A Study On The Reform Of Sishu In The Northeast Of China During Late Qing Dynasty To Early Republic Of China(1901-1931)

In the late Qing Dynasty and the early Republic of China,the Chinese society was undergoing drastic epoch-making changes and the social transformation accelerated.In the field of education,the introduction of Western new primary schools to the local elementary education institutions-SiShu faces unprecedented challenges and shocks.However,the new primary education at the beginning of development by the "money" and "people" and other problems of the constraints and bondage.In order to solve the need of reality,the government has turned its attention to SiShu education and the reform of SiShu has emerged as a link of the national education reforms.In the background of social change,the process of the improvement of SiShu has been slowly opened in the northeastern area.From the 1901 year to the 1931 Year 918 incident,the northeast local government has been successively issuing various regulations and decrees on the improvement of SiShu,has carried on a wide-range to new transformation.It includes improving management system,setting up administrative institutions,investigating SiShu and evaluating grades,selecting and cultivating "new tutors",improving teaching content and teaching methods as well as transforming SiShu into a new type of primary school,etc.These policies intersect and crisscross each other.After 30 years of efforts,the reform of SiShu in the northeastern region has achieved certain achievements,the number of old-style SiShu has decreased;the ability level of the trained "new teacher" has been improved;the teaching content,teaching method and teaching management mode of the improved SiShu have changed,etc.And in the long-tortuous process of improvement,it formed very distinct characteristics: new and old schools coexist in the field of elementary education;the reform of SiShu has changed repeatedly and there are differences in different regions;The combination of autonomy and hysteresis,etc.However,the reform of SiShu in the northeastern part of the Qing Dynasty did not achieve the expected goals,the task of the improvement of SiShu was not completely completed,and there were many limitations in the improvement activities.Of course,the vitality of SiShu is an important aspect,but other factors that lead to the limitations of SiShucan`t be neglected.First of all,the political turmoil and economic embarrassment in modern times will inevitably have a negative impact on the reform and development of cultural education;secondly,the educational administrative system is not perfect,the reform organization personnel improper,the supervision ineffective causes the SiShu to improve the effect to be greatly reduced;again,the tutors groups to defend themselves to resist it has brought great difficulties to the improvement activities;finally,the model of SiShu improvement-new primary schools still have many defects,which also limits the late Qing Dynasty and early Republic of China in the northeast of the private improvement.