In the history of modern education in Northeast China, two outstanding educational reforms were the educational reform in Qing Dynasty and the educational reform in the early years of the Republic of China. Although these two educational reforms ended in failure, they had different degrees of influence on education in Northeast China, and provided more or less positive experience and negative lessons for the educational reform in China today.

The educational reform in Qing Dynasty can be divided into two stages, one is the educational reform during the Westernization Movement, and the other is the educational reform during the Reform and Reform. Among them, the educational reform during the Reform and Reform period had a stronger influence on northeast education than during the Westernization Movement. During the Reform and Reform Period, although the Regulations on Education Reform in Northeast China failed to be implemented, due to the general growth of capitalist relations of production around Northeast China, the voice of education reform commensurate with its development is also growing. During this period, private schools developed rapidly, and people of insight regarded the development of education as the key to "abundant talents" and "strong national strength". However, the official schools in Northeast China did not change much during this period, and the school appearance remained the same, especially the flag school was basically paralyzed, which not only lost the martial arts atmosphere in the past, but also ignored the important ideas of the new education reform in the future, showing a situation of abandoning the old and establishing the new. During this period, the imperial examination education in Northeast China was reformed unprecedentedly, which was a great progress.

In the early years of the Republic of China, the relevant laws and regulations on education reform were rich in content, and the measures were also practical at that time. Specifically, there are five major changes, that is, comprehensive reforms have been carried out in the aspects of educational objectives, educational policies, school education system, the construction of teachers, and educational funds. Among them, in the education policy, normal education has received special emphasis and sufficient attention. On the issue of teachers, it highlights the requirements for teachers' quality and the improvement of teachers' treatment. The purpose of education is not clear enough, but it reflects the requirements of the bourgeoisie and emphasizes the development of personality and people who meet the needs of society. The three educational system reforms are all based on the principle of adapting to the national conditions, people's livelihood and seeking personal development. There is not much reform of education funds, which basically follows the practice of the late Qing Dynasty. Generally speaking, the educational reform in the early Republic of China was undoubtedly progressive. This educational reform has also had a positive impact on northeast education, which has brought unprecedented development momentum to northeast education, especially the changes in teaching methods and teaching contents.

The educational reform in the Qing Dynasty and the early years of the Republic of China provided the following experiences and lessons for today's educational reform: First of all, the educational reform must meet the needs of the society and the nation and cannot be divorced from the national conditions, which is the experience of the educational reform in the early years of the Republic of China. Today, our educational reform should also learn from this experience. Secondly, education reform must be about getting rid of the old and welcoming the new, eliminating backward things and absorbing advanced things. We can't lose the positive and desirable elements in the old education, like the northeast education reform in the reform and political reform stage. Thirdly, the reform of normal education is an important part of education reform, and the improvement of teachers' quality and treatment is also a problem that should be paid attention to in today's education reform. Fourth, the reform of educational methods and contents is a problem that must be solved in previous educational reforms. Fifth, the education system is also a problem that should be carefully considered in education reform. Only by objectively learning from the experience and lessons of previous educational reforms can we do a good job in our educational reform today.

Third, the Northeast Liberated Area Education Experience Summary

1On August 5th, 945, Japanese imperialism announced its unconditional surrender, and War of Resistance against Japanese Aggression, which lasted for eight years, came to an end. In August of the same year, the Central Committee of the Communist Party of China set out to establish the Northeast Liberated Area. With the restoration of sovereignty, the establishment of administrative organs and the development of the production and construction movement in the liberated areas, the education work in the northeast liberated areas has also been put on the agenda. After four years, until the establishment of People's Republic of China (PRC), the education in the Liberated Areas has experienced the development from the stage of ideological transformation to the stage of new formal education. Summarizing the educational experience in this period generally includes the following aspects:

First, attach importance to the party's leadership over education. From the stage of ideological transformation, the educational policy of the Northeast Liberated Area was decided by * * * *. Every education conference was held under the leadership of the Party, which ensured the correct development direction of education and established Marxism-Leninism and Mao Zedong Thought as the guiding ideology of education in the liberated areas. Today, education in all regions and at all levels still adheres to the revolutionary experience under the leadership of the Party.

