Chinese Education Since 1949. Academic and Revolutionary by Theodore Hsi-en Chen

By Theodore Hsi-en Chen

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24 CHINESE EDUCATION SINCE 1949 tutelage but later declined in influence and lost its appeal after the rejection of Soviet tutelage. Such new agencies of worker-peasant education marked the early period of education in the People's Republic of China when the new leaders tried to devise new methods to achieve purposes that the regular schools were unable to m e e t . They also reflected the dissatisfaction of the Communist leaders with the conventional academic schools and their desire to experiment with new institutional forms to meet their educational objectives.

Played an active role in the popularization of the Russian language. It established spare-time evening schools to teach Russian to adults. To assist industry and enterprises in communicating with Soviet advisers and in reading or translating Russian manuals, the Association set up Russian language classes for their staff and workers. R. (17) Russian language study, it was said, was essential to learning from the Soviet experience in socialist construction. University professors took "blitz" language courses of three or four weeks, some preparing to teach the language, others to learn to read Russian books in order to keep abreast of Soviet scholarship.

In terms of the alternate models of education, it seems fair to say that the educational system of this period represented a combination model, with the academic model retaining a central position while revolutionary ideas and practices were beginning to play an important role. When we speak of "the first decade," w e do not refer specifically to ten years. It would perhaps be more appropriate to call these years the first period of Chinese education under the Communist regime. The radical Maoists who engineered the educational revolution of subsequent years preferred to think of the years before 1958 as a single period of education.

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