In this paper, the paradigm of China’s pedagogy means a way of thinking followed and adhered to by Chinese educationists from the establishment of New China till now when they consider, study and conceive problems of pedagogy. This way of thinking guides educationists to have particular study directions, unique modes of pedagogy establishment and special framework of problem solving. And furthermore, it forms the study tradition of China’s pedagogy and stipulates the developing orientation of China’s pedagogy. From the establishment of New China till now, we have been edified by the paradigms in the Soviet Union and the Western countries and restricted by “Western paradigm” and “Soviet Paradigm”, without any paradigm of our own. The paradigm crisis in the development of China’ pedagogy has obstructed the healthy development of China’s pedagogy. The establishment of China’s pedagogy should start with establishing the subject—educationists and establishing the object—“paradigm system”. The establishment of China’s pedagogy paradigm will contribute greatly to the origination of China’s pedagogy and its academic schools.

Recently there have been many viewpoints as to which private university was founded firstly in modern China. The schools, such as Fudan University (or the former Aurora Academy), Nankai University, China College, Wuchang Zhonghua University, Nanyang College and Zhengmeng Academy are all considered to be the first private university. From two keywords: “private” and “university” and based on many historical materials, this paper draws the conclusion that Nanyang College is the first private university founded by the Chinese people in modern China.

Based on the quantitative research and comparative study method, this paper attempts to make a systematic study and analysis of regional differences which have existed since 1949 in higher education among East, Middle and West China. The study is intended to explore the causes, regional differences, social changes, and their co-related interactions. It is concluded that the beneficent social and educational development in various regions will determine the substantial development of Chinese higher education.

In the era of globalization, China, Korea and Japan have put forward favorable policies to develop higher education. The essay is aimed to make a comparison of their various policies. The conclusion is that, when facing similar forces and problems against the background of globalization, the guidelines and goals of the key construction projects in higher education demonstrate convergence, meanwhile, due to different development status and governing patterns in higher education, the policy contents and implementation procedures tend to be divergent.

Policy burdens of HEIs (higher education institutions) lead to the soft budget constraint (SBC) and the excessive loans of HEIs. Since information asymmetry and incentive are incompatible, policy burdens will result in the adverse selection of the president, and the excessive loans and low efficiency of HEIs. When HEIs are with policy burdens, the government’s restriction of the loan autonomy of HEIs is usually a hypo-optimizing institutional arrangement. The key to hardening budget constraint of HEIs is to free HEIs of policy burdens.

In China, ethnic identity refers to both one’s own ethnic identity and the identity of the Chinese nation. It is of great significance not only to individuals’ mental health and full play of psychological functions but also to ethnic solidarity and regional and national stability. On the whole, ethnic minority college students in the Southwestern regions have positive national identity and behavior tendency. Universities and colleges should further uplift students’ national identity and improve their behavior through education.

Totally 789 students from 18 schools (9 primary schools and 9 junior high schools) at a medium managed level from Shanghai, Wenzhou, and Aojiang, which are located in the Eastern coastal developed areas of China were investigated with the questionnaire of Hong Kong Classroom Environment Scale in this study. The result indicates that the actual classroom environment in the Eastern coastal developed areas at the present stage of curriculum reform is as follows. (1) The satisfaction of the students is above the average. Teachers’ involvement and support are higher than collaboration, classroom order and the student involvement. (2) There are significant differences between urban and rural areas. The big cities are better than the middle-sized cities, while the latter are better than the counties in the aspects of collaboration, teacher involvement and support. The big cities are better than counties, but the counties are better than the middle-sized cities in the aspects of classroom order and student involvement. (3) The three main types of the actual classroom environment are high, middle and low ones, which distribute in a descending way in big cities, middle-sized cities and counties. (4) Per capita GDP of a region is a main factor affecting classroom environment.

This study surveyed the current situation of teacher burnout in a sample of 400 teachers from urban junior high school in Shangqiu of Henan Province with scales, and examined the relationship between dimensions of teacher burnout and sources and types of social support they received. The results show that Shangqiu urban junior high school teachers’ emotional exhaustion is serious; gender does not affect the score of burnout significantly; teachers with 1 year job experience recorded significantly lower scores of burnout than others, and teachers who have worked for 6–10 years is second; urban junior high school level affects the score of emotional exhaustion and depersonalization significantly, but does not affect reduced personal accomplishment; social support is most important to enhance feelings of the teacher’s personal accomplishment; among all the sources, supervisor and principal support is the most significant predictor of teacher burnout; emotional support is more significant predictor of teacher burnout than practical support; peer support increases the teacher’s emotional exhaustion.

From the perspective of asymmetric information, a principal-agent model is used to put forward a new theoretical explanation for the validity and effectiveness of tenure. Furthermore, through an analysis of the conditions of implementing an effective tenure system, it is argued that such a system is more efficient in research universities. Based on the above conclusions, the paper also discusses the condition or time for the implementation of tenure in Chinese universities.