The History, Features, and Prospects of the Chinese Style Teaching Research System

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.