Influenced by the academic style of the college, China Library Classification, Third Edition. : I206.2 Document identification number: Academy is a unique educational organization form in ancient China, a product of the development of private schools to a certain stage, and an important educational system different from official schools. In the sixth year of Kaiyuan, Li Zheng Academy was established as a place to write books, which was the earliest academy in the history of China. However, Li Zheng Academy is still government-run, and its main task is not to educate talents, but to collect and sort out books and classics and write national history. However, the folk academy at this time has the characteristics of gathering disciples to give lectures in the later period. Academies further developed in the Song Dynasty, and four academies, Bailudong, Yuelu, Songyang and Yingtian, were formed in the Northern Song Dynasty. During the Southern Song Dynasty, with the development of Neo-Confucianism, Neo-Confucianism entered the academy in succession, and the development of the academy reached its peak. With the development and maturity of academies, each academy presents a similar style of study with its own characteristics. These styles of study have a far-reaching impact on the overall style of the academy and teachers, education and teaching, and students' spiritual demands. At the beginning of the establishment of the Song Dynasty, it was faced with the problem of how to eliminate separatist forces and complete the great cause of reunification. Therefore, for a long time, the official education in Song Dynasty did not develop. It is in this situation that the rise of academies, as the main force of folk lectures, makes up for the shortage of official education. However, with the gradual stability of the Northern Song Dynasty regime, the Northern Song Dynasty government gradually returned the right to education to the government, and the educational role of folk academies was gradually replaced. Subsequently, the official school appeared prosperous on the surface, but its teaching concept and content were deviated. Most officials, teachers and students are addicted to interests and regard teaching and learning as a stepping stone to the imperial examination. Therefore, the atmosphere of worrying about the country and the people and understanding the past and the present disappeared. When the Jin people invaded the north, the disadvantages of this education were exposed. Too many students trained by officials easily give up the difference between barbarians and summer and the meaning of monarch and minister for fame and fortune. Therefore, the scholar-officials in the Southern Song Dynasty were faced with the major problem of how to safeguard world morality and American people's hearts under the threat of ethnic minorities. Compared with the Northern Song Dynasty, the situation of official learning in the Southern Song Dynasty did not improve much. Chen Fuliang pointed out that local official schools are still: stationery wins money, and teachers learn Confucianism. Zhu also thinks that the Central Business School is a so-called business school, but it can be sold in the market for sound and profit. What the teacher said and the students heard was nothing more than how to get the official position and how to make a profit. In view of this, Neo-Confucianism in the Southern Song Dynasty devoted itself to correcting this tendency and did a lot of work. However, due to the long-standing disadvantages of official learning, it is difficult to improve. They put most of their energy into the academy, formulated learning rules and put them into practice, which made great contributions to the development of the academy. In the academy system of Song Dynasty, Bailudong Academy system is the most influential and a symbol of academy spirit. There are five rules. First, for the purpose of the five religions, father and son have relatives and friends have letters. Moral standards and other issues, moral quality ranks first. Second, be knowledgeable and loyal. Whether the so-called learning order stipulates the learning method requires students to study extensively first, then think about questions they don't understand, keep thinking, absorb the essence, eliminate the dross, and finally apply the learned knowledge to reality for testing. Then, loyalty, change. The so-called self-cultivation is the norm of personal self-cultivation, which requires students to work hard on self-cultivation, pay attention to self-examination, strengthen self-cultivation, limit their excessive selfish desires, restrain their anger and constantly reflect on themselves.

