|
1
|
|
|
2
|
|
|
3
|
|
|
4
|
|
|
5
|
- Over 96% population areas have
realized nine -year compulsory education (primary & middle school
period).
- Preschool and high school
education are going OK.
- Gross enrollment rate for
kindergartens: 42.5% in 2006.
- Gross enrollment rate for
high schools:59.2% in 2006.
- Student number of general
high versus vocational high 54:46
- Central and local governments
exercise responsibilities respectively to guarantee and promote
development of K-12 education.
- Private education consists of
about 5% of total primary, middle and high schools/ students.
- Most of the 10 million teachers
are well motivated to teach.
|
|
6
|
|
|
7
|
|
|
8
|
|
|
9
|
|
|
10
|
|
|
11
|
|
|
12
|
|
|
13
|
|
|
14
|
|
|
15
|
|
|
16
|
|
|
17
|
|
|
18
|
- Pressing Challenges in
- China’s K-12 Education
|
|
19
|
- Although K-12 education in
China has made significant advances, the overall development has been
quite uneven and imbalanced. Obvious gaps exist between different
schools. It can neither respond well to the needs of rapid
socio-economic development, nor satisfy the aspiration of the broad
masses for balanced basic education.
|
|
20
|
|
|
21
|
- Quality is lifeline for education. High quality education not only
refers to advanced infrastructure, but also refers to qualified teaching
contingent, improved teaching process, better management, and proper
philosophy of running schools.
- Quality of K-12 education can
not meet the increasing demand
from the public for a high quality education.
- Quality of some schools can not meet demand of the parents. Esp. in the
one family one child era.
- Quality of teachers needs to be improved. 240 thousand teachers with lower
academic degrees. 450 thousand non-registered teachers.
|
|
22
|
|
|
23
|
- Officials judge school excellence solely according to its enrollment
rate of students into key high schools and key universities.
- Schools tend to emphasize on examination- related subjects.
- Teachers carefully take of
academically good students, neglecting many others.
- Students are faced up with heavy learning burden and have poor physical
conditions.
|
|
24
|
|
|
25
|
|
|
26
|
- Campaign2:Curriculum Reform
- Conduct comprehensive reform of curriculum, textbook, in basic
education.
- Leverage the excellent cultural and educational traditions of China as
well as the advanced curricula, textbooks and teaching methods of the
other countries.
|
|
27
|
- 1. To understand China’s
history and her current status thus become ready to assume
responsibilities for their personal and national development, in the
meantime to respect other nations and their cultures and to be ready to
participate in international development and communication;
|
|
28
|
- 2. To master the basic
skills for reading, writing and arithmetic operation, basic knowledge
for culture and science, necessary skills to express themselves and
communicate with others, capacity to process information, to acquire
basic labor skills, so that they can adapt effectively to the learning
society;
|
|
29
|
- 3. To develop, through
observation and experience, a scientific understanding of the
environment, sustainable development and ecological ethics, and to be
able to identify, analyze and solve problems in their daily life;
|
|
30
|
- 4. To understand and care
for the society, to form appropriate moral values and behavioral habits,
ready to serve the people and the community;
|
|
31
|
- 5. To develop sound
self-consciousness and independent personality thus to take good care of
life, learn to rationally plan for and assess one’s own development and
to cope with frustrations in the social life; to be accustomed to engage
in regular physical exercise and proper living habits;
|
|
32
|
- 6. To develop healthy
interest for esthetic appreciation of the beauty of the nature, society,
science and art; to be inclined to join in different cultural
activities.
|
|
33
|
|
|
34
|
|
|
35
|
- Firstly, “mathematic thinking”, “sensibility & attitude”, “knowledge
and skill” and “problem solution” are listed as four key objectives,
which materialize the priority on sensibility & thinking ability
development of students and reflect the spirit of the time.
- For example, the “mathematic
thinking” objective gives priority to cognition progress of mathematics
and points out that students will undergo mathematic activities such as
observation, experiment, guess and demonstration and develop their sense
of digits and symbols as well as concept of space and statistics so as
to develop abstract thinking.
|
|
36
|
- Secondly, the objective of new math course features step-by-step
development by grade and takes into account the age and cognition
abilities of students. For example, in respect of knowledge & skill
objectives, the students in Grade 1-3 are required to abstract a number
from daily life; the students in Grade 4-6 are to abstract number and
simple quantitative relation from daily life; the students in middle
school (Grade 7-9) are to
abstract symbols from specific contexts.
|
|
37
|
- Thirdly, give priority to context, essence and application. Enable
students to realize the actual context and application value of mathematics
contents, guide them to grasp the essence of mathematics and understand
generation process of mathematics concept and conclusions, improve their
mathematic thinking ability and lay down a sound mathematic basic for
their life-time learning and development.
|
|
38
|
- Fourthly, emphasizing history,
ideology and culture. Enable students to find out the relationship
between mathematics, scientific & technological progress and social
development and to grasp philosophy and cultural value of mathematic science,
foster their rationalism and correct concept towards mathematics.
|
|
39
|
- Fifthly, improve the learning mode of students, and foster awareness of originality. Abide by the
cognition rules, give attention to individual difference, advocate
diversified learning modes, try to create a space of independent
research, cooperation and exchange for students as well as original
teaching environments for teachers, provide democratic atmosphere and
rich resources for an interactive teaching between teachers and
students, facilitate students to probe into questions and foster
students’ awareness towards originality and application.
|
|
40
|
- Sixthly, pay attention to an application of information technology. In
proper contents of mathematics, information technology will be leveraged
to present new contents that previous teaching materials and other
teaching instruments can hardly provide and actualize organic
integration of information technology with the contents of mathematics course
so that the students can understand the essence of mathematics, actively
explore and study mathematics.
|
|
41
|
- To attract more talented people to join the teacher’s profession, free
normal university education, implementation of the “Gardeners Project” ,reward
excellent teachers by every Teacher’s Day
- To improve quality of teacher, set up codes of conduct of teachers,
cascade training, a turn every 5 years.
|
|
42
|
- Improving the qualifications of teachers in the western part of China.
- Teacher ranking system.
- Shadow program
- ICT in teacher training
- Teachers rotate among
schools.
|
|
43
|
- Innovations of Learning Process
- Active learning
- Interactive learning
- Hands-on ability
- How to fish instead of giving
fish
|
|
44
|
- Classroom teaching
- Social participation
- Project oriented study
- Team work
|
|
45
|
- Innovations of Teaching & Learning Assessment
- Grade instead of 100 marks
- More encouragement
- Qualities at all aspect are encouraged
- Continuous innovations toward entrance examination will be further
conducted
|
|
46
|
|
|
47
|
|
|
48
|
|
|
49
|
|
|
50
|
|
|
51
|
|
Notes
