An analysis of American perspectives of social studies education in China (1976-1988).

摘要

Qualitative method was employed in this study to investigate American perceptions of social studies education in China during the last decade. Data were drawn from library research and an open-ended questionnaire to explore four major problems: (1) What have American scholars and educators learned about social studies education in China? (2) How accurate are these perceptions? What seem to be the primary misperceptions of these scholars/educators? (3) What aspects of social studies education in China have been adequately explored and what have been explored the least? (4) What suggestions have the Americans made to improve social studies education in China?;The study indicated that, generally, American educators have learned the following about social studies education in China: Standardized textbooks are overwhelmingly used; Lecture is the primary teaching method; Teachers dominate in regular teaching-learning activities, while students play a passive role; Extracurricular activities such as field trips and social investigations are common; Schools and other social sectors work harmoniously to produce "all-round development" citizens.;Virtually no misperceptions were found. However, three characteristics of the American perceptions were revealed: (1) Educational policies in China were learned more fully than the educational realities; (2) Regular classroom activities were described more often than out-of-school activities; (3) Extracurricular activities organized by youth organizations such as Young Pioneers and the Communist Youth League were known better than those sponsored by other parties such as various study groups. Changes in teachers' and students' private world, which constitutes an important dimension of education in the post-Mao era, have been virtually uninvestigated by American observers.;This study identified several suggestions in China: make the past serve the present; make foreign things serve China; improve teacher quality and increase their social status; update the curriculum to meet contemporary needs; and use various instructional strategies to develop students' thinking skills.;Six "other findings" were also revealed, including the major reasons why American educators studied Chinese education, the basic means by which they explored Chinese education, their desire for further knowledge on Chinese education, their expected changes in Chinese education, and their opinions about the strengths and weaknesses of Chinese education.