Compulsory Education In China Research Articles

Research on the Economic Effects of Compulsory Education in China

This paper aims to investigate the factors driving the rapid development of the Chinese economy. Utilizing univariate linear regression, we examine the impact of compulsory education in China on its economic growth, utilizing data from the National Bureau of Statistics of China spanning the years 1983 to 2006. Additionally, we conduct robustness tests and heterogeneity analyses using variables such as the number of middle school students, Chinese GDP, and the time span from 1983 to 2022. Our analysis also delves into industry-specific variations and expenditure-based approaches. Our findings are summarized as follows: 1. Compulsory education in China exhibits a positive influence on its economic growth. 2. According to the robustness test, the baseline conclusion of this paper is robust. 3. Compulsory education plays a pivotal role in the tertiary industry and net exports but exerts fewer effects on the second industry and investment and contributes a little to the first industry and consumption.

The roles of classmate support, smartphone addiction, and leisure time in the longitudinal relationship between academic pressure and social anxiety among Chinese adolescents in the context of the “double reduction” policy

In response to concerns surrounding excessive homework and off-campus tutoring for students undergoing compulsory education in China, the government implemented the “double reduction” policy to alleviate these burdens. This study aims to examine the mechanisms that underlie the longitudinal relationship between changes in academic pressure and social anxiety among Chinese adolescents under the background of this policy. A total of 2,202 valid questionnaires were obtained, and the sample consisted of 1,234 students who reported having a smartphone (age: M = 14.60, SD = 1.57). They were recruited to complete the changes in leisure time and academic pressure at Time 1, classmate support at Time 1 and Time 2, problematic smartphone use at Time 1 and Time 2, and social anxiety at Time 1, Time 2, and Time 3. The findings indicate that classmate support and problematic smartphone use at Time 2 significantly mediated the association between changes in academic pressure at Time 1 and social anxiety at Time 3. Changes in leisure time at Time 1 also affected these relationships. Specifically, compared to those with decreased leisure time, the relationship between classmate support at Time 2 and problematic smartphone use at Time 2 was stronger among adolescents with increased leisure time, while the relationship between changes in academic pressure at Time 1 and problematic smartphone use at Time 2 was weaker among adolescents with increased leisure time. These results highlight the importance of promoting effective stress coping strategies and peer interactions for adolescents, and also the importance of promoting active parental participation in leisure time management and guidance towards positive coping styles.

Research on School Choice of Students in Compulsory Education in China

Research on School Choice of Students in Compulsory Education in China

Challenges and Recommendations in Building the Teaching Force for Rural Compulsory Education in China

High-quality teaching staff is one of the key factors in the advancement of Chinese compulsory education. The purpose of this article is to pinpoint issues with teacher recruitment, retention, and training in rural areas, such as unbalanced employment mobility, unreasonable composition of staff, and impeded teacher professional development. Recommendations on improving rural school staffing are also made in the dimensions of government policies, in-service training, and social support.

Develop AI Teaching and Learning Resources for Compulsory Education in China

Artificial intelligence course has been required to take for compulsory education students in China. However, not all teachers and schools are fully prepared and ready. This is partially because of the lack of adequate teaching and learning resources, which requires a major expenditure of time and effort for schools and teachers to design and develop. To meet the challenge of lacking appropriate resources in teaching and learning AI from grade 1 to grade 9, we developed AI knowledge structure and instructional resources based on Chinese national curriculum for information science and technology. Our comprehensive AI syllabus contains 90 core concepts, 63 learning indicators, and 27 teaching and learning resources, which have been implemented. The resources have been taken as model courses in teacher training programs and an exemplary course has been implemented in primary schools that verified the effectiveness of our resources.

Research on Rural Compulsory Education in the Context of Rural Revitalization

Rural education has always been a shortcoming in the development of education. As the basic part of rural education, rural compulsory education affects the modern development of education from the root. At present, the development of rural compulsory education in China mainly faces the dilemma of uneven distribution of urban and rural educational resources, low teaching quality, weak educational awareness, and class division of rural families, etc. The strategy of rural revitalization in the new era provides conditions to support and policy guarantee for the development of rural compulsory education, and it is necessary to improve the development of rural compulsory education in terms of integrated planning, realizing education integration, building high-quality teachers, reshaping educational values, joint operation of urban and rural schools, and manifesting rural cultural The development of compulsory education in rural areas should be improved in terms of integrated planning, integration of education, creation of high-quality teachers, reshaping of educational values, joint operation of urban and rural schools, and manifestation of rural culture.

