UDC 378
Qiu Jingling
EI «Yanka Kupala State University of Grodno»
Scientific supervisor — DhP Elena Nielepko,, Yanka Kupala State University of Grodno
RESEARCH ON THE DE VELOPMENT OF EDUCATIONAL
MANAGEMENT IN MODERN CHINA
ABSTRACT
Historical research can reconstruct the past events and explain the significance of the events. Research on the development history of the discipline can not only awaken the historical consciousness in the discipline construction, but also provide historical reference for further development. Based on the concept of discipline, this paper studies the development of educational management in modern China, focusingon the progress of educational management in knowledge imparting, academic activities, academic organization and discipline system, discriminating the development characteristics of educational management in various stages, and combing out the development context of educational management in modern China.
It is found that modern Chinese educational management began with the introduction of Japanese school management and educational administration in the late Qing Dynasty, and began to develop from the initial form of»school management law». At the beginning of the 20th century, with the promulgation of the guimao school system, various schools widely set up school management law, education law, school health and other courses related to education management, marking the birth of school management in China. In the late Qing Dynasty and the Republic of China, they studied in Japan and the United States successively. In this process, the thought of educational management research in China changed from school management to a broader educational administration and» school management law»developed into» educational administration».
In the 29 years firom 1949 to 1978, Chinas educational management science has gone through a tortuous development path, once showing a stagnant state. In the early days of the founding of the Peoples Republic of China, the curriculum of educational administration was cancelled, and school management was weakened as the last part of pedagogy. Before and after the reform and op ening up, the title of «educational management»was put forward for the first time, and then focused on the restoration and reconstruction. In the development of the discipline system, it gradually got rid of the traditional experience system with working departments and tasks as the main clue, and the awareness of the overall research continued to increase and began to integrate school management and educational administration to conduct the overall research of educational management. In the 21st century, Chinas educational management science has made breakthrough achievements in personnel training, academic research and discipline construction. Its main characteristics are paying attention to critical reflection, summarizing achievements and deficiencies, paying attention to basic theoretical issues of disciplines and conducting discipline research in practice.
To sum up the past of educational management, from the birth of the discipline in modern times, which once had a rough scale, to the setbacks in modern times, and then rapi development, this is a discipline that has been moving forward from scratch and twists and turns in modern China. Looking forward to the future, we should be based on our own country and better serve the development of Chinas education which is reflected in the following unity: the unity of diversification and unification, the unity of localization and externalization, the unity of theory and practice, the unity of adaptability and perseverance.
Bibliographic list
- Improving Innovation Through Better Management ，The Expert Panel on Innovation Management Education and Training.
- Research on the Development of Educational Management in Modern China ， Chen Kai.
