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Information to Users / INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9105811 An analysis of American perspectives of social studies education in China (1975-1988) Luo, Tao, Ph.D. The Ohio State University, 1990 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 NOTE TO USERS ORIGINAL DOCUMENT RECEIVED BY U.M.I. CONTAINED PAGES WITH POOR PRINT. PAGES WERE FILMED AS RECEIVED. THIS REPRODUCTION IS THE BEST AVAILABLE COPY. An Analysis of American Perspectives of Social Studies Education in China (1976-1988) DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Tao Luo, A.B., M.Sci.Ed. * * * * * The Ohio State University 1990 Dissertation Committee: Approved by Dr. M. Eugene Gilliom I Dr. Richard Remy Dr. Steve Miller W1 , M. Eugene <Oilliom, Adviser College of Education DEDICATION To my parents: Luo Chao-qun and Yuan Hui-rong! ACKNOWLEDGEMENTS I would like to express sincere appreciation to all those who assisted me with this research. I am especially grateful to my academic advisor, Dr. M. Eugene Gilliom, for his continued advice and support in more ways than I can identify—not only during the dissertation phase but also throughout the doctoral program. My appreciation also goes to other members of my dissertation committee, Drs. Steve Miller and Richard Remy, for their valuable guidance, encouragement, and commonments for the research. In addition, I would like to thank Dr. David M. Lampton, for his recommendations at the early stage of this study. Also, my thanks go to all other faculty members at The Ohio State University who have given me advice and suggestions. Heartfelt gratitude goes to my family—Chuan, Xi, and Yu, for their love, support, and financial assistance. VITA 1978-1981 ..... B.A. In Education South China Normal University Guangzhou, China 1981-1982 ..... "Prospective Overseas Student" East China Normal University Shanghai, China 1983-1983 ..... M.S.in Education State University of New York College at Buffalo New York, U.S.A. FIELDS OF STUDY Major Field: Education Studies in Curriculum and Instruction— Dr. Gail McCutcheon Studies in Teacher Education— Dr. Frederick R. Cyphert TABLE OF CONTENTS PAGE DEDICATION.......................................................................................................................... ii ACKNOWLEDGEMENTS .............................................................................................. iii VITA ................... iv LIST OF TA BLES.......................................................................................................... v ia LIST OF FIGURES ............................................................................................................ x CHAPTER I. INTRODUCTION ........................................................................................... 1 Historical Background of Education in China ..................................... 2 A Description of Education/Social Studies in China Between 1949-1966 ................................................................................. 10 A Description of Education/Social Studies in China During the Cultural Revolution ........................................................ 13 Changes in Social Studies Education in China after 1976 16 Process of Changes in Social Studies Education Since the Cultural Revolution ............................................... 17 Criticism and Repudiation of the Gang of F o u r ................ 17 The Two Conferences ........................................................... 20 Searching for a New Order of Education ......................... 21 Statement of the Problem ................................................................... 23 Significance of the S tu d y ..................................................................... 24 Methodology of the S tu d y ................................................................... 25 Assumptions and Limitations of the S tu d y ....................................... 26 Definition of Key T erm s ..................................................................... 27 - v - n . REVIEW OF RELATED LITERATURE ................................................... 28 American Perceptions of Education in China During the Cultural Revolution ................................................................. 28 American Perceptions of Changes in Education in China after 1976 .............................................................................. 30 Changes in the Criteria for Admissions ..................................... 33 Changes in Curriculum ................................................................ 34 Changes in Teacher-Student Relationships .................................. 34 The Reemergence of Key Schools ................................................ 35 Changes in Centralization of Education in Order to Prescribe Quality Standards at All L evels ................. 35 Strong Reemphasis on Discipline and Overt Academic Competition ...................................................................... 36 American Perceptions of Social Studies Education in China since 1976 36 ffl. METHODOLOGY.......................................................................................... 38 R ationale .................................................................................................. 38 Design of the S tu d y .............................................................................. 43 Data Collection ....................................................................................... 43 The Design....................................................................................... 43 Selection of Respondents ................................................................ 45 Data A nalysis ......................................................................................... 45 Interpretation of Data and Trustworthiness of the S tu d y .............. 47 Delimitations of the S tu d y ................................................................... 48 IV. PRESENTATION OF D A T A ...................................................................... 49 A(l)Major Reasons for American Scholars/Educators to Study Education in C hina ..................................................... 49 A(2)Major Means by Which American Scholars/Educators Study Education in C hina ..................................................... 51 A(3)What Additionally Do American Scholars/Educators Wish to Know About Education in C hina? ....................... 51 B(l)American Perceptions of Social Studies Curriculum Materials ................................................................................. 52 Course Arrangement ...................................................................... 53 Characteristics of Social Studies Curriculum M aterials 54 Curriculum—Local/Teacher-developed Materials ......................... 56 Curriculum—Hidden Curriculum ................................................... 56 Other Curriculum Materials ........................................................ 57 B(2)Instructional Methods Used in Social Studies ............................ 60 Lecture ............................................................................................ 61 Social Studies Instruction: Child-centered A ctivities ................. 62 Social Studies Instruction: Using Educational M edia ................. 62 Social Studies Instruction: Other Methods or Approaches .... 63 - vi - B(3)Teacher's Role in Social Studies .................................................. 65 B(4)Students' Roles in the Study of Social S tudies ......................... 68 B(5)The Goal of Social Studies Education In China ....................... 69 The Goal of Education in China in G eneral ............................ 70 Changes in the Goals of Education in China Through the Years ........................................................................ 70 The Goal of Social Studies Education ....................................... 71 B(6)Extracurricular Activities ............................................................
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