The poverty alleviation through education is one of the important ways to get rid of poverty accurately in poor areas. Located in the high mountains and deep valleys along the Jinsha River, Luquan Yi and Miao Autonomo...The poverty alleviation through education is one of the important ways to get rid of poverty accurately in poor areas. Located in the high mountains and deep valleys along the Jinsha River, Luquan Yi and Miao Autonomous County in Yunnan Province is one of the key counties in poverty alleviation and development work in China with a wide range of poverty and deep poverty. To enable children in poor areas to receive a good education is not only an important task of poverty alleviation and development, but also an important way to block the intergenerational transmission of poverty. Because of the complexity and difference of geography, history and culture, and the particularity and diversity of educational development appeal, it is often difficult to carry out poverty alleviation through education. Poor counties develop well education so that poor counties have new achievements. In recent years, Luquan County has adhered to the concept of "vigorously developing education" by making every effort to create a characteristic project with education to help the poor, and strived to achieve the "six solutions" so that every child can enjoy quality and fair education, and ensure that "they can get in, stay and learn well". This shows the new look of Miao and Yi mountains in the new era. This paper analyzes and summarizes the specific methods and effects, characteristics and bright spots of accurately building the model of "well education in poor county" in this county, as well as the experience gained, and the lessons, in order to provide the necessary reference for the poor counties in Yunnan Province and other similar provinces (municipalities, autonomous regions) to carry out rural poverty alleviation by education.展开更多
Since the founding of the People’s Republic of China in 1949,China’s per capita education level has risen from less than two years to 9.91 years.However,as the province with the lowest per capita education level in ...Since the founding of the People’s Republic of China in 1949,China’s per capita education level has risen from less than two years to 9.91 years.However,as the province with the lowest per capita education level in China,Tibet has only reached the level of 6.75 years per capita.This illustrates the worrying educational inequality that still exists between China’s poorer and more developed regions.This educational inequality can also be expressed by the Gini coefficient of education.In order to eliminate this educational inequality,the Chinese government has made great efforts.The Chinese government has expanded the demand for education through the right incentive system and the nine-year compulsory education law.On the other hand,the Chinese government directly or indirectly grants subsidies to education suppliers and demanders to achieve the purpose of increasing education output.Based on the positive externality of education itself,the Chinese government attaches great importance to the cultivation of human resources for offspring,and hopes to transform China’s quantity-based demographic dividend into quality-based demographic dividend,and finally realize sustained economic growth.We believe that some education-related policies promulgated by China have indeed reduced educational inequality in poor areas to some extent,but there is still potential for progress in further addressing educational inequality in poor areas by the Chinese government.展开更多
Purpose: The purpose of this study was to examine the association between school and community physical activity(PA) characteristics and levels of moderate-to-vigorous physical activity(MVPA) among Chinese school chil...Purpose: The purpose of this study was to examine the association between school and community physical activity(PA) characteristics and levels of moderate-to-vigorous physical activity(MVPA) among Chinese school children.Methods: Data were obtained from the 2016 Physical Activity and Fitness in China—The Youth Study project. Participants were 80,928 school children(Grades 4–12; 39,747 boys, 41,181 girls; mean age = 13 years) and 935 physical education(PE) teachers who completed a study survey.Independent variables included both school-related factors(school-level PA support, availability of and access to PA facilities, and the duration of school PE classes) and community-related factors(the frequency of sports events, sports training opportunities, availability of sports clubs and organizations, and access to PA facilities). The dependent variable was the children's self-reported participation in MVPA. The data were analyzed,in 2017, via multilevel modeling.Results: PA support from school administrators was the only school-level factor significantly related to children's participation in MVPA.Children's perceptions of the frequency of community-sponsored sports events, availability of sports clubs and organizations, and convenient access to PA facilities were associated with a high level of MVPA participation. In regard to residency in urban and rural areas, children attending urban schools who perceived high availability of PA facilities were associated with a low level of participation in MVPA.Conclusion: School support for PA and community PA resources are associated with MVPA among Chinese school children. School PA facilities appear underutilized among urban schools as evidenced by low levels of MVPA among school children.展开更多
