First, because fame can be obtained through the imperial examination, ordinary intellectuals from humble origins strongly demand to study at school. Scholars who graduated from schools before Sui and Tang Dynasties can be officials. Scholars who graduated from schools after the Sui and Tang Dynasties must be selected by the imperial examination before they can obtain the qualification of official promotion, and they can only be awarded officials after passing the official promotion examination. In other words, the appearance of imperial examination system objectively promoted the development of feudal education.
Secondly, the imperial examination is mainly based on Confucian classics, which is also of positive significance for ending the prevailing style of study and metaphysics in school education since Wei and Jin Dynasties, unifying the contents and standards of school education, and causing the so-called "five-footed boys are ashamed of being ignorant of literature and ink" at that time.
Thirdly, some subjects in the imperial examination, such as knowing the law, calculating, boy, martial arts, etc., have more or less impacted the stereotypes that appeared in social education at that time, such as valuing literature over martial arts, valuing classics over calculation, and valuing people over children, which is also of positive significance.
But no matter what the imperial examination is, school education is also exquisite, which makes school education completely subordinate to the requirements of the imperial examination. In the case that the school is completely the preparatory organ of the imperial examination, the shortcomings and drawbacks of the imperial examination system itself will directly affect all aspects of school education.
First, the content of the imperial examination is limited to a few classic Confucian chapters and gorgeous poems, and the examination method pays attention to rote memorization. Under the influence of this ethos, the teaching work in the school is also more emphasis on rhetoric than practical learning, more emphasis on rote memorization than reasoning, full of dogmatism and formalism. This is not conducive to the selection and training of talents with practical ability, and also develops an empty and sparse style of study.
Second, the imperial examination closely linked reading, taking exams and being an official. Imperial examination has become a ladder for feudal intellectuals to enter the officialdom and the best way for them to obtain high officials and rich salaries. Therefore, the purpose of reading is "ten years of cold window, fame in one fell swoop, wealth and luxury." The life philosophy of "Tian Shelang in the morning, Emperor's Hall at dusk", "You can be the master only after suffering", "Everything is inferior, only reading is high" and "Don't listen to things outside the window, just read sage books" dominates school education and seriously affects the thoughts of ordinary intellectuals.
Third, the final choice of the imperial examination is decided by the examiner, the official department, the prime minister and the emperor, and the admission criteria are mostly based on the powerful family. If ordinary intellectuals have no backing and access, it is difficult to have the hope of being admitted. In this case, the trend of asking for help, respecting the family, joining festivals, offering and accepting bribes, cheating in examination rooms, thanking others in private and so on spread openly, seriously poisoning the mental outlook of intellectuals and ruining the atmosphere of schools and society. The imperial examination system has a great influence on Japan, Korea and Vietnam. In 788 AD, North Korea began to imitate the Tang system and implemented the imperial examination system based on Confucianism, which was not abolished until AD 1893. The imperial examination based on Confucianism in Vietnam began in 1075, and was not officially abolished until1915 ~1919. In 676, Japan established the University of Learning Liao; Daxueliao is divided into four subjects: classics, sounds, books and arithmetic. The qualifications and procedures for admission, and the contents and methods of subject examinations are similar to those of the imperial examination system in the Tang Dynasty. From the end of 18 to the end of 19, the civil service examination system gradually implemented in European countries also absorbed the reasonable factors of China's imperial examination. 179 1 year, France first tried out the civil service appraisal system; 1806, the British East India Company began to implement the civil service examination system; From 65438 to 0855, Britain began to implement the civil service examination system. At that time, in the soil of European feudal hierarchy, a large number of idle bureaucrats grew up. The patriarchal clan system of cronyism is increasingly unsuitable for the needs of state institutions that safeguard the interests of the bourgeoisie, which is also the reason why the Chinese imperial examination system has attracted attention in Europe. Budd, an American scholar who studies the history of cultural exchanges between the East and the West, believes that the implementation of the "civil service" system in the West is one of China's most valuable contributions to the West in the field of spiritual civilization. Dr. Sun Yat-sen said in his "Five Powers Constitution": "At present, almost all the examination systems in various countries are based on Britain. Tracing back to the source, the British examination system was originally learned from China. It can be seen that the imperial examination system initiated by the Sui and Tang Dynasties had a great influence on both the East and the West.