Study On Official School Of Eight Banners In Northeast China During Qing Dynasty

As the last feudal dynasty in Chinese history, Qing dynasty’s education has notonly inheritance of the former generations, but also its own characteristics because of itsrule by the minority. Meanwhile, the official school is the typical representative of Qingdynasty’s education, so it is conducive to study on official school of Eight Banners inNortheast China for recognizing and understanding Manchu and the education system inQing Dynasty. Based on previous studies, this thesis focuses on the specific system ofthe official school of Eight Banners in Northeast China as well as its role and influenceon the education in Northeast China. At the same time, this thesis points out that theofficial school is closely linked to its unique Eight Banners system, and clarify itspromoting in education development for minorities in the northeast China. Theorganization of this thesis is as follows.In chapter one, it introduces the processes of the establishment of Eight Bannerssystem and points out its contributions for the development of Qing dynasty. And thenthe affection in the fields of politics, economy, and culture made by Eight Bannerssystem is analyzed, which lays the foundation for constructing schools of Eight Banners.At last, the relation between Eight Banners system and official school of Eight Bannersis clarified. In chapter two, it describes the organization and evolvement of official school. Andit represents the background of the establishment of the official school based on theintroduction of the foundation of Three-general Yamun in northeast China. Then it fullydescribes the organization and teaching of the official school in order to comb thedevelopmental thread of the official school of Eight Banners in Northeast China duringQing Dynasty.In chapter three, it summarizes the characteristics of the office school and itsevolution. Soon after it points out that the official school exerts great impaction on Qingdynasty and the education in northeast China. Especially, the official school promotesthe development of education of minorities living in northeast China, as well as givesdirections for current education of minorities.Finally, it represents the conclusion. From the above, it can be seen that it uses themethods and theories of history and pedagogy to take systematic research on the officialschool of Eight Banners in Northeast China during Qing Dynasty based on the analysisof the materials such as documents, files, notes and local chronicles. The purpose is tocomb the developmental thread of the official school, and analyze the relation betweenthe official school and rise&fall of Qing dynasty, as well as provides historicalexperience for education of minorities today.