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|Other Titles:||The Three Educational Reforms During the Northern Sung Period (960-1127 A.D.)|
Department od Education, NTNU
Since the Sui dynasty in China a kind of scholar ─ officer examination system （analogous to the civil service examination system in the modern West）augurated and parrell to it a national educational system then developed. This has been carried on through the T’ang, the Five Dynasty Period and up to the Northern Sung. It was due to the shortcoming that students and candidates were paying more attention to their examination than to their education three attempts were more attention to their examination than to their education three attempts were made to overcome it. Three attempts which were made during the regions of Emperor Jen, Emperor Sheng and Emperor Hui of the Northern Sung dynasty were initiated by Fan Chung─yen, Wang An─shih and Ts’ai Ching respectively. In view that the reform movement was a critical turning─point in how to bring about a mutual supporting role of both the scholar─officer examination system and general education system in China, the writer has devoted his efforts in finding the historical development of the reform movement, its failure and its influence in later years. The thesis includes seven chapters. 1. Introduction II. The social and educational background of the Northern Sung dynasty III. The first reform─Ch’ing Li period IV. The second reform─His Feng period V. The third reform─Ch’ung Ning period VI. The analysis and discussion of each of the reforms VII. Conclusion In those reforms, two major trends have been shown：the first, the focus of the development of education has transferred from the minorities of the upper class to the majorities for middle and lower classes；and, in addition To the Kuo─Tsu Hsüeh, the dynasty ahs decided to established other institutions：The T’ai Hsüeh, county schools and district schools. The second, those reformers tried to make emphasis on general education in order to overcome the special attention paid to the scholar─officer examination. On the one hand, the reformers tried to build up a kind of education
|Appears in Collections:||教育研究所集刊|
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