First, the characteristics of university degree courses in the Republic of China
/kloc-From the end of 0/9 to the beginning of the 20th century, there began to be universities in the modern sense in China, but the history of awarding degrees and offering degree courses was relatively late. 19 12 The University Order issued by Beijing National Government 10 in June legally stipulates that universities must implement the degree system, and then universities gradually offer degree courses.
(A) the degree curriculum is relatively backward
In the early years of the Republic of China, university construction was a focus of education development, but at that time, universities were short of teaching equipment, teachers' level, school management, funds and so on, and degree courses could not be offered immediately. Although Peking University trained the first batch of bachelors in 19 13, it didn't open a relatively complete undergraduate course until 19 17. Tsinghua University officially established the undergraduate department on 1925, offering a set of bachelor's degree courses. It is stipulated that universities are divided into two levels: general training and specialized courses. The study period of general training is two or three years, with seven courses in the first year and six courses in the second year. The grades are divided into excellent, medium (passing) and poor (failing). College is divided into arts and sciences, applied social sciences and applied natural sciences, and the number of years depends on the category. Those who have achieved results through special training will be awarded degrees and diplomas by the school. But in fact, Tsinghua started to train bachelor's degree in 192 1, and there was no systematic degree course at that time. The history of offering degree courses in missionary universities is relatively early. They set up their own degree courses on the basis of similar universities or majors abroad, or the directors of foreign universities are responsible for drafting them, or imitate the model of foreign universities and adopt their relevant teaching materials and teaching methods to set up their own degree courses. However, compared with the establishment of missionary universities, the time for setting degree courses is still several years away.
The lag of degree courses is not conducive to the implementation of normal training plans in colleges and universities. Without a standardized and systematic curriculum, the degree system cannot be implemented. Degree courses can play an overall and guiding role in training objects, and evaluate the results. The reason why the universities of the Republic of China did not offer systematic degree courses at the beginning of its establishment was closely related to the current educational situation in China at that time. People's understanding of the degree system is still in the primary stage, and no systematic degree law has been promulgated, and the government has not set up an institution to supervise and review the operation of the degree system. Universities just learn from each other, learn from foreign countries and gradually improve degree courses.
(2) The types of degree courses tend to be diversified from single to more rigorous.
At the beginning, the degree courses in universities are not only single in type, but also have only three subjects: literature, science and law, and there are no fixed courses. There are three main reasons for this situation: first, due to the limitation of teachers. University teachers mainly come from returned students. In the early years of the Republic of China, foreign students who returned to China to teach mainly studied literature, science and law, so there was a lack of teachers in other disciplines. Take Southeast University as an example. Of the 56 students studying in the United States who taught in Nanjing Normal University and Southeast University around the 1920s, only 10 was awarded degrees other than arts and sciences, of which 7 were engineering degrees, and even fewer were in other disciplines. The lack of teachers in industry, commerce and agriculture directly leads to the unbalanced curriculum development. Another major source of university teachers is domestic universities, mainly graduates from our school. Naturally, students trained by universities that only offer arts, science and law can only teach their courses. All these restrict the construction of degree courses. Second, the discipline funds are insufficient. In the early years of the Republic of China, the political situation was turbulent, the government changed frequently, and the university funds were relatively scarce. In order to save money, universities can only offer cheaper and ready-made courses, but they are often unable to buy teaching equipment and equip teachers. The third is the shortage of students. Graduates of agriculture, engineering and other disciplines did not have a wide way out in the society at that time, and few students applied for the exam. For example, the three departments of music, agronomy and physical education originally established in Tsinghua University are all empty, but they can't recruit a formal student, let alone offer degree courses.
In the early 1930s, with the increase of departments, the types of degree courses in universities generally increased. In Tsinghua, 365 departments of 1933, 444 departments of 1934, and 5 12 departments of 1935 have been opened in the department, with a rapid growth rate. After the Anti-Japanese War, departments of meteorology, law, aviation engineering, chemical engineering and architectural engineering were added in Tsinghua, and departments of agronomy, plant pathology, entomology and agricultural research were added to the Agricultural College and its subordinate departments. The provisions of degree courses tend to be strict, compulsory courses and elective courses are promulgated by the school every academic year, and the credit system is strictly implemented, which is directly linked to whether the degree can be obtained. Each department of each university has a detailed curriculum, including teachers, teaching materials, number of courses, weekly class hours, compulsory or elective courses and academic performance. In order to illustrate this point intuitively, the author lists the provisions of the second semester English course of the English Department of Nankai University in 1936 as follows. ...
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