History Outline of Illiteracy Eradication Education in New China

Author: Liu et al.
Publisher:
Publishing Date: 2006-12-01
Features: "Outline of the History of Literacy Education in New China" first traces the origins of literacy education since modern times, reviews the formulation of plans, regulations, and related policies for literacy education during the late Qing Dynasty, and specifically outlines the mechanisms of official literacy education during the Republican period, as well as the trends, experiments, and achievements of literacy education and eradication campaigns. This serves to illustrate the foundation and starting point of literacy education in New China. Then, it successively introduces the guiding principles, policies, implementation, achievements, and problems of literacy education in each historical period since the founding of New China over the past 50 years. Through the systematic review of the history of literacy education in New China by the authors, people can see the continuous efforts made by China in upholding and developing the "right to education for the people." It can also be seen that the development of education has always been constrained by social and economic development and the political environment. When the country's economic development and political construction are on a healthy and normal track, education can develop smoothly, and the right to education of the people can be guaranteed. However, when the country makes mistakes in its guiding principles, and politics, economy, and society deviate from the normal track, education is often swept along by political waves, excessively emphasizing the political utilitarian function, resulting in education becoming a tool and appendage of politics, and suppressing the original value of education. Literacy education is no exception. How to objectively and scientifically evaluate the nearly 30 years of literacy education from the founding of New China to the end of the Cultural Revolution is a difficulty in contemporary educational history research, and this book makes a valuable exploration in this regard. While introducing and fully affirming the achievements of literacy education during the period of comprehensive construction of socialism, the author also objectively points out the negative impacts brought by the blind pursuit of high targets without considering the actual level of economic development and the objective laws of education, as well as the and exaggeration during the Great Leap Forward.