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Portraits of Chinese Schools.

By: Contributor(s): Material type: TextSeries: Publisher: Singapore : Springer Singapore Pte. Limited, 2017Copyright date: ©2017Edition: 1st edDescription: 1 online resource (294 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789811040115
Subject(s): Genre/Form: DDC classification:
  • 370.951
Online resources:
Contents:
Intro -- Preface -- Acknowledgements -- Contents -- Translator's Postscript -- List of Figures -- List of Tables -- 1 Introduction: Unveiling the Mystery of Chinese Schools -- 1.1 Chinese Schools in an Ever-Changing World -- 1.1.1 Is China Well Prepared for Globalization? -- 1.1.2 Digitization: Are China's Schools Prepared? -- 1.1.3 New Technological Revolution: Are Chinese Schools Prepared? -- 1.1.4 Policy Guidance: The "Education Dream" in China's Leapfrog Development -- 1.1.5 Under the Veil: Reform on the Way -- 1.2 A Panoramic View of Chinese Schools: Key Factors -- 1.3 Methodologies -- 1.3.1 Literature Review -- 1.3.2 Questionnaire Survey -- 1.3.2.1 Questionnaire for Parents -- 1.3.2.2 Questionnaire for Teachers -- 1.3.2.3 Questionnaire for Principals -- 1.3.3 