It broke through the government's monopoly on cultural education and expanded the scope of educational objects. 2. During the period of Emperor Wu of the Western Han Dynasty, Confucian education was promoted, imperial academy was established in Chang 'an, and schools were set up in various counties and counties, and a local education system was initially established.
3. Sui and Tang Dynasties: The perfection of the imperial examination system promoted the development of education and established a complete academic system from the central government to the local government. 4. Song Dynasty: The educational system is more complete. In the central government, there are Imperial College and Guo Zi School. In the Song Dynasty, private academies gave lectures.
The academy pays attention to cultivating students' moral character in accordance with feudal ethics, encourages discussion and debate in learning methods, and allows students to talk about their own experiences, which makes the atmosphere more active. 5. Ming dynasty: the imperial examination system of the previous generation was strengthened.
In order to strictly control the thoughts of scholars, stereotyped writing was adopted, which reflected a strong color of autocratic monarchy. Since the middle of the Ming Dynasty, academies have flourished, and Donglin Academy is famous for its activities of commenting on the country at the end of the Ming Dynasty.
6. Qing Dynasty: The imperial examinations and schools in the early stage basically inherited the system of the Ming Dynasty, and further strengthened ideological control and cultural autocracy in education. Second, some understanding of ancient education in China 1. Confucius's "private study" developed "learning for officials" into private lectures, which reflected the collapse of slavery education system and the development of new budding education system.
2. From Emperor Wu of the Han Dynasty to Sui and Tang Dynasties, Song and Yuan Dynasties, Ming and Qing Dynasties, the government-run education system from the central government to the local government experienced the development process of establishment, perfection and decline. Confucian education in the period of Emperor Wu of the Han Dynasty strengthened centralization, while education and imperial examinations in the Sui and Tang Dynasties expanded the foundation of feudal rule. Education in Ming and Qing Dynasties has a strong color of absolute monarchy.
3. The relationship between feudal education and scientific and technological development. The development of education and the dissemination of knowledge will inevitably create conditions for scientific and technological progress.
However, in the feudal society of China, because the purpose of feudal education in China was to train feudal officials and adapt to the needs of feudal rule, the role of "learning to be an official" was actually very limited to scientific and technological progress. Even in the late feudal society, education and style of study had negative effects on scientific and technological progress. However, from the prosperous period of feudal society to the Song and Yuan Dynasties, the contribution of vocational education is outstanding and should be affirmed.
2. The historical background of Confucius' running a school, summarizing his educational thoughts. What is the educational content of running a school by Confucius? Introduction to Confucius' running a school
Confucius is the founder of Confucianism and the first great educator in the history of China. He himself once "learned from an ordinary teacher". In Historical Records of Confucius' Family, Confucius once learned the piano in the teacher's class, asked Laozi for gifts, learned from Scorpion, and asked Changhong for pleasure. In running a school, Confucius advocated "teaching without distinction", and the admission condition was "don't do to others what you don't want others to do to you". Under Confucius' door, there are "three thousand disciples, two who are proficient in six arts."
Regarding the educational content of Confucius, The Analects of Confucius once said: "Confucius teaches four things: literature, conduct, loyalty and faith." That is, literature, conduct and faithfulness belong to his "moral education" category. Sports with ancient cultural relics such as poems, books, rituals and music as his "cultural and educational" content and shooting as its content are also called "six arts". As for handicraft skills, Confucius looked down upon them and excluded them from education.
Confucius paid attention to teaching students in accordance with their aptitude and put forward some suggestions. Third, we advocate reviewing the past and learning the new, and we should "learn with doubts", "learn without thinking, think without learning, and it will be dangerous", "don't be angry, don't criticize, don't make mistakes" and "follow good advice", thus forming a set of effective educational methods.
Confucius' educational thought has a far-reaching influence on later generations. Confucian ethics has become the dogma respected by rulers of past dynasties and the ruling thought of feudal society, while Confucius has been honored as the "most holy teacher" of past dynasties.
