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It is not surprising that private education is gaining importance in China, given the overall context of huge national efforts toward building up a "socialist market economy." However, the fast growth rate in both quantity and quality of profitable private schools in a socialist society has exceeded expectations. This paper examines the modern history of private education in China. The present-day resurgence of private education is rooted in the heritage of private education in Chinese society. Private schools were the precursor of modern Chinese education and played an important role in the country for a long period before 1949. When government policy became more flexible and household income increased substantially, this heritage was revived and became a stimulating factor for the private-education sector. Unfortunately, the system is fraught with difficulties in educational equity and prioritization of subjects. It is common for kindergarteners to learn English before they can speak Chinese fluently, and computer classes are emphasized in many private high schools whereas mathematics is ignored, undermining the establishment of a basic knowledge foundation. As public education expands, private education may face serious challenges in the future if resource diversification and expansion are not balanced with quality. (Contains 25 references.) (RT)

The purpose of this, the first international library conference held in China and sponsored by a Chinese institution, was to enhance the development of library and information science, promote the status of library and information professionals, and exchange ideas of research and practices in the field. In addition to ceremonial speeches, 134 papers were selected and read, most either written in or translated into English. Thirty-one of these papers are abstracted here, and are intended to provide references to scholars and practitioners who are interested in studying the current status and development of library and information services in many locations throughout the world, particularly China. Topics covered by the papers abstracted include: historical development, philosophical foundations, interactions with socioeconomic changes, technology and automation, management, cataloging and classification, preservation, and education. (MAS)

This study is an extensive bibliography of government-published maps relating to China that have been produced by the United States, Japan, China, Great Britain, Germany, France, and the Union of Soviet Socialist Republics. Several introductory, narrative chapters discuss the development of modern mapping in China and various mapping activities of the six other countries. The major portion of the document is an annotated listing of map selections from the 20th century. Arrangement is by country. Within each country's section, the map entries are listed alphabetically by agencies and then according to scale. Each map listing includes such information as reliefs, boundaries, hydrography, transportation, cities and towns, and vegetation. Size, number of pages, translation, and general coverage are also included in the general annotations where appropriate. Several appendices conclude the document. (Author/JR)

This bibliographic essay of books, articles, and audiovisual aids on China is designed to help teachers and community educators identify new materials for use in planning classroom units and community education programs, and to present some emerging themes in America's new relationship with China around which discussions could be organized. The listings are arranged into six parts: (1) accounts by recent visitors to China, (2) general books about China and U.S.-China relations, (3) major areas of professional interest in China, (4) important issues in Sino-American relations, (5) Chinese periodicals and Chinese perspectives, and (6) resources for teachers. Most of the materials included in this annotated bibliography date from 1971-74. Each bibliographic selection includes the complete title, publisher, number of pages, price, and a short annotation. The unit on resources for teachers suggests resource and curriculum guides, periodicals and newspapers, starter kits, maps, and audiovisual materials appropriate for the secondary classroom. Exceptionally useful and highly recommended works are starred. (Author/JR)

This paper considers how to more effectively teach English as a Foreign Language (EFL) in China by incorporating lessons from the 20th century experience of English language learning. The main purpose is to learn more about how English was taught during different periods of time. This information might inform current and future practices by identifying successful and unsuccessful practices in curriculum construction, teaching methods, and instructional materials. Questions considered include the following: Does the teaching appeal to the students' interests and is it related to students' personal experiences? Does the teaching help to develop the students' individuality and creativity? and Does the teaching provide authentic language input and opportunities for communicative practice? It is concluded that historical and contemporary evidence suggests that high quality and effective English teaching in China must do all of these things. Practical suggestions are included, as are extensive historical scholarly references. (Contains 56 references.) (KFT)

This paper traces the evolution of school physics in China and elaborates on the current situation, ongoing experiments, and problems of school physics in terms of the historical, cultural, political, and social contexts in China. School physics as a major subject was imported into China almost wholesale by the end of the 19th century. Nonetheless, physics was technically procrastinated due to the fact that very few physics terms existed in classical Chinese literature. The first significant impetus toward more emphasis of physics came from a May 4 Movement in 1919 when thousands of Peking students marched in protest against Japan. As the movement spread, many Chinese youth went to the West to study physics, and later became the first generation physicists in China. The China Physics Society was soon established, and the mission of converting physics terms into Chinese was systematically carried out. A second movement, the New Culture Movement, originating from the May 4 Movement, was strengthened through the era of the Nationalist government (1920s-30s). This movement made physics more accessible to the general public, and differentiated physicists from classical scholars. During the Mao regime, school physics was imported from Russia because of China's isolation from the West in 1949. Later, during the Great Leap Forward movement (1958-1960) school physics was simplified to cover readily applicable aspects of the knowledge base. By the end of the Cultural Revolution in 1976, the contents of physics were shrunk into only four components: the steam engine, the internal combustion engine, the electric motor, and the pump. Physics instruction is currently driven at the secondary level by the college entrance examination, and at the tertiary level by the market economy. Ongoing experiments are guided by societal needs and the government's policy in education. Debate regarding the government's role in education was silenced after the Tiananmen Square event, but discontent in the physics society stays high. Contains 46 references. (JRH)

