First, Daxing women's education
The education level of women is an important symbol of educational modernization. 1904 1 The regulations of Quding School promulgated by the Qing court stipulated that "family education includes women's education", which was listed as one of the contents of education reform for the first time. "Every county must have a women's normal school", "If a women's normal school is established by the government, its operation should pay tuition fees for spare female normal students raised by the whole country free of charge". It was this move that made it popular to establish girls' schools in China in the early 20th century. 1February, 906, Empress Dowager Cixi "shouted to the Education Department to revitalize girls' schools"; In June, Tianjin Beiyang Women's Normal School opened; On June+10, 65438, Xie Changda and others founded Zhenxing Girls' School in Suzhou. 1907 In May, the Ministry of Education promoted girls' schools, drew up the statutes of girls' normal schools and girls' primary schools, and made provisions and requirements for their school purpose and curriculum, so that girls' school education gained legal status in the academic system. According to 1907, the first education statistics of the general affairs department of the Qing government, except Gansu, Xinjiang and Jilin, there were 428 girls' schools in all provinces of China, with female students 15498. Girls' education has become an important part of China's education system. The rise of girls' schools has also opened up a broad road for the cultivation of female talents and laid a profound ideological and cultural foundation for women's own liberation.
Second, pay attention to studying abroad.
In the reform, the Qing court attached importance to studying abroad, elected officials to derive, and encouraged studying abroad at its own expense. 1902, the Ministry of Foreign Affairs recalled the method of sending overseas students to study abroad, and put forward: "After sending them abroad, we should strive for specialized knowledge, so that our teachers can master Chinese and Western cultures and achieve great success." Zhang Baixi, Rong Qing and others suggested that officials should be rewarded for traveling and studying abroad, pointing out that studying abroad is "particularly practical and the most important achievement for talents". By 1903 and 10, the Qing government promulgated Zhang Zhidong's "Regulations for Rewarding Graduates Studying Abroad". It was under the vigorous advocacy of the Qing government that the movement of studying abroad, which had already taken place, rose for the first time in 1902- 19 10. Fei Zhengqing called it "by far the largest movement of students going abroad in the history of the world". Before and after the Sino-Japanese War of 1894-1895, there were only a few dozen students studying in Japan, and191year soared to 8,000, reaching a total of more than 20,000. Together with thousands of European and American students, it has formed a considerable force. These international students have had a great impact on society after returning to China. They all accepted the edification of new learning and the baptism of new ideas to varying degrees, gradually replaced the traditional gentry and stepped onto the historical stage, and quickly grew into an innovative force that cannot be ignored in society. At the same time, the development of the study abroad movement has also trained scientists, writers, doctors, foreign affairs personnel and other talents for China, laying a good foundation for future social construction and progress. "Education is the foundation of the country, the rise and fall of the country depends on it, and the rise and fall of the country depends on it."
Although the "New Deal" reform in the late Qing Dynasty was an emergency measure taken by the Qing rulers to maintain feudal rule, it failed because of the contradiction between the lag of its system and the advancement of policy reform, but the education reform in it was an arduous social system project, which was by no means easy and could not be achieved overnight. The social significance of evaluating educational reform lies in its positive role in the process of modernization. During the New Deal, the imperial examination was abolished, learning was promoted, the academic system was changed, and the educational administrative system was established. The educational reform in the late Qing Dynasty was not a repetition and repair of traditional education, but an effort to find and construct a new direction and model of education in China. In this sense, its historical role can't be underestimated, and the education reform in the late Qing Dynasty also has great reference significance for China's current cross-century education reform.