On the Current Teacher Evaluation System in China Analysis Based on Compulsory Education Stage

As a kind of value judgment activity, teacher evaluation provides development impetus for teachers’ professional development, guides teachers’ development direction and expands teachers’ professional development path through the functions of encouragement, diagnosis and guidance of evaluation. At this stage, the teacher evaluation system in China’s compulsory education stage has evolved into a multifaceted, multi-angled and developmental evaluation system compared with the previous single, performance-oriented, award-and-punishment evaluation method. But at the same time, there are some defects, such as neglecting the stage of teacher development, valuing the quantity and quality, neglecting the delay of education effect, and valuing the form of evaluation and neglecting the feedback of evaluation. This paper analyses the advantages and disadvantages of the teacher evaluation system in the current stage of compulsory education in China, and the corresponding solutions are proposed. The teacher evaluation system in the compulsory education stage has reference value for teachers’ self-reflection and development to a certain extent. However, the evaluation system also has the disadvantages of neglecting teachers’ self-evaluation, imprecise and unscientific evaluation and inaccurate purpose and positioning, which hinder teachers’ ability and development. In order to bring the role of teacher evaluation in promoting teacher development into full play, people should respect the laws of teacher development stages, combine formative evaluation and summative evaluation, evaluate teachers from multiple dimensions, and the government will provide more financial assistance to improve the teacher development environment. Schools should attach importance to the role of teacher evaluation and feedback.

High School English Teacher’s Core Competencies in China: A Case Study of the Teacher Qualification Examination Syllabus

English is becoming increasingly important in subjects during the internationalization progress. Since the beginning of the 21st century, the National English Curriculum for Nine-year Compulsory Education in China has been developing with the progress of the times and the improvement of national policies. Meanwhile, teachers' teaching ability is closely related to students' learning achievement and future development. Under this circumstance, English teachers' teaching ability and subject knowledge have attracted much attention in China. Through quantitative analysis, the main findings of this paper are as following: 1) Teaching with higher quality will lead to students’ positive and sustainable development in the future, for the quality of teachers’ teaching performance can literally play a decisive role in students’ achievement; the most important factor that affects education and predicts students’ achievement is the quality of teachers’ teaching in class; 2) After it is analyzed, the core competence of senior high school English teachers in China through quantitative proportion analysis and word frequency analysis of the core contents of the syllabus is discovered. Through quantitative analysis, it is found that the emphasis of teacher assessment in the senior high school English teacher qualification examination includes both general pedagogical knowledge and English pedagogical knowledge and competence. Therefore, this paper suggests that teachers should not only have professional English pedagogical skills, but also have strong teaching-related skills (e.g., classroom management); 3) The professional motivation which is reflected in the emotional motivation characteristics of candidates doesn't seem to be fairly reflected in the exam. The results of this study have certain instructional significance for the design, implementation, reliability, and validity of the English teacher qualification examination for senior high schools in China.

Research on the Current Situation and Improvement of Three-Dimensional Learning of Compulsory Education in China in the Post-epidemic Era

In the post-epidemic era, compulsory education is carried out simultaneously at three dimensions of school education, family education and online education. Based on the methodology of literature survey, questionnaire survey and interview, and the current status, this paper proposes targeted and practical countermeasures to the compulsory education in China in the post-epidemic era. For the post-epidemic era, this study proposes to form a new three-dimensional education system to enhance the quality of compulsory education in China. To achieve this goal, this paper recommends methods such as optimizing and integrating education resources, constructing a brand-new learner-center education system, and also leveraging modern information technologies. These strategies are necessary to ensure the education system back to normal status under the prevent and control measures during the pandemic and are also in line with the proactive procedures for education reform and development adopted by internationally and domestically.

Research on the Balanced Development of Compulsory Education Resources

The development of compulsory education in China has shifted from popularizing 9-year compulsory education to optimizing the allocation of resources for compulsory education. In this process, problems such as the disparity of teachers between urban and rural areas, the shortage of funds in remote areas and weak schools, and the shortage of teaching equipment have arisen. The difference in policy orientation and economic level leads to t school-choosing fees which further exacerbates the gap in the development of compulsory education between schools. This paper studies the situation of the allocation of educational resources between urban and rural areas, analyze the reasons from the perspectives of government policies, traditional concepts, and economic levels, and puts forward suggestions for optimizing the allocation of compulsory education resources, aiming to reduce the gap between urban and rural areas and between schools and achieve compulsory education in China. Balanced development.

