Neo-Confucian educational thought and the reform and development of schools
1. The evolution of the imperial examination system –; –; (1) Song Dynasty: 1. The improvement of the status of the imperial examination 2. The expansion of the scale of the imperial examination 3. Reform of the examination content (abolition of the student title and recommendation system, implementation of the palace examination system, improvement of the examiner appointment system, implementation of separate examinations for candidates who are relatives or other close relationships with the examiners, sealing (anonymous) and transcription of examination papers system); (2) Yuan Dynasty: established the "Four Books" and "Five Classics" annotated by Zhu Xi as the model and basis for answering questions in the imperial examination; (3) Ming Dynasty: established the system of eight-part essay selection, marking the beginning of the decline of the imperial examination system ; (4) Qing Dynasty: Added "Children's Examination";
2. Schools were reduced to vassals of the imperial examination;
3. Song Dynasty's "promoting culture and education" policy –; –; (1) Attach importance to the imperial examinations and re-employ scholars (2) "Three times to promote learning" and establish schools widely (3) Respect Confucius and Confucianism, and promote Buddhism and Taoism
4. Three times to promote learning in the Northern Song Dynasty -; -; (1) "Qingli Promoting Learning": In the fourth year of Qingli reign of Emperor Renzong of the Song Dynasty, Fan Zhongyan presided over ① Lingzhou County School ② Reforming the content of the imperial examination, removing scriptures and Mo Yi, focusing on policy theory and classics ③ Thirdly, revitalizing Taixue and introducing "Suhu Teaching Method" to Taixue; (2) "Xining Education": Wang Anshi presided over during the Xining period of Emperor Shenzong of the Song Dynasty to ① reform the Imperial Academy and create the "Sanshe Law" ② expand and rectify local official schools ③ restore and establish specialized schools such as martial arts, law, medicine, etc.; ④ Compiled "New Meanings of the Three Classics" as a unified textbook; (3) "Chongning School": During the Chongning reign of Emperor Huizong of the Song Dynasty, Cai Jing presided over ① the establishment of local schools across the country ② the establishment of a three-level academic system linked to counties, prefectures, and Taixue ③ expansion Taixue ④ restored the establishment of medicine, established arithmetic, calligraphy, painting (the only specialized academy of fine arts in ancient China) and other technical schools. 5. The imperial examination was discontinued and scholars were selected by schools;
5. " "Three-Shedding Method";
6. "Suhu Teaching Method" -;-; Hu Ai founded, advocating "bright body and effective use", divided into Jingyi Zhai and Zhishi Zhai, which is the first in the history of world education It is the earliest subject-based teaching and compulsory and elective system for subjects;
7. "Integral Method" –; –; implemented in the Yuan Dynasty, it is actually a supplement to the Sanshe Method;
8. "The Sixth Class Deposition Law" -; -; was implemented in states, prefectures, and counties in the Qing Dynasty;
9. "Story of Supervising Students" -; -; was implemented in the Imperial College in the early Ming Dynasty, and can be regarded as Internship system;
10. Social Studies –; –; originated in the Yuan Dynasty and was perfected by the Ming Dynasty. It is a local official school at the most basic level in towns and villages, targeting civilian children;
11. The development of academies -; -; (1) The bud of academies: it began in the Tang Dynasty. The main reasons for the rise of academies education after the Song Dynasty are ① the sluggish official education ② the long tradition of private lectures 3 the influence of the Buddhist Zen Forest lecture system 4 The application of printing made books extremely convenient; (2) The development of academies: ① In the Song Dynasty, as an educational system, it promoted the development of Neo-Confucianism and showed the trend of official learning; the four major academies in the Southern Song Dynasty ( Yuelu, Bailudong, Xiangshan, Lize Academy); ② In the Yuan Dynasty, the government's control over academy education increased, and it gradually approached official education, and the influence of Neo-Confucianism strengthened; ③ In the Ming Dynasty: the establishment of the academy lecture system ④ In the Qing Dynasty, academies The serious officialization of education; (3) "Revelation of Bailudong Academy" and its historical significance: a systematic programmatic academic rule in the history of the development of academy education. The content is ① "The purpose of the five teachings" ("Father and son are related, monarch and minister are righteous, husband and wife are distinguished, elders and young are orderly, friends have trust", that is, the five ethics) ② "The order for learning" ("Educate yourself and interrogate.") , think carefully, discern clearly, and practice it diligently") ③ The key to self-cultivation ("Words of loyalty and trustworthiness, deeds of sincerity and respect, punishment of anger and suffocating desires, correcting mistakes and doing good") ④ The key to conducting oneself in society (correcting one's friendship rather than pursuing one's own interests, knowing one's The Tao does not count its merits) ⑤ The key to receiving things (don’t do to others what you don’t want others to do to you; if you can’t do it, do it to yourself instead); (4) Donglin Academy and Academy Lectures: Gu Xiancheng’s "White Deer Cave Academy Revealed" "The "Donglin Rendezvous" was formulated as a model.
