made bold attempts in combination with local conditions, and achieved many good results. In addition, the open mind and diversified value orientation at that time also provided conditions for the comparison and choice of educational reform.