Research On The Social Teachers In Ming Dynast

At the beginning of the Ming Dynasty,in order to strengthen the rule and management of the grassroots,Zhu Yuanzhang imitated the system of social studies in the Yuan Dynasty,and set up community schools in various places throughout the country with the purpose of "educating the children and cultivating people" to enlighten rural students.The teachers of community schools,played an important role in this process.They promoted the development of community schools with their own practice.The first chapter is to sort out the development of community schools in Ming Dynasty.The political changes in the Ming Dynasty were frequent,and socio-economic development was more complicated.Under the influence of the education policies of different rulers,the development of community schools were always ups and downs.Generally speaking,community schools began in the Hongwu period and flourished.However,since the late Hongwu period,the number of social community schools had gradually decreased until the period from Yongle to Xuande.The community schoos had been reinvigorated during the orthodox period.The Student Officer had promoted the establishment and development of the community schools,so during the period from Jiajing to Wanli,the development of community schools were improved and on track.In addition,due to the vast area of the Ming Dynasty,the spatial distribution of community schoos were extremely extensive,and most areas had records of the establishment of community schoos.The number of community schoos established in different regions also varies greatly.The second chapter mainly talks about the selection of the community schools’ teachers in Ming Dynasty.In terms of teacher selection standards,following the concept of "learning and action can be a teacher",a person who was academically savvy and good at acting was selected as a teacher.In terms of teacher selection methods,there were two main types: one was local selection or active recruitment by local officials,and the other was local government assessment and selection.These two methods guaranteed the quality and level of the teachers team to a certain extent.The social sources of teachers were more complicated,mainly including Confucians,students,children,and officials.The reasons for choosing the job were also different.Most of them were for the purpose of "getting rid of the poor" and "helping to read",but there were also careers in choosing a teacher because of the intention of teaching and charity.The third chapter aims to analyze the teaching activities of community schools’ teachers in the Ming Dynasty.Through the analysis of Wei Jiao,Huang Zuo,Lv Kun and others on the curriculum setting of community schools to describe the actual state of daily teaching of teachers.The cumbersome teaching activities also be seen from the side.The hard work of the teachers in the teaching activities,and they had taken on the social responsibilities of "enlightenment" and "nourishment." In the process of teaching management,it was mainly based on "corporal punishment",which highlighted the basic educational concept of "stricken teachers and high apprentices." At the same time,Wang Yangming also criticized and corrected the "corporal punishment" management method.The fourth chapter introduces the daily life of the community schools’ teachers in the Ming Dynasty.The economic income of the teachers mainly depended on emolument.The source of emolument was more complicated.It mainly included the official provision and the family of the apprentices.The content of emolument was also diverse,including pen,ink,and paper.There was also food or money,and in some places,"school-owned land" would be set up,and the income of "school-owned land" would be used as a emolument.However,these repairs had not been able to meet the basic consumer needs of the teachers.Of course,some of the teachers were better treated due to local celebrities,and their lives were sufficient for self-sufficiency.However,most of the teachers were still poor and living difficultly,even so,there were many teachers who had a high temperament and were good at neighbourhoods.At the same time,the social contacts of the community schools’ teachers were also relatively broad,mainly including those with local villagers,local governments,and other scholars.The fifth chapter focuses on the social function of the community schools’ teachers.As a rare intellectual in the countryside,and the charisma of the normal township,the teachers had become a link between the villagers and officials.On the one hand,the teachers conveyed the will of the government and teach them;The division reflected the sufferings of the people,and the teachers sweared by the people.