A Study On The New Education Of Tibetans In The Late Qing Dynasty And The Republic Of China

How to accept the modern school education for Tibetan children is an important topic in the study of education history in the southwest frontier.According to the relevant historical data,since the late Qing Dynasty and the Republic of China,in the context of the national crisis in the border areas and the internal social and political turmoil,in order to achieve the mission of safeguarding national sovereignty and building the country,successive central governments have actively implemented various Tibetan governance policies.In terms of culture and education,the central government has spared no effort to implement education reform in Tibetan areas and strive to achieve Tibetan education Modernization has injected some fresh blood into this ancient place.During the period of the late Qing Dynasty and the Republic of China,the state's construction of education in Tibetan areas not only reflected the perseverance and determination of the previous central government to safeguard national sovereignty,but also reflected the central government's attention to Tibetan education in a special historical period.The paper is divided into four parts.The first part is the introduction of this paper,which reviews the academic scholars' research results on the topic of Tibetan New Education in the late Qing Dynasty and the Republic of China,and introduces the significance of this topic,research methods and other contents.The second part is the first chapter of this paper,which introduces the development of the old Tibetan education in different periods in history,and analyzes the background of the new Tibetan education in the late Qing Dynasty and the Republic of China.In the late Qing Dynasty and the Republic of China,the national internal and external troubles and the local social unrest faced the arduous task of consolidating the political power and building the country from the late Qing government to the successive governments of the Republic of China.With the infiltration and invasion of Tibet by the Western imperialist countries such as Britain and Russia,as well as various separatist activities,the central government and the local government of Tibet were promoted The relationship between the central government and the people's Republic of China is in an abnormal situation.Under thesituation that the political and economic relations are hindered,it is particularly important to communicate and construct through culture and education.Therefore,the educational measures of the central government in the late Qing Dynasty and the Republic of China played an important and positive role in consolidating national unity and safeguarding national unity.The third part is the main part of this paper,including the second and third chapters.The second chapter mainly introduces Zhang Yintang,the minister in charge of Tibet,and Lianyu's new policies on education in the reform of Tibet affairs.Based on the existing historical materials,the paper sorts out the specific measures of their new policies,summarizes the situation and effectiveness of the education reform in Sichuan,Gansu and Qinghai areas where Tibetan people lived together in this period,and evaluates the new education reform carried out by the central government in Tibet in the late Qing Dynasty And summarize its historical significance and enlightenment.The third chapter mainly explores the construction of modern Tibetan education by the central government in various periods of the Republic of China,and the specific content of the new education reform carried out by the 13 th Dalai Lama in Tibet.The fourth part is the ending part,which is the fourth chapter of this paper.It mainly makes a comparison between the old education and the new education.The reason why Tibetan traditional education is called "old" mainly lies in its religious nature,class nature and backwardness,which are the main obstacles to the modernization of Tibetan education.The reason why Tibetan new education is "new" also lies in its characteristics and significance.The promotion and popularization of this new educational thought and policy has broken through the tradition The shackles of Tibetan religious education centered on temples and the significance and function of improving national cultural quality can still be used for reference today.