| In 1904,the Qing government promulgated the Kuimao school system and stipulated that economics should be taught in middle schools.The knowledge classification changed from "Confucian classics,history,philosophy,and literature" to Western knowledge classification of“economics,chemistry and law”.The transfer of knowledge classification reflects the change of knowledge and subjects.This study is based on the middle school subject in China,and takes the school subject introduced by the West,“economics”,as the main research object to explore the change of a school subject and knowledge as well as the interaction process of subjects in society.By collecting and collating historical data,using the perspective of the history of school subjects,this study combines the research method of historical research and case study,this research analyzes the history of a Chinese middle school subject named “economics”.Based on the theoretical framework of the history of school subjects,this study reviews the independent status of “economics” in different periods of modern China,takes time-tables,curriculum standards,textbooks,and examinations as the core elements of the curriculum,and examines the nature of curriculum as a general course rather than a professional course.Then,from the course titles and the course content of “economics” to the establishment of the official curriculum standards,as well as the being an entrance examination subject,the paper discussed the status of the school subject in the rising path.In the process of the rising status of the subject,this study explores the social,economical,and cultural influence of the subject and analyzes the process of economics of shaping,updating,and superimposing its subject contents with the help of economic knowledge.Based on combing and analyzing the history of economics,this study focuses on the interaction between school subjects and the curriculum elements,as well as between school subjects and society,and puts forward the theoretical framework of the history of the school subject that the new subject introduced from abroad developed in China from internal and external forces of the curriculum.Among the internal forces of the curriculum,which include curriculum schedule,curriculum standards,teachers,textbooks,and examinations,and the external forces,which include publishing houses,international students,social reformers,and the business community,this study analyzes the formation process of the economics as a school subject from the perspective of social control.The historical study of economics in middle school is helpful to get rid of the single orientation of economic knowledge as industrial knowledge.From the perspective of a school subject,the school subject helps to analyze the influence of the Euro-centric curriculum knowledge system on local curriculum practice,and attempts to provide a new model for studying the history of school subjects in China.By giving a new perspective on the history of school subject history and the meaning of a new subject to the historical facts of the past curriculum,analyzing the construction and development of the past subject is helpful to think about the new curriculum reform and school subject construction in the future. |
