Review Of The Teachers Education In The Late Qing Dynasty

There is a tradition of honouring the teachers and revering his teachings from ancient times in our country, but the training teachers' specialized agencies for training teachers didn't appear until the late Qing Dynasty .Unlike European countries, American and Japan, whose teachers' education emerges according to the objective desire of universal education, the teachers' education in the late Qing Dynasty developed under the situation of great social upheavals and the surging of thought of "Education saving the nation", and modeled itself on Japan, forming a comparatively intact system of teachers' education in a short time, thus laying a foundation for the development of China's teachers' education. In the same era of reform, the research into the development of the teachers' education in the late Qing dynasty can provide beneficial instructions for today's teachers' education. Following the order of time, this text made a far and overall research of the creation and development of teachers education in the late Qing Dynasty.Thought of teachers education in China rose and went through 3 stages in China: A few advanced Chinese made a simple introduction of the " normal schools" in the foreign countries before the Sino-Japanese War of 1894-1895; After the Sino-Japanese War of 1894-1895, Kang Youwei, Liang Qichao,etc. advocated the teachers education, from the points of revitalizing civil rights", " stimulating people's intelligence"; At the beginning of the 20th century, for the sake of saving their losing powers feudalist rulers began to seek the paths for the education reform and they came to realize the importance of normal schools. While the thought of teachers education was booming, some progressive officials and enlightened gentry traders in Hubei, Zhilu, Jiangsu,and Guangdong,etc, tried to establish the educational institutions of normal schools, modeling on the Japanese teachers education system, to meet the needs of setting up schools before the first China's intact school -Kuimao educational system school was started. The establishment of the provincal educational institutions, expanded the influence of teachers education and accelerated the Qing Government's speed to establish policies for normal schools.On the basis of Japan's length of schooling, in 1902,China made the first modern length of schooling issued by government -The Renyin educational system. Though the teachers education was included in the schooling system by the rulers, the educational system did not obtain an independent position. The systerm didn't set clearly the courses to be taken. It showed that the rulers' attention to the teachers education was still notenough. In January of 1904, in line with the aim of maintaining the ruling of feudalism, the Qing Government modeling on Japan's length of schooling and on the basis of improving the Renyin educational system , made the Kuimao educational system. The implementation of this system fulfilled the transition of Chinese education from classic to the modern times. In this length of schooling, teachers education established its own system, in which policies for normal schools were comparatively in details ,and the rewarding policies were important embodiments of the rulers' thought to give priority to developing the teachers education. In 1905, the abolition of the imperial examination system enabled the Chinese intellectuals to undergo the deepest transition and division ever since the dawn of human civilization, making the idea of teachers' education to root in the hearts of the people too. Meantime, the establishments of all types of educational institutions guaranteed and promoted the development of teachers education in the late Qing Dynasty.The teachers' education in the late Qing Dynasty included not only the secondary school teachers' education aimed at training primary school teachers, but also the higher teachers' education which aimed at training middle school, elementary normal school and industry school teachers. In the secondary school teachers educat...