The Construction of an Integrated Index Framework for Bilingual Physical Education Implementation in Compulsory Education in China

The Construction of an Integrated Index Framework for Bilingual Physical Education Implementation in Compulsory Education in China

Place and Belonging: How Rural Primary School Principals can Promote Boarders’ Development by Building their Sense of Belonging to School?

Rural boarding schools in compulsory education in China have proliferated with school merger program. This paper analyzes the relationship between school belonging and student development and the factors that influence students' sense of belonging in rural boarding schools. The paper examines how principals in rural boarding schools in China can promote student development by building a sense of belonging. The paper argues that building this sense of belonging can serve as a solution to the current problems affecting rural boarding schools, improve the quality of rural primary education, and promote student development.

Research on the Input Efficiency of Compulsory Education in China from the Perspective of Inter-provincial Equalization

Research on the Input Efficiency of Compulsory Education in China from the Perspective of Inter-provincial Equalization

Curriculum standards and teaching materials in compulsory education in China from the perspective of comprehensive sexuality education

Comprehensive sexuality education (CSE) is a instruction method based on curriculum, which explores the cognitive, emotional, physical and social significance of sexuality. Based on the analysis model of teaching materials and Interpretative Structural Model (ISM), this paper analyzes and evaluates the curriculum standards and teaching materials of compulsory education in China from the perspective of CSE. It reveals that the contents of CSE mainly appear in the 19 curriculum standards as well as in the teaching objectives, contents, practice activities and compiling elements of teaching materials. Based on CSE, the reliability of teaching objectives and content, the comprehensiveness of teaching content, the feasibility and effectiveness of teaching practice of curriculum standards and textbooks need to be further strengthened and improved. 【摘要】 全面性教育是一个基于课程, 探讨性的认知、情感、身体和社会层面意义的教学过程。结合教材分析模型与解释 结构模型法 (ISM), 基于全面性教育视角对中国义务教育阶段的课程标准和教材进行分析与评价, 发现全面性教育内容在 19 项课程标准中有侧重地出现, 在各科教材的教学目标、内容、练习活动和编写元素中也有迹可循。在全面性教育视角 下, 课程标准与教材的教学目标与知识的可靠性、教学内容的全面性、教学实践的可行性和有效性均需要得到进一步加强 和提高。

我国义务教育阶段体育健康教育的研究述评

我国义务教育阶段体育健康教育的研究述评

Altered spontaneous brain activity patterns in patients with retinal vein occlusion indicated by the amplitude of low-frequency fluctuation: A functional magnetic resonance imaging study.

The aim of the present study was to explore the amplitude of low-frequency fluctuations (ALFF; a measurement of spontaneous brain activity) in different brain regions of patients with retinal vein occlusion (RVO) and its association with vision changes measurements. A total of 24 RVO patients (12 males and 12 females) and 24 healthy controls (HCs, 12 males and 12 females) were recruited, and they were closely matched regarding age, gender and education level (classified according to nine-year compulsory education in China and higher education, all including primary school, junior school, high school and university). ALFF values of different brain regions were gathered and analyzed, and statistical analysis software was used to explore the correlations between the average ALFF signals and clinical features. The ability of ALFF values to distinguish between subjects with RVO and HCs was analyzed by receiver operating characteristic (ROC) curves. The results indicated that the subjects from the RVO group had higher ALFF values than the HCs in the posterior lobe of the left cerebellum, inferior temporal gyrus, cerebellar anterior lobe, right cerebellum posterior/anterior lobe, and lower ALFF values in the medial frontal gyrus, right precuneus, left middle frontal gyrus, right angular gyrus and right superior frontal gyrus. The ROC curve analysis of each brain region indicated that the accuracy of the area under the ROC curves regarding the prediction of RVO was excellent. The best-corrected visual acuity (VA) in the left eye was positively correlated with the ALFF value of the right precuneus (r=0.767, P=0.004) and the best-corrected VA in the right eye was positively correlated with the ALFF value of the left middle frontal gyrus (r=0.935, P<0.001). The central subfield retinal thickness in the left eye was negatively correlated with the ALFF value of the right precuneus (r=−0.895; P<0.001). The duration of RVO in the right eye was positively correlated with the ALFF value of the left middle frontal gyrus (r=0.868; P<0.001). In conclusion, the present results indicate that RVO is associated with dysfunction of diverse brain regions, including language- and movement-associated areas, which may reflect the underlying pathogenic mechanisms of RVO (trial registry no. CDYFY-LL-2017025).

