The Occurrence And Development Of "the Modern Literature Education" In The Late Qing Dynasty And The Early Period Of Republic Of China

In the second half of the19thcentury, western technique and cultural thought wereintroduced into China by the violence of ships and guns. The Chinese intellectuals had begunto challenge the traditional culture so that the royalism and Confucianism were shaked in theeducation system.“The modern literature education”, as a kind of special cognitive activity, itoccurrence witnessed the declining feudalism and the new regime. With Chinese’s modernsocial transformation, the occurrence and development of “the modern literature education”was not only the innovation and development of the education system, but also the importantmoment in the development of literature. It was the time for literature to say goodbye to thefeudal traditional, and to start the modern academic institutions, social practice, literaryconceptions and values.“The modern literature education”, which the paper focuses on, is a kind of aestheticactivity. And this activity combines the modern subject nature and educational significance. Itis the specific historical product of modernity that the “pan-literature” education transformsinto the knowledge structures and the curriculum form of “literature” subject, during the greatchanges in the late Qing Dynasty era. With difficulties and contradictions both in internal andexternal affairs, intellectuals try to effort the literature and the national, ethnic, social into afurther closer relationship. They opened the reconstruction of “the modern literatureeducation”, in the ideological emancipation and personality shaping, between the collision ofChinese and Western, tradition and modern ideas.By research of the educational system, curriculum form and literature thought, this papertries to make a pattern of “the modern literature education”, and to examine the complexrelationship between modernity, literature education, social transformation, during late19thand early20thcentury. First, related Qing Dynasty historical events should be collected.Second, there are several factors can be put together, such as politics, culture, and education,and analysis of the relationship between them and nature of the subject, knowledge structure.Then thinking of “the modern literature education” mechanisms inspires the development ofthe literature department.The essay is divided into six parts.The introduction is about the reason, status, and meanings.The first part expounds the basic definition of “the modern literature education”. Itmainly tells that “the modern education” has been an activity of aesthetic cognition in the lateQing and early Republic period. It is consistent with the law of development of literature, but also influenced by nature of the state, social structure, cultural psychology, ethnic and otherfactors.The second part describes about is how “the modern literature education” slipped intopeople’s view. From the late Qing Dynasty “Western learning” as an invasion, the traditionalcultural value was under onslaught of the external world, the ancient “pan-literature”education of Confucian classics and eight-legged essays was under multiple queries formhistory to reality. Through founder of school, development of the publishing, intellectualsexploration, changes of the education system, the literature should have a freedom space forthe vernacular literature and the sovereignty consciousness. In thess cases, the literaturecourse began to practice of modernity.The thierd part explains the reforming and the pattern of the education system. Therewere several forms of expression of the different stages of education. The textbook and thecontents of traditional and modern promoted the value of “the modern literature education”,meanwhile “the modern literature education” showed systematic content of vernacularlanguage, informative and emotional significance of education.The fourth part illustrates the review of profound education. As the development centerof politics and culture, Beijingthe was the anbicalent place of traditional and modern thought.By the course form, this paper examines the literature department of several institutions ofhigher education, which gathered a large number of scholars, such as HuShi, ChenDuxiu,QianXuantogn, LuXun, and ZhouZuoren in Beijing. These scholars’ study became animportant force that modern literature education occurred. They looked to Chinese socialreality distress, and based on the practicality and literary, and improved the knowledge,trained new personality by trying to increase sense.The fifth part analyzes the modern intellectuals in efforts to value the reproduction of“the modern literature education”. Through the analysis of the psychology state and thethinking of morden experience, for late Qing and early Republic of China intellectuals, thispaper will note two kinds of “the modern literature education” value demands.The last part focuses on experience and value of “the modern literature education” in themodern history of China, and reflection as well.