In primitive society, most of them were taught by elders through practical activities and passed on from mouth to mouth. Around 3000 BC, "books and characters" and "hieroglyphs" appeared. With writing, there will naturally be institutions specializing in teaching and learning, which was called "Cheng Jun" at that time, and it was the initial bud of the school. In Xia Dynasty, there was a formal school with teaching as the main part, which was called "school". Mencius said, "Learning in summer means teaching." In Shang Dynasty, it was called "Yi Yi", but in Zhou Dynasty it became a "preface". "Preface" is divided into "East Preface" and "West Preface". The former is a university, in the east of the capital palace, where nobles and their children enter school. The latter is a primary school, in the western suburbs of the capital, where ordinary people study. With the development of productivity, culture and science in Shang Dynasty, more schools of thought appeared, which were called "learning" and "teaching". Learning is different from Left Learning and Right Learning. The former is designed for "old people" and the latter is designed for "ordinary old people". The boundary between the state and the people lies in the nobility and the common people. "Learning" was based on human relations in the Ming Dynasty, while "Zhezong" was based on learning music.

The Western Zhou Dynasty was the heyday of slave society, and the school organization was relatively perfect. At that time, it was divided into Chinese studies and rural studies. Chinese studies are specially designed for aristocratic children, and are divided into two levels: university and primary school according to their school age and education level. Rural research mainly relied on local administrative regions at that time. Due to the different sizes of different places, there are also differences between schools, schools, schools and schools. Under normal circumstances, those who achieve excellent results in school can be promoted to township schools and learn from them; Outstanding students in or on campus may be promoted to Chinese studies and studied in universities. Chinese studies are directly under the central government, while rural studies are local schools. During the Spring and Autumn Period and the Warring States Period, official schools gradually replaced private schools, and a new class of "scholars" appeared. Qin Shihuang unified the six languages and advocated "taking officials as teachers and taking law as teachers".

Private schools resumed development in the Western Han Dynasty, and Emperor Wu of the Han Dynasty adopted Dong Zhongshu's idea of "ousting hundreds of schools and respecting Confucianism alone". The Imperial College, founded in Chang 'an, employs Dr. Shi, Shu, Li, Yi and the Five Classics of Spring and Autumn as tutors and recruits doctoral students, aged 18 or above. The Han Dynasty stipulated that schools should be set up in counties, schools should be set up in counties and cities, and emergency services should be set up in towns and villages. There are 1 teachers in the school, and 1 teachers. During the Wei, Jin and Southern and Northern Dynasties, Emperor Wu of Jin established the Guo Zi School outside imperial academy.

In the Tang Dynasty, the capital set up imperial academy, and the chief executive said that imperial academy set up a wine festival and six schools, namely Guo Zi School, imperial academy School, No.4 School (exclusively for children of aristocratic bureaucrats), law, calligraphy and mathematics. Teachers are called doctors. School age 14 years old or above 19 years old or below (France 18 years old or above but under 25 years old). There are official schools, state schools, county schools, doctors, literature, teaching assistants and instructors.

In the Song Dynasty, besides imperial academy, there were also laws, calligraphy, painting and medicine, and the academy system began to rise. There were four academies in the early Song Dynasty-Bailu, Yuelu, Yingtian and Songyang. The Southern Song Academy had a system of "three academies".

There were Mongolian primary schools in the Yuan Dynasty, and they returned to China to teach Mongolian, Arabic and Persian. In the Yuan Dynasty, the academy began to set up a "mountain leader".

The education system in Ming and Qing Dynasties was similar, with imperial academy as the center and students named Gong Sheng and Jiansheng. In the Ming Dynasty, imperial academy was divided into two prisons (Beijing and Nanjing), with students from Japan, Korea and other countries. In the Qing Dynasty, five major tributes were formally formed-deputy tributes, bagong tributes, excellent tributes, old tributes and gracious tributes. During the Ming and Qing Dynasties, there were Confucian temples and scholars (schools) in all counties. Teachers in the county are called professors, and schools in the county are called teaching guides. Xue Ming is called learning honesty, while the deputy is called discipline. Students (scholars) enrolled after the college entrance examination are divided into students, students, students and students according to their grades. And enlightenment education. There were three types in Ming and Qing Dynasties: private schools, compulsory schools and specialized libraries. In the 31st year of Guangxu reign in Qing Dynasty, the imperial examination was abolished and imperial academy was established as a new school. As the most basic and core education course of journalism and communication, communication education has always been the focus of scholars' research. Intellectual capital management rose in the western world in the 1960s, landed in China from 65438 to 0997, and was widely used in various fields of social sciences. Communication education comes from the west from the subject concept to the subject content as a whole. Is it to educate others "how to collect information effectively"? "How to spread information effectively"? The basic theoretical discipline of "how to seek to transmit information to both parties" The particularity of the discipline itself requires communication educators and recipients to absorb and digest foreign knowledge in the local discourse space. This puts forward special requirements for knowledge incubation and transfer in subject education. At the same time, the basic function of teaching people to pass on knowledge also requires learners to master the ability of knowledge infiltration in the learning process. Therefore, it is necessary and feasible to introduce knowledge capital management into communication education. In a sense, knowledge management is a "reservoir" between communicators (teachers) and recipients (students).

