Contemporary Chinses Education

Foreword

Chinese education has always been controversial, requiring students to master as much book knowledge as possible while neglecting their social and practical skills. This exam-oriented education is a system that has been passed down through the centuries, so why does China, with its thousands of years of history, have such a teaching system? I would like to design a publication to discuss the development and evolution of China's education system, and I will also reach out to contemporary secondary school communities to record the views of students, parents and educators for those interested in learning more about the Chinese education system abroad.

My target group is foreign people who want to know the study life of Chinese middle school students. In this project, the first part I will introduce the learning system and changes in China from ancient times to the present. the second part I will record the study life of contemporary middle school students and the views of teachers, parents and themselves.

i want to imitate the format of the correction book, so the them of my book is cut , paste and "correct". so you need to paste photos or information of the current situation of middle school students, and "correct" means the coversation between me and those students about how do they think of their study life such like that.

民国时期教育

Education in the Republic of China

民国时期，随着西方幼儿教育思想的传入，两次学制改革重视女子教育并兼及学前教 育，使学前教育机构正式纳入学制系统，学前教育比清末有了较大的发展。

During the Republic of China, with the introduction of Western preschool education ideas, the two school system reforms attached importance to women's education and included pre-school education, so that pre-school education institutions were officially incorporated into the school system, and pre-school education had a greater development than in the late Qing Dynasty.

This book will describe the development of education in the Republic of China from three aspects. 1922-1949

CHANGES IN EDUCATIONAL EDUCATIONAL POLICY.白

教育宗旨与教育方针的变迁

In 1924, when the Kuomintang held its first National Congress, Sun Yat-sen reinterpreted the Three Principles of the People and reorganized the Kuomintang, imitating the Soviet Union's model of "governing the country by the party", emphasizing that all measures of political education were based on the party program, and education was no exception. .

In 1926, the Guangdong National Revolutionary Government established the Education Administrative Committee and put forward the slogan of Party-oriented education. In the same year, the "Draft of the Kuomintang Education Founder" explained its meaning; that is, under the guidance of the Kuomintang, reorganize the school curriculum in accordance with the party's principles and policy spirit of the Kuomintang. work. However, this feeling was nothing more than to serve the realization of the one-party dictatorship, the purpose was to strengthen the Kuomintang's control over school education, and was attacked by progressives. In 1928, it was decided to replace it with the education of the Three People's Principles.

In 1928, the Nanjing National Government identified it as the educational purpose of the Republic of China.

First; restore the national spirit, carry forward the inherent culture, improve national morality, exercise national physique, popularize scientific knowledge, and cultivate artistic interest in order to realize nationalism.

Second: instill political knowledge and develop the ability to use the four powers; clarify one's own boundaries and develop the habit of obeying the law; promote the spirit of equality and improve the morality of serving the society.

Third; develop labor habits, improve production technology, promote the application of science, and advocate the reconciliation of economic interests to achieve people's livelihood.

In 1926, the Third National Congress of the Kuomintang adopted the educational tenet of the Three People's Principles as ""The Republic of China, in accordance with the Three People's Principles, aims to enrich people's lives, support social survival, develop national livelihoods, and prolong national life. Serving its national independence. Civil rights are universal, People's

livelihood development, in order to promote world harmony."

The above-mentioned purpose completely betrays the new Three People's Principles proposed by Dr. Sun Yat-sen, whose basic spirit is autocracy, retroism and foreigner fascination. Cultivate loyal ministers and obedient people who serve the Kuomintang government.This is the general policy of the Democratic Party to run education.

In 1937, the Nationalist government called for emergency measures in wartime, all still aimed at maintaining normal education. In April 1938, the "Chinese Kuomintang's Program for Anti-Japanese War and National Building" was adopted, and specific provisions were also made on the implementation of wartime education.

In March 1939, Chiang Kai-shek made a speech on the basic policy of education in the future. He believed that education, military affairs, and economy constitute the vitality of the country, and education is the basic and the general hub of economy and military affairs; the focus of education is not only in wartime. , and even after the war, at the same time as the war of resistance, we must devote ourselves to national transformation and national rejuvenation with extraordinary spirit and methods, and prepare countless experts, scholars and technicians for the post-war construction.