3. The development history of cooperative education Source of Chinese-foreign cooperative education: Zhonggu.com Author: Anonymous hits: 1742 Comments: 0 Update time: July 28, 200910: 45:16 The Ministry of Education promulgated the Measures for the Implementation of the Regulations on Chinese-foreign Cooperation in Running Schools in People's Republic of China (PRC) (hereinafter referred to as the Measures).
Recommended reading: the development of Chinese-foreign cooperation in running schools is a new thing in the field of education at the beginning of China's reform and opening up. In the mid-1980s, China Renmin University, Fudan University and Nanjing University successively cooperated with American universities to hold degree classes and set up research centers, all of which were precedents for early Sino-foreign cooperation in running schools. From the late 1980s to the early 1990s, the number of Chinese-foreign cooperation in running schools increased gradually. In order to standardize foreign educational exchanges and cooperation activities, the former State Education Commission issued the Interim Provisions on Sino-foreign Cooperation in Running Schools (hereinafter referred to as the Interim Provisions). As a new educational model, Chinese-foreign cooperation in running schools has made certain progress in this period.
200 1, China's accession to the world trade organization. Paragraph 3 of Article 10 of the General Agreement on Trade in Services of the WTO stipulates that all teaching activities that charge tuition fees and are of a commercial nature belong to the category of trade in educational services, except those funded by governments of various countries.
This requires China to translate the rules and agreements of the WTO Protocol into domestic laws and regulations. In March 2003, China promulgated the Regulations on Chinese-foreign Cooperation in Running Schools (hereinafter referred to as the Regulations), and its promulgation and implementation provided a legal basis for further opening up education and standardizing Chinese-foreign cooperation in running schools.
In order to better implement the regulations, in March 2004, the Ministry of Education promulgated the Measures for the Implementation of the Regulations on Chinese-foreign Cooperation in Running Schools in People's Republic of China (PRC) (hereinafter referred to as the Measures), which further refined the relevant management systems and measures. The promulgation and implementation of "Regulations" and "Measures" marked the legalization of Chinese-foreign cooperative education and entered a period of rapid development, which played a positive role in standardizing Chinese-foreign cooperative education and promoting sound development.
For the first time, the Regulations clarified the nature and status of Sino-foreign cooperation in running schools in the form of laws and regulations, and also emphasized the government's policy orientation. China actively promotes Sino-foreign cooperation in running schools. The first article of the Regulations clearly puts forward the general goal of the national policy: "Strengthen exchanges and cooperation in foreign education and promote the development of education."
Its specific policy objectives are stated in Article 3 of the Regulations: "The State encourages Chinese-foreign cooperation in running schools that introduce foreign high-quality educational resources; The state encourages Chinese-foreign cooperation in running schools in the fields of higher education and vocational education; Encourage Chinese higher education institutions to cooperate with well-known foreign higher education institutions to run schools. " Article 3 of the Measures also states the specific policy objectives: "The state encourages educational institutions in China to cooperate with foreign educational institutions whose academic level and teaching quality are generally recognized; The state encourages cooperation in running schools in emerging and urgently needed disciplines and fields in China; The state encourages Chinese-foreign cooperation in running schools in western China and remote and poor areas. "
To sum up, the specific policy focuses on the following three aspects: (1) Partners: foreign educational institutions with high academic level and good teaching quality; (2) areas of cooperation: emerging and urgently needed disciplines and majors in higher education and vocational education; (3) Areas of cooperation: All regions of the country, especially the western and remote areas, should strengthen Sino-foreign cooperation in running schools.
4. When did the ancient folk education in China begin? Folk education in ancient China began in the Spring and Autumn Period. China ancient private education was born in the Spring and Autumn Period, among which Confucius' private education was the largest and had the greatest influence.
The Spring and Autumn Period and the Warring States Period is the historical period of the transition from slavery to feudalism. Education has also undergone drastic changes with the economic and political changes, that is, from "learning in the official" to "learning in the four foreigners".
Private schools came into being under such historical conditions. Because the people in this class represent the interests of the class they serve, and their theoretical inheritance systems are also different, there has been a situation in which various schools compete with various schools.
Among them, Confucianism, Mohism, Taoism and Legalism have the greatest influence. Academically, each school has its own strengths and weaknesses, but on the contrary, they complement each other.
