| Since the late Qing Dynasty,China has encountered a great change in the past thousand years.It is "encounter" as China was in a passive situation to a large extent.The passivity comes not only from the conquest of the Western powers by force,but also from the tremendous impact brought by the social changes and the process of spiritual civilization that have changed dramatically since the door of the world suddenly opened.In this changing situation,the viewpoint of “the western culture originated from China” was prevalent as china gradually accepted western knowledge by active learning instead of missionaries' spread and tried to integrate the western learning into the knowledge system of the east as a whole,for facing domestic and foreign challenges and making itself stronger and more prosperous.Moreover,the defeat of the Sino-Japanese War thoroughly beat the cultural confidence of local gentries,which made them hardly and deeply learn the western knowledge from technologies to theories.In this whole process,the position of education is extremely important for it is not only the promoter of change but also the object of change.In such a troublous and transforming time,education has finally completed the full inheritance of the knowledge system of western learning.In the late Qing Dynasty,the Imperial Charter of Schools(also known as Ren-yin School System)terminated before formally implemented and slightly passed by history was not only the first modern western school education system introduced in Chinese history but also the foundation of Guimao school system later issued,moreover,it established the classification of courses offered by different disciplines in the knowledge system of modern Western learning.The overall reform of the educational system based on Ren-yin School System and the choice of the knowledge structure of the middle school and the western learning established the choice of taking the knowledge structure of the western learning as the basis of the curriculum and integrating the contents of the middle school into the knowledge system of the western learning,thus forming the pattern of dividing the knowledge system of the western learning into different subjects and teaching in the modern school system of our country.The research hypothesis put forward in this paper is that the decision-making of choosing this course knowledge was due to the national crisis of internal and external troubles at that time and the contrast between Chinese and Western cultures.The decision-makers chose the reform strategy of "learning from the barbarians" and established the knowledge allocation scheme of "using Chinese as a whole and Western as a whole" in the curriculum.How to resolve the dispute between the two schools was facing the dilemma of value choice and the performance of "middle school as the body" was not worthy of the name finally reflected in the late Qing Dynasty's basic education curriculum policy.Based on this hypothesis,this paper takes the Ren-yin School System as an example,through the analysis of the background,process and value orientation of the policy decision-making,explores the dilemma of value choice faced by the basic education curriculum policy in the knowledge choice of middle and Western schools in the late Qing Dynasty,and then reflects on the reform strategy of "learning from the barbarians to the barbarians" proposed since the late Qing Dynasty.Whether it is reasonable or not will provide a historical lesson for re-understanding the status of Chinese traditional knowledge system in the basic education curriculum in the current educational reform.This paper synthetically uses the methods of literature study,historical study and comparative study to collect and analyze the following three kinds of historical materials: firstly the decrees on educational reform and curriculum content since the Westernization Movement in the late Qing Dynasty,and the memorials of officials;secondly the edition of classical essays compiled by gentry since the late Qing Dynasty,and the gentry's comments on middle school and foreign affairs,thirdly is about the academic background,letters,diaries and memorials of the decision-makers and other important people who influence the decision-making of the Imperial Academy Constitution.The analysis framework of historical data is as follows: Firstly,in the large time background,according to the Westernization Movement,the Sino-Japanese War,the 1898 Reform,the Boxer Incident,the New Deal and other five important time nodes as the stage of historical data collation,this paper analyzes the key events,characters and educational practice of Western learning entering China,entering the curriculum.Secondly,in the process of micro-policy-making,taking the events before and after the formation of policy issues as the starting point,and centering on the time clues in the decision-making process,this paper sorts out and analyzes the historical materials such as comments,suggestions,practical activities,curriculum planning and selection in the process of Promulgating the Constitution of Ren-yin School System,so as to clarify the Constitution of Ren-yin School System.The decision-making process and power struggles and forces are entangled.Thirdly,around the core figures in the decisionmaking group,the paper analyzes the relevant historical data of the academic background,position relationship,political activities and character relationship.Through the analysis of the above three levels of data,this paper presents the value orientation behind the choice of Chinese and western knowledge in the course of policy decision-making of the Ren-yin School System.The first chapter of the thesis combs the revival of the ideological trend of statecraft thought since the Qing Dynasty and its introduction to western learning,as well as the changes in the content of statecraft thought,western learning has gradually gained the same important position as statecraft thought,and become a practical learning;the goal of personnel training has also shifted from the talent of applying statecraft thought to practical learning.This change is reflected in the content of education embodied in the knowledge of western learning gained