The Evolution of our Country's Civic Education Curriculum from the End of Qing Dynasty to the Beginning of the Republic of Our Country
Bibliographic record
Abstract
Throughout the late Qing Dynasty, our country has been affected and impacted by different historical stages in terms of politics, economy, and culture. In modern times, the citizens have been infiltrated by thoughts and formed a concept of Western learning spreading to the east. Therefore, our country's educational thoughts have also changed, and educational curricula have also been changed accordingly. This article aims to explore the reform and changes of our country's education curriculum from the end of Qing Dynasty to the beginning of the Republic of our country. Taking history as a mirror can promote the development of education in our country. This article mainly uses the questionnaire survey method and the data analysis method to read and understand the educational history of our country at the end of Qing Dynasty and the beginning of the Republic of China, and make a survey on the rationality of the civic education curriculum in the end of Qing Dynasty and the beginning of the Republic of China. The survey results show that the civic education in the late Qing Dynasty and the early Republic of China had a certain significance of the times, and it was a better way of education in the environment at that time. 40% of people are satisfied and agree with the civic education of that period.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".