Modern science education in China originated from a new school during the Westernization Movement. During the Westernization Movement, science education broke away from the orthodox education system and was mainly implemented in dozens of schools and a few academies founded by the Westernization School. The guiding ideology of science education is "Chinese style and western use", and the Westernization School tries to graft western science and technology to Confucian culture; Science education is obviously influenced by imperial examinations and traditional concepts; Ignore the basic function of basic education. Science education presents obvious characteristics of the times.

China's educational thoughts in the early stage of educational modernization.

① Psychological education (psychological unity, unity of knowing and doing, ontological happiness)

② Practical education (Confucian classics, history, textual research, science and technology, literature and art)

⑵ Educational thoughts in the early stage of foreign educational modernization

(1) Humanities education (rational culture, "new person" education, secularization of curriculum, etc. )

(2) religious reform education (civilian education, state education, compulsory education, class collective teaching system, etc.). )

③ Scientific (realistic) education (epistemology, omniscient theory, rationalism, realism, etc. )

Characteristics of China's educational modernization: In semi-colonial and semi-feudal China, the educational policy is "middle school as the body, drama for use", and the ninth grade is emphasized. The school curriculum transplanted the western encyclopedic curriculum, the content was also liberated from Confucianism, the curriculum form was also liberated from classical Chinese, and the modern academic system was basically established and implemented. Later, the Kuomintang set up military training and boys' military training in the Kuomintang-controlled areas to strengthen ideological control: * * In the revolutionary base areas, the construction of border areas is the first, curriculum content is arranged, talents are trained, and quick success is emphasized. During this period, whether high school curriculum should be divided into arts and sciences is a controversial issue, and there have been several iterations in policy. But generally speaking, the modernization of education in China is a process of constantly learning foreign education and exploring domestic traditional education.