This article briefly introduces the successful experience of American ＂Compensatory Education Program＂, British ＂Education Action Zone＂, French＂Priority Education Zone Policy＂ and Japanese ＂Regular Flow of Teac...This article briefly introduces the successful experience of American ＂Compensatory Education Program＂, British ＂Education Action Zone＂, French＂Priority Education Zone Policy＂ and Japanese ＂Regular Flow of TeachersSystem＂, which are about the optimal allocation of compulsory education teacher resources allocation. Corresponding enlightenment has been gotten based on it. In addition, this article holds the opinion that we can focus on the reference and practice of Japan, and implement the regular flow of teachers. The main reason is that China has possessed the key condition of carrying out this system.展开更多
This paper deeply analyzes the practical application of Herbart’s educational concept in contemporary education and teaching,especially its guiding significance to the primary school Chinese classroom in Shenzhen are...This paper deeply analyzes the practical application of Herbart’s educational concept in contemporary education and teaching,especially its guiding significance to the primary school Chinese classroom in Shenzhen area.Herbart proposed that teachers should play a key role in students’cognitive process,that is,help students better understand and master new knowledge by combining it with existing knowledge.The survey results show that although teachers have some understanding of Herbart’s educational philosophy,it is not widely used in the concrete teaching process.However,the study also shows that there is a positive relationship between Herbart’s theory and students’academic performance,indicating that it plays an important role in improving students’interest and engagement in learning.The research also reveals the differences between educational concepts and practices,as well as the uneven distribution of educational resources,and puts forward measures to alleviate these contradictions,such as strengthening teacher training,improving teaching methods,and emphasizing moral education.At the same time,the study also highlights the critical role of teachers in promoting knowledge integration,arousing learning enthusiasm,shaping students’moral character,and promoting personal and professional growth.展开更多
This study conducts an in-depth analysis of the current state,influencing factors,and strategies for the distribution of educational resources between urban and rural areas in China.It aims to provide an empirical fou...This study conducts an in-depth analysis of the current state,influencing factors,and strategies for the distribution of educational resources between urban and rural areas in China.It aims to provide an empirical foundation and specific recommendations for policymakers and educational practitioners.The research reveals significant disparities in teacher allocation,teaching facilities,and educational funding between urban and rural regions,which adversely impact the quality and equity of education.Despite national policies promoting educational equity,discrepancies in local implementation hinder the effectiveness of these policies.The study underscores the profound influence of education on social development,noting that educational gaps can restrict individual social mobility and affect overall societal progress and economic growth.Policy recommendations include increasing investment in rural education,establishing dynamic resource allocation mechanisms,enhancing rural teacher remuneration and social status,and promoting the application of educational technology.The study acknowledges limitations in sample selection and data collection,suggesting future research directions such as the impact of educational policies on specific groups and the psychosocial effects of educational inequality.Interdisciplinary research and systematic policy evaluation and feedback mechanisms are encouraged to ensure policies adapt to new educational demands.展开更多
文摘This article briefly introduces the successful experience of American ＂Compensatory Education Program＂, British ＂Education Action Zone＂, French＂Priority Education Zone Policy＂ and Japanese ＂Regular Flow of TeachersSystem＂, which are about the optimal allocation of compulsory education teacher resources allocation. Corresponding enlightenment has been gotten based on it. In addition, this article holds the opinion that we can focus on the reference and practice of Japan, and implement the regular flow of teachers. The main reason is that China has possessed the key condition of carrying out this system.
文摘This paper deeply analyzes the practical application of Herbart’s educational concept in contemporary education and teaching,especially its guiding significance to the primary school Chinese classroom in Shenzhen area.Herbart proposed that teachers should play a key role in students’cognitive process,that is,help students better understand and master new knowledge by combining it with existing knowledge.The survey results show that although teachers have some understanding of Herbart’s educational philosophy,it is not widely used in the concrete teaching process.However,the study also shows that there is a positive relationship between Herbart’s theory and students’academic performance,indicating that it plays an important role in improving students’interest and engagement in learning.The research also reveals the differences between educational concepts and practices,as well as the uneven distribution of educational resources,and puts forward measures to alleviate these contradictions,such as strengthening teacher training,improving teaching methods,and emphasizing moral education.At the same time,the study also highlights the critical role of teachers in promoting knowledge integration,arousing learning enthusiasm,shaping students’moral character,and promoting personal and professional growth.
文摘This study conducts an in-depth analysis of the current state,influencing factors,and strategies for the distribution of educational resources between urban and rural areas in China.It aims to provide an empirical foundation and specific recommendations for policymakers and educational practitioners.The research reveals significant disparities in teacher allocation,teaching facilities,and educational funding between urban and rural regions,which adversely impact the quality and equity of education.Despite national policies promoting educational equity,discrepancies in local implementation hinder the effectiveness of these policies.The study underscores the profound influence of education on social development,noting that educational gaps can restrict individual social mobility and affect overall societal progress and economic growth.Policy recommendations include increasing investment in rural education,establishing dynamic resource allocation mechanisms,enhancing rural teacher remuneration and social status,and promoting the application of educational technology.The study acknowledges limitations in sample selection and data collection,suggesting future research directions such as the impact of educational policies on specific groups and the psychosocial effects of educational inequality.Interdisciplinary research and systematic policy evaluation and feedback mechanisms are encouraged to ensure policies adapt to new educational demands.
