文革後中国の教育政策における育成すべき人間像と育成方法の変遷

Abstract

This paper describes the shift of China's educational policy, specifically aspects of the quality of people who should receive training and the changes in perception of training methods. This paper describes China's educational policy after the Cultural Revolution based on three periods : 1977-1984, 1985-1996, and 1997 to the present. In the first period (1977-1984), education was considered to be of use for the dictatorship of the proletariat. Pupils were trained through education to have a firm belief in proletarian politics, specialized knowledge of science and technology, and patriotism. In this period, emphasis was placed on the learning of basic knowledge and skills as well as obedience to the teachers' instructions. In the second period (1985-1996), education was considered necessary for socialist modernization. Thus, through education, the pupil should be able to contribute to socialist construction, master abundant basic knowledge and skills, and have the ability and conscience for self-learning. Consequently, the arrangement of courses and teaching materials, connection of knowledge with pupils' life experiences, and focus on self-learning by pupils were emphasized in this period. In the third period (1997 to the present), education was assumed to be a service to the people. Educated pupils were expected to develop creativity, social responsibility, practical ability, and the capability to research independently. In this period, it is being emphasized that there is a connection between pupils' life and social development in the arrangement of the curricula and teaching materials. Pupils are regarded as the subject of education because great importance is attached to pupils' investigations and experiences with regard to the learning process.