The Development Of Late Qing Dynasty Mathematical Education And Its Historical Position

The later period of Qing Dynasty is an important change for our country. The failure of the Opium War makes the Qing government recognize its backward science and technology, and conservative feudal society left behind the world. After the Jia Wu war, the late Qing Dynasty patriots and progressives started reform movement to save the country. The last period of the late Qing Dynasty is China’s feudal autocracy, and our country science and technology modernization are transitional. The backward arms led Qing government to an immediate defeat again and again. They began to realize only the improvement of scientific and technological level can protect us from outside invasion, and the improvement requires people with ability, which must require universal and immediate education. The reform of mathematical education is not only the important basis of technology culture in the late Qing Dynasty revival,but also the priority development strategic foundation.The purpose of the article is to illustrate and clarify the status of mathematical education, which benefit the future reform in mathematical education area and provide a good reference. We study the late Qing Dynasty, which is from the Opium War in 1840 to the year of the Republic China first established, the 70 years as the research time. We specially emphasis on the contents of school-opening in the late Qing Dynasty, the age of new school and the textbooks. Using historical research and literature analysis methods explore the change of the mathematical education in the late Qing Dynasty, expounds the historical status and influence of mathematical education in late Qing dynasty.This will be conducive to the present people who can study in depth the curriculum reform of mathematical education. Meanwhile,there is a good reference influence on the future development of mathematical education.On the basis of the development sequence of establishment of the Imperial University of Peking, the failure of Reform Campaign, the rise of study-aboard, the publish of Kuimao Educational System in late Qing Dynasty. The author think that there are two reasons for the late Qing mathematical education removing to modernization. The external reason dues to the oppression of western countries. The internal reason dues to that people want our country to be more prosperity. Mathematical education in the late qing dynasty has begun to sprout. Especially, the introduction of domestic education ideas and the Textbooks by Rong Hong and other educators make the mathematical education be a higher starting point.About setting up schools in late Qing Dynasty, the author thinks that the Tung Wen College is the origin of learning the science and technology of the west in our country. Guangqi Xu and Matteo Ricci translated the Euclid’s Elements together in 1606, and Emperor Kangxi who was fond of mathematics has once promoted the cultural communication between Chinese and Western. The cultural communication between Chinese and Western brings the vitality to the quiet developing ancient mathematics. The opening of Arithmetic Department in Tung Wen College indicate that mathematics has been paid a lot of attention in late Qing Dynasty. In the age of new school, Zhidong Zhang made School Regulation on Imperial Permission by imitating the Western education system. Especially for the promulgation of Kuimao Educational System in the year of 1904 promoted the development of mathematics. Since then a scientific mathematical education went into the school. We can also think that since then mathematical education has been committed to the country’s prosperity,the development of science and technology and the people’s happiness, which laid a foundation for China’s revival.In conclusion, mathematical education in late Qing Dynasty plays an important role in the history and makes mathematic be the foundation of all the science as well as lets more and more people know that the mathematical education starts from the teenagers. Besides, it also makes the mathematical education be a model of target education and makes the new pattern of modern education preliminary present in front of people as well as provides a viable paradigm for other infrastructure disciplines.