20세기 초 중국의 학제개혁과 역사교과과정의 성립 (A reform of the school system and the progress of History education in China in the 20th century)

서지정보

· 발행기관 : 수선사학회
· 수록지 정보 : 사림 / 39호 / 311 ~ 337페이지
· 저자명 : 김지훈

초록

In 1901, the Qing Dynasty carried out new politics and introduced a new school system, which included History as an academic subject. Because of the Sino-Japanese War and Boxer's Rebellion in 1894, the dynasty felt that they should learn from the Japanese. The new school system of the dynasty was greatly influenced by Japan.
The school system, in 1904, reflects the ‘Westernized Chinese Style’ concept of Zhang Zhidong, which reformed the school system to emphasize the traditional ideals of Chinese Classics. This reform was initiated because they felt the traditional State Examinations needed to be replaced by more modern school education. The reform was also influenced by Zhang Zhidong’s educational concept, which emphasizes the ideals of Chinese Classics to confront Western religions, and his experience with the educational reform in Hubei Sheng. In 1909, the Qing dynasty’s middle school system had two separate courses for civil and technical services, which were heavily influenced by Germany’s middle school education system, having Gymnasium and technical Gymnasium.
The teaching of History in elementary and middle school, at the end of the Qing Dynasty, covered local history, Chinese history, history of Asian countries, and Western history. In the curriculum, modern history was treated with much more importance than ancient history. This reflects the troubled situation of the Qing Dynasty, which had been under attack by Western Powers. However, the goal of the history education was to teach the rise and fall of the previous dynasties, and a benevolent government with a good and wise king, which would increase the intension of productivity, loyalty, and patriotism of their people.
Although the Qing Dynasty established a new, modernized, school system, the education of history couldn’t overcome the concept of a traditional monarchy. The dynasty faced a paradox that they could not overcome: the reformed monarchal system would have been challenged when they changed the contents of traditional education.

영어초록

In 1901, the Qing Dynasty carried out new politics and introduced a new school system, which included History as an academic subject. Because of the Sino-Japanese War and Boxer's Rebellion in 1894, the dynasty felt that they should learn from the Japanese. The new school system of the dynasty was greatly influenced by Japan.
The school system, in 1904, reflects the ‘Westernized Chinese Style’ concept of Zhang Zhidong, which reformed the school system to emphasize the traditional ideals of Chinese Classics. This reform was initiated because they felt the traditional State Examinations needed to be replaced by more modern school education. The reform was also influenced by Zhang Zhidong’s educational concept, which emphasizes the ideals of Chinese Classics to confront Western religions, and his experience with the educational reform in Hubei Sheng. In 1909, the Qing dynasty’s middle school system had two separate courses for civil and technical services, which were heavily influenced by Germany’s middle school education system, having Gymnasium and technical Gymnasium.
The teaching of History in elementary and middle school, at the end of the Qing Dynasty, covered local history, Chinese history, history of Asian countries, and Western history. In the curriculum, modern history was treated with much more importance than ancient history. This reflects the troubled situation of the Qing Dynasty, which had been under attack by Western Powers. However, the goal of the history education was to teach the rise and fall of the previous dynasties, and a benevolent government with a good and wise king, which would increase the intension of productivity, loyalty, and patriotism of their people.
Although the Qing Dynasty established a new, modernized, school system, the education of history couldn’t overcome the concept of a traditional monarchy. The dynasty faced a paradox that they could not overcome: the reformed monarchal system would have been challenged when they changed the contents of traditional education.

참고자료

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