This paper presents an overview of three countries, China, Japan, and Korea, in the northeastern Asia region and provides a bibliography of children's literature from the area in the appendix. The document advocates that the global interdependence of societies necessitates an understanding of the cultures with which people must interrelate. Ramirez and Ramirez's (1994) suggestions for selection of classroom literature includes consideration of the following factors: (1) the general accuracy of the story line; (2) lack of stereotypes; (3) use of appropriate language rather than derogatory slang; (4) accurate perspective of the author; and (5) story line and illustrations that are current in fact and interpretation of children's literature. (EH)

This document consists of an annotated bibliography of publications, audio visual materials, and other items available through Yale University's East Asian Resource and Education Program. The document begins with a discussion of the program, its goals and objectives, teacher and school projects, publications, and special events. There is also a description of the East Asian Education Resource Center and Library. The paper describes materials available through the program, which appear under the major headings "China,""Japan,""Korea", "Asia,""Asian Americans," and "International/Global." A discussion of "Organizations at or Affiliated with Yale" subdivides topics into descriptions of libraries, galleries and collections, and organizations and associations. Subject and title indexes conclude the document. (SG)

This paper reviews the history of early childhood education in China between 1949 and 1990. After the Communist revolution in 1949, China's educational policy was modeled after the Soviet Union's. Preschool pedagogy emphasized conditioning children's behavior and providing a comfortable environment for children. The number of nurseries and kindergartens grew steadily in the late 1950s. After the Cultural Revolution in 1966, the emphasis in early childhood education changed from providing a comfortable environment to carrying out proletarian politics, and many preschools were closed. The administration of preschools was taken from trained professionals and given to ideologically correct committees. School activities, such as songs and stories, centered around revolutionary ideology. The purpose of preschools was to provide protective care and develop children who would continue the revolution. After the arrest of the Gang of Four in 1976, many preschools were reopened. China then turned to the United States and Japan for its early childhood education models. Practices common before the Cultural Revolution were restored. Needs currently faced by preschools are those of increasing children's science learning and correcting personality traits of single children which the government considers undesirable. A reference list of 15 items is provided. (BC)

The Chinese university students who protested in Spring 1989 were concerned about inflation, shortages of goods and services, and pay inequities. They disliked corruption, bribery, and unfair favoritism, and wanted more press freedom and more independence for their student organizations. Most of all, they wanted more dialogue with aging leaders about their role in China's future. Low-paid or jobless city dwellers felt a common cause with protesting students. Farmers, who were far removed, adopted a wait-and-see attitude toward student protests. The leadership was split. Deng Xiaoping, outraged by the protests and alarmed that further unrest would wreck economic advances, wanted student protests crushed. Moderates, preferring reconciliation with students, were headed by Zhao Ziyang, who counseled against violent suppression. On May 17, Deng won the Politburo Standing Committee vote for military suppression, and the students were bloodily evicted from the square on June 4. Fall 1989 university enrollments nationwide were cut 5 percent. All students had to attend political re-education classes. Faculty at Beijing University and elsewhere had to attend Communist political study sessions. The clash and the military put-down discredited the Party in student minds and hearts. The hopes that impelled intellectuals to support Communism were shattered. The urban population at least is disillusioned. Farmers, slower to change, will likely side ultimately with urban intellectuals moving toward democracy. (JB)

This paper describes how the author has used children's stories, published in the People's Republic of China, to explore the ethnocentrism in American academic social psychology. The stories are read to students in the author's undergraduate classes in social psychology, who then discuss the themes of the stories. Comparisons are made with stories commonly available to children in this country. Major emphases in the stories from China include: (1) an emphasis upon helpfulness and cooperation in the pursuit of group goals; (2) a minimizing of roles defined by sex, age, or social prestige; (3) the early introduction of children into adult roles; (4) error seen as ignorance, calling for reeducation rather than punishment; (5) care of personal and group belongings. The frequency of these themes is contrasted with their appearance in American children's literature. Attention is then directed to the cultural differences which have been noted, as these relate to emphases within areas of interest common to American social psychologists. To date attention has included the various psychological needs identified by Henry Murray, with particular attention to the achievement motive. Maslow's need hierarchy is reexamined in terms of the orientation of the Chinese stories, and a similar reexamination is made of Kohlberg's stages of moral development. (Author)