Second, pay attention to the cultivation, unity and education of intellectuals, and emphasize the construction of teachers. At the beginning of the establishment of the Northeast Liberated Area, our party emphasized the cultivation of intellectuals, recognized the important role of intellectuals in revolution and construction, attached great importance to the construction of teachers, advocated the establishment of democratic and equal teacher-student relations, and formed a good atmosphere of respecting teachers and loving students.

Third, in the focus of educational work, it emphasizes the concrete analysis of specific problems. During the War of Liberation, due to the needs of special historical conditions, we emphasized the importance of cadre education and put forward the policy of "cadre education first, national education second". This is a unique experience under special historical conditions.

Fourth, attach importance to the development of primary education and advocate social education. In the stage of ideological reform education, it is proposed to vigorously develop primary education and establish social education at the same time. Only in the new stage of standardized education can secondary education, normal education and higher education begin to develop. Among them, adult education has also made great progress.

Fifthly, scientific educational principles and methods are put forward. The principle of education in the Northeast Liberated Area can be summarized as the principle of "three combinations". That is, combining theory with practice, combining intellectuals with workers and peasants, and combining education with productive labor. In terms of educational methods, we are opposed to "cramming, injecting, forcing and empty" methods. Instead, it is inspiration, discussion, research and experiment to develop students' learning initiative, enthusiasm and creativity. "

In a word, the four-year education experience in the Northeast Liberated Area is very rich, and many aspects of it have been used for reference by China education since the founding of the People's Republic of China, which has had many direct influences on Northeast education.

Generally speaking, reviewing and reflecting on the history of modern education in Northeast China today can draw many historical experiences and lessons, which is of great practical value and historical significance to us, especially to the progress of educational theory research and practice in Northeast China today.

[Editor Wang Fengda]

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With the deepening of education reform and modernization, there is an urgent need for a large number of new talents, but the traditional education system cannot train these new talents. The early modernization movement since the Westernization Movement therefore tried to change the educational tradition and disintegrate the old educational system without exception. The New Deal in the late Qing Dynasty finally made a decisive breakthrough in education reform.

The initial breakthrough was the imperial examination system-an educational system that has been followed for more than 1000 years since Sui and Tang Dynasties. In the 28th year of Guangxu, the Qing government ordered the abolition of stereotyped writing. Three years later, an imperial edict was issued: "From the third semester, stop all the provincial examinations and stop the provincial imperial examinations." [20]

The abolition of the imperial examination system, like the emergence of the imperial examination system, is an important event in the cultural history of China. Commenting on its "realistic and symbolic significance", rozman said: "The reform of the imperial examination system represents that China made a clean break with the past, which is roughly equivalent to the abolition of slavery in Russia in 186 1 and the abolition of vassals shortly after the Meiji Restoration in 1868." [2 1] Although rozman's statement may not be accurate and appropriate, he saw the profound social changes during the New Deal from the abolition of the imperial examination system, not only the changes in the education system, which is an amazing vision.

While abolishing stereotyped writing and cracking down on the imperial examination, the activities of establishing new schools and "sending scholars abroad to study" are also quite large. According to the statistics of this department, in the thirty years of Guangxu, there were 4,222 schools with 92 169 students. Four years later, the total number of schools has increased to 52,348, and the total number of students has expanded to1560,270, which is quite amazing. The same situation is also manifested in studying abroad. As the Qing government actively promoted official fees and self-funded study abroad, at the same time, foreign students who completed their studies and passed the examinations were appointed to Jinshi, Juren and Gong Sheng, so the study abroad craze became a craze for a while. Different from the direction of studying in Europe and America during the Westernization period, the main direction of studying in the New Deal period was Japan. By the end of Guangxu's 27th year, there were only 280 students studying in Japan. By the end of Guangxu thirty years, there were about 8000 to 10000 students studying in Japan.

The educational reform of the New Deal in the late Qing Dynasty also produced the earliest academic system in China, namely, the Constitution of imperial academy (referred to as "Ren Yin Academic System") and the Constitution of imperial academy (referred to as "Gui Mao Academic System"). Taking Japan as a model, they stipulate that formal education in schools is divided into three levels: elementary, middle and high. On top of institutions of higher learning, there are branch schools and the highest level of Confucianism. From high school graduation to university graduation, he was awarded the fame of attached student, tribute student, juren and Jinshi respectively. Therefore, it laid the first cornerstone of modern education in China.