The number of students with learning difficulties in Colleges and universities is increasing year by year.If the education,guidance or transformation of these students is not correct,it will affect the overall improve...The number of students with learning difficulties in Colleges and universities is increasing year by year.If the education,guidance or transformation of these students is not correct,it will affect the overall improvement of talent training quality and the growth of students.This paper analyzes the causes of the students with difficulties in learning and puts forward the strategies of helping them.展开更多
基金Supported by Project of the Office of the Leading Group of Rural Work of Kunming Municipal Party Committee
文摘The poverty alleviation through education is one of the important ways to get rid of poverty accurately in poor areas. Located in the high mountains and deep valleys along the Jinsha River, Luquan Yi and Miao Autonomous County in Yunnan Province is one of the key counties in poverty alleviation and development work in China with a wide range of poverty and deep poverty. To enable children in poor areas to receive a good education is not only an important task of poverty alleviation and development, but also an important way to block the intergenerational transmission of poverty. Because of the complexity and difference of geography, history and culture, and the particularity and diversity of educational development appeal, it is often difficult to carry out poverty alleviation through education. Poor counties develop well education so that poor counties have new achievements. In recent years, Luquan County has adhered to the concept of "vigorously developing education" by making every effort to create a characteristic project with education to help the poor, and strived to achieve the "six solutions" so that every child can enjoy quality and fair education, and ensure that "they can get in, stay and learn well". This shows the new look of Miao and Yi mountains in the new era. This paper analyzes and summarizes the specific methods and effects, characteristics and bright spots of accurately building the model of "well education in poor county" in this county, as well as the experience gained, and the lessons, in order to provide the necessary reference for the poor counties in Yunnan Province and other similar provinces (municipalities, autonomous regions) to carry out rural poverty alleviation by education.
文摘Since the founding of the People’s Republic of China in 1949,China’s per capita education level has risen from less than two years to 9.91 years.However,as the province with the lowest per capita education level in China,Tibet has only reached the level of 6.75 years per capita.This illustrates the worrying educational inequality that still exists between China’s poorer and more developed regions.This educational inequality can also be expressed by the Gini coefficient of education.In order to eliminate this educational inequality,the Chinese government has made great efforts.The Chinese government has expanded the demand for education through the right incentive system and the nine-year compulsory education law.On the other hand,the Chinese government directly or indirectly grants subsidies to education suppliers and demanders to achieve the purpose of increasing education output.Based on the positive externality of education itself,the Chinese government attaches great importance to the cultivation of human resources for offspring,and hopes to transform China’s quantity-based demographic dividend into quality-based demographic dividend,and finally realize sustained economic growth.We believe that some education-related policies promulgated by China have indeed reduced educational inequality in poor areas to some extent,but there is still potential for progress in further addressing educational inequality in poor areas by the Chinese government.
基金supported by the Key Project of the National Social Science Foundation of China (No.16ZDA227)
文摘Purpose: The purpose of this study was to examine the association between school and community physical activity(PA) characteristics and levels of moderate-to-vigorous physical activity(MVPA) among Chinese school children.Methods: Data were obtained from the 2016 Physical Activity and Fitness in China—The Youth Study project. Participants were 80,928 school children(Grades 4–12; 39,747 boys, 41,181 girls; mean age = 13 years) and 935 physical education(PE) teachers who completed a study survey.Independent variables included both school-related factors(school-level PA support, availability of and access to PA facilities, and the duration of school PE classes) and community-related factors(the frequency of sports events, sports training opportunities, availability of sports clubs and organizations, and access to PA facilities). The dependent variable was the children's self-reported participation in MVPA. The data were analyzed,in 2017, via multilevel modeling.Results: PA support from school administrators was the only school-level factor significantly related to children's participation in MVPA.Children's perceptions of the frequency of community-sponsored sports events, availability of sports clubs and organizations, and convenient access to PA facilities were associated with a high level of MVPA participation. In regard to residency in urban and rural areas, children attending urban schools who perceived high availability of PA facilities were associated with a low level of participation in MVPA.Conclusion: School support for PA and community PA resources are associated with MVPA among Chinese school children. School PA facilities appear underutilized among urban schools as evidenced by low levels of MVPA among school children.
文摘The number of students with learning difficulties in Colleges and universities is increasing year by year.If the education,guidance or transformation of these students is not correct,it will affect the overall improvement of talent training quality and the growth of students.This paper analyzes the causes of the students with difficulties in learning and puts forward the strategies of helping them.