An annotated bibliography of 77 books, journal articles, congressional reports, and conference papers all based on visits to Chinese schools by U.S. and British visitors including professional educators, teachers, government officials, historians, and lay citizens is presented. A wide range of entries includes specialized, scholarly journals and books, newsletters, popular press magazines, and congressional reports. Most of the cited works have been published since 1972 and review the impact of Maoist thought and especially the Cultural Revolution on national educational policy. (CFR)

This annotated bibliography includes 18 journal articles, books, newspaper stories, and confernce papers focusing on official Chinese policy toward the role of the social sciences. The impact of the Chinese Cultural Revolution and the establishment of the Chinese Academy of Social Sciences in 1977 are the subjects of most of the listed sources. The bibliography includes items from United States, Chinese, and Australian sources. The Chinese items are written in Chinese but the annotations are in English. The annotations are brief and descriptive, not evaluative. (CFR)

Designed to provide a resource to scholars, students, and other professionals needing to understand the role of education in the People's Republic of China, this work begins with an extended (26 pages) essay about China's educational enterprise: its history, development, prospects, and problems. An annotated bibliography comprised of over 3,050 entries divided into 71 subject categories follows the essay. ERIC accession numbers are cited when available. Detailed author and subject indexes to all entries are provided. The entries consist of "the most useful and easily located books, monographs, pamphlets, regularly and occasionally issued serials, scholarly papers, and selected major newspaper accounts dealing in a significant way with public and private education in the People's Republic of China before and since 1949." (TRS)

This analysis of the important industry-centered spare time school system in Communist China is a substantially revised version of a paper originally prepared for oral presentation at the annual meeting of the Association for Asian Studies in March 1963. The author is specializing in the study of Communist China at Cornell University, where he is completing a doctoral program. In the absence of impartial firsthand observations by qualified outside observers of the arrangements for spare-time study under the present regime, the author has of necessity been forced to rely mainly upon a discriminating use of materials published in Communist China. While the reliability of these materials is not subject to independent verification, the body of data contained therein is generally believed to be sufficiently indicative of the prevailing situation on the Chinese mainland to enable qualified researchers to derive from it an informative basic picture of major developments. (Contains 64 footnotes.) [Best copy available has been provided.]

As yet citizens in the United States have had very little specific and authoritative information from the enemy-occupied countries of Europe and the Far East about what has happened and is happening to the intellectual life of their people. Recognizing these limitations in the information and desirous that the citizens of the United States, particularly the youth in schools and colleges, should be made as fully aware as possible of the situation, the members of the American Education Delegation meeting in London in the spring of 1944, arranged to secure authentic information on the important matters indicated. The delegation referred to was appointed by the Secretary of State of the United States for the purpose of participating with ministers of education, or their representatives, of 17 nations in a conference to be held in London, where, as is well known, most of the occupied countries have set up governments in exile. This bulletin is devoted to accounts of what the war and enemy occupation following it have meant to education in 6 of the 11 countries to which requests were addressed. They are presented as nearly as possible in the form in which they were prepared by the respective ministers of education or their representatives. They are, therefore, authentic and official and represent conditions as they were when written, during the early summer of 1944. The U.S. Office of Education presents them to the schools, school officials, and school children and youth of the United States, knowing well their sympathetic interest in their less fortunate fellows who have suffered and are suffering not alone the tragic casualties of war but the still less tolerable, brutal and unnecessary destruction which followed in its wake. In secondary schools and colleges these papers will be read as presented for the story they tell, for the style and tone of the authors, for renewed appreciation of the valiant manner in which youth of character meets disaster; but the facts disclosed will lead to further study of the countries involved, of their people, their history, and development socially, economically, and educationally. (Contains 6 footnotes.) [Best copy available has been provided.]

This publication is designed for teachers of Chinese language and culture who are interested in using audiovisual materials to supplement classroom instruction. The listings objectively present materials which are available; the compilers have not attempted to evaluate them. Content includes historical studies, techniques of brush painting, myths, art forms, personal studies, and educational and economic documentaries. Grade level ranges from elementary to college level and adult. The four major sections include listings of audiovisual materials, addresses of producers and distributors, subject index, and general index. Within the audiovisual materials section, items have been classified by categories to enable teachers to choose the kind of media they prefer. There are over 300 films, 61 feature-length films, nine videotapes, 122 filmstrips, 53 slide collections, 9 overhead transparency collections, 7 photographic series, 132 audiotapes, and 98 records. Annotations for each entry provide information about the producer, rental or purchase price, component parts, length, and a description of content. Materials are coded according to type in the subject and general indexes. (AV)