In the Song Dynasty, there were primary schools or social schools in the official school system to enlighten children. However, the rise and fall of government-run primary schools are impermanent. In fact, the educational institution that undertakes to educate children is a private school. During the Ming and Qing dynasties, bookstores spread all over urban and rural areas. Its types are: sitting in a library or teaching a 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); Voluntary learning or voluntary learning (a primary school funded by 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.
2. Influence
In the aspect of children's education, the thoughts of Neo-Confucianism on primary education in Song Dynasty have a wide influence. There are many works about children's moral education in this period, such as Tongmeng Xun in Song Dynasty, Fan Shi by Yuan Cai in Yuan Dynasty, Shao Yichuan by Zhu, Tongmeng Xun Ling and so on. Most famous educators study children's moral education.
3. Significance
The development of Mongolian learning has formed a relatively stable teaching content and teaching plan. The teaching of reading, writing and composition is mainly carried out in schools, 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 focuses on literacy. After the child recited more than 1000 words, he began to read three-character classics, hundreds of surnames, thousands of words and four books. At this stage, children are mainly trying to follow and recite. On this basis, teachers teach, focusing on the feudal political thoughts and ethical principles in the book. The order of writing is that the teacher writes by hand first, then draws red, and then enters temporary writing. Before you write your composition, you must practice correctly. The school implements individual guidance, and the teaching progress varies according to the students' acceptance ability. Generally speaking, everyone follows 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. Teachers organize and guide students to review old and new lessons in a planned and step-by-step way.
The development of Mongolian studies has gradually diversified and systematized Mongolian teaching materials. Famous 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, the types of teaching materials for children increased. There are: children's moral education books, such as What Children Should Know and Primary School. Literacy textbooks, following the Thousand-Character Text, include Instructions for Sexual Theory, Hundred Family Names, San Zi Jing and various practical miscellaneous words. About the end of the Southern Song Dynasty (13rd century), there appeared a literacy textbook mainly based on characters. The classic textbook is Zhu's Notes on Four Books. Literary reading materials include Poems of a Thousand Families, Poems of Wonders, Eight Masters in Tang and Song Dynasties, and China Ancient Literature Review. History textbooks include various forms of Qiu Meng. There are calligraphy textbooks, red picture books and famous copybooks. Due to the systematization of school teaching books, I have accumulated rich experience in writing children's books, which also has certain reference value in contemporary times.
Raymond, in the Five Dynasties and Ten Kingdoms period, faced with frequent peasant uprisings and threats from Liao, Xixia, Jin and other ethnic minorities, seriously raised the question of how to maintain and continue feudal rule. He once showed a relatively active situation in the academic field, and successively formed a reformist school headed by Fan Zhongyan, a new school headed by Wang Anshi, a school headed by Ye Shi, a philosophical school represented by Cheng Hao, Cheng Yi and Zhu, and a school headed by him.