Chinese Education and Society最新文献_第6页

Policy and Practice in the Quality Evaluation of Kindergarten Education 幼儿园教育质量评价的政策与实践

Chinese Education and Society Pub Date : 2021-03-04 DOI: 10.1080/10611932.2021.1949207

Hao Liu

{"title":"Policy and Practice in the Quality Evaluation of Kindergarten Education","authors":"Hao Liu","doi":"10.1080/10611932.2021.1949207","DOIUrl":"https://doi.org/10.1080/10611932.2021.1949207","url":null,"abstract":"Abstract There is a growing emphasis on accountability in the management of preschool education across the world. It has become common practice in many countries to evaluate kindergartens to monitor and ensure their quality. The Chinese government has been implementing the policy of evaluating kindergartens for 30 years. It mainly involves assessing “model (high-quality) kindergartens” and evaluating the grade of kindergartens, both of which originated in a certain historical context and perform specific functions. Changing trends may be seen in the developments of recent years: as for defining the goal of the evaluation, there has been an emphasis on evaluation as a means to improve quality; as for the management of evaluation, there has been a move from decentralization toward integration; as for the object of evaluation, there has been a move from evaluating only certain types of kindergarten to all; and evaluation has become increasingly high-stake. The analysis of 23 sets of evaluation standards issued by 18 provinces (municipalities and regions) reveals that across China the content of evaluation indicators is fairly comprehensive, the data are mainly collected at the kindergarten level rather than at individual classes, and evaluation methods are diverse and integrated. In the future, the quality evaluation of China’s kindergartens needs to become more multifaceted, accommodate more diverse subjects for evaluation, and, about the objects of evaluation, the evaluation content, and evaluation methods, it should adopt more targeted and differentiated approaches.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"1 1","pages":"38 - 49"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82030849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intergovernmental Relations in the Educational Management System of Rural Preschool in China：Policy Evolution and Future Development 中国农村学前教育管理体制中的政府间关系:政策演变与未来发展

Chinese Education and Society Pub Date : 2021-03-04 DOI: 10.1080/10611932.2021.1949215

Lin Li, Lijin Sha, J. Fang, Cancan Xiong

{"title":"Intergovernmental Relations in the Educational Management System of Rural Preschool in China：Policy Evolution and Future Development","authors":"Lin Li, Lijin Sha, J. Fang, Cancan Xiong","doi":"10.1080/10611932.2021.1949215","DOIUrl":"https://doi.org/10.1080/10611932.2021.1949215","url":null,"abstract":"Abstract Intergovernmental Relations are conventionally defined as important interactions between governmental units of all types and levels. In the process of universalization of rural preschool education, intergovernmental relations act as an increasingly significant role in facilitating the operating mechanism of vertical institutions at national, provincial, and local levels. This study investigated the policy evolution of intergovernmental relations in the rural preschool educational management system since the founding of the People’s Republic of China. It reveals the developmental tendency of government accountabilities “from involvement to withdrawal and finally to leading”, the focus of government responsibilities “from grassroots institutes to higher-level governments”. The study also explores the influencing mechanisms that affect profound changes in the intergovernmental relations of rural preschool education, and proposes principles of “dominant role of governments, responsibilities heterogeneous at different levels, and appropriate match between administrative power and financial power” to further promote the reform of educational management system in a systematic and sustainable way.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"56 1","pages":"21 - 37"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86754217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Analysis of the Contents of the “Draft of the Preschool Education Law of the People’s Republic Of China (Draft for Solicitation of Comments)” Based on the ROST CM6.0 Content Mining System 基于ROST CM6.0内容挖掘系统的《中华人民共和国学前教育法草案(征求意见稿)》内容分析

Chinese Education and Society Pub Date : 2021-03-04 DOI: 10.1080/10611932.2021.1949208

Beibei Zhang, Yong Jiang, Jie Zhou

{"title":"Analysis of the Contents of the “Draft of the Preschool Education Law of the People’s Republic Of China (Draft for Solicitation of Comments)” Based on the ROST CM6.0 Content Mining System","authors":"Beibei Zhang, Yong Jiang, Jie Zhou","doi":"10.1080/10611932.2021.1949208","DOIUrl":"https://doi.org/10.1080/10611932.2021.1949208","url":null,"abstract":"Abstract: Taking the text of the “Draft of the Preschool Education Law of the People’s Republic of China (Draft for Solicitation of Comments)” released in September 2020 as the object of research, this article took a content analysis method and used the text analysis software of the ROST CM6.0 content mining system to analyze the text’s keywords, core terms and specific content. It discussed in depth the draft law’s response to restraints on the development of preschool education in China, addressing core issues such as the provision of resources in preschool education, government coordination mechanisms, and the improvement of preschool education quality. It emphasized the supply side as the starting point to standardize and expand the supply of resources for preschool education. It put needs at the core, together with guaranteeing the basics, focusing points, and paying attention to the quality of preschool education. It took the clarification of powers and responsibilities as a foothold, and a mechanism that runs through the development of preschool education. By analyzing the value positions behind the draft, it found that it taking people-centered, child-oriented, quality-based, government-led, and putting the disadvantaged first as the value standpoint. It then provided support for the reasonable interpretation and promotion of the improvement of the draft. However, the draft also reflected some problems, such as the excessive use of the term of principle “should,” the lack of necessary procedural content in some items, and the insufficient response to conflicts in value positions between different stakeholders. Based on this, the article proposed some suggestions for revising the draft: to rely on the cooperation of different teams to highlight the rule of law; to grasp the core benchmark based on the feedback of interest groups; and to highlight the macro perspective based on the national development strategy.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"185 1","pages":"1 - 20"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77724617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Survey on the Career Situation of Private Kindergarten Teachers during the COVID-19 Pandemic 新冠肺炎疫情期间民办幼儿园教师职业状况调查