They are realistic, innovative and diligent in academic research. A famous thinker is very concerned about students' learning, and he even sets an example for teachers. When he was a teacher at Yingtianfu College, he was very disciplined and disciplined in public schools. Many people who were famous for literature in the Song Dynasty taught more. Teach and educate people, and set an example. In his view, teachers should not only teach their studies, but also manage their students, whether verbally or by example. Every time a problem is set, students should be involved and self-sufficient, and because he teaches well, he is deeply loved by students, and the scholars who come here are also impressed. In addition, Zhu, a master of science, believes that students should be educated: take it for granted and wait for others to set it up before imitating it! Tang T was blindly suppressed by rules and regulations, but also explained the truth, set up advanced models, and demonstrated with examples, so that they could establish lofty aspirations in life. In his spare time, he discussed various academic issues with students and disciples and raised questions. Teachers set an example, students study hard, study hard, cultivate sentiment, and everyone becomes the carrier of the academic style of the academy. In the academic atmosphere created by the masters of the academy, the scholars in the Song Dynasty will have a strong sense of belonging after entering their favorite academy. They devote themselves to academic research, deeply understand the spirit of Neo-Confucianism, abide by the rules and regulations of the academy, and give full play to their learning potential. Even when the academy was severely hit by the party ban in Qing Dynasty, these students persisted in studying and spreading Neo-Confucianism regardless of political oppression and life danger. For example, the day before Zhu's student Cai was demoted to Daozhou, he also went to Hanquan Jingshe to bid farewell to his teachers and classmates, and spent the whole night reviewing the competition contract with his teachers. It shows that the academy not only breeds dedicated and selfless talents in academic research, but also cultivates its loyalty, courage and fearless spirit. The study of middle school students is not limited to the official bibliography of imperial examinations, but to constantly improve their self-cultivation and ability and become talents for the people in the future. For example, Hu Hong, a student of Wu Yi and Zhu, said: The following year, Wu taboo, word, ................. Chai was Zhu's disciple and served as an official all his life. He wrote books and handed down classics, teaching his disciples as a profession. Two. Characteristics of style of study in song dynasty. The combination of neo-Confucianism teaching and academic activities. Before the Song Dynasty, official learning was the main force to spread knowledge and teach scholars. But at this time, the official school system was conservative and promising, and there were few lectures and conversations between them. Running a school, teaching and educating people is not the original intention of the country. The official education in the early Song Dynasty was also a failure. At the time of national disaster, most of the scholars ranked first among the four families forgot justice and were tired of fairness. In order to change these phenomena, Neo-Confucianism has done a lot of work, but the actual effect is not ideal. I have been studying politics for a long time in this state, but I didn't study it when I knew there was an imperial examination. Therefore, the masters of Neo-Confucianism built or repaired academies one after another, and combined the activities of academies with the teaching of Neo-Confucianism in order to get rid of the encouragement of imperial examinations. In Zhang's "Rebuilding Yuelu Academy", it is pointed out that Liu Yong can see that Neo-Confucianism is not eager to eradicate the bad influence of the imperial examination on scholars, but only opposes studying for the imperial examination. Since then, they have gradually revised the secular concept of imperial examination and created a good style of study by giving lectures in the academy.

