Childish Reading Of The Ming And Qing Dynasties In The History Of Education,

Children education, including history education, was mature in the Ming-Qing period. Many history readers for children which was spread from then offered us lots of important datum. In the Ming-Qing period traditional children history education encountered many impact and challenges. Traditional children history education began to transition along with the western theory, which was spread since 1840, and the New Education System set up in early twenty century. Finally modern children history education replaced the traditional children history education. So studying traditional children history education in the Ming-Qing period is very important for founding complete history education system, expanding Chinese education history and researching history education.The dissertation consists of four parts. Part I examines that the traditional children history education occurred and progressed along with the development of labor, language, word and calendar. This part delineates the development of children history readers before the Ming-Qing period. Part II discusses all kinds of children history readers in the Ming-Qing period. Partlll explores characteristic of the children history education in the Ming-Qing period. PartlY examines that in late Qing dynasty the traditional children history readers began to change from old children history readers to modern primary history textbooks. In late Qing dynasty many scholars understood children needed new history education. This change was a long process, from simply introducing western history to translating Japanese history textbook, to writing our own primary history textbook. In 1904 Ding Baoshu wrote a children history textbook new Chinese history textbook for middle school students. The traditional children history education finished its mission in late Qing dynasty. But it gives us many illuminating remarks for modem children history education.