晚清於西元1905年廢除科舉制度，並欲以西式新學堂代替科舉以育才選才，而數量龐大的傳統知識份子，以致失去其原本入仕的管道。本文先概述晚清廢科舉的來龍去脈，以理解科舉被停廢的緣由；而後再進一步討論當時政府對廢科舉所採取的配套措施，藉此探討新教育制度的實施情況，士子是否能與其順利銜接，以及未來的工作與出路，以了解入仕或往其他領域發展之士人佔所有科舉出身者的比率。簡言之，本文研究目的有三：一、探討科舉廢除後，傳統士人在社會變遷下的適應情形；二、探討代替科舉而起的新教育制度運作情形；三、探討科舉制度變遷的意義與對現代教育的啟示。 本文的研究對象為甲辰科進士273人、舉人8,000人、貢生35,000以及生員55,0000人。研究發現，甲辰科進士於朝考除授後，仍有97位的晚清經歷可考，進入民國後則有75位；而中下層傳統知識份子中，有約三成進入新式學堂中，其餘七成可能任議員、塾師、學堂職員、入仕、任職於民間機構，或者逐漸沒落。從研究發現中可得知，傳統知識份子於科舉廢除後，雖仍有相當影響力但其發展已大不如前，尤其是中下階層的傳統知識份子而言；而取代科舉的西式新學堂，則達到疏散大量生員的功能。 該措施對現代教育的啟示，則有三點：一、需有足夠的經費；二、舊有教育制度不宜全部廢除；三、不宜忽略舊式人才。而對後續的研究建議則有。 / The Civil Service Examination was abolished and replaced by the new western school system in late Ching China (1905). Thereafter, traditional intellectuals who passed the Civil Service Examination lost the channels to be officials. This study includes two parts. The first one is to describe the process and the reasons of abolishing Civil Service Examination. In order to inquire the transformation of the traditional intellectuals under the new education system. The second one is to discuss the supporting measures, including the new career of the traditional intellectuals. The main purposes of this study are as follows: (i) to inquire how the traditional intellectuals adapt to new social circumstances. (ii) To explore the operation of the new education system. (iii) To discuss the implications in modern education. The subjects of this study include 273 chia-chen-ko chin-shihs(甲辰科進士), 8,000 chu-jen(舉人), 35,000 kung-sheng(貢生), and 55,0000 hsiu tsai(生員). The findings of this study are: (i) The records of those who passed Cho-examination the trends of 97 chia-chen-ko chin-shihs in late Ching and 75 chia-chen-ko chin-shihs in ROC were found. (ii) The 30％ of chu-jen, kung-sheng, and hsiu tsai studied or taught in new type schools. The rest of them, 70% of the middle-low rank ones, served as congressmen, teachers of Ssu-shu, staffs of new school, officials, employees of private sectors or no records be found in the new era. (iii) After the Civil Service Examination being abolished, traditional intellectuals still had considerable influence than before but declining, especially the middle-lower rank of traditional intellectuals. (iv) New schools have achieved the goal of relocating traditional intellectuals.