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Moral education and values education in curriculum reform in China
Zhu Xiaoman
Front. Educ. China. 2006, 1 (2): 191-200.
https://doi.org/10.1007/s11516-006-0002-7
In the new curriculum reform in China, moral education and values education have been defined from the angles of the integrity and conformity of curriculum functions. Accordingly, a new education concept based on complete/integral curriculum functions is established. By discussing the essences of the curriculum, the basis of moral and values education, integrated curriculum setting in instruction structure, the presence of emotional and attitudinal goals in the subject standards, and teaching methods, this text points out that this curriculum reform looks to moral and values education in schools. The reform also emphasizes and will guarantee moral and values education in schools. Finally, the article recommends to elementary and secondary schools the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University, one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education.
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An inspection on the Gini coefficient of the budget educational public expenditure per student for China’s basic education
Yang Yingxiu
Front. Educ. China. 2006, 1 (2): 258-269.
https://doi.org/10.1007/s11516-006-0006-3
Using statistical data on the implementing conditions of China s educational expenditure published by the state, this paper studies the Gini coefficient of the budget educational public expenditure per student in order to examine the concentration degree of the educational expenditure for China s basic education and analyze its balanced development condition. As the research shows, China s basic education is undergoing an unbalanced development due to diversified factors, which is mainly reflected as follows: firstly, the budget educational public expenditure presents a four-tiered appearance of the strong, the less strong, the less weak and the weak, which lead to a great discrepancy between the two opposing extremes; secondly, the compulsory education in rural areas is still confronted with great difficulties; thirdly, the general senior secondary education is loaded with the crisis of unbalance. Therefore, it is necessary to construct a balanced development policy framework of the basic education and pay close attention to the benefit and effectiveness of the educational input. In addition, it is also important to clearly stipulate the criterion of the government s educational allocation and to support the disadvantaged areas in order to promote the balanced development of the basic education.
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Over ten years after the implementation of the Teacher’s Law: watching and expecting
Yin Li
Front. Educ. China. 2006, 1 (2): 286-299.
https://doi.org/10.1007/s11516-006-0008-1
It has been over ten years since the Teacher s Law took effect on January 1, 1994, and its promulgation and implementation have somewhat helped in protecting teachers legal rights and interests. Undeniably, however, the Teacher s Law is defective in many aspects, such as the absence of teachers' legal identity, its failure to safeguard a teacher s essential interests and rights, serious laggardness of the teacher s appointment system and obstacles to dealing with teachers complaints and litigations. All such defectiveness make the legislative purpose to safeguard the teacher s legal rights and interests in Article 1 of the Teacher s Law less effective in practice. Therefore, in order to judicially assist teachers in safeguarding their own legal rights and interests, it is necessary to modify the Teacher s Law and especially give priorities to: (1) defining the identity of the state staff member for teachers; (2) treating teachers owed to in arrears as peasant-workers, and paying and remunerating them punctually (3) formulating detailed measures on the implementation of the teacher's appointment system as soon as possible, solving problems of unemployment of teachers arising from the inequality between the teacher s rights, the school s power and the absence of the teacher s identity; (4) establishing a lawsuit system connected with teachers complaints and personnel arbitration.
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Spiritual beliefs among Chinese junior high school students
Tian Lili, Jin Shenghua
Front. Educ. China. 2006, 1 (2): 328-337.
https://doi.org/10.1007/s11516-006-0011-6
Objective: To explore the characteristics of the spiritual beliefs among junior high school students. Method: 431 junior high school students are measured by Students Basic Information Questionnaire (SBIQ) and Middle School Students Spiritual Beliefs Questionnaire (MSSSBQ). Results: (1) The overall characteristics of the spiritual beliefs among junior high school students are as follows: social beliefs rank first, practical faith second, and supernatural beliefs last. The ranks of the seven beliefs from high to low are nationalism, political conviction, family's doctrine, life worship, religious beliefs, money/material and gods worship. (2) Boy students have higher political conviction and money/material faith than girl students. Girl students have higher religious beliefs than boy students. (3) On the beliefs of money/material and life worship, students in Grade 9 take the first place, Grade 8 second and Grade 7 last. (4) Non-student cadres have stronger money/material faith than cadres. (5) League members have higher political beliefs than non-members. (6) Students who are good at studies have stronger national faith than students who are average or poor at studies. Students who are poor at studies have stronger money/material faith than other students. Conclusion: The spiritual beliefs of junior high school students are positive.
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11 articles
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