At the beginning of the New Deal, the Qing government successively promulgated the first school system charter "Renyin Academic System" and the first modern school education system "Guimao Academic System", which were promulgated by decree and implemented nationwide. The promulgation of academic system laid the foundation of modern education in China, and it was the most active and influential social reform of the late Qing government. In terms of time, the educational system reform in the late Qing Dynasty rose after the Meiji Restoration in Japan. From the content point of view, both the Renyin school system and the Guimao school system are strikingly similar to those of the Meiji Restoration in Japan. Based on this understanding, this paper tries to make a preliminary discussion on the influence of Meiji Restoration on the reform of the education system in the late Qing Dynasty. /kloc-At the end of 0/9, China experienced political decay and economic decline, especially the decadence of education. Judging from the most basic school education, there is no unified school education system in China. At the same time, Japanese education promulgated the "educational system" from 1872 to 1890, which absorbed and digested the influence of western education, and merged with its own educational heritage, and established a modern education system in which "oriental morality and western skills" were harmonious and unified, in line with Japan's national conditions and needs. The success of the Meiji Restoration education reform in Japan has aroused the concern of Japanese students studying in China and officials visiting Japan about the Japanese education system, especially the academic system. By comparing the education situation between China and Japan, they found that Japan's education is developed and the system is thorough, so they introduced a lot of information about the Japanese academic system to China to follow suit. As early as 1879, Huang Zunxian, who served as the Counsellor of the Embassy in Japan and later as the Consul General in San Francisco, took "Japanese History?" "Academic Chronicle" records: "In the fourth year of Meiji, the Ministry of Education was established, and schools were set up in universities". There are primary schools, secondary schools, girls' schools, normal schools and specialized schools, as well as the University of Tokyo and the Ministry of Industry. This is the earliest introduction of Japanese academic system. After the failure of the Sino-Japanese War of 1894-1895, in order to better follow Japan's example, set up schools and determine the educational system, Qing government officials advocated a field trip to Japan, so as to achieve the effect of "hearing is better than seeing". 190 1 In winter, Governor Zhang Zhidong of Huguang and Governor Liu Kunyi of Liangjiang sent Luo Zhenyu to study in Japan. During the two-month inspection tour in Japan, Luo Zhenyu visited various schools from kindergartens to universities, met with famous Japanese educators such as Jana Jgoroh, and collected various articles of association and statistical data about the Japanese school education system. 1902, when Luo Zhenyu introduced the Japanese school system in the Japanese Education Outline, he wrote: "There must be secondary education. The Japanese school system stipulates that children are six to fourteen years old, and eight years old is school age. However, from the age of two to six, he entered kindergarten and prepared to receive primary education. During school age, he will die in an ordinary primary school, and then enter a higher primary school from the ordinary primary school. It is divided into two branches from higher primary schools, or into ordinary middle schools or ordinary normal schools. Stroke scholars enter institutions of higher learning and normal schools. Ordinary teachers are primary school teachers. Those who died in colleges and universities entered branch schools. People who graduate from universities will enter universities. Those who die in higher normal schools are middle schools and ordinary normal schools, and so is the outline of this system. " With the in-depth introduction of Japanese academic system by researchers and students studying in Japan, monographs on Japanese academic system have been translated into China. 1898, Shanghai Times translated and published three types of Japanese school rules formulated by the Japanese Ministry of Education. 1899, Shi Jing University Hall translated and published the Rules of Tokyo University. 1902 Tianjin translated and published Japan's new academic system; In the same year, students studying in Japan translated and published the Outline of Japanese Academic System in Tokyo, and the Constitution of Tokyo Normal School Preparatory Section was translated and published by Zheng Xue School. 1903 students studying in Japan translated and published a detailed list of professors in Japanese ordinary schools in Tokyo. Rules for carrying out school orders, etc These publications and books introducing and publicizing the Japanese education system have further deepened China people's understanding of the Japanese education system, and traditional ideas have gradually been replaced by brand-new educational ideas. Second, from intuition to envy, from envy to comparison, from comparison to pursuit, and then the ideological trend and practice of reform, the actual investigation of Japanese education and a large number of materials about Japanese academic system emerged in China, and the Meiji Restoration education in Japan became the focus of attention at that time. At the end of the Qing Dynasty, the educational circles gradually formed the public opinion of imitating Japan, reforming education and establishing a new academic system. 