Trends of smoking prevalence and implications for chronic diseases in China: an analysis of data from serial national cross-sectional surveys

BackgroundTobacco control in China is far from satisfactory and the demographic trends ofsmokers in China are poorly described. This study aimed to investigate the latest trends in smoking and its implication for chronic diseases. MethodsWe analysed data from serial cross-sectional national health service surveys from 2003 to 2013 in mainland China. Risk factors of ever-smoking were identified by multiple logistic regression. We compared the differences between ever-smokers and non-smokers in the prevalence of chronic diseases. FindingsThe overall prevalence of smoking remained high from 2003 (27·7%, 95% CI 27·5–27·9) to 2013 (27·9%, 27·7–28·1). Strikingly, the smoking prevalence in adolescents aged 15–24 years increased from 8·3% (8·0–8·7) in 2003 to 12·5% (12·1–13·0) in 2013. Among male smokers, the biggest difference between age groups was in 2013, when smoking prevalence in individuals aged 20–24 years (36·2%) was 3·9 times that in individuals aged 15–19 years (9·2%). 78% of male smokers reported starting smoking before age 25 years, whereas only 36·72% of female smokers reported smoking before this age. The prevalence of smoking in young people was positively related with the number of older smokers in their families, especially older female family members (p<0·0001; correlation coefficient 0·1). Young people aged 15–24 years with low education levels (junior high school or less) had an increased risk of tobacco use (OR 1·3, 95% CI 1·2–1·4) compared with those with senior high school or above. Smokers were more likely than non-smokers to have chronic diseases (OR 1·06, 95% CI 1·03–1·08), and even higher risks were related to early smoking initiation (smoking in adolescence) and long-term smoking (OR 1·2 every 10 years, 95% CI 1·2–1·3). InterpretationThe high plateau of tobacco use has not been curbed in China, particularly in young people and women. Programmes should target crucial years for smoking adoption (age 15–24 years), and thorough implementation of the 9-year compulsory education in China might help to reduce the initiation of smoking in young people. Involving older family members in tobacco control programme and addressing family influences on young people's tobacco use might also contribute to this goal. FundingNone

School-Family Cooperation, Social Closure, Educational Equality and Excellence: Evidences from China

Excellen ce and equality is an essential goal of compulsory education in China. This goal, however, is difficult to achieve in practice because of the difficulties in balancing between excellence and equality and in sustaining equality as a result of resource redistribution. This article uses the data of the nationally representative China Education Panel Survey (CEPS) and discusses the possibility of advancing educational excellence and equality in compulsory education based on Coleman's theory of social closure. To be more specific, social capital can be increased by means of school-family cooperation so as to achieve excellence and equality in compulsory education . Our main findings include: first, school-family cooperation system is conducive to the growth of social capital for families; second, it adjusts the direct influence of family background on the social closure production; third, it helps achieve excellent development of compulsory education by increasing family social capital; finally, the school-family cooperation system facilitates even distribution of social capital among different classes and equal development of compulsory education. On such a basis, this paper further discusses the policy implications of these findings.

“So They’ll Have Somewhere to Go”: Establishing Non-governmental Organizations (NGOs) for Children with Autism in the People’s Republic of China

Despite policy calling for compulsory education in China, many children with autism are not in school. This article examines the establishment of autism-related non-governmental organizations (NGOs) in China to meet needs not being met by the state. We focus on the background and motivation in founding and running these NGOs, after first considering the broader context of state decentralization and NGOs roles in supplementing welfare needs in reforming societies, and the educational policy context of China. This study used mixed methods, including questionnaires with open-ended and limited choice questions, and follow-up discussion email. The goals of NGO leaders—more than 50% of whom are parents of children with autism—are to make up for where government implementation of educational policy is insufficient; help others and advocate for inclusion in society; and do meaningful work. Implications from these findings are discussed.

Evolution of the financial policy of compulsory education in China

Chinese education is undergoing qualitative changes due to both socio-economic needs of the country and the need to achieve greater equity in distribution of educational resources, which are the key requirements of the Respect for Human Rights state programs guarantees (2009-2010, 2012-2015). The ongoing changes contribute to the transformation of financing system of the compulsory Chinese education. Improvements in the quality of learning in large cities, as well as in provinces and villages, equal distribution of finances in all regions and additional financial support to school education in poor underdeveloped Chinese areas are identified as the state priority goals in the sphere of school education nowadays. However, a number of serious problems that prevent the creation of equal educational opportunities for life-start of the Chinese youth is still relevant.