Chinese Education and Society Pub Date : 2021-03-04 DOI: 10.1080/10611932.2021.1941087

Yuting Shi, Qinglong Li, Yonggang Wei, Weixia Xue, Lu Wang, Haidan Song, Yanqi Peng

{"title":"Survey on the Career Situation of Private Kindergarten Teachers during the COVID-19 Pandemic","authors":"Yuting Shi, Qinglong Li, Yonggang Wei, Weixia Xue, Lu Wang, Haidan Song, Yanqi Peng","doi":"10.1080/10611932.2021.1941087","DOIUrl":"https://doi.org/10.1080/10611932.2021.1941087","url":null,"abstract":"Abstract: An online survey of 1577 private kindergarten teachers was conducted during the pandemic, and their career situation and its influencing factors were described and analyzed. The results indicate that, although the private kindergarten teachers tended to cope positively with the impact of the COVID-19 pandemic, their concern for future development exhibited significant correlation with work fatigue and avoidance of learning, reflecting the negative occupational ecology for private kindergarten teachers during the pandemic. The COVID-19 pandemic resulted in a substantial reduction in income for the private kindergarten teachers, with a decline of 50% or more in income for more than 76% of teachers; the higher the reduction in income for the private kindergarten teachers, the more strongly their work fatigue, concern for future development, and avoidance of learning were expressed, accompanied by a significant decline in the frequency of online teaching activities. To address the current state of career situation among private kindergarten teachers produced by the pandemic, support mechanisms should be strengthened, to prevent the erosion of teachers; measures to combat the pandemic in the industry should be furthered, to build occupational confidence; educational equity should be promoted, to achieve balanced development; and online educational resources should be enriched, to standardize online educational activities.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"163 1","pages":"68 - 89"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86881311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Fundamentals and Tasks of Building China’s Kindergarten Teacher Workforce During the 14th Five-Year Plan “十四五”期间中国幼儿园教师队伍建设的基础与任务

Chinese Education and Society Pub Date : 2021-03-04 DOI: 10.1080/10611932.2021.1941037

Wanzhen Feng, Hanyue Sun

{"title":"The Fundamentals and Tasks of Building China’s Kindergarten Teacher Workforce During the 14th Five-Year Plan","authors":"Wanzhen Feng, Hanyue Sun","doi":"10.1080/10611932.2021.1941037","DOIUrl":"https://doi.org/10.1080/10611932.2021.1941037","url":null,"abstract":"Abstract During the 14th Five-Year Plan, preschool education in China will move toward the objectives of quality and balance, and the kindergarten teacher workforce must be formed with sufficient quantity, high quality, and balanced distribution. At present, the scale of China’s current kindergarten teacher workforce still does not meet the standards for teacher assignments. Education levels are still low and there is still a clear gap between urban and rural areas and between provinces in quantity and quality. The tasks of building China’s future kindergarten teacher workforce are: appoint the required number of kindergarten teachers according to the standards and plan for population changes; optimize the education level structure of the kindergarten teacher workforce and further improve the education level of the teacher workforce; and strengthen the construction of rural kindergarten teacher workforce and shrink the inter-provincial gaps between teacher workforces. To this end, this study recommends truly improving the pay and social status of kindergarten teachers, training more preschool education professionals with at least the educational level of associate’s degrees, and systematically improve the management mechanisms of the kindergarten teacher workforce.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"43 1","pages":"50 - 67"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82244469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Chinese-Style Teaching Research: Unique Cultural Origins and Action Plans, and the Institutionalization of Community Learning 中国式教学研究:独特的文化渊源、行动计划与社区学习的制度化

Chinese Education and Society Pub Date : 2020-11-01 DOI: 10.1080/10611932.2021.1873686

L. Gu

引用次数: 1

The Influence of Schools’ Organizational Environment on Teacher Collaborative Learning: A Survey of Shanghai Teachers 学校组织环境对教师协作学习的影响:对上海市教师的调查

Chinese Education and Society Pub Date : 2020-11-01 DOI: 10.1080/10611932.2021.1879553

