Research On Civic Education In Primary And Middle Schools In The Late Qing Dynasty And The Early Republi

Education is not just an educational program for citizens, as education itself implies civic education. Focus on civic education from the perspective of the citizens to develop, adapt them to the educated to provide useful knowledge and experience life beyond the life of the citizens through this process are familiar with and participate in the political life, and at the same time achieve sustained reflection on the individual soul, achieve meaningful personal morality beyond the target. However, lack of faith, humanity is left out such issues to our present life a huge challenge. Especially in today's modern society, a great development of science and technology, greatly improve the economic level, on the one hand people which greatly facilitate the physical world, but on the other hand also caused meaningless personal sense of public spirit world, the meaning of life solitary hanging, quality of life becomes more barren urgency of the problem. At the same time, the social value system has been damaged, people lost a sense of public morality, behavioral disorder living together mess. It is the purpose of public education is to seek balance and good social systems and personal interaction system, it contains both a basic respect for the quality of human nature, but also rational care of real life.Late 19 th and early 20 th century, the Chinese people are difficult to explore in both internal and external, from the Chinese peril. In this process, the main value and significance of modern man gradually be found, confirm, promote, there are more and more people join in the modern citizen personality to develop targeted educational practice. That as an exogenous things, citizens, civic education, in China struggling to experiencing their birthplace different development history.Generally speaking, China during the Qing Dynasty school civic education relies on the pilot thought a few social elite, in the presence of turbulent social change, the interaction of ideas and educational practices of maturity. Therefore, changes in educational practice and promoting values, is influenced by two fulcrum of modern civic education in schools. Based on this research principles, paper focuses on the following three issues: Citizen Education, including what modern connotation? These connotations whether to highlight education reform in modern China after the spread? In the late Qing Dynasty period, primary and secondary school education practice contain practical value for citizens which can provide a reference to the current education reform?Specifically, the text is divided into six parts. Introduction briefly introduces the origin, significance, research status and purpose of this article, research roadmap.The first chapter of this paper, the research time and gives a brief description of the study, followed by focusing on the core concepts of the thesis- "citizens", "civic education" be defined in order to clarify its connotation of the times. The second chapter selected ideological base, mass base and social foundation of the three angles introduced the background of civic education in the late Qing Dynasty early Republican undertaken. Chapters III and IV selected five dimensions to introduce the development process of civic education in primary and secondary schools practice of the Qing Dynasty and the early Republican period were combing, there are "educational purpose" "curriculum system" "Teaching Methods "students' self-governance", "training of trainers", combined with the above-mentioned practices, combined with "educational position", "educational content" "education," "educational subjects" four sides of the late Qing Dynasty and early Republican period of two features of the implementation of school education to be Overview. The fifth chapter is based on the foregoing findings, it focuses on the end of the Qing period of civic education in schools that he could not carry out long-term reasons, and as a reference, the current development of civic education to make some suggestions. They are: First, the development of civic education in schools must rely on objective and rational understanding; Second, adhere to the combination of history and reality and the actual development; Third, the driving force in many developing civic education, and gradually form an open system, civic education in schools.