The Research On The Historical Education Of Academies In Song Dynasty

The Song Dynasty enjoys a great reputation in the fields of ancient Chinese education and traditional history,and the academy,as an important carrier of education in the Song Dynasty,also embodied unique advantages in nurturing people during this period,and formed a wealth of historical educational ideas and practical wisdom in the process of history education and teaching.Therefore,based on the perspective of the history of education,this paper attempts to explore the essence of history education in this period by examining the background,content and characteristics of the development of history education in the academy,and also to provide a mirror and inspiration for the reform and development of history education in the new era.This paper focuses on the history education of Song dynasty academies,using a combination of documentary,historical,and comparative research methods to analyze texts related to history education in Song dynasty academies,such as school rules and regulations,local chronicles,and books presenting the ideas of history education of academy masters.Through meticulous combing and in-depth analysis,we try to explore their contemporary value in order to learn from history.The specific research content includes the following parts.In the introduction of the thesis,the author clarifies the origin of the research from both historical and practical aspects,and also indicates the core issues of the thesis,and discusses"history education in ancient China","history education in Song Dynasty" and "history education in Song Academy" respectively."The paper also defines the core concepts of the thesis,namely,"academy" and "ancient history education",and clarifies the value of the study and the research methods used.The paper also defines the core concepts of the two theses,"Shuyuan" and "ancient history education," and explains the value of the study and the research methods used.The body of the dissertation is divided into seven parts:The first part explores the historical background of the emergence and development of history education in the Song Dynasty.The paper examines and analyzes the internal and external factors for the formation and development of history education in the academies from the following four dimensions: the political motivation for the emergence and development of history education in the academies was the crisis of rule,the policy of emphasizing literature,and the promotion of the imperial examination factor;the improvement of productivity and the change of production relations,especially the implementation of the academic field system,were the economic roots for the formation and development of history education in the academies;the open and tolerant cultural atmosphere and the The progress of printing technology was the cultural support for the emergence and development of history education in the academy;the foundation of history education in previous generations,the esteem of academy masters and the tortuous development of government schools were the educational roots for the emergence and development of history education in the academy in the Song Dynasty.The second part composes the history of the transmutation of history education in the Song Dynasty.The thesis firstly clarifies the basis for the division of the history education of the academy from a historical perspective.Secondly,it divides the history education of academies into three stages according to the characteristics of academy history education in different historical periods,namely,academy history education focusing on imperial examinations in the early Northern Song Dynasty,academy history education focusing on academic research in the middle and late Northern Song Dynasty,and academy history education focusing on both academic research and imperial examinations in the Southern Song Dynasty.The dissertation also examines the factors that influenced the focus of history teaching in the academies in different periods,such as how did the imperial examinations,governmental studies,and the thinking of the times,especially science,affect the focus of history teaching in the academies?And to what extent? The third part of the dissertation discusses in detail how the focus of history teaching in the academy was influenced by three factors in different periods,such as the imperial examinations,the official school,and the thinking of the times,especially the doctrine.The third part analyzes the purpose of history education in Song dynasty academies.Through the analysis and organization of historical materials,it is clarified that history education in the academy during this period embodied the objectives of examination for the imperial examinations,the cultivation of the body by reasoning,and the application of the world to the world,among which the objectives of examination for the imperial examinations mainly indicate that the academy embodied the pursuit of the examination for the imperial profession in the selection of teaching materials and the practice of history teaching;at the level of the cultivation of the body by reasoning,it is clarified that under the advocacy of the scholars,history education in the academy presented "On the level of the purpose of the study of the world,it is mainly introduced that the traditional Chinese history philosophy of the political and ethical aspects of the study of the world had been extended to all aspects of people’s livelihood and daily use in the Song Dynasty.The fourth part summarizes the content of history education in the Song Dynasty.The thesis outlines the different sources of historical learning materials for students in the academy into three parts.First,the thesis explains the reasons for the inclusion of Confucian classics in history teaching materials,starting from the discussion of their historical properties;second,it introduces the use of historical research results of previous generations in history teaching in the academy;and third,it indicates the application of the historical texts compiled by the academy masters to history teaching in the academy.Through the above combing,the author concludes that history education in the Song dynasty’s academies embodied the content characteristics of intermingling scripture and history,eliminating the miscellaneous and preserving the essence,and advancing with the times.The fifth part explains the teaching principles and methods of history education in Song dynasty academies.The teaching principles and methods are enriched by the teaching practices of the academy and enriched by the historical education ideas of the academy educators.Specifically,this thesis introduces the main teaching principles and methods of history education in the academy on four levels: self-study tutorials to improve teaching effectiveness;learning and thinking to deepen students’ understanding;questioning to develop students’ thinking;and gradual progress to consolidate the foundation of knowledge.The sixth part condenses the characteristics of history education in Song dynasty academies.The paper summarizes the characteristics of history education in the academy from three perspectives: the purpose of history education in the academy,the content of teaching,and the principles and methods of teaching,namely,the main body of students and the cultivation of both moral and professional skills;the concern for contemporary times and the application of learning;the integration of scripture and history and the expansion of content;and the teaching by famous teachers and the variety of methods.The seventh part is the conclusion of the paper.Based on the historical context,the paper objectively examines the positive and negative historical impacts of the formation and development of history education in Song dynasty academies on Song dynasty society and the development of history education in later generations,and at the same time puts forward the following revelations in the light of the actual development of education in China,namely,establishing the educational concept of educating people with virtue and giving full play to the moral education function of history education;Focus on the development of vernacular curriculum resources to expand the scope of history teaching content;contemporary reference of traditional teaching methods to provide historical impetus for teaching innovation.