In Song Dynasty, the mutual discussion of problems and difficulties between teachers and apprentices constantly improved the system of Neo-Confucianism, thus combining academic research with lectures in academies and promoting the development and prosperity of academies and Neo-Confucianism. 3 The atmosphere of free debate and discussion Under the influence of the masters of Neo-Confucianism, the lectures in the academy cover a wide range, including revenge of 3,000 yuan, the love of three villains, and frequent lectures and lectures. The trend of free lectures and the increase of discussion and debate activities have imperceptibly influenced the change of students' learning style and enhanced their ability of autonomous learning and problem solving. Zhu encouraged an academic atmosphere of free debate and mutual discussion. When he lectures at Bailudong Academy, he often asks questions to his classmates. When students ask questions, they explain the difficulties repeatedly. In order to promote and maintain this atmosphere of free debate and discussion, he advocated that the college should hold more lectures to discuss and debate between different schools and colleges, such as the Goose Lake lecture in history, so as to improve the school-running level and academic research ability of the college and make teachers and students of the college often ask questions and discuss academic issues with each other. 4. Seeking truth, seeking truth for learning. Idealism masters emphasize practice and set an example in their study. They are down-to-earth and study hard. Under their influence, the education of the academy emphasizes independent and conscious learning more. For example, Zhu once told his disciples that he had little time to talk about it. In the lectures of Hu Hui, Bailudong Academy and Yuelu Academy, there were discussions, arguments and mutual doubts among the masters. They listen to different academic viewpoints of different schools and use the advantages of each school to promote academic development. University teachers set an example and always keep a realistic learning attitude. For example, Chen Liang thinks it is useless to study empty words and ideas, such as the golden mean and universities. He spent ten years exploring the beginning of the creation of heaven and earth, examining the changes of ancient and modern evolution, gaining the attention of the Han, Wei, Jin and Tang Dynasties by pushing Wang Ba's way, and establishing a meritorious school advocating meritorious service and practical learning. Thirdly, the style of study in Song Dynasty influenced the excellent style of study in Song Academy, melted the temptation of imperial examination to students, and restrained the infringement of folk studies in the house on students. They adhered to the ideals of benevolence, righteousness and morality, paid attention to reality, trained a large number of literati with both ability and political integrity, and constantly improved the inner cultivation, life values and ideals and beliefs of the literati in the Song Dynasty. After the Song Dynasty, the academy experienced the Yuan Dynasty and has continued to this day. After the Reform Movement of 1898, the academies were replaced by the new education system, and all the academies in China disappeared. The Yuan Dynasty was ruled by foreigners, but under the influence of the Song style of study, the scholars did not bow to the rulers. They stick to the meaning of the Spring and Autumn Period and follow the example of Yi Xia. For example, when the Yuan soldiers besieged the city, the teachers and students of Yuelu Academy put down their books and stuck to the city with the military and civilians, showing a fearless spirit of sacrifice. Wen Tianxiang, a student of Bailuzhou Academy, vowed to surrender to the ruler. At the beginning of the Yuan Dynasty, even though the military struggle could not change the reality of national subjugation, loyal ministers either lived in seclusion in the mountains or founded academies or went to the hospital to give lectures and spread the spirit of Neo-Confucianism, and continued to carry out non-violent struggle activities, thus maintaining a good style of study and the spirit of academies in the Song Dynasty. Influenced by the policy, the development of academies in the early Ming Dynasty was slow, replaced by the prosperity of official schools. The educational idea in the early Ming Dynasty was "education is king"

For example, the teachers and students of Lindong College are not afraid of the court's ban and political struggle, but they still insist on the voice of reading in the storm, and this voice is heard; Family affairs, what's going on in the world, everything is related to study. Always pay attention to current events and the fate of the country, even in the later official ban, they still adhere to the fine tradition. In a word, the style of study of academies in Song Dynasty has been continuously continued and passed down. Even today, it still affects people and provides an endless spiritual source for future generations. References: Deng Hongbo: History of Chinese Academy, Oriental Publishing Center, 2006. Zhu: China Academy of Sciences, Commercial Press, 1993. Chen Jia Deng Hongbo: Historical Materials of China Academy of Sciences, Zhejiang Education Press, 1998. Huang Zongxi: A Case Study of Song and Yuan Dynasties, Zhonghua Book Company, 1986. Li Jingde: Zhuzi School, Zhonghua Book Company, 1986. Zhu Denghongbo, editor-in-chief: The Secret of Bailudong Academy, Academic Rules of Chinese Academy, Hunan University Press, 2000. Zheng: the university spirit of ancient academies and its practical significance, master's and doctoral thesis of Hebei Normal University, 2008. Mao Xiaoshu: On the Academic Spirit of Master of Science in Southern Song Academy, Master's and Doctoral Dissertation of Jiangxi Normal University, 2007. About the author: Li Jingjing, male, 1985 from Dezhou, Shandong Province, is a graduate student of 2009 in the Department of Ideological and Political Theory of north china university of technology. His research interests are school management and ideology and politics.