Journal of East China Normal University(Educationa ›› 2015, Vol. 33 ›› Issue (1): 104-113.

• Educational History(教育史) • Previous Articles     Next Articles

Curriculum Rationales and Teaching Patterns in Guangdong Academies in the Qing Dynasty

1.ZHOU Yan hong WANG Jian jun   

  1. Institute of Public Administration, South China Normal University, Guangzhou 510006, China
  • Online:2015-04-24 Published:2015-05-12
  • Contact: 1.ZHOU Yan hong WANG Jian jun
  • About author:1.ZHOU Yan hong WANG Jian jun

Abstract: Ancient curriculum refers to students’ selfregulated learning processes according to the defined test objectives. Based on the data about learning rules in Guangdong academies in the Qing Dynasty, we discuss two patterns of curriculum, one was designed for imperial examinations and the other was designed to promote the learning of ancient history. This difference resulted in the dividing line between the “coursefocused” academy and the “noncourse” academy, as well as two distinctive teaching styles, leading to different teaching effects. In the “noncourse” academy, teaching tended to focus on the content of imperial examinations and the students were eager for fame instead of knowledge. On the other hand, the “course”focused” academy focused on practical learning, emphasized ethos connoted learning, and ensured students’ selfregulated learning. This showed teaching returned to the authenticity of the traditional education, i.e. the essence of academy reform in the late Qing Dynasty.

Key words: Guangdong Academies in the Qing Dynasty, coursefocused, noncourse, rationales, patterns