The search for logic of basic education in China
By Liu Xia |
chinawatch.cn |
Updated: 2019-01-28 17:06
The famous quote “the world is flat” is challenged by the complexity of globalization. In the field of education, for example, the world is hardly flat, for the quality of education, and the concept itself, varies tremendously all over the world. The variation is highly affected by cultural tradition, social philosophy and social structure. This is especially true for China.
Professor Ran Yahui, the author of the book On the Basic Theory and Logic System of Basic Education in China tries to answer a big question: Does basic education in China have its own theoretical system?
China's basic education has attracted wide attention from Western counterparts for its rigorous, highly efficient methods and excellent academic standards. Indeed, Chinese basic education is different from Western basic education in many fields. Ran Yahui's answer is: It has its own theoretical system in the fields of student outlook, teaching outlook, ethical system and political philosophy.
Different from other theoretical books, Ran’s work attaches great importance to the current practice of basic education in China—the reason may be that the author has 10 years of teaching experience in basic education.
The book also adds interesting new academic viewpoints to the existing field. For example, the book holds that the classroom teaching mode of basic education in China is neither student-centered nor teacher-centered, but learning-centered.
And, to help the readers fully understand the practical wisdom involved in basic education in China, the writer mentions that Chinese basic education establishes the logic of quality control, namely, that teachers' performance is measured by student's academic performance.
“Excellent academic performance of students in fact reflects the overall excellence of teachers in teaching ability, pedagogics, teacher ethics, school management and so on.”
This book is an important reference book for Chinese and foreign scholars and educators who want to understand the whole picture and internal logic of basic education in China. Ran shows strong confidence in basic education in China, arguing that the overall quality of basic education in China is relatively high.
“China's basic education is not only the continuation of traditional Chinese education, but also the absorption and learning of the essence of other countries' education in the process of reform and development." Ran concludes in the book, "The paradigm of basic education in China has both the practical logic of the times and ... inherits the historical experience and lessons in the field of education of the Chinese nation.”
But he also pointed out the problems of basic education in China, such as results-oriented pragmatism and lack of respect for individuality: “Neither can we overgeneralize nor demonize the practice of basic education in China. What we need is objectivity and rationality.”
The famous quote “the world is flat” is challenged by the complexity of globalization. In the field of education, for example, the world is hardly flat, for the quality of education, and the concept itself, varies tremendously all over the world. The variation is highly affected by cultural tradition, social philosophy and social structure. This is especially true for China.
Professor Ran Yahui, the author of the book On the Basic Theory and Logic System of Basic Education in China tries to answer a big question: Does basic education in China have its own theoretical system?
China's basic education has attracted wide attention from Western counterparts for its rigorous, highly efficient methods and excellent academic standards. Indeed, Chinese basic education is different from Western basic education in many fields. Ran Yahui's answer is: It has its own theoretical system in the fields of student outlook, teaching outlook, ethical system and political philosophy.
Different from other theoretical books, Ran’s work attaches great importance to the current practice of basic education in China—the reason may be that the author has 10 years of teaching experience in basic education.
The book also adds interesting new academic viewpoints to the existing field. For example, the book holds that the classroom teaching mode of basic education in China is neither student-centered nor teacher-centered, but learning-centered.
And, to help the readers fully understand the practical wisdom involved in basic education in China, the writer mentions that Chinese basic education establishes the logic of quality control, namely, that teachers' performance is measured by student's academic performance.
“Excellent academic performance of students in fact reflects the overall excellence of teachers in teaching ability, pedagogics, teacher ethics, school management and so on.”
This book is an important reference book for Chinese and foreign scholars and educators who want to understand the whole picture and internal logic of basic education in China. Ran shows strong confidence in basic education in China, arguing that the overall quality of basic education in China is relatively high.
“China's basic education is not only the continuation of traditional Chinese education, but also the absorption and learning of the essence of other countries' education in the process of reform and development." Ran concludes in the book, "The paradigm of basic education in China has both the practical logic of the times and ... inherits the historical experience and lessons in the field of education of the Chinese nation.”
But he also pointed out the problems of basic education in China, such as results-oriented pragmatism and lack of respect for individuality: “Neither can we overgeneralize nor demonize the practice of basic education in China. What we need is objectivity and rationality.”
