The Introduction of Educational System in Song Dynasty

The Educational System in Song Dynasty —— The Development and Evolution of Official Learning

Central official school

In the Song Dynasty, Guo Zi Xue and Tai Xue (Four Studies, Guang Wen Guan and Bi Yong) were established in imperial academy to teach martial arts, law, medicine, arithmetic, calligraphy and painting with various specialized knowledge and skills. Under imperial academy, Liao had set up schools in Beijing, Zhongjing, Tokyo, Xijing and Nanjing. Jin Guo and Yuan Dynasty imitated Song Dynasty not only set up Guo Zi schools under the jurisdiction of imperial academy, but also set up schools teaching in their own national languages, such as Jurchen Guo Zi School and Mongolian Guo Zi School, also known as imperial academy respectively. Its purpose is to preserve and develop the spoken and written languages of ethnic groups, and to maintain their individual characteristics and traditions. The development of the central official school in the late feudal society has the following characteristics:

(1) Ideological rule is increasingly strengthened. After the end of the Southern Song Dynasty, the educational thought of Neo-Confucianism, "Preserving Heaven and Eliminating Human Desire", gained a more real position. Since the Yuan Dynasty, Zhu's Notes on Four Books has been regarded as a basic textbook.

(2) Grade restrictions gradually disappear. In the Song Dynasty, the hierarchical restrictions of Guo Zi schools and imperial academy were relaxed. The Yuan and Qing Dynasties were the unified political power established by the ethnic minorities in China, with the Han nationality as the main body to rule the country, so the ethnic boundaries of the school were extremely strict. The treatment and official position of minority students in school are better than those of Han students in imperial academy. But as far as students of the same nationality are concerned, the grade restriction tends to disappear gradually.

(3) The continuous development of the organizational form of business teaching. During the Song Dynasty and Jiayou period, Hu Yuan's "subject-based teaching" (also known as "Su Hu teaching method") was popularized in imperial academy. It is characterized by paying equal attention to Confucian classics and practical learning, and combining teaching students in accordance with their aptitude with learning from each other's strengths. During the period of Song Xining and Yuan Feng, Wang Anshi's "three-hospital law" was implemented, namely, the outer hospital, the inner hospital and the upper hospital in imperial academy, and a promotion explanation system was established, which paid equal attention to both ability and political integrity and the usual examination and promotion examination, in an attempt to unify the selection and training of talents in the whole country in schools. During Yuan You's reign, following the "Three Shes Law", six fast houses were built for imperial academy, which were divided into upper, middle and lower classes, with two fast houses in each class, facing east and west. There is an exact degree of difference between the third class. Han people were promoted to Shangliangzhai, while Mongolians and Semu people entered Zhongliangzhai, and the points system was implemented. Ming and Qing dynasties are the reasons. In the Ming Dynasty, imperial academy initiated the "calendar" system of supervisor students, that is, the internship system of supervisor students, which lasted 1 ~ years.

Local official school

Schools are still set up according to the Tang system and local administrative regions. In Song Dynasty, local administration was divided into three levels: prefecture (government, army and prison) and county, and schools were set up below the prefecture to teach Confucianism. Liao and Jin Dynasties imitated the Song Dynasty and established official, state and county schools. Yuan local administration is divided into three levels: government, state and county. Confucianism, which teaches the four books and five classics, is set up at all levels, and primary schools have attached middle schools. The local education in Song Dynasty was more developed than that in Han and Tang Dynasties, and its characteristics were as follows: ① Appointing the Chief Executive to take charge of local education. In the fourth year of Song Xining (107 1), scholars were established. Song Chongning for two years? 1 1, all roads are set up to promote educational administration.

(2) The state grants the school field as a fixed fund for local schools. In the first year of Song Tiansheng (1023), Yanzhou was given the first scholarship. Song Xining farmed for four years. In the Song Dynasty, it was written that "abel tamata has ten hectares of cultivators". Every local official school has a corresponding quota for studying fields, and the income and expenditure of land rent are paid by the school administrator.

