(1) Ideological rule is increasingly strengthened. After the end of the Southern Song Dynasty, the educational thought of Neo-Confucianism, "keeping heaven and restraining human desires", gained a real position. Since the Yuan Dynasty, Zhu's Notes on Four Books has been regarded as a basic textbook.
(2) The grade restriction gradually disappears. In the Song Dynasty, the hierarchical restrictions of Guo Zi schools and imperial academy were relaxed. The Yuan and Qing Dynasties were a unified political power established by ethnic minorities in China, which ruled the country with * * * as the main body, so the ethnic boundaries of the school were extremely strict. The treatment and career of minority students are better than those of Han students in imperial academy. But as far as students of the same ethnic group are concerned, the class restriction gradually disappears.
(3) The continuous development of teaching organizations in imperial academy. During the Song Dynasty and Jiayou years, imperial academy implemented Hu Yuan's "teaching by subjects" (also known as "Su Hu teaching method"), which was characterized by paying equal attention to Confucian classics and practical learning, and combining teaching students in accordance with their aptitude with learning from each other's strengths. During the years of Song Xining and Yuan Feng, Wang Anshi's "Three-She Law" was implemented, that is, houses were divided and libraries were divided in imperial academy. Try to unify the selection and training of talents throughout the country in schools. During Yuan Yanyou's reign, he followed the "Three Shes Law" and built six halls in imperial academy, which were divided into upper, middle and lower floors, with two halls in each hall, facing east and west. There is a definite degree of difference between these three halls. * * * promoted to the second class, Mongolians and Semu people entered the second class, and the integral system was implemented. It was initiated by imperial academy in the Ming Dynasty.
Local official schools are still set up according to the Tang system and local administrative regions. In the Song Dynasty, local administrative branches, prefectures (government, army and prison), counties and schools for teaching Confucianism were set up below the prefecture level. During the Liao and Jin Dynasties, there were official studies, state studies and county studies. In the Yuan Dynasty, local administrative branches, prefectures, prefectures and counties were set up, four books and five classics of Confucianism were set up at all levels, and primary schools were attached. The local education in Song Dynasty was superior to that in Han County. 1 1, various departments set up to promote educational administration. (2) the state grants the academic field as a fixed fund for local schools. In the first year of Song Tiansheng (1023), Yanzhou was given the academic field for the first time. Song Xining granted land for four years. Song Zhaozhou's Ten Acres of abel tamata. Every local official school has a corresponding quota for studying fields and the revenue and expenditure of land rent.
⑤ A relatively perfect school management system has been formed. After the Song Dynasty, the establishment and support systems of various schools of the government, states, counties and social organizations (the names and responsibilities of instructors, the number and treatment of students), the teaching system, the examination system, the reward and punishment system, and the Gong Shi system of sending inspectors to central imperial academy were established in detail (see local official schools in ancient China).
In a word, China's official schools in the late feudal period were complete from the central government to the local government in terms of organizational system. However, their role in cultivating talents depends on the political power of emperors in different dynasties. The rise and fall of local official schools is directly related to the attitude of counties to maintain educational order. During Song Xining, Yuan Feng, Ming Hongwu and Yongle, imperial academy and imperial academy were quite distinctive. Hu Cong in the Northern Song Dynasty. "Su Hu Teaching Method" is particularly famous in the history of ancient education in China. Generally speaking, most emperors of past dynasties were keen on selecting talents through imperial examinations, but neglected the schools that trained talents. Especially in the late period of each dynasty, the school became a mere formality, and only one student was qualified to take the imperial examination. After the Song Dynasty, how to deal with the relationship between the selection of talents in imperial examinations and the training of talents in schools has always been an important topic of debate among feudal political theorists and educators.
The development of Mongolian studies
In the Song Dynasty, there were primary schools or social schools in the official school system to enlighten children. However, official primary schools are changeable. In fact, the educational institutions responsible for educating children are privately established schools. During the Ming and Qing Dynasties, schools were all over the city and countryside. Their types are: sitting in the library or teaching library (landlords and gentry hire teachers to teach at home); Home school or private school (teachers set up schools in their own residences to teach); Yi Xue or Yi Shu (a primary school funded by a local or individual to enroll poor children, which is charitable). Compared with the primary schools in the early feudal society, the schools in the Ming and Qing Dynasties were more stereotyped.
In the aspect of children's education, the views of Neo-Confucianism on primary education have a wide influence. During this period, there appeared many works about children's moral education, such as Lv Benzhong's Tong Meng Xun, Yuan Cai's Fan Shi, Lv Zuqian's Shao Yi Zhuxi Primary School and Tong Meng Xun. Most famous educators have studied children's moral education. The development of Mongolian learning has formed a relatively stable teaching content and teaching plan. In school, reading, writing and composition are mainly taught, which is the basic preparation for entering official schools, academies and taking imperial examinations. Moreover, every link of teaching has established a certain order. For example, reading, first of all, we should concentrate. After the child has recited more than 1000 words, at this stage, the child mainly follows, is familiar with and recites. On this basis, teachers talk about books, focusing on feudal political thoughts and ethical principles in books. The order of learning Chinese characters is that the teacher writes by hand, then draws red, and then writes after entering. Before writing, they must practice opposition and study. They all follow the principle of easy before difficult, and the previous study lays the foundation for the next study. In teaching, teachers pay special attention to reviewing old and new lessons in a planned and step-by-step manner. With the development of Tuomeng School, the teaching materials of Tuomeng School are gradually diversified and systematized. Famous university scholars and educators in Song Dynasty personally compiled books for children's education with a very serious attitude. Later, with the development of learning schools, there are more and more kinds of children's teaching materials, including: children's moral education books, such as "Children's Moral Education Guide" and "Primary School". Literacy textbooks follow thousands of words, including sexual theory, hundreds of surnames, three-character classics and various practical miscellaneous words. About the end of the Southern Song Dynasty (13rd century), there appeared the phenomenon of graphic literacy.