EDUCATIONAL PURPOSE AND POLICY.白

DEVELOPMENT OF

The National Government proposed to implement compulsory national education and formulate a literacy plan. In July 1929, the National Government formulated the "Measures for Disciplinary and Education Directors in Primary and Secondary Schools", which formally implemented the discipline and education system. In May 1932, the Ministry of Education promulgated the Interim Regulations on the Graduation Examination for Primary and Secondary Schools.

In December 1933, the Ministry of Education announced the "Regulations on the Graduation Examination for Secondary Schools", and the primary school entrance examination was cancelled. This policy was entertained until 1945.

From http://www.sohu.com/a/343505518_557768

https://zhuanlan.zhihu.com/p/113890490

EDUCATION SYSTEM REFORM

教育制度改革

Shortly after the promulgation of the new academic system in 1922, out of the educational needs of promoting the Three Principles of the People, it was advocated to revise the academic system. According to China's national conditions, it adapts to the needs of people's livelihood, increases educational efficiency, improves educational system standards, seeks individual development, makes education easier and more popular, and leaves room for expansion and contraction. The second part is divided into the school system, which is divided into three schools: middle school, normal school, and vocational school.

In 1927, through the proposal of the Education Administrative Committee, the educational administrative system adopted the university system. But in fact, it was not implemented, only Jiangsu and Zhejiang provinces tried it out. In July 1928, the Graduate School was abolished and the Ministry of Education was established. There are four departments of higher education, general education, social education, and general affairs. In 1929, the Mongolian and Tibetan Education Department and the Overseas Chinese Design Education Committee were added. The Ministry of Education also has an editing and reviewing office, which was changed to Compilation and Translation in 1933.

In the 32nd year of the Republic of China (1943) during the Anti-Japanese War, a special issue of the third graduation commemorative special issue for the students of the Army Mechanization School's chariot technology.

民国时期，随着西方幼儿教育思

想的传入，两次学制改革重视女

子教育并兼及学前教育，使学前

教育机构正式纳入学制系统，学

前教育比清末有了较大的发展。

DURING THE REPUBLIC OF CHINA, OF WESTERN PRESCHOOL EDUCATION

SCHOOL SYSTEM REFORMS ATTACHED TO WOMEN'S EDUCATION AND INCLUDED EDUCATION, SO THAT PRE-SCHOOL

WERE OFFICIALLY INCORPORATED SYSTEM, AND PRE-SCHOOL EDUCATION

DEVELOPMENT THAN IN THE LATE

民国时期，随着西方幼儿教育思

想的传入，两次学制改革重视女 子教育并兼及学前教育，使学前

教育机构正式纳入学制系统，学

前教育比清末有了较大的发展。 CHINA, WITH THE INTRODUCTION EDUCATION IDEAS, THE TWO ATTACHED IMPORTANCE INCLUDED

PRE-SCHOOL PRE-SCHOOL EDUCATION INSTITUTIONS INCORPORATED INTO THE SCHOOL EDUCATION HAD A GREATER LATE QING DYNASTY.

南京国民政府时期是我国近现代

史上发展最为迅速的一个时期，

在经济、政治、文化上都得到了

长足的发展，尤其是利国利民的

教育上更做出了卓越的贡献。

THE PERIOD OF THE NANJING

WAS THE MOST RAPID DEVELOPMENT MODERN HISTORY OF OUR COUNTRY.

GREAT DEVELOPMENT IN ECONOMY, CULTURE, ESPECIALLY IN THE

THE COUNTRY AND THE PEOPLE, OUTSTANDING CONTRIBUTIONS.

南京国民政府时期是我国近现代

史上发展最为迅速的一个时期， 在经济、政治、文化上都得到了 长足的发展，尤其是利国利民的 教育上更做出了卓越的贡献。

NATIONALIST GOVERNMENT DEVELOPMENT PERIOD IN THE COUNTRY. IT ACHIEVED ECONOMY, POLITICS AND EDUCATION OF BENEFITING PEOPLE, IN THIS WAY, MADE CONTRIBUTIONS.

新中国70年基础教育改革发展历程

70 Years of Basic Education Reform and Development in New China

70年来，中国教育底子薄、基础弱的面貌彻底改变，其中，基础教育功不可没。70年来，我国基础教育始终与 时代发展的大潮同行，为人类教育凝练了中国经验，发出了中国声音，贡献了中国智慧。

教育发展

《关于改革学制的决定》

IN 1986, THE NEWLY THAT LEGAL EMBARKED

新中国70年基础教育改革发展历程 1949 / 2022

1986, NINE-YEAR COMPULSORY EDUCATION WAS WRITTEN INTO NEWLY PROMULGATED "COMPULSORY EDUCATION LAW", SO THAT THE UNIVERSAL COMPULSORY EDUCATION HAS A SPECIAL LEGAL GUARANTEE, AND MY COUNTRY'S BASIC EDUCATION HAS EMBARKED ON THE TRACK OF LEGALIZATION.

