| The main purpose of the thesis is to implore on how and why Chinese Learning transformed from the center to the verge. Therefore, the logic of the thesis is to study how the connotation of Chinese and Western Learning changed and to make clear why Chinese Learning is regarded as humanities and Western Learning as sciences. Then it analyses the previous narration, national higher education policy, governmental report and the regulations of such institutions as The Tung Wen Kuan of Peking, Peking Imperial University, Peking University in the perspective of people's recognition and institutional construction. Finally it concludes that Chinese Learning equal to humanities and Western Learning equal to sciences were caused by the cultural mode of Chinese Learning in the core, whereas western learning as a tool. Redressing the mistaken concept can help to advance the humanities education further. The thesis begins with Chinese high rank humanities education in Nanjing, puts forward the problem of lack of Chinese traditional culture in higher education and brings out the research problem after analyzing mode change of higher education in modern China. Then it explores Chinese traditional evolution after analyzing the teaching content in Academy which is an ancient higher education institution and makes a conclusion how people understood the Western Learning and why Chinese Learning was equal to humanities and Western Learning was equal to sciences after analyzing spread of Western Learning to China in later Ming Dynasty and early Qing Dynasty. Additionally, it investigates how the dominant idea such as Chinese Learning in the core, whereas western learning as a tool was formed and concludes that this cultural mode implies a lack of Chinese Using, which leads to rejection of Chinese Body inevitably. After analyzing the change of imperial examination system, the shortcomings in the execution and everlasting use since later Ming Dynasty and early Qing Dynasty, it concludes that narrow Western Learning by rigid imperial examination system, hollow content, emphasis on everlasting use and turbulent political situation made people look closely at Chinese and Western Learning in practical perspective. It also discusses the disciplinalization of Chinese Learning, which means Chinese Learning was divided by the academic criterion of Western Learning and then it contributed to the relatively independent humanities, history and philosophy, leading to its form change and nature influenced. The thesis traces three school system reforms and studies The Tung Wen Kuan of Peking, Peking Imperial University, Peking University as cases in order to explore the evolutionary status of disciplines and curriculum in Chinese Learning in the perspective of institutional construction. The above includes the curriculum and teaching forms of Chinese Learning in The Tung Wen Kuan of Peking, some designs about Peking Imperial University before 1903 School System and disciplinary reform and about ten years' disciplines and curriculum in Peking University. Then the thesis analyzed educational guideline change and eradication of Jing and proved the traditional academy was in danger. The Chinese traditional academy was also influenced by Cai Yuanpei's ideas such as academic freedom and compatible doctrine. In the end, the thesis makes some conclusions. The contemporary situation marginalized Chinese Learning necessarily but it was not absolute. The people's understanding is the root cause leading to declination and marginalisation of Chinese Learning but the people understanding, educational institutions and educating practice are mutually intertwined. The feature and hope of higher education need the nutrition from traditional culture. It is beneficial and necessary to emphasize traditional prominent culture that promotes higher education. Rectifying the recognition mistake that Chinese Learning is equal to humanities helps humanities education further. All prove that the thesis is of great significance.
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