Jia Zhang, Xin Zheng

{"title":"The Influence of Schools’ Organizational Environment on Teacher Collaborative Learning: A Survey of Shanghai Teachers","authors":"Jia Zhang, Xin Zheng","doi":"10.1080/10611932.2021.1879553","DOIUrl":"https://doi.org/10.1080/10611932.2021.1879553","url":null,"abstract":"Abstract Teacher collaborative learning is currently a trending topic within the international fields of school education reform and teachers’ professional development. Schools in China have a long history of teacher collaboration, but have also faced problems such as formalism in their activities, excessive administrative overtones, and so on. Drawing on a questionnaire survey of 972 teachers at 31 schools in Shanghai, this study found that the teachers generally exhibited relatively high levels of collaborative learning, with a certain degree of difference between teachers by gender, subject, and educational attainment, as well as between schools based on their level, geographical location, size, and history. Structural equation modeling was used to analyze the relationship between the environmental factors of school organizations and teacher collaborative learning, finding that supportive leadership, collaborative atmosphere, and organizational structure had a significant positive influence on teachers’ daily inquiry and collaboration, while cultural barriers had a significant negative influence on teachers’ daily inquiry and collaboration; supportive leadership and organizational structure had a significant positive influence on student learning-oriented collaboration, while collaborative atmosphere and cultural barriers did not have a significant influence on student learning-oriented collaboration. This paper further engages in the discussion of the situated nature of teacher collaborative learning, as well as how schools promote teacher collaboration.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"11 1","pages":"300 - 317"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89132098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Historical Perspectives on the Teaching Research System and Teacher Learning since the Founding of New China 新中国成立以来教研制度与教师学习的历史透视

Chinese Education and Society Pub Date : 2020-11-01 DOI: 10.1080/10611932.2021.1876421

Yan Hu

{"title":"Historical Perspectives on the Teaching Research System and Teacher Learning since the Founding of New China","authors":"Yan Hu","doi":"10.1080/10611932.2021.1876421","DOIUrl":"https://doi.org/10.1080/10611932.2021.1876421","url":null,"abstract":"Abstract The teaching research system was established after the founding of New China in emulation of the Soviet Union for the purpose of learning, research and teaching management, with the aim of promoting improvement in the caliber of primary and secondary school teaching and guaranteeing the quality of education. The system played an important role in the construction and development of education in New China and ensuring the quality of education. The system also made unique contributions with respect to teacher learning: the routine practice of teaching research which it established fostered habits of daily learning and research in teachers, with the result that this practice permeated teachers’ careers, spurring their professional development. This design also caused teachers’ daily work to be rooted in research, raising the level of professionalism in teaching, and ensuring the basic quality of education. It gave rise to a teaching professional learning community in the Chinese environment, moving teachers’ work out of isolation, and allowing it to unfold within a supportive peer environment. However, in the face of the new era, there is still considerable room for the improvement of teaching research organizations as learning communities.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"23 1","pages":"274 - 299"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82536698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Chinese Teachers as Intellectuals: Tracing the Ancient Roots of Collective Teaching Study in China from Sociality to Individuality 中国教师作为知识分子:从社会性到个体性追溯中国集体教学研究的古老根源

Chinese Education and Society Pub Date : 2020-11-01 DOI: 10.1080/10611932.2021.1880249

Liyong Zhang, Jianjun Wang, Licui Chen

引用次数: 2

The History, Features, and Prospects of the Chinese Style Teaching Research System 中国式教学研究体系的历史、特点与展望

Chinese Education and Society Pub Date : 2020-11-01 DOI: 10.1080/10611932.2021.1873700

W. Liang, Litao Lu, Hongyao Wang

{"title":"The History, Features, and Prospects of the Chinese Style Teaching Research System","authors":"W. Liang, Litao Lu, Hongyao Wang","doi":"10.1080/10611932.2021.1873700","DOIUrl":"https://doi.org/10.1080/10611932.2021.1873700","url":null,"abstract":"Abstract The Chinese teaching research system was created, improved, and developed in response to the ongoing process of addressing issues and needs in teaching in China's primary and secondary education system. The teaching research system is an important and integral part of the Chinese approach to managing teaching. Its 70-year course of development can be divided into six periods: initial creation period (1949–1956)–starting from nothing; development period (1957–1965)–gradual improvement; setback period (1966-1976)–at a low ebb; restoration period (1977–1984)–regrouping; standardization period (1985–1999)–great prosperity; improvement period (2000–)–transformation and innovation. The teaching research system developed alongside the changes in China's basic education and the ongoing development of primary and secondary education curricula, teaching materials, and teaching, becoming the core supporting mechanism ensuring reforms to curricula, teaching materials, and teaching, and improving the quality of teaching education, and the professionalization of teachers. The teaching research system has formed a set of relatively mature, improved, and effective multi-level province, city (district, county), and school, teaching research systems, and has formed teaching research groups that have accumulated rich teaching experience, substantial academic achievement, and strong management and leadership capabilities. The teaching research work emerges out of the practical needs of teachers, and its objective is to resolve teachers’ day to day problems encountered in the classroom and in the implementation of the curriculum. The Chinese teaching research system faces new challenges as curriculum reform deepens, the education level and level of professional development of primary and secondary teachers improves, and multimedia technology advances. These changes require a deepening of the work of the teaching research system, demanding greater professionalization, standardization, and scientific backing.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"67 1","pages":"255 - 273"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76446062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0