BASIC EDUCATION HAS EMBARKED ON THE LEGAL SYSTEM

Decision on Reforming the Academic System

Compulsory Education Act

From http://www.sohu.com/a/343505518_557768

According to the general policy of education, the first school system document of the People's Republic of China, "Decision on Reforming the School System", promulgated in 1951, made new regulations on the status, duration and connection of schools at all levels and types. form. In 1952, the Interim Regulations for Primary Schools (Draft) and the Interim Regulations for Middle Schools (Draft) were officially promulgated, which comprehensively standardized the education and teaching of primary and secondary schools in my country and formed the basic framework for the curriculum setting of primary and secondary schools in my country. According to these two documents, the Ministry of Education has formulated new syllabuses for primary and middle school subjects, and a new basic education curriculum system has been initially established in New China.

However, the old society left the new China with a mess of education. The illiterate and semi-illiterate people accounted for more than 80% of the total population, and the enrollment rate of school-age children was only about 20%. Universal education, especially universal primary education, has become the top priority of educational work in New China.

After the reform and opening up, my country has entered a new situation of comprehensively creating socialist modernization. Where should the reform of primary and secondary education go? In 1983, the education reform experiment of Beijing Jingshan School has gradually entered a new stage of comprehensive reform of primary and secondary education from a single experiment. With such questions, teachers and students of the school asked Deng Xiaoping a letter of more than 500 words. A few days later, Deng Xiaoping replied to the inscription for Beijing Jingshan School: "Education should be oriented toward modernization, the world, and the future." These "three aspects" set the beacon of China's modern education and became the general policy of China's education reform later.

In order to ensure the smooth implementation of compulsory education, in 1986, nine-year compulsory education was written into the newly promulgated "Compulsory Education Law", so that the universal compulsory education has a special legal guarantee, and my country's basic education has embarked on the track of legalization.

Outline of Educational Reform and Development in China

In the 1990s, the "universal nine-year compulsory education" was vigorously carried out across the country. At that time, the national construction was still in its infancy, and under the condition of very tight financial resources, a multi-channel schoolrunning strategy was adopted, and the local government and the people were widely mobilized to organize compulsory education. This has made a major historical contribution to basically accomplishing the goals.

On January 1, 2001, the Chinese government solemnly announced to the world that China will achieve the strategic goals of basically universalizing nine-year compulsory education and basically eliminating illiteracy among young and middle-aged people as scheduled. By the end of 2000, the population coverage rate of "universal nine-year compulsory education" in the country reached 85%, and the illiteracy rate of young and middle-aged people dropped to below 5%.

中国教育改革和发展纲要

Decision of the State Council on the Reform and Development of Basic Education

国务院关于基础教育改革与发展的决定

Major reforms were made to the management system of rural basic education, and it was clearly stated that the management of rural compulsory education should be "county-based", and "people's education for the people" began to shift to the track of "people's education for the government". The State Council's Circular on Deepening the Reform of the Funding Guarantee Mechanism for Compulsory Education in Rural Areas proposed to establish a fund guarantee mechanism for rural compulsory education that is shared by the central and local sub-projects in proportion. Rural compulsory education is fully included in the scope of public financial security.

Circular of the Ministry of Education on Certain Issues Concerning the Strengthening of School Management in Basic Education

教育部关于加强基础教育办学管理若干问题的通知

"Strive to let every child enjoy a fair and quality education". From basic balance to quality balance, from fairness in educational opportunities to the pursuit of quality educational equity, they form the main theme of basic education in China in the new era, and together they point to what education should be: to focus on the all-round development of people and to give every child the opportunity to excel in life.

来源：搜狐

From https://www.sohu.com/a/158688209_486911

Decision of the State Council on the Reform and Development of Basic Education

中共中央国务院关于深化教育改革全面推进素质教育的决定

In 1999, the third National Education Work Conference since the reform and opening up was held in Beijing, with the theme of "deepening education reform and comprehensively promoting quality education". In the same year, the Decision of the State Council of the Central Committee of the Communist Party of China on Deepening Education Reform and Comprehensively Promoting Quality Education was issued, defining the objectives, contents and safeguards of quality education.