③ Attach importance to the development of local science and technology education and martial arts education. Medicine was established locally in Song Dynasty and Tang Dynasty.

⑤ A relatively perfect school management system has been formed. After the Song Dynasty, the organization system and support system (specifying the names and responsibilities of instructors and the number and treatment of students), the teaching system, the examination system, the reward and punishment system, and the Gong Shi system for sending "Guo Jian" students to imperial academy in central China were established, which was quite detailed (see ancient local official schools in China).

In a word, China's official schools in the late feudal period were complete in organizational system, from central to local. But its role in cultivating talents depends on the political power of emperors in different dynasties. The rise and fall of local official schools is directly related to the attitude of counties to education. During Song Xining, Yuan Feng, Ming Hongwu and Yongle, imperial academy and imperial academy were quite distinctive. In the Northern Song Dynasty, Hu Yuan was employed by Professor Su Hu, and the "Su Hu Teaching Method" founded by Hu Yuan was particularly famous in the history of ancient education in China. Generally speaking, most emperors of past dynasties were keen on taking scholars in imperial examinations, but neglected the schools that trained talents. Especially in the late period of each dynasty, the school became a mere formality, and only one student was qualified to take the imperial examination. After the Song Dynasty, how to deal with the relationship between selecting talents in imperial examinations and school education has always been an important topic of debate between feudal political commentators and educators.

The Education System in Song Dynasty —— The Establishment and Development of Academy

The name of the academy began in the Tang Dynasty, and it was originally a place for collecting books and revising books. Lushan Bailudong National Park, established in 940 in the fourth year of Southern Tang Dynasty, is the beginning of an education college. In the early years of Northern Song Dynasty, there were four famous academies: Shigu Academy, Bailudong Academy, Yingtianfu Academy and Yuelu Academy (according to textual research). There are four famous academies in the Southern Song Dynasty: Bailudong Academy, Yuelu Academy, Lize Academy and Xiangshan Academy. These four academies, whether privately established or established by local governors, are not included in the official learning system. They are the places where famous Neo-Confucianism and psychologists in the Southern Song Dynasty give lectures, and they are the academic bases of various schools. The Southern Song Academy reopened the style of free lectures and formed its own unique teaching style, which was obviously different from that of official schools.

In Song Dynasty, the students in the academy were restricted by their native place, but there was no such restriction in the academy, and students were free to choose teachers outside their native place. Therefore, in the history of ancient education in China, many disciples traveled thousands of miles to find teachers. The college allows students to change teachers halfway. Teachers with noble morality will also actively recommend teachers who are better than themselves to their disciples. Teachers and students have deep feelings. Academy education focuses on cultivating people's character. Under the guidance of the educational thoughts of Neo-Confucianism and psychologists, the four academies unanimously opposed the school education and social atmosphere with the direct goal of pursuing the imperial examination, emphasizing that the primary task of education is to cultivate people's feudal virtues. The master is self-disciplined by "being a teacher by example", while the disciple is self-disciplined by "meeting friends with sincerity and not seeking benefits". The teaching of the academy adopts the way of self-study, combining lectures with teachers' guidance, and focusing on self-study. Academies provide sufficient conditions for books. Teachers attach great importance to the guidance of students' reading and research methods. The masters of the four academies summed up the methods of reading, especially the "Zhu Reading Method". Teachers' guidance mainly adopts the way of answering questions. The "Quotations" published in the Song Dynasty are mostly records of questions and answers between teachers and students, which are important materials for studying various thoughts. Sometimes when giving lectures, prepare "handouts" in advance. Academies advocate academic arguments among students, teachers and students, and teachers and friends. Academic arguments do not affect friendship. All colleges and universities plan to have "learning rules". "Learning Rules" expounds the educational purpose, teaching content and learning methods of the academy, and is the basic information for learning the academy. Among them, Zhu's "Learning Rules of Bailudong Academy" has the greatest influence.