Kong Qiu gave lectures in Xingtan, Qufu in the Spring and Autumn Period, and studied in Xia Ji, Linzi, the capital of Qi State, in the Warring States Period, which is of great significance to the development of school education in ancient China. Among them, Kong Qiu, who founded the Confucian School, was politically conservative, but made great achievements in sorting out cultural heritage and establishing private schools.
Kong Qiu is a famous educator in ancient China, with 3000 disciples and 72 disciples of saints, and has trained a large number of talents with cultural knowledge. Confucianism, represented by Kong Qiu, attaches importance to education and takes the Six Classics as a textbook. Poetry-Literature, Book-Politics, Yi-Mathematics, Etiquette-Morality and Ethics, Music-Music Art Aesthetics, Spring and Autumn Period-History.
Confucius didn't want to talk about the chaos in Machamp, and he rarely talked about religious content. The private school of Confucianism headed by Kong Qiu did not attach importance to the research and teaching of production knowledge and science and technology, which was the deficiency of Confucian education and had a long-term negative impact on ancient China culture.
Kong Qiu's teaching attitude is serious, and he "never tires of learning and never tires of teaching" all his life, and he has created a set of teaching methods that focus on teaching students in accordance with their aptitude and cultivate their awareness, such as paying attention to individual differences, being good at inspiring and inducing, combining learning with thinking, and combining learning with doing. Therefore, the long time of running private school education, the concentration of private school activities and the rich experience of private school education have far-reaching influence on future generations, which is beyond the reach of any other private school.
At the same time, he also has a black family, representing the interests of agricultural craftsmen and paying attention to science and technology education. Black Confucianism is also called a prominent school in the Spring and Autumn Period.
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5. What were the main forms of running schools in ancient China? What are the forms and main contents of ancient education in China? 1. Yu Zhixue: Mencius: "Establish learning to teach it.
Those who are embarrassed, raise also; Learn and teach; Order, shoot also. School, Xu, Zhou Yueyao.
Knowledge is shared by three generations, so it is also an ethical issue. "Huang (Qing)" said: "The ancients taught, the family had learning, the party was embarrassed, the countryside was orderly, and the state had learning. "
2. The original form of the school: raising livestock-storing grain, also known as "Mimi", is watched by the elderly, and the school that cares for and educates children: wooden prisoners. A place surrounded by wood for raising horses later evolved into a place for practicing martial arts and fighting.
There were two schools of thought in Xia Dynasty, namely "order" and "learning", both of which attached great importance to military education. 3. In Shang Dynasty, there were mature and systematic texts and books about school rites and music education, religious ceremonies and ceremonies, and the school form of "Zhezong" appeared in Shang Dynasty.
Learning etiquette and martial arts is the main educational content of business school. The content of etiquette is mainly to learn sacrificial rites and music songs, while the content of martial arts is mainly to learn comprehensive etiquette behaviors such as shooting.
Astronomical calendar has made great progress, and arithmetic has also become the content of school teaching. 4. "Learning in the official" is the main feature of the education system in the Western Zhou Dynasty.
The main manifestations are that academics and education are controlled by the government, and laws and regulations, ancient books and documents, and ritual vessels used in sacrificial ceremonies are all controlled by the government, and ordinary people have no contact at all. Under the system of "learning depends on officials", a relatively perfect school education system has been formed from the central government to the local government, with the six arts of etiquette, music, archery, imperial examination, calligraphy and mathematics as the main educational contents.
Schools in the Western Zhou Dynasty have a relatively complete system, which can be divided into two categories: one is Chinese studies and the other is rural studies. The Western Zhou School takes "Six Arts" as its basic educational content.
The so-called "six arts", that is, ceremony, music, shooting, royal, calligraphy, number. Among the six arts, there are also "big arts" and "small arts". Ritual, music, shooting and defense are great skills, which are university courses, while books and numbers are minor skills, mainly for primary schools.
The "ritual" teaching in the Western Zhou Dynasty is mainly the training of the code of conduct, operational skills and personal cultivation in the political life of the country, which is necessary for aristocratic children. "Music" includes vocal music, instrumental music and dance.