Communication, which rises in the west, combines various human communication activities with phenomenology to form a proprietary knowledge system. Communication itself has experienced a development process from "disorder" to "order". After the 1920s. Communication is considered as a key factor in interpersonal communication and has been brought into the research field of sociologists. For example, Parker believes that communication is "a social psychological process in which individuals can reach a certain level with a certain consciousness and adopt attitudes and opinions towards others". In 1952, Shi Lamu first put forward the concept of "sharing" information, thinking that communication is a relationship. It is a sharing activity, not an act imposed by one person on another, thus sublating the traditional media effect theory as a whole. In his view, it is not accurate to describe communication only with the "sender-audience" model, nor should it be described as the relationship between two equally active two-way. The two sides are linked by social environment and personal knowledge and values. Only in this relationship can the two sides share signals. Under this analytical framework, he began to pay attention to the long-term effect of the media, pointing out that the potential long-term effect is the main role of mass media in human society, which is manifested in the acquisition of knowledge and news and its socialization, and exists in all days of our lives. Shi Lamu's research shows that the study of media effect has extended its tentacles to the depth of social change-interpersonal interaction, and at the same time, it presents the interaction of communication, that is, the exchange and infiltration of knowledge between actors.

Because of the unique exotic background and boring theoretical knowledge of communication, it is difficult for students to accept it. Therefore, the author intends to lead people to the idea of knowledge capital management, put the knowledge system of teaching and learning in the framework of knowledge management, and find the connection between them. The so-called knowledge capital management refers to the management of knowledge itself, including the creation, acquisition, processing, storage, dissemination and application of knowledge. Its core is to emphasize how to effectively mine tacit knowledge at all levels into explicit knowledge, form knowledge power, and seek knowledge sharing and inheritance on the knowledge platform. Bringing communication teaching into knowledge capital management is to seek a meaningful space between disseminators (teachers) and recipients (students) from the perspective of their knowledge, so as to improve the effect of communication courses. 1. In the design of lesson plans, firstly, the educational concept of knowledge capital management is introduced, so that participants can understand its significance and value for the education of communication courses. On this basis, the knowledge capital acquisition model of both teaching and learning sides is constructed.

2. This model is applied to study the acquisition mode and effect evaluation of students' knowledge capital. As we all know, we have stepped into the information society in an all-round way, and the "global village" has always been a true portrayal of the world. In order to live a better life, people must effectively obtain and use all kinds of information resources. The purpose of communication teaching and training is to educate students how to "say what information" and "how to say it". Students' tacit knowledge is the ability to accept new knowledge, express knowledge, communicate and enjoy knowledge. How to successfully connect their potential with communication education requires not only the educational guidance of teachers, but also a reasonable knowledge platform. Therefore, we will put forward the model of students' tacit knowledge transformation, and put forward the evaluation index to evaluate the realization of communication effect.

3. Build a platform for knowledge transfer for both parties. Take blog and other self-media as teaching platform to realize knowledge sharing, dissemination and exchange. On the blog platform, both the uploader and the receiver can exchange roles based on their different needs for knowledge, and the corresponding communication theory can be directly operated on the blog platform. For example, when studying the classic theory of communication "agenda setting", the disseminator (teacher) first presupposes the topic, and asks the students as the executor of the topic to follow up and investigate the correlation between the students' topic and the preset topic, so as to explain the theoretical points and practical operation. 1, using the system model of knowledge capital management to construct the knowledge scene of both teaching parties and release the knowledge power.

2. Incorporate communication into the discourse system of knowledge capital management, create a knowledge sharing platform, and improve the teaching communication effect.

3. Enrich classroom practice, cultivate students' interest in learning, and eliminate the boredom of theoretical courses with flexible teaching methods.

4. Realize the transformation from tacit knowledge to explicit knowledge and cultivate students' self-thinking.

5. The application of knowledge capital management in communication education is put forward for the first time, which can not only enrich the theoretical construction of this subject, but also be popularized in other universities. It is a new attempt to introduce the concept and specific operation of knowledge capital management into the practical teaching of communication science, which mainly studies three aspects:

First, the acquisition and transformation of teachers' knowledge capital.

Second, the acquisition and knowledge power of students' knowledge capital.

Third, build a blog-based platform to transmit information for both parties.