1898, Kang Youwei suggested to the Qing court in "Please open a school discount": "Please go as far as Germany and as close as Japan to determine the academic system and beg for the imperial edict, so that all provincial capitals and counties can develop schools and establish primary schools in rural areas, so that all people over seven can enter school. County middle schools can set up colleges and universities, and all can set up libraries and instruments according to their abilities." He believes that Japan's strength is mainly due to its developed schools and talents. 1902, Xia Xiefu, then the general supervisor of international students, strongly advocated the adoption of French-Japanese education in "A glimpse of the school". He believes that Japan's education system has undergone several inspections, experiments and revisions since the reform. Even today, the management of the initial matters and the progress year by year have been recorded and are in front of me. This is really a guide for me to move forward. There are no such harmonious festivals in Europe and America. "This is a typical statement that China's education system should follow the Japanese example. In addition, the famous Japanese scholar Akihito Abe also believes that "the unique Japanese school education, the combination of self-cultivation education based on Confucian morality and modern disciplines, has become an ideal model for China". [6] In people's view, learning Japanese education in China can reduce the cost of exploration and trial, avoid unnecessary detours, and get twice the result with half the effort, especially to avoid the invasion of western ideas that are incompatible with China's political system and national conditions. The formation of this atmosphere and trend of taking Japan as a teacher created very favorable conditions for the reform of the New Deal educational system in the late Qing Dynasty to finally take the method from Japan. 190 1 At the beginning of the New Deal in the late Qing Dynasty, the Qing court appointed Zhang Baixi, the minister of management, to set up the academic system. 1August, 90215th, the Qing government officially promulgated the first academic system charter in modern China, because this year was the lunar year in China, also known as the non-negative academic system. The academic system stipulates the training objectives, years of study, admission conditions, curriculum and their relations, and its main contents refer to the Japanese academic system. Zhang Baixi also said in the Charter of the Iterative School: "There is a method to use it because of the differences between ancient and modern Chinese and foreign academics, that is, to strive for the world by attaching importance to wisdom and to govern the country and prosper." The imperial court sought novelty and wisdom in order to learn the laws of Europe, America and Japan ... "However, Zhang Baixi's careful imitation of the Japanese school system did not make this school system play its expected role. Due to the imperfection of the academic system itself and the suspicion of Zhang Baixi by the Qing government, the Renyin academic system was announced, but it was not implemented. 190465438+10, the Qing court once again promulgated the Regulations on Playing Schools drafted by Cecilia Cheung, Zhang Zhidong and Rong Qing. Because that year was the year of Guimao in the lunar calendar, it was also called "Guimao academic system". The academic system includes 22 articles, including academic work outline, general principles of school management, school examination regulations, school reward regulations, school regulations at all levels, translation institute regulations, Jinshi Institute regulations, and teacher appointment regulations. From Mongolian nursing homes to Confucian schools, from general education, normal education to industrial education, from teacher appointment to school management, detailed regulations have been made on the purpose of school establishment, training objectives, admission rules, study years, curriculum and teaching methods. From a vertical perspective, the education system is divided into three sections and seven levels: the first stage is primary education, including foster families, primary schools and higher primary schools; The second stage is secondary education, with a middle school; The third stage is higher education, including institutions of higher learning or pre-university, branch schools and Confucianism. From a horizontal perspective, there are art schools, primary industrial schools and general industrial remedial schools parallel to primary education; Parallel to secondary general education are primary normal schools and secondary technical schools; Parallel to higher general education are excellent normal schools, higher industrial schools and workshops for industrial teachers. As a result, the overall pattern and framework of the vertical connection of junior, middle and higher education, and the