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Gains and losses: Five teachers' per...

Liu, Liping.

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Gains and losses: Five teachers' perspectives on their Cultural Revolution educational experiences and current teaching philosophy.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Gains and losses: Five teachers' perspectives on their Cultural Revolution educational experiences and current teaching philosophy./
作者:	Liu, Liping.
面頁冊數:	185 p.
附註:	Adviser: Vito Perrone.
Contained By:	Dissertation Abstracts International58-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9734810
ISBN:	0591446200

Gains and losses: Five teachers' perspectives on their Cultural Revolution educational experiences and current teaching philosophy.
Liu, Liping.

Gains and losses: Five teachers' perspectives on their Cultural Revolution educational experiences and current teaching philosophy. - 185 p.

Adviser: Vito Perrone.

Thesis (Ed.D.)--Harvard University, 1997.

This dissertation is a qualitative study of how five Chinese teachers perceive their educational experience during the Great Proletarian Cultural Revolution (GPCR), and what impact these experiences have had on their teaching philosophy. The text consists of three parts: (1) background information, with an emphasis on the major changes in the educational system under the guidance of Mao's philosophy on education; (2) biographical stories of five individuals who experienced the GPCR and became teachers; and (3) analysis of their experiences and perspectives, particularly relating to the impact of the GPCR on their current teaching philosophy.

ISBN: 0591446200Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Gains and losses: Five teachers' perspectives on their Cultural Revolution educational experiences and current teaching philosophy.
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520 $a This dissertation is a qualitative study of how five Chinese teachers perceive their educational experience during the Great Proletarian Cultural Revolution (GPCR), and what impact these experiences have had on their teaching philosophy. The text consists of three parts: (1) background information, with an emphasis on the major changes in the educational system under the guidance of Mao's philosophy on education; (2) biographical stories of five individuals who experienced the GPCR and became teachers; and (3) analysis of their experiences and perspectives, particularly relating to the impact of the GPCR on their current teaching philosophy.
520 $a The GPCR, which started in 1966 and ended officially in 1976, is an unusual event in human history in the sense that it changed millions of Chinese people's lives and fates through political education and movements. Mao Tse-tung, the initiator of the GPCR, explicitly used schools as the pilot light to spread the movement to the whole nation. His ideas were to displace what he regarded as pre-revolutionary feudal-capitalist values and norms and to replace them with proletarian ideology. As a result, intellectuals became the first targets, and students went to the countryside to receive re-education from peasants, who were considered trustworthy.
520 $a The generation of people who were influenced most by this revolution are now between their late 30s and early 50s, and they are playing important roles in all fields in China. Some of them have become teachers, who continue influencing the younger generation, and who are the focus of this dissertation. I think identifying individual teachers' experiences and exploring the connection between their past experiences and their present perspectives on education will be far more significant and realistic than another evaluation of the revolution itself. My goal is to help educators examine this historical event in education and understand today's Chinese education, which cannot be separated from its past.
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