Rural education reform in China : a policy mapping perspective / / Eryong Xue and Jian Li

• Autore: Xue Eryong
• Pubblicazione: Singapore : , : Springer, , [2023]; ©2023
• Descrizione fisica: 1 online resource (118 pages)
• Disciplina: 379
• Soggetto topico: Education and state; Education and state - China; Education, Rural; Reforma de l'educació; Política educativa; Escoles rurals
• Soggetto geografico: Xina
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): LiJian
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- Preface -- Acknowledgments -- Contents -- About the Authors -- 1 The Rural School Layout Adjustment in China -- 1.1 The Policy of "One Village, One School" in the Early Days of Reform and Opening Up -- 1.1.1 "Withdraw and Merge" Policy -- 1.1.2 "Retreat Point and School": Adjustment of Rural School Layout in the New Era -- 1.2 Historical Policy Review -- 1.2.1 Concept of Location Theory and Its Development -- 1.2.2 The Relationship Between Location Theory and Rural School Layout -- 1.2.3 The Relationship Between Scale Economy Theory and Rural School Layout -- 1.2.4 The Adaptation of Policy Development to Society -- 1.2.5 The Inevitable Requirement of Students' Healthy Growth and All-Around Development -- 1.2.6 The Purpose of Adjusting the Rural School Layout Policy Since the 18th CPC National Congress -- 1.3 Challenges and Problems in Practice -- 1.3.1 Local Governments Lack Reasonable Layout Adjustment Plans, Increasing the Pressure of Financial Investment in Education -- 1.3.2 Imbalance and Waste of Educational Resources (Teachers, Infrastructure, Students, Students' Education Costs) -- 1.3.3 Differences and Drawbacks at the School Scale -- 1.3.4 The Disappearance of the School's Cultural Radiation Function Aggravates the Cultural Crisis in Rural Areas -- References -- 2 Rural Teacher Development in China -- 2.1 Existing Research on the Construction of Rural Teachers in China -- 2.1.1 Problems Existing in the Construction of Rural Teachers in China -- 2.1.2 The Rural Revitalization Strategy Requires the Help of Rural Education -- 2.2 Policy Analysis and Implementation Data Analysis of Rural Teacher Team Construction -- 2.2.1 Rural Teachers Have Little Room for Improvement -- 2.2.2 Rural Characteristics Lead to a Series of Problems, Such as Poor Educational Environment, Low Quality of Students and Backward Educational Concepts. ; 2.2.3 The Quality and Quantity of Rural Teachers Can Be Prevented in This Kind of Selection to Some Extent -- References -- 3 Rural Students' All-Around Education Development in China -- 3.1 Literature Review -- 3.1.1 Good Physical Quality and a Healthy Physique -- 3.1.2 The Excellent Ideological and Moral Character and Psychological Quality -- 3.2 The Theoretical Tools -- 3.2.1 "All-round Development" -- 3.2.2 Theoretical Explanation and Guidance -- 3.2.3 Liang Shuming's Rural Education Theory -- 3.3 Challenges and Problems in Practice -- 3.3.1 Rural Students Drop Out of School -- 3.3.2 Lack of Quality Education in Rural Schools -- 3.3.3 Information Asymmetry Under the Urban‒rural Dual Pattern -- 3.3.4 Rural Education Financial System Adjustment Caused Economic Difficulties -- 3.4 The Suggestions and Comments -- 3.4.1 The Curriculum and Teaching Reform Should Be Actively Carried Out to Bring More Courses of Moral Education, Physical Education and Aesthetic Education into the School Teaching System -- 3.4.2 Improving the Quality of Teachers is also One of the Prerequisites for Vigorously Promoting Quality Education -- 3.4.3 Developing the Quality Education of Rural Students, We Should Make Full Use of Urban Education Resources to Drive the Development of Rural Education and Optimize the Educational Structure -- 3.4.4 Strengthen Educational Exchanges and Mutual Assistance Between Urban and Rural Areas and Gradually Narrow the Knowledge Gap Between Urban and Rural Areas -- References -- 4 Vocational Education in China's Rural Areas -- 4.1 The Research Background, Purpose and Significance of "Rural Oriented Vocational Education" -- 4.1.1 Study on the Value Orientation of Vocational Education for Rural Areas -- 4.1.2 Research on the Current Situation of Rural Development-Oriented Vocational Education -- 4.2 Problems and Challenges. ; 4.2.1 Rural Vocational Education Has Not Formed a Relatively Complete System and Mechanism -- 4.2.2 The Social Recognition of Rural Vocational Education Is Not High -- 4.3 Suggestions on "Vocational Education Oriented to Rural Areas" -- 4.3.1 Improve the Support for Rural Vocational Education -- 4.3.2 Looking Back at the Past Ten Years, Rural Vocational Education Is Indispensable in All Relevant Documents, and Its Importance Is Self-Evident -- 4.3.3 Society's Deep-Rooted Prejudice Against Vocational Education -- 4.3.4 Form a Reasonable, Distinctive and Adaptable Professional Structure -- 4.3.5 Strengthen the Strength of Teachers and Accelerate the Construction of High-Quality Teachers -- 4.3.6 Improving the Management System and Laws and Policies for Vocational Education -- 4.3.7 Innovate the School-Running System and Implement Targeted Talent Training Programs -- 4.3.8 Improve Legislation Related to the Development of Vocational Education -- References -- 5 Rural Education Informatization Development in China -- 5.1 Research Background, Purpose and Significance -- 5.1.1 The Current Situation of Education Informatization in Rural Schools in China -- 5.1.2 Comparative Study on Rural Education Informatization at Home and Abroad -- 5.1.3 Research on Government Measures, Financing Channels and Hardware Facilities of Rural Education Informatization -- 5.1.4 Research on Teacher Training and Information Literacy of Teachers -- 5.2 Rural Education Information Construction Theoretical Tools -- 5.2.1 Theory of Deep Integration of Information Technology and Curriculum -- 5.2.2 Innovation Diffusion Theory -- 5.3 Rural Education Information Construction Software Policy -- 5.3.1 Promotion of Teacher Training -- 5.3.2 Building a High-Quality Course Platform -- 5.4 Problems and Challenges of Rural Education Informatization Construction. ; 5.4.1 Material Resources and Human Resources -- 5.4.2 Weak Capital Investment and Low Utilization Rate -- 5.4.3 Excessive Reliance on Government Financial Input -- 5.4.4 Inadequate Capacity Construction and the Backward Consciousness of Rural Teachers -- 5.5 Countermeasures of Rural Education Informatization Construction -- 5.5.1 Optimizing Resource Allocation and Making Reasonable Use of Educational Resources -- 5.5.2 Expand the Supply of Resources, Increase the Supply of Resources -- 5.5.3 Innovate the Supply of Resources and Introduce Market Forces to Promote the Construction and Use of a Synchronized Supply of Resources -- 5.5.4 Combine Top-Level Design with Grassroots Innovation to Make Full Use of Educational Resources -- 5.5.5 Adhere to Multi-Pronged and Continue to Strengthen the Input of Rural School Education Informatization -- 5.5.6 Optimizing the Financial System and Making Rational Use of Financial Funds -- References.
• Titolo autorizzato: Rural education reform in China
• ISBN: 981-19-8364-X
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910633922303321
• Lo trovi qui: Univ. Federico II
• Serie: Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices