The Study Of The Curriculum Of Cultivating One's Morality In Primary Schools In The Late Qing Dynasty And The Early Republic Of China

The implementation of moral education is important to social stability and national survival.There was no special moral education course in ancient China,but the study of Confucian classics such as the Four Books and the Five Classics under the imperial examination system helped to achieve moral and ethical education.However,in modern times,against the background of western and eastern forces,China was confronted with a crisis of national subjugation and extinction,which had not happened in thousands of years.At that time,Chinese society was in turmoil and people's minds were in turmoil.Later,although the emperor abdicated the throne and the Republic of China was established,how to reshape national morality was still an important theme in the late Qing Dynasty and early Republic of China.Later historical facts proved that although the Chinese nation was once again confronted with the Japanese aggressors,it not only drove out the Japanese aggressors,but also established the People's Republic of China,which completely completed the historical mission of anti-imperialism and anti-feudalism,and realized the metabolism of the social system.And all this leave the school moral education to the national morality,religion and identityBy studying historical materials,the author finds that moral education in the late Qing Dynasty and early Republic of China was mainly conducted through the curriculum of cultivating one's morality,and "the courses of cultivating one's morality",as the first moral education course in modern China,was of great significance until it was replaced by "citizen courses" in 1923.However,there is still room for existing research on this issue,especially on the curriculum of cultivating one's morality in primary schools.Therefore,this study takes the moral cultivation curriculum of primary schools in the late Qing Dynasty and early Republic of China as the research object,adopts the method of literature and text analysis,and conducts the research from the following aspects according to the relevant original materials of moral cultivation curriculum of primary schools in the late Qing Dynasty and early Republic of China.First,the establishment of the curriculum of cultivating one's morality in the late Qing Dynasty.Under the combined action of internal and external pressures,the Qing Government carried out the new policy and actively learned from the West and Japan.Especially after studying the experience of setting up "the courses of cultivating one's morality" in Japan to unify the thought,regulate the people and stabilize the society,the Qing Government promulgated the "Constitution of the School" in 1902,which included "the courses of cultivating one's morality" in the school curriculum system for the first time,and ranked the first among all subjects.It wasn't until 1923 that the body training program was replaced by the "citizen courses".Second,explore the beginning of the curriculum of cultivating one's morality in primary schools in the late Qing Dynasty.At the end of the Qing Dynasty,China promulgated the School System,requiring the establishment of he curriculum of cultivating one's morality in primary schools,and stipulating that the teaching objective was to cultivate students' virtue.The length of schooling was five years in primary school and four years in senior primary school,and the teaching hours were two hours per week.In this period,the main compilers of textbooks were Gao Mengdan,Zhang Yuanji,Jiang Qeiqiao,Cai Yuanpei and Zhuang Yu,and some Japanese were invited to help with the compilation.The content of the textbook involves the level of individual,family,society and country,especially the level of individual and family.In terms of typical cases,ancient Chinese sages are selected to learn and carry forward traditional Chinese virtues.In terms of teaching practice,the stage is still in the embryonic stage of immaturity,and affected by the current situation,the progress is not ideal.Thirdly,combined with the new concept of moral education to explore primary school of the curriculum of cultivate one's morality in the early Republic of China.After the establishment of the Republic of China,the reform of the national character,the cultivation of national ethics on the agenda.With Cai Yuanpei in the ministry of education conference issued the emphasis on civic ethics,the primary school curriculum reform began.First of all,the length of schooling has been adjusted.The length of schooling is four years for junior and junior students,and three years for senior and junior students.The teaching hours are two hours per week.Thirdly,in the compilation of textbooks,the main compilers are Lu Feikui,Jiang Weiqiao,Shen Yi and Bao Gongyi,etc.,the subjects are both Chinese and foreign stories,and both the number and types are significantly increased compared with the late Qing Dynasty,there are also self-cultivation wall maps.Thirdly,although the content of the textbook still focuses on the level of individual,family,society and country,it is different from that of the late Qing Dynasty and tends to the level of society and country,which reflects the purpose of cultivating students' national concept.In addition,"occupation","public morality",legal system and other contents are added in the textbook,among which the primary school focuses on "the essence of morality",and the primary school adds "the general idea of the legal system of the republic of China" on the basis of the primary school,which reflects the requirements of the state to pay attention to the cultivation of national morality and the formation of "new citizens".Finally,in terms of teaching practice,due to the impact of the current situation and different educational development levels,the teaching practice effect of moral cultivation courses in primary schools in various provinces is uneven.The author selects the third affiliated primary school of Jiang Su Province as a case to discuss.Fourthly,it analyzes the significance and enlightenment of the curriculum of cultivate one's morality in primary schools in the late Qing Dynasty and early Republic of China.On the one hand,as far as its significance is concerned,the moral cultivation curriculum in primary schools in the late Qing Dynasty and early Republic of China not only made students cultivate their character,cultivate their moral sentiment and cultivate their ability to cultivate their morality,but also improved the school curriculum system in modern China,and laid a foundation for the subsequent courses of citizenship and modern moral education.On the other hand,as far as its enlightenment is concerned,the moral cultivation curriculum of primary schools in the late Qing Dynasty and early Republic of China provided experience and lessons for the standard formulation,textbook compilation,teaching methods and even the cultivation of qualified moral education teachers.In short,the curriculum of cultivate one's morality in primary schools in the late Qing Dynasty and early Republic of China was undergoing metabolism with the changes of the times.In introduces with the "Chinese" and "western",under the multiple role of primary mission of cultivate one's morality course from the solution of the moral crisis in the late Qing Dynasty,calm,unified thought,in turn,save the Qing,until after the establishment of the Republic of China to foster social development need "new people",and through the teaching content,teaching material compilation,the adjustment of teaching practice,the play to the role of the enlightenment of national,at the same time lay the foundation for subsequent moral education course.This is not only the request of the times to moral education curriculum,but also the embodiment of the historical mission of moral education curriculum.The experience and lessons are worth learning from later generations.