A hammer was struck to set the tone. With this, the focus on internal development has become an important melody in Chinese basic education since the new century

Supervisory Assessment Method for the Quality and Balanced Development of Compulsory Education in the County

县域义务教育优质均衡发展督导评估办法

China's compulsory education has moved from the stage of "basic balance" to "quality balance". By the end of 2018, 92.8% of counties (cities and districts) nationwide had passed the supervisory assessment of the balanced development of compulsory education.

Under the premise of paying attention to the degree of equitable access to education opportunities, basic education is focusing on the quality of the access process and the satisfaction of the people with the results, improving quality in a comprehensive and systematic manner, promoting comprehensive reform of basic education, and moving closer to the goal of equitable education with quality.

During a visit to the Nationalities Primary School in Haidian District, Beijing, it was pointed out that in cultivating and practicing the core socialist values, children and youth should "remember the requirements, have a role model in mind.

Basic education concerns everyone and is a fundamental project for improving the quality of the nation and achieving national wealth and strength. Implementing the decision and deployment of the Party Central Committee, focusing on improving quality and promoting equity, and striving to provide basic education to the satisfaction of the people have become the strongest notes for the future development of basic education.

Modernising Education in China

From a mere 1.6 years of education per capita to 10.6 years in 2018, from an illiterate country to the full realization of nine-year compulsory education, from "no school" to "school" and then to "good school "...... Looking back on 70 years of history, basic education has laid the foundation of China's national education, achieving a dramatic change from scale expansion to connotation construction, and has come out of a basic education road with Chinese characteristics.

Opinions on comprehensively deepening the reform of the teaching force in the new era

关于全面深化新时代教师队伍建设改革的意见

深入当代中学生生活

Deep into the Contemporary Secondary School Student Life

M A TH

Middle School Math Overview

Mathematics is a discipline that studies related concepts such as number, quantity, operation, relationship, space, figure, structure, etc., as well as the mutual transformation and interconnection of mathematical concepts. Through the application of abstraction and logical reasoning, gradually perceive mathematical activities from counting, calculating, measuring and observing the shape and movement of objects, and continuously experience mathematical sense in the process of mathematical activities, and cultivate mathematical ability and mathematical thinking. Mathematicians constantly improve and expand the connotation of mathematical concepts, formulate new

conjectures, and establish rigorous deductions from appropriately selected axioms and definitions to form truths.

A preliminary understanding of sets, the concept of functions, common elementary functions, trigonometric functions, trigonometric transformations, the law of sine and cosines, sequence of numbers, preliminary probabilities, permutations and combinations, solid geometry, preliminary analytic geometry, preliminary algorithms, derivatives and their applications, functions and Equations, inequalities, etc.

SIN X = 1/2 COS X

Middle School Chemistry Overview

Under the background of quality education, chemistry teaching in middle schools has undergone great changes and improvements. Many chemistry teachers also recognize the importance of green chemistry and closely combine green chemistry with the teaching process to design suitable teaching plans for middle school students. . However, in actual teaching, some teachers put more energy into explaining the theoretical knowledge of chemistry, and boringly explain the principles, phenomena

and experiments of chemistry to middle school students. Without the efficient application of green chemistry to the teaching process, middle school students do not have a strong awareness of environmental protection, and their ability to perceive green chemistry is not enough, which will greatly affect the efficiency of green chemistry teaching.l ability and mathematical thinking. Mathematicians constantly improve and expand the connotation of mathematical concepts, formulate new.

C H E M IS T RY

Fe2O3+6HCl=2FeCl3+3H2O

"Secondary Chinese Teaching Reference" focuses on practicality, is based on scientific beliefs, maintains the characteristics of diverse forms and keen viewpoints, enhances teaching guidance, pays attention to the reform of middle school education and teaching, follows the pace of new curriculum reform, and reflects the pattern of test propositions In order to serve the teaching of middle schools, serve the professional level of middle school teachers, and promote quality education.and experiments of chemistry to middle

school students. Without the efficient application of green chemistry to the teaching process, middle school students do not have a strong awareness of environmental protection, and their ability to perceive green chemistry is not enough, which will greatly affect the efficiency of green chemistry teaching.l ability and mathematical thinking. Mathematicians constantly improve and expand the connotation of mathematical concepts, formulate new.

