Chu People-Oriented Education Transformation

1. Auflage 2022
ISBN: 978-981-16-6353-6
Verlag: Springer Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 370 Seiten, eBook

Reihe: The Great Transformation of China

This book explores the reforms sweeping China's educational sector. Traditionally dominated by rote learning, China's educational system has increasingly been criticized by the rising middle class for failing to foster creativity, for arbitrary placement of students, and for fostering regional inequities. Reforms to make Chinese education 'people-oriented' are slowly but surely gaining steam, as the sector embraces comprehensive reforms. This book will be of interest to journalists, educators, and China watchers.

Zhaohui Chu is a senior researcher at the National Institute of Education Sciences. In 'TAO Xingzhi's Educational Thoughts and Educational Reform in Rural Areas'-a research report of National Institute of Education Sciences-in 1985, Chu was one of contemporary China's earliest advocates of educational reform. 

Zielgruppe

Research

Autoren/Hrsg.

Chu, Zhaohui

Inhaltsverzeichnis

Chapter One Predicament: How can Education Lead to Happiness

1.1 The Skewed Distribution and Suction Effect of Education

1.2 The Balance of Education Lays the Foundation for Human Wellbeing

1.3 Relatively Low Human Value as the Main Reason for China’s Internally and Externally Unbalanced Education Ecology

1.4 End with People’s Happiness

Chapter Two Social Transformation and Human Education

2.1 People in Social Transformation

2.2 Social Types and the Position of Education

2.3 Social Types and the Structure and Form of Education

2.4 The Positioning of People in Education

2.5 Logic of People-Oriented Education

Chapter Three Value: From Nationalism to People-centered Orientation

3.1 The Nationalism Background of Education

3.2 Who is the Educator?

3.3 Who Does the Educated Belong to?

3.4 Man Is the Purpose, Not the Tool

3.5 Return to People-Orientation

Chapter Four System: From Government-Run Education to Diversified Education

4.1 Reasons for and Restrictions of Government-run Education

4.2 Big Pot or Buffet

4.3 The Consistency of Human Diversity and Diversity of Societal Needs

4.4 The Diversity of Natural Needs and the Diversity of Schools

Chapter Five Management: Based on the Needs for Students’ Growth and Development

5.1 De-administration

5.2 Education Management is Oriented to Shaping or Service

5.3 What Is the First Basis of School-Running

5.4 Construct Modern Schools to Meet Students’ Needs for Growth and Development

5.5 The School’s Humanistic Management Principle and the Procedure Design

Chapter Six Evaluation: Towards Pluralism and Independence

6.1 There Are No Talents Under a Single Standard

6.2 Evaluation Serves People’s Growth

6.3 People-Oriented Evaluation System and the Basic Principles

Chapter Seven Teaching: Education for Life

7.1 It Is Not Good for Education to Break Away from Life

7.2 Educating with Life

7.3 Education for A Better Life

7.4 The Starting Point and Direction of Teaching

Chapter Eight Education Parties: I Decide My Education

8.1 Return My Right to Me

8.2 Choose the Right Way to Be the Best Self

8.3 Make Full Use of Education Resources to Achieve Self-Growth

Bibliography

Postscript

Über Autor(innen)

Zhaohui Chu is a senior researcher at the National Institute of Education Sciences. In “TAO Xingzhi’s Educational Thoughts and Educational Reform in Rural Areas”—a research report of National Institute of Education Sciences—in 1985, Chu was one of contemporary China's earliest advocates of educational reform.