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2014•Journal of Neijiang Normal UniversityRequires access

Reflections on the Course A Concise Outline of Modern Chinese History

Gui-Qian Wang

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Abstract

The course A Concise Outline of Modern Chinese History should stick to its status as a part of ideological and political education and the functions of the latter.And the CPC theories should be taken as the leadership of its teaching content.It is the basic educational rule of this course to start from history and take the reality as the basis.The objects,teachers' knowledge structure and teaching status of this course all have their unique features.And the design and employment of the teaching styles should follow the principles of guidance,permeability,participation and modernity.

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The course A Concise Outline of Modern Chinese History should stick to its status as a part of ideological and political education and the functions of the latter.And the CPC theories should be taken as the leadership of its teaching content.It is the basic educational rule of this course to start from history and take the reality as the basis.The objects,teachers' knowledge structure and teaching status of this course all have their unique features.And the design and employment of the teaching styles should follow the principles of guidance,permeability,participation and modernity.

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Available abstract

The course A Concise Outline of Modern Chinese History should stick to its status as a part of ideological and political education and the functions of the latter.And the CPC theories should be taken as the leadership of its teaching content.It is the basic educational rule of this course to start from history and take the reality as the basis.The objects,teachers' knowledge structure and teaching status of this course all have their unique features.And the design and employment of the teaching styles should follow the principles of guidance,permeability,participation and modernity.

Key concepts: Ideology, Course (navigation), Modernity, Politics, Mathematics education, Sociology, Epistemology, Pedagogy

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