C H I N E S E

PH Y

Middle School Physics Overview

Middle school physics aims to cultivate students' scientific thinking and have a qualitative understanding of the physical common sense around them

At the same time, it is also applied to life. The main purpose of learning physics knowledge is to use physics knowledge to explain various phenomena in life, and to use physics knowledge to analyze the causes of various problems, so as to find out methods and measures to solve problems. Related

questions.and experiments of chemistry to middle school students. Without the efficient application of green chemistry to the teaching process, middle school students do not have a strong awareness of environmental protection, and their ability to perceive green chemistry is not enough, which will greatly affect the efficiency of green chemistry teaching.l ability and mathematical thinking. Mathematicians constantly improve and expand the connotation of mathematical concepts, formulate new.

ADRESS

MIDDLE SCHOOL

Narrated by a junior student

初三学生的自述

This year has been a junior's and to be honest it has been one of the busiest times in life.When I first started my junior year life, the scene before me was just the busy academic life of my classmates. In class, after class is a busy, this student memorize this, that student remember that. They were all busy with their studies.I had just spent more than ten years of my life carefree, and for the first time I felt the most busy and hardest, staring at books all day long. After reading this one, I read the next one, completely absorbed in reading. I was so absorbed in my reading that I couldn't stop thinking about studying every day, and I always believed in the words of my ancestors: "If you read a million books, you can write like a god". But I found out that I was wrong.

Xiantao NO.1Middle School Experimental Middle School

Xiantao No.3 Middle School

THE SCHOOL BUILDING AFTER CLASS

After the first monthly exam, I saw my real results, and I couldn't help but leave tears of sadness behind me, drops of tears like blood, destroying my spirit.The monthly exams were followed by a flurry of activity, a return to a busy time with a plan to study. I was busy allocating time to study, and after the monthly exams there was a wave of grief, facing the results in front of me, my heart seemed to have tipped over the five flavours, I didn't know what it was like, whether to feel sad or grief.The next thing you know, you're back to your busy life, busy focusing on your studies. Everything starts now, just for one exam.

From the interviews, I learnt that contemporary secondary school students are under a lot of pressure to study. After talking to the class teacher, she agreed that I should do a workshop to release the pressure and I asked the class to use props around them to draw on the paper as they wished to relieve their pressure.

In fact, the third year has only been reviewing, all the knowledge of the first and second year have been learned, and can be with the time has been cramming, leading me to feel that the gains of the third year is very small, but very tired,the payoff is not proportional to the reward

Like three dots linked by single straight line,a boring life and never-ending homework.The thing that bothers me the most is mathematics. I spend a lot of time doing exercises, but it doesn't seem to work. I also asked the math teacher this question, but he just told me that it was because I didn't do enough exercises.

Although we can say that we live a full life every day, it is actually all repetitive work, feeling like a robot, inputting and outputting the same knowledge over and over again. I think we badly need some extra-curricular activities to regulate this boring life, and even the only weekly PE class is taken up by teachers of other subjects.

Everything except study is forbidden. Studying is very stressful. Sometimes when I fail an exam, I will be depressed for a long time, and I don’t dare to tell my family about my grades. I've done self-regulation, but it's useless, I just hope to take the high school entrance exam soon, so I can be relieved

Nowadays, the secondary school level tends to pay attention to the improvement of academic performance while neglecting the development of students' moral education, which often leads to aberrant growth, which is obviously a lack of moral education.

Quality education has been implemented for so many years, but many places are still going through the motions and engaging in formalities. Not only has the burden of school work not been reduced, but it is on the rise. Many junior high school students get up at 5:30 in the morning and can't rest until 12:00 at night, and they are still engaged in a sea of questions and fatigue.

The most effective moral education is to let students feel, experience, and precipitate in the activity participation, form correct cognition, and correct wrong words and deeds. It is a pity that there are basically no such activities in schools. If a teacher applies for taking students out for activities, the school leader says, "If there is a safety problem, you are fully responsible", and the teacher can only succumb.

I take morality and the rule of law so course, subject literacy requirements to cultivate the correct three views of students, excellent moral character, good habits, sound psychology, but only I speak of this subject can not, but also have to strengthen the preaching of all subjects, in order to make moral education really deep into the classroom, into the psyche of students. In addition, with the broadening of students' horizons and the accumulation of knowledge, it is clear that the past didactic moral education is not feasible, and the form of education must be innovative.