The educational tradition of China has developed from traditional Chinese culture. Without an understanding of the cultural impact on traditional education, it is impossible to comprehend the educational tradition of China and to change its traditional educational ideas. There are fine traditions and feudal remains in Chinese culture which ought to be examined from the historical materialism perspective in order to tell the essence from the dross and to facilitate educational modernization in today’s China.
Education is an eternal theme of human development, while teacher is not born to be a specialized profession until the modern society. With the development of new technology, teacher’s traditional roles are nowadays facing more and more challenges. Modern teachers are expected to be not only the organizers and designers of the educational process, but also mentors and partners of students in the learning process. Teacher education in China is also taking many reforms to promote their professional development, such as to increase the degree lever requirement, to established MOE’s teacher professional standards, to provide more in-service training, to encourage the research based teaching and etc. Although China has a tradition of respecting teachers and valuing education, stronger social support system is expected to be established for teacher development in the near future.
Minority language literacy is an important issue in national education policy for any multi-nationality country. China sticks to the policy of safeguarding the rights and interests of ethnic minority groups to use their own languages and writing systems. In education, considering communications among different nationalities and the development of minority ethnic groups, a bilingual education policy is being implemented by insisting on teaching students in their own ethnic languages; when the mastery of their own languages has been achieved, bilingual teaching will be employed. There are three types of bilingual teaching for minority ethnic groups: teaching in their own languages, with Mandarin Chinese added; teaching in Mandarin Chinese, with minority languages added; teaching both in Mandarin Chinese and in minority languages. The biggest problems to be solved in implementing bilingual education in ethnic minority regions are the editing of language textbooks and supporting materials for minority ethnic groups and the training of ethnic minority teachers.
With condensed and concentrated analyses on the process of historical evolution and the interactions between Chinese education and Chinese cultural traditions, this book can be used as a major reference for international readers to understand education in China from the perspective of cultural evolution.