The Influence Of Education In The Late Meiji Period On Normal Education In The Late Qing Dynasty

Since the introduction of modern thoughts in Europe and America in 1872 and the proclamation No.214 issued by Dajokan in Japan,and the establishment of the new educational concept of "all the people are committed to learning" and "everyone has a duty to learn" from the standpoint of equality among the samurais,peasants,handicraftsman and merchants,the number of students and schools has increased rapidly.By the time of the post Meiji period,primary,secondary and higher education had been expanded on a large scale,forming a relatively complete national educational system.The number of schools opened increased rapidly,so the number of teachers was not enough.Therefore,the Meiji government increased the types and number of normal schools,reformed the content of normal education,and promoted the upgrading of normal schools.China lost the Sino-Japanese War.The Qing government believed that Japan's prosperity was the result of learning western innovative education,and the key to the success of education reform lies in attaching importance to normal education.So it sent related personnel to Japan to investigate and study abroad.After seeing the educational advantages of Japan,it learned and introduced Japanese normal education mode,issued the regulations related to normal education,and then completed the Chinese institutionalization of normal education.In the guidance of the educational system,the Qing government's encouragement and the Japanese authorities and the support of folk,the numerous normal school were established in China.In order to avoid detours,these schools stepped into the right track by employing and reusing Japanese teachers and students,trained countless teachers standing on the platform of various new schools at all levels,and accelerated the process of modernization of China's normal education in the late Qing Dynasty.In order to avoid so many setbacks,these schools,through employing Japanese teachers and putting them in an important position,got on the right track and trained countless teachers standing on the platform of all kinds of new schools at all levels,which accelerated the process of modernization of China's normal education in the late Qing Dynasty.My research is based on the educational exchange between the government and the people of the Qing Dynasty and Japan,starting from the investigation,study abroad,system design and school running,to introduce the development of China's normal education in the late Qing Dynasty under the influence and Inspiration of Japan.In order to achieve this goal,this paper is divided into three parts: introduction,text and conclusion.The first part is the introduction of the first chapter,which mainly introduces the research object and significance,research status at home and abroad,research methods,innovation and shortcomings.The second part is the main body,including the second,third,fourth and fifth chapters.The second chapter introduces the general situation of Japanese education development and normal education in the late Meiji period,including the comprehensive improvement of primary education system,the institutionalization ofsecondary education and the expansion and upgrading of normal education.It is these remarkable achievements that attracted the attention of the Chinese people in the late Qing Dynasty.The third chapter describes the investigation and study in Japan,mainly including the general situation of Chinese people's study in Japan after the Sino-Japanese War,the introduction of normal education,the encouragement of study tours and the increase of students in Japan,and the study of normal subjects.Through investigation and study abroad,China was able to directly and truly contact and appreciate the advantages of modern Japanese education,paving the way for the introduction of Japanese normal education system.The fourth chapter introduces the generation and institutionalization of normal education in the late Qing Dynasty under the enlightenment of Japanese educational system and learning situation.The establishment of Nan yang public normal college is the symbol of the emergence and germination of modern Chinese normal education;The Guimao schooling system and Renyin schooling system made with the Japanese school system as an important reference,including a series of regulations on normal education,formed an institutional framework to guide the operation of normal schools,and made the Chinese normal education system initially established in the late Qing Dynasty;The introduction of the constitution of women's normal school made up for the shortage that the normal education was only for men in the previous school system,and basically completed the institutionalization of China's normal education in the late Qing Dynasty.The fifth chapter,taking Hebei and Sanjiang normal school as examples,discusses the key role played by Japanese teachers in the teaching of new courses,the formulation of enrollment and entrance examination methods,the editing of textbooks,the re education of Chinese teachers,the upgrading of normal school and the guidance of good living habits with the support of Japanese government and people.These Japanese teachers trained countless teachers in the modern schools for China in the late Qing Dynasty.The third part is the conclusion,which simply sums up the achievements of Japanese education reform in the late Meiji period,outlines the background,process and results of "taking Japan as a teacher" in China,and affirms the contribution of the Japanese educational model in the late Meiji period and Japanese teachers to the development of normal education in China in the late Qing Dynasty.