The general meeting system of Donglin Academy is a model of the lecture system in the Ming Dynasty. Its characteristics are: 1) advocating Cheng-Zhu Neo-Confucianism and opposing Lu Wang's Xinxue; 2) satirizing the court and judging characters; 3) accommodating various practical studies; Donglin is not only teaching and academic research The center is also the source of political public opinion and the center of political activities; (5) Exegetical Jingshe and Xuehaitang: In the late Qing Dynasty, Ruan Yuan established them in West Lake in Hangzhou and Yuexiu Mountain in Guangzhou, with the purpose of pursuing the textual research theory of the Han Dynasty. Its characteristics are: 1) emphasizing on academic merit and neglecting merit and reputation, not studying the study of imperial examinations, but focusing on the exegesis, debate and examination of names and objects; 2) using each teacher's strengths and teaching students in accordance with their aptitude; 3) combining teaching and research; (6) the characteristics of academy education Characteristics: ① Combining teaching and research ② Implementing a lecture system and advocating the contention of a hundred schools of thought ③ Implementing an open door in teaching ④ Focusing on personal study in learning ⑤ Harmonious relationship between teachers and students; (7) The significance of the emergence of academies: The emergence of academies is in the history of Chinese education It is of great significance. The academies expanded the types of school education in ancient China and played a role in making up for the shortcomings of official education. The academies advocated free lectures, focused on discussion, and had a strong atmosphere of learning and exposition. They opened up a new style of study and became a driving force for promoting education and academic development. An important driving force, it also created many effective experiences in the field of school management and became an important form of educational organization in the middle and late stages of China's feudal society.
12. Private schools and elementary school textbooks -; -; (1) The development and types of private schools: in the Western Zhou Dynasty, it was called "primary school", before the Han Dynasty it was called "bookstore", in the Wei, Jin, Southern and Northern Dynasties and the Sui and Tang Dynasties, it was called "family school" and "Mongolian schools" include "private schools" and "social studies" in the Song, Yuan, Ming and Qing dynasties. The Song and Yuan periods were an important stage in the development of Mongolian studies in my country; types include ① private schools, ② special schools, and ③ scattered schools; (2) The development, types and characteristics of Mongolian education textbooks : The earliest record is "Shi Qin Pian" in the Western Zhou Dynasty, "Cang Po Pian" is a Mongolian literacy reading book in the Qin Dynasty, and the "Ji Jiupian" (Shi You) in the Han Dynasty includes ① literacy teaching materials ② ethics and morals teaching materials ③ history Teaching materials ④ Poetry teaching materials ⑤ Comprehensive knowledge teaching materials; the most influential teaching materials include "Hundred Family Surnames", "Thousand Character Classic" (the author is Zhou Sixing of the Liang Dynasty in the Northern and Southern Dynasties), "Three Character Classic", etc.; its characteristics are ① Meet the requirements of the preliminary literacy stage ② The teaching materials are compiled in connection with children's daily life experiences ③ In line with children's psychological characteristics and interests, the words rhyme ④ Provide certain knowledge and moral education while providing literacy education;
13. Zhu Xi’s educational thoughts –; –; (1) "Collected Commentary on Chapters and Sentences of the Four Books": including "Collected Commentary on Chapters and Sentences of the Great Learning", "Commentary on Chapters and Sentences of the Doctrine of the Mean", "Collected Commentary on the Analects of Confucius" and "Collected Commentary on Mencius"; (2) "The principles of tomorrow will destroy people" "Desire" and the role of education: Human nature is divided into destiny nature and temperament nature, and the role of education is to "change temperament"; (3) On "university" and "primary school" education (primary school "teaches things", university "teaches things" "With Reason"): ① Zhuzi attaches great importance to primary school education, believing that primary school is the stage for laying the foundation, and analyzes the necessity of primary education from the characteristics of children's psychological development; the learning content of primary school is the training of ethics and moral standards and the learning of basic knowledge and skills , the educational methods in primary school should be as specific and clear as possible, and the teaching methods should be as vivid as possible ② University is mainly based on personal reading and study, and its task is to speculate on unknown things based on the knowledge and skills learned in primary school, and train students to analyze tasks and solve problems The ability to do tasks, that is, "reading to understand", the learning method mainly relies on consciousness; the university teaching materials are mainly the "Four Books" and the "Five Classics"; (4) "Zhu Xi's reading method": step by step, read carefully, think deeply, humbly reflect, Observe oneself carefully, work hard, and be respectful and determined;
14. Wang Shouren’s educational thoughts –; –; (1) The function of education is to “cultivate conscience”, and the purpose of education is to “understand human ethics”; ( 2) The educational principle of "teaching according to one's ability": embodied in individuals is step-by-step, and embodied in different individuals is teaching in accordance with their aptitude (3) Teaching content: ""The Six Classics" are all history"; anything that is beneficial to "seeking "Anything with its heart" can be the content of education; (4) On children's education: ① A fierce attack on feudal traditional children's education ② Education should follow the characteristics of children's physical and mental development ③ The content of children's education should be songs, poems, etiquette and reading .
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