a legitimate position in general education,at the same time,based on the training needs of practical talents,thus laid the necessity and importance of western learning into the classroom.The classification of traditional middle schools,directly coupled with the subjects of western art,also constituted the initial model of integration and classification of Chinese and western knowledge systems.After the Reform Movement of 1898,the allocation plan of Chinese and western schools of "Chinese-style Western-style" became the basic guiding ideology of the Reform Movement of 1898 and the New Deal of the late Qing Dynasty after Zhang Zhidong's systematic exposition and the consent of the central government of Qing Dynasty.This has also become the cultural background of the change of curriculum knowledge system in the late Qing Dynasty.The second chapter analyzes the practical basis of policy decision in the course of the constitution.At this time,the western-based sub-disciplines in the new school has been widely implemented,from the Westernization Movement in the period of various professional schools,to the reform movement in the process of the establishment of primary and secondary schools,they have adopted the western school curriculum.In this process of gradual change,western learning has entered the curriculum system and completed the spread and infiltration from point(a small number of schools)to surface(a large number of new schools),from top(specialized education)to bottom(basic education).Decision makers of Ren-yin School System were apt to associate the new school with the western-based curriculum when they thought about the school curriculum plan,thus affecting the choice of curriculum knowledge in decision-making.The third chapter analyzes the power structure of the constitution of the Ren-yin School System.After the 1898 coup and the the Boxer Rebellion,the political power and pattern of the central government of Qing Dynasty changed,conservative forces were weakened,local governors participated in decision-making,and the effect of influencing decision-making became more and more obvious.In the view of local officials and the checks and balances with the power of the central government,the first change in Education became more stable.Proper choice.Through the analysis of the text of the imperial edict on the new politics,it shows the value orientation of the central government of Qing Dynasty to the choice of middle school and Western learning,as well as the determination to reform the system.Chapter four presents the process of promulgation of the Ren-yin School System under the influence of multiple forces by analyzing the background of the central staff of the Qing Dynasty and the structure of the drafting team of the Constitution.At that time,there were no disputes between Manchu and Han Dynasties or factions in the central government of Qing Dynasty.Most of the decision-makers came from the right path of the imperial examination and had profound knowledge.At the same time,they also knew the drawbacks of the imperial examination and had the experience of setting up new schools.Despite the reform of the new deal,we are still cautious about the use of western learning.Zhang Baixi set up the Constitution and drafted the team to strive to learn Chinese and Western and advocate innovation.Most of its members have been exposed to Western learning,deeply influenced by the reformists,and even participated in many political activities of the Reformists.Zhang Baixi was in it to reconcile and balance,drafting charters twice,in order to balance the relationship between innovation and the maintenance of imperial rule.Zhang Zhidong,Liu Kunyi and Yuan Shikai have detailed suggestions and practical experience on the allocation of Chinese and Western schools in the curriculum.Japan,through its cultural diplomacy strategy and the work of local officials,has further strengthened its influence on China's education reform.The curriculum plan in the Ren-yin School System is deeply influenced by Japan.The fifth chapter analyzes the constitution of the Mongolian school,the constitution of the primary school and the constitution of the secondary school,the purpose of establishing the constitution,the training objectives and the curriculum design.Although the constitution always emphasizes the principle of taking middle school as the main body,its training objective introduces the idea of dividing moral,intellectual and physical education.Under the background of saving the nation from extinction and striving for survival,the nature society puts the first priority on the intellectual education directly related to the cultivation of practical talents,and points the content of intellectual education to Western learning.In terms of the structure of the subject division,the scientific knowledge system of modern western learning has also become the basic basis for the subject division of the school.Western learning is gradually dominant,while middle school is the main body,but it is in name.If we look at the value orientation behind this cultural choice,the middle school as a body is only to meet the needs of maintaining the feudal regime,but the more important needs of cultural inheritance and the guidance of national and individual virtues are all erased,thus education loses its most important soul shaping and cultivating life.Important functions.This is also closely related to the current situation of social moral crisis and lack of cultural self-confidence in China.Finally,the paper puts forward that we should reflect profoundly the reform strategy of "learning from the foreign technology to compete with the foreigners " since the late Qing Dynasty,trace the cultural roots of self-improvement and self-reliance from the traditional Chinese knowledge,and this basic idea should be embodied in the educational reform,aims to reconstruct the status of the traditional Chinese knowledge system in the basic education curriculum.it is the profound significance of thinking about the past and the present that Chinese traditional learning nourishes the people and leads the harmonious development of the country and society. |
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