Discussion On Educational Reform Of The Northeast China In The End Of Ching Dynasty

The transform of education structure is related to the development of society closely. Today, the adjustment of education structure is still the key tache during the period of'Reform and Open Policy'in our country, which influences the process of modernizaion directly. The author chose the history of Northeast China as her research direction, when she studied in Liao Ning University. At the same time she also paid close attention to education problems nowadays. So she chose the educational transform of the Northeast China as the object of study in order to draw out the clue. That is how the education of the Northeast China developed. And she hopes the study provides some lessons to today. Although many researchers did much work on the study of the history of the Northeast China, there were still questions to be dealt with. The ten years before Ching dynasty overthrow was the times that transform happened acutely in Chinese society. The changes in the Northeast China were rapider than any period before. The superficial flux and confusion of politics did not arrest the development of economy or the supersedure of culture. The education laid stress on most in the culture transform. Educational change promoted the coming change of the entire society. Therefore the main body of the paper set forth the concrete transform process of the education in Northeast China detailedly, with the end of Ching dynasty for background. The author put her eyes on the steps and methods that the education system transferred from tradition to modern to discuss what made educational transform success and which functional change it brought to society. The author referred to large amount of firsthand data such as file, memorial to the throne, chorography and so on. She also used former researcher's results for reference in order to reproduce educational reform problems and their solving ways during the process as true as possible. The author used the tradition document research, applied a little sociology theory and method when she completed this paper. In short, the author hopes that people resolve the real problems with more enlightenment by retrospecting of concrete history fact.The main body of the dissertation is divided into the following five parts mainly.The first part is introduction. In this part, the author set forth how thesis topic selected and what the significance is by starting with the social function of education and the situation of local history research of the Northeast China. The author gives the brief retrospect and summary about the research of "the educational transform in Northeast China ". She also carries out boundaries and discriminated some concepts, such as education, educational transform, society changes and so on.The second part is traditional education structure of the Northeast China. Before Ching dynasty built, the Northeast China education developed imbalanceably very much. After Ching dynasty built, the government adopted different education policies according to the areas of the Northeast China in order to "appease popular feeling" and keep "Manchurian language and riding sills", which was Ching's nationality foundation. The author explains the educational structures of Fengtien, Jilin and Heilongjiang province in front and medium term of Ching dynasty. Official study gave first place to the "Eight Banners" in Northeast China everywhere. Sheng Jing set up schools for imperial members. Every mansion, prefecture and county set up schools for learning Confucianism. The colleges were run by the government. The study of"Eight Banners" and Confucianism were all connected with the imperial examination. As a whole, Northeast China education developed slowly compared with Central Plains in the earlier stage of the Ching dynasty.The third part is challenge faced with the educational transform in the northeast China. The government facing invasion and domestic uprise storms was unable to maintain various forbidding policies being put into effect in the Northeast China. Traditional education of the Northeast China developed quickly after breaking through confine in the past. Meanwhile, Under Westernization Movement and the Constitutional Reform and Modernization effect, the traditional education collapsed gradually, and the new style giving first place to the modern school began to develop. The government of Ching dynasty began to put New Deal into practice in 1901. That was already carried out to the whole nation in 1905. The Northeast China built three provinces in 1907, which ended the former management system which the 'Eight banner' and the common people in the Northeast China were abide to. These conditions provided turning point for the new learning of the northeast China substituted traditional education structure.The fourth part is the process and their impact of the Northeast China. In this part, the author summarizes how the various policies of educational transform were carried out in the Northeast China at the end of Ching dynasty. That was the three provinces in the Northeast had set up the administrative institutions that were suitable to the modern education, and had built various new style schools. So the educational structure of modern time had been established. If the authors' works were related to educational reform process before to some extend, the main body of the paper displayed the reforming process by using richer instances in file datum then. The author sums up out the main problems during the educational process by analyzing the case of Hai Cheng County, such as the money and enrollment. From the datum we knew that the following methods were used in rural areas commonly. They are utilizing the available resources, sparkpluging personal endowments, channeling to grass roots, attaching with coercive measures, building school with several villages and advising the old-style private school running a new style schools. These were used to deal with difficulties among the reform widely and effectively. At last, the author discusses the effects of educational reform for the Northeast China society. The reform ameliorated the customs and promoted other aspects of the Northeast China society. It made the different races and areas more united and stronger.The last part is conclusion. The traditional schools before the mid Ching dynasty were divided into three kinds. They are official schools, private schools and colleges. The educational level of the Northeast China was lower than that in the areas inside Shan Hhaiguan Pass. Fengtian was relatively developed. Jilin and Hei Longjiang regions fell behind. The education of the three areas developed not balanceably very much. After the imperial examination being abolished, the educational reform of the Northeast China began. The concrete steps, problems and solved methods of educational reform in the Northeast China during the end of Ching dynasty are main points in this paper. The money and the enrollments were main difficulties at that time. Officials and civilians works together everywhere actively. They used the methods of utilizing the available resources, sparkpluging personal endowments and changing temples into schools to solve the problems about money. They used the methods of channeling to grass roots, attaching with coercive measures, building school with several villages and advising the old-style private school running a new style schools to solve the problems about enrollment. Before the Chinese Revolution of 1911 breaking out, the system of modern education had been established in the city and countryside of the Northeast China everywhere. At the end of Ching dynasty, the educational reform promoted entire society of Northeast China changing.