The fundamental difference between academies and official schools is that they are free to give lectures. Feudal absolutism did not allow free speech. The rise and fall of academies after the Southern Song Dynasty was directly influenced by the political situation at that time.

The Educational System in Song Dynasty —— The Development of Mongolian Studies

In the Song Dynasty, there were primary schools or social schools in the official school system to enlighten children. However, the rise and fall of government-run primary schools are impermanent. In fact, the educational institution that undertakes to educate children is a private school. During the Ming and Qing dynasties, bookstores spread all over urban and rural areas. Its types are: sitting in a library or teaching a library (landlords and gentry hire teachers to teach at home); Home school or private school (teachers set up schools in their own residences to teach); Voluntary learning or voluntary learning (a primary school funded by local or individual to enroll poor children, which is charitable). Compared with the primary schools in the early feudal society, the schools in the Ming and Qing Dynasties were more stereotyped.

In the aspect of children's education, the thoughts of Neo-Confucianism on primary education in Song Dynasty have a wide influence. There are many works about children's moral education in this period, such as Tongmeng Xun in Song Dynasty, Fan Shi by Yuan Cai in Yuan Dynasty, Shao Yichuan by Zhu, Tongmeng Xun Ling and so on. Most famous educators study children's moral education.

The development of Mongolian learning has formed a relatively stable teaching content and teaching plan. The teaching of reading, writing and composition is mainly carried out in schools, which is the basic preparation for entering official schools, academies and taking imperial examinations. Moreover, every link of teaching has established a certain order. For example, reading first focuses on literacy. After the child recited more than 1000 words, he began to read three-character classics, hundreds of surnames, thousands of words and four books. At this stage, children are mainly trying to follow and recite. On this basis, teachers teach, focusing on the feudal political thoughts and ethical principles in the book. The order of writing is that the teacher writes by hand first, then draws red, and then enters temporary writing. Before you write your composition, you must practice correctly. The school implements individual guidance, and the teaching progress varies according to the students' acceptance ability. Generally speaking, everyone follows the principle of easy before difficult, and the previous study lays the foundation for the next study. In teaching, teachers pay special attention to reviewing old and new lessons. Teachers organize and guide students to review old and new lessons in a planned and step-by-step way.

The development of Mongolian studies has gradually diversified and systematized Mongolian teaching materials. Famous scholars and educators in Song Dynasty personally compiled books for children's education with a very serious attitude. Later, with the development of learning schools, the types of teaching materials for children increased. There are: children's moral education books, such as What Children Should Know and Primary School. Literacy textbooks, following the Thousand-Character Text, include Instructions for Sexual Theory, Hundred Family Names, San Zi Jing and various practical miscellaneous words. About the end of the Southern Song Dynasty (13rd century), there appeared a literacy textbook mainly based on characters. The classic textbook is Zhu's Notes on Four Books. Literary reading materials include Poems of a Thousand Families, Poems of Wonders, Eight Masters in Tang and Song Dynasties, and China Ancient Literature Review. History textbooks include various forms of Qiu Meng. There are calligraphy textbooks, red picture books and famous copybooks. Due to the systematization of school teaching books, I have accumulated rich experience in writing children's books, which also has certain reference value in contemporary times.

The Education System in Song Dynasty —— China Ancient Central Official School

The school system directly organized and managed by the feudal court in China aims at cultivating all kinds of ruling talents. Generally speaking, the central official school in feudal countries was formally established in the Han Dynasty. During the Wei, Jin, Southern and Northern Dynasties, the political situation was chaotic, official schools prevailed and were abolished. In the Tang Dynasty, the central official school flourished with a complete system, and gradually declined after the Southern Song Dynasty. In the late feudal society, the central official school gradually declined and actually became a vassal of the imperial examination system in name only. In the late Qing Dynasty, it was completely replaced by schools and schools. The emergence and development of central official school adapted to and served the politics and economy of feudal society in China. According to the different educational levels, educational objects and teaching contents, the central official schools in China feudal society can be divided into three categories: the highest institutions of higher learning, junior colleges and aristocratic schools.