In the Western Zhou Dynasty, morality, language and dance were taught. "So also, so also.
"Shooting" refers to archery, and "Imperial" refers to driving. "Book" refers to writing, and "number" refers to arithmetic.
5. During the Spring and Autumn Period and the Warring States Period, official schools declined and private schools rose. A group of new intellectuals, represented by Confucius and Mozi, gathered to give lectures in a new form of running schools and became pioneers in setting up private schools and spreading academic culture.
(reasons: first, the spread and downward movement of academics; Second, the emergence of the emerging "scholar" class) 1) The emergence of the emerging "scholar" class (1) Warriors: chivalrous, mighty, etc. (2) Literati: sages, businessmen, alchemists, hermits, etc. (3) Junior officials; (2) Popularization and popularization of education; (3) Separation of official and private schools. Teacher: doctor; Student: Doctoral student.
Local official schools are established according to administrative divisions, and are called county middle schools, county middle schools and township middle schools, arranged in the order of gathering; There is a Confucian classics teacher in each school, and a Confucian filial piety teacher in each school, Yi and Xu, who are responsible for local Confucian education. The education in Han Dynasty takes Confucian classics as teaching materials, and advocates that education should be enlightened and practiced.
Its educational facilities and ideas are in harmony with the electoral system of the Han Dynasty. 2) imperial academy in Ming and Qing Dynasties: During the Ming and Qing Dynasties, there were imperial academy and Zongxue (aristocratic schools) in the central government, and there were official schools, state schools and county schools in the local areas.
There are also health sciences (military schools) in frontier areas and special places. Local schools are not affiliated with each other and are eligible to send students to imperial academy.
7. Private school 1) The development of private school: Confucius Mohism; Hundred schools of thought contend; Gong Xue, Xia Ji (Gong Xue, Xia Ji) was built under the Jimen Gate in Linzi, the capital of Qi during the Warring States Period. It is a national institution established by the rulers of Qi State to train scholars. With the help of the country's financial and material resources, it lasted for a century and a half, and almost concentrated scholars of various schools at that time. Although Xia Ji Gong Xue was officially opened by Qi State, it is actually a collection of many private schools.
Its characteristics are as follows: First, "rule first, talk later", that is, scholars do not hold specific official positions, generally do not undertake administrative affairs for the reference of rulers, but engage in their own academic research and lecture activities every day. Therefore, Xia Ji Gong Xue actually plays the role of a "think tank".
Second, free debate. Jixia Academy adopts the policy of academic freedom and inclusiveness, and all factions occupy a certain position in Jixia Academy. In order to get their theory recognized, they have to convince others through public debate, which enlivens their thinking and prospers their research.
In the "regular meeting" held in Gong Xue, not only the teachers and tourists of the whole school can participate freely, but also the students can participate in the rebuttal debate. This kind of democracy and equality between teachers and students in the academic field is helpful to broaden our horizons, and is also conducive to the growth of talents, which has played a great role in liberating and invigorating students' minds. Third, learn from teachers.
Xia Ji Gong Xue's teaching method is very special. In teaching, students can attend classes freely and implement the policy of freedom of study tour. At that time, there were both individuals and groups who came to Jixia Xuegong.
You can ask to join at any time, or you can leave at any time, without any restrictions. After students come to Jixia Xuegong, not only one teacher, but also other teachers can come to attend classes for advice. This flexible teaching system enables students to be exposed to various theories, breaking the limitations of academic schools, and all schools criticize and absorb each other in Jixia Academy, which promotes academic development.
Fourthly, in terms of student management, Xia Ji and Gong Xue formulated the first student code in history-Disciples' Duties, the full text of which is contained in Guanzi. From respecting teachers to respecting morality, from eating and drinking to dressing, from classroom teaching to after-class review, there are strict regulations. From the standpoint of disciples, we can see the overall characteristics of Jixia Xuegong in managing students, which embodies the purpose, plan and organization of teaching.
This theory has been passed down from generation to generation and has far-reaching influence. 2) The development of private schools: Confucianism in education and Confucianism in private schools, the meaning of private schools, the forms of private schools (lectures, academies, family education) and private schools.