宋代教育在中國教育史上值得注意之處，除太學的擴充及私人書院的興起外，尚有州
縣學教育的發展，本研究旨在探討宋代州縣學教育的發展，而具體目的則在了解設置
的情形，設立的原因與教育目的，了解其如何解決經費與師資之難題，進而檢討其成
效，分析可能影響因素及對后世的影響。
本研究屬歷史研究，但仍輔以統計及理論分析等方法，至於研究範圍，依時間言，涵
蓋兩宋；依行政區域言，包括宋代全境，至於所用史料，依《四庫全書》分類，包括
史部中正史、編年史、政書、認今奏議、職官、地理等類、及集部中宋代各家文集、
筆記，另輔以雜史、別史，記事本末及傳記，并大量使用宋、元、明、清及民國所編
纂之寺方志及石志，此外，以參酌今人研究論著全文共分十一章，其重要研究結論如
次：
一、宋代已知有二百七十州會設州學，約占全國總州數的百分之七十六；又有五百七
十縣曾設縣學，約占全國總縣數的百分之四十六，州學的分布較均勻且普遍，而縣學
則主要集中於長江以南地區，又按設立時間學校數量的多寡，則依序以仁宗、徽宗、
神宗與高宗四朝居多。
二、影響州縣學發展的關鍵人物，包括仁宗、神宗、徽宗與高宗等四位皇帝，範仲淹
、王安石、蔡京等三位宰臣及郡縣長吏，而其教育目的，前者系以培育人才為主，后
者則以明人倫善風俗為主。
三、宋代創立學田政策以解決經費來源的問題。
四、對於師資問題，州學方面，神宗以前由各州自行設法，之后才改由朝廷主動規劃
；縣學方面則始終由各縣自理。
五、宋代縣學教育的成效，由量觀之，平民子弟受教育的機會有日益增多且趨於普及
的傾向，由質觀之，則其教學品質非但不理想，還衍生出學校成為科學附庸，士子思
想受箝制，學校淪為寄食之地及教師尸位素餐等等幣端。
六、影響州縣學發展的可能因素，除思想因素外，尚有政治，人口及經濟等三項因素
與其頗密切。
七、宋代州縣學的學址，內部設施，廟學制及學田政策等都為元，明兩代所沿用，另
外學校淪為科學附庸及數量日益增加等現象依然可見。
八、宋代州縣學所建立的規制，成為后世發展的基楚，因此可謂，宋代是傳統中國州
縣學教育邁入正軌的重要階段。

The main purpose of this paper is to investigate the development of local
government schools in the Sung dynasty (A.D. 960-1279) by the historical
method, statistics and theoretical analysis. The term "local government
schools"refers to "provincial schools"(similar to prefecture scools) and
"county schools" , which were estabilished and supervised by the local
governments and open to the students from the common faminlies.
This dissertation includes eleven chapters:
(1) introduction;
(2-4) the statistical analysis of local schools;
(5) the causes of estabilishing local schools and the aims of local
education;
(6) the problem of finance-supporting of local schools;
(7) the problem of teacher-employing of local schools;
(8) the evaluation of the achievement of local education;
(9) the important factors probably affecting the development of local
schools;
(10) the influence of the development of local schools;
(11) conclusion.
The seven important findings of this paper are as follows.
1. During the Sung dynasty, at least 270 provincial schools and 570 county
schools were established all over the country.
2. There were two major aims of local education;one was to cultivate
excellent and capable manpower suitable for engaging in administrative
work and political reforms, and the other was to improve ethical
relationship among the people as a whole and to reform social behavior and
custom. Inevitably those aims could hardly be achieved.
3. The problem of finance-supporting was successfully solved. By buying or
allocating pieces or land, local schools owned their own landed property,
and the income from which was used to pay all schools expenditures.
4. The proble of teacher-employing was gradually solved, too. Before
Emperor Sheng (A.d. 1068-1085), the teachers of provincial schools were
invited and employed by provincial governments, but from that time on ,
the central government began to take charge of that task actively. As to
that of county schools, county government had to solve that problem
thuoughly by themselves.
5. The concrete achievement of local education was hardly satisfied.
Becauseif judging from theview of quantity, the numbers of both schools
and students gradually increased, and the total sums were moer than those
of the T'and dynasty; furthermore, a tendency of increasing of educational
opportunities for the commons seemed to be observed. But if judging from
the view of quality, it was found that not only the two preavious aims far
from being successfully achieved, but also many effects distorting the
normal functions of schooling appeared one by one later.
6. The development of local schools was probably under the influence of
political and economic systems, population, and traditional thoughts.
7. The local school system established in the Sung dynasty laid a
foundation for its future development, in that many institutions and
regulations established at that time were still maintained and
continuouslypracticed in the Yuan and Ming dynasties.
In short, the influence of the development of local schools in the Sung
dynasty was tremendous.