It＇ s quite necessary for children＇ s intelligence development and good aesthetic orientation development to get preschool music education. As the current society is in diversified development, to continuously promo...It＇ s quite necessary for children＇ s intelligence development and good aesthetic orientation development to get preschool music education. As the current society is in diversified development, to continuously promote Chinese educational development, we need to actively communicate and study with foreign education; reference the advantages of foreign education ;and make up for the deficiency of Chinese education. The purpose of this thesis is to give some references to Chinese music education by finding the culture differences in music between China and South Korean through the comparative studys in preschool music education between these two countries.展开更多
Based on the questionnaire survey for 431 new generation minority migrant workers in Kunming City,we carried out empirical research on education demands of these migrant workers and its influence factors.Survey result...Based on the questionnaire survey for 431 new generation minority migrant workers in Kunming City,we carried out empirical research on education demands of these migrant workers and its influence factors.Survey results show that their education demands have significant features in learning purposes,contents,expenses,willingness,and manners,which are subject to subjective mentality,economic income,social relation network,as well as shortage in social supply of education and training.Therefore,apart from solving training problem of new generation minority migrant workers,government should also highly value their demands of training and arouse their enthusiasm for participation in training in accordance with cultural and psychological characteristics and living environment of these migrant workers.展开更多
MUSIC education in China and the West may differ in approach, but when combined are complementary in outcome. China＇s music programs excels in training young artists under 18, while the Western focus is on musicians ...MUSIC education in China and the West may differ in approach, but when combined are complementary in outcome. China＇s music programs excels in training young artists under 18, while the Western focus is on musicians no younger than 18. This explains why so many outstanding Chinese musicians study at, and are welcomed by, Western schools after receiving their initial training in China.展开更多
In the past four decades,marketization and modernization in China have led to conflict between economic development and the protection of ethnic minority cultures.In response,a growing number of scholars have focused ...In the past four decades,marketization and modernization in China have led to conflict between economic development and the protection of ethnic minority cultures.In response,a growing number of scholars have focused on issues related to education and ethnicity in China.This article describes and analyzes how these scholars researched education and ethnicity between 1990 and 2014.Six research themes are identified:educational policy,multicultural education,minority cultural heritage in school,ideological-political education,multilingual education,and teachers and teacher education.The final section discusses how education scholars could improve future research on education and ethnicity in China.展开更多
This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development(ESD)in minority-populated ethnic autonomo...This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development(ESD)in minority-populated ethnic autonomous areas in China.The two curriculum projects present distinctive discourses,conceptions,models,frameworks and scopes of ESD in the country.Nonetheless,there is a likelihood that the actual implementation of the curriculum initiatives,especially the enactment of the curriculum materials produced,might be thwarted due to structural and systemic educational constraints,an anthropocentric approach to sustainable development,poor teacher support and teacher training,omissions of the affective learning components in curricular contents,as well as loopholes and weaknesses in the development of the curriculum materials themselves.展开更多
CHINA is a unified multi-ethnic country. Besides the populous Han nationality, China has 55 minorities with a population of 91.2 million, accounting for 8.04 percent of the country’s total. The area of the minority a...CHINA is a unified multi-ethnic country. Besides the populous Han nationality, China has 55 minorities with a population of 91.2 million, accounting for 8.04 percent of the country’s total. The area of the minority autonomous regions is 64.3 percent of the total national territory. Before 1949, almost all minority women in China were illiterate. Since the founding of New China, the female education among the minority nationalities has made great progress. According to the fourth national census, the female population of minorities over six years old is 38.18 million. Of these 15.3 million females have received a primary education; 7.展开更多
While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to jud...While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders’perspectives,particularly regarding the place within quality education of the knowledge,culture and language of non-dominant groups.However,there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders’understandings.This paper presents a recent study that attempts to do this,investigating the perspectives of students,parents,teachers,and administrators in Sunan Yughur Autonomous County,a multiethnic,multilingual district in rural Gansu,inhabited by several nationalities.Over one hundred participants in three schools were asked what was important for children to learn in school;including what aspects of local(minority)knowledge,culture and language should be taught as part of school-based curriculum.The study found three educational visions in local schools:regular urban education;Chinese-medium,multicultural education;and bilingual,multicultural education.The study also found that stakeholders support the latter vision,which reflects society’s actual cultural and linguistic pluralism,as well as much research on quality education for non-dominant groups.The paper concludes with a call for a comparative approach,both domestic and international,towards the investigation of quality education of non-dominant groups in China.展开更多
文摘It＇ s quite necessary for children＇ s intelligence development and good aesthetic orientation development to get preschool music education. As the current society is in diversified development, to continuously promote Chinese educational development, we need to actively communicate and study with foreign education; reference the advantages of foreign education ;and make up for the deficiency of Chinese education. The purpose of this thesis is to give some references to Chinese music education by finding the culture differences in music between China and South Korean through the comparative studys in preschool music education between these two countries.
基金Supporte by the Project of Yunnan Provincial Department of Education(09Y0358)the Project of Kunming University(2010SH01)
文摘Based on the questionnaire survey for 431 new generation minority migrant workers in Kunming City,we carried out empirical research on education demands of these migrant workers and its influence factors.Survey results show that their education demands have significant features in learning purposes,contents,expenses,willingness,and manners,which are subject to subjective mentality,economic income,social relation network,as well as shortage in social supply of education and training.Therefore,apart from solving training problem of new generation minority migrant workers,government should also highly value their demands of training and arouse their enthusiasm for participation in training in accordance with cultural and psychological characteristics and living environment of these migrant workers.
文摘MUSIC education in China and the West may differ in approach, but when combined are complementary in outcome. China＇s music programs excels in training young artists under 18, while the Western focus is on musicians no younger than 18. This explains why so many outstanding Chinese musicians study at, and are welcomed by, Western schools after receiving their initial training in China.
基金the Crafoord Foundation(grant no.20160775)the Chinese Scholarship Council,as well as Chinese Ministry of Education Project of Key Research Institute of Humanities and Social Sciences at Universities(grant no.15JJDZONGHE021).
文摘In the past four decades,marketization and modernization in China have led to conflict between economic development and the protection of ethnic minority cultures.In response,a growing number of scholars have focused on issues related to education and ethnicity in China.This article describes and analyzes how these scholars researched education and ethnicity between 1990 and 2014.Six research themes are identified:educational policy,multicultural education,minority cultural heritage in school,ideological-political education,multilingual education,and teachers and teacher education.The final section discusses how education scholars could improve future research on education and ethnicity in China.
文摘This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development(ESD)in minority-populated ethnic autonomous areas in China.The two curriculum projects present distinctive discourses,conceptions,models,frameworks and scopes of ESD in the country.Nonetheless,there is a likelihood that the actual implementation of the curriculum initiatives,especially the enactment of the curriculum materials produced,might be thwarted due to structural and systemic educational constraints,an anthropocentric approach to sustainable development,poor teacher support and teacher training,omissions of the affective learning components in curricular contents,as well as loopholes and weaknesses in the development of the curriculum materials themselves.
文摘CHINA is a unified multi-ethnic country. Besides the populous Han nationality, China has 55 minorities with a population of 91.2 million, accounting for 8.04 percent of the country’s total. The area of the minority autonomous regions is 64.3 percent of the total national territory. Before 1949, almost all minority women in China were illiterate. Since the founding of New China, the female education among the minority nationalities has made great progress. According to the fourth national census, the female population of minorities over six years old is 38.18 million. Of these 15.3 million females have received a primary education; 7.
文摘While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders’perspectives,particularly regarding the place within quality education of the knowledge,culture and language of non-dominant groups.However,there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders’understandings.This paper presents a recent study that attempts to do this,investigating the perspectives of students,parents,teachers,and administrators in Sunan Yughur Autonomous County,a multiethnic,multilingual district in rural Gansu,inhabited by several nationalities.Over one hundred participants in three schools were asked what was important for children to learn in school;including what aspects of local(minority)knowledge,culture and language should be taught as part of school-based curriculum.The study found three educational visions in local schools:regular urban education;Chinese-medium,multicultural education;and bilingual,multicultural education.The study also found that stakeholders support the latter vision,which reflects society’s actual cultural and linguistic pluralism,as well as much research on quality education for non-dominant groups.The paper concludes with a call for a comparative approach,both domestic and international,towards the investigation of quality education of non-dominant groups in China.