horizontal tripartite confrontation of general education, teachers and workers have been formed, thus laying the foundation for modern education in China. Thirdly, it analyzes the extensive contents of Guimao school system and compares it with the school system promulgated and implemented by Meiji Restoration in Japan. Japan's influence in the academic system in the late Qing Dynasty can be seen. First of all, in the structural system, the educational system of China and Japan is vertically divided into three sections and seven grades, and the study years are basically close; Horizontally, they are composed of three relatively independent sectors: general education, normal education and vocational education. The whole frame structure of Guimao school system is born out of Japanese school system, and its imitation is self-evident. Second, in the guiding ideology and the purpose of running a school, we should highlight the social values of social standards, regard education as a means to achieve national goals, and regard people as a tool of national interests. During the Meiji period, various educational decrees issued by the Japanese Ministry of Education repeatedly emphasized that the purpose of education was to meet the needs of the country. Mori Youli, a former minister of education, has a distinct national concept, such as emphasizing that education takes national interests as the highest purpose; Carry out the idea of loyalty to the monarch and patriotism; National military training; As well as state-run schools, depriving people of the right to participate in education management and so on. Guimao academic system also strengthened these consciousness, trying to maintain feudal autocracy through educational means and serving the highest purpose of saving the dynasty crisis. Thirdly, in dealing with the relationship between domestic culture and foreign culture, transitional sensitivity and strong adaptability are two basic characteristics of Japan's foreign attitude. As an island country with its own unique culture, Japan often shows a high degree of sensitivity and anxiety when it comes into contact with foreign cultures, and is afraid of being assimilated by foreign cultures and losing its independent position in national culture. But gradually developed a kind of ability, that is, when absorbing foreign cultures, strive to take their own culture as the core and keep a certain distance from foreign things. During the Meiji Restoration, Japan selectively absorbed and introduced western culture in a diversified situation, and the formation of its modern academic system was formulated with reference to the German education system in France, Germany, the Netherlands, Britain, the United States and many other countries. China took the Japanese school system as a blueprint because he realized that it was the result of processing western culture on the basis of eastern culture, which was suitable for the national conditions. If Guimao's academic system has not completely copied the Japanese academic system in some aspects, it just shows that China's substantive recognition of Japan in dealing with foreign cultures. Fourth, pay attention to popularizing compulsory education. At the end of 19, the primary task of Japan's education system is to fully popularize national education, improve the overall quality of Japanese citizens, and serve the "three major policies" of the government. In order to achieve universal education, Japan put the establishment of normal schools in an important position, revised and improved various laws and regulations on normal education year by year, and formed various normal education systems at all levels. Japan's industrial schools are self-contained and unique in academic system. As soon as the Meiji government was established, it decided to advocate practical learning and establish industrial technical schools as the basic policy for developing education. 1972 educational system order stipulates that there are 10 kinds of industrial schools for industry, agriculture, aquatic products and commerce. Since then, with the development of capitalist economy, the voice of enriching and strengthening industrial education has become increasingly high, and industrial schools have developed extremely rapidly. Guimao academic system is quite recognized and accepted in these aspects. The "Academic Program" has repeatedly emphasized that "primary school is the most important" in order to open up national knowledge and provide general education. Compulsory education is practiced in all countries, and "this is the root of knowing the country". In the whole academic system, normal education is self-contained and has a prominent position. The Outline of Academic Affairs clearly stipulates: "First of all, teachers should be urgently run, and schools should have teachers. The Constitution of Primary Normal School points out: "Primary normal school is the basis of popularizing primary education, and each state and county must limit it to one. "

Guimao academic system also attaches importance to industrial education, and the academic program has a column "All provinces should set up industrial schools as soon as possible". This kind of school "is mainly based on the scheme of treating students after graduation, which is most beneficial to the country." According to the local conditions, each case is appropriate, and the scope of the fight is large. "Fifth, in terms of curriculum, the academic system of Guimao is also largely modeled after Japan. This point can be clearly seen by comparing the ordinary middle school curriculum stipulated in the school charter with that stipulated in the Detailed Rules for the Implementation of School Order in Meiji 32 (1899) in Japan. Comparison between Japanese and China (at the beginning of 20th century) middle school curriculum: China has 12 courses to cultivate Mandarin and China's foreign language history, geography, mathematics, natural history, physics, chemistry and legal system, economic chart singing and gymnastics, and 12 courses to cultivate foreign language history, geography, arithmetic, natural history, physical history, chemistry and legal system, financial chart literature and gymnastics. In addition, in many aspects, such as teaching methods, textbook compilation, educational administration and so on. The demonstration effect of Meiji Restoration education reform in Japan is very remarkable. From the above comparison, we can see that the reform of the New Deal school system in the late Qing Dynasty was largely influenced by the Japanese school system, even imitated. So, what do we think of these influences from Japan? First of all, although the Renyin school system and Guimao school system in the late Qing Dynasty were imitations of the Japanese school system in the late Meiji period, Guimao school system was the first school system officially promulgated and implemented in modern China. Its promulgation and implementation promoted the development of modern new schools and greatly improved the quantity and quality of all kinds of personnel training. For the first time, Guimao Academic System clearly stipulates the training objectives, study years, and their connection and affiliation of schools at all levels. It is helpful to end the chaotic situation of fragmentation and make schools at all levels have rules to follow and evidence to follow; It is possible for the national education system to make overall consideration and overall planning, which meets the needs of the development of modern education in China. In fact, in the years after the promulgation of the School Charter, the number of all kinds of new schools and the number of students in school have indeed increased dramatically, and its scale and speed are rare in the history of modern education in China. In the history of China, the first school system with complete types, complete systems and truly modern significance was established. Without the influence of Meiji Restoration, the emergence of systematic education system in China's educational history would be delayed for at least many years. Secondly, it is undeniable that the incompleteness of the Meiji Restoration and China's neglect of its own specific situation have caused many backward and unsuitable phenomena. For example, in the non-Yin school system, women's education has no place in the school system, and the Guimao school system only includes women's education in family education. Even in the 1908 women's education regulations officially stipulated by the Ministry of Education, there are only women's normal schools and primary schools. In middle schools and universities, women's education has no status yet, and regulations strictly restrict women's social activities. For another example, Guimao's academic system stipulates in its founding purpose: "No matter what kind of school, it is based on loyalty and filial piety and China's Confucian classics and history. "It is based on the" loyalty and filial piety "in the feudal" Outline "and Confucian classics and history. It pays special attention to the teaching of Confucian classics courses in teaching content and has a strong feudal nature. Although this is a manifestation of the dominance of feudal thought in the late Qing Dynasty, it is also related to Japan's educational principle of "taking Confucianism as the basis and learning from western philosophy" and taking loyalty to the monarch and patriotism as the soul of Meiji Restoration education policy. Furthermore, the blind imitation of the Japanese school system also made the school system in the late Qing Dynasty incompatible with the social reality at that time. Guimao academic system has a huge scale of education at all levels. Not only did the country not have that great strength at that time, but it did not reach this level after the Republic of China. To sum up, the Meiji Restoration brought positive results and negative effects to the reform of the education system in the late Qing Dynasty. The education system in the late Qing Dynasty absorbed a lot of nutrients from the Japanese education system, which changed the mode that only paid attention to professional and technical education since the late Qing Dynasty, paid more attention to the development of general education and normal education, promoted the reform of curriculum and teaching content, and made China's education get rid of self-isolation and gradually integrate into the trend of world education development. At the same time, the reform of the education system in the late Qing Dynasty could not get rid of the negative factors of the Japanese education system, which caused all kinds of backwardness and inadaptability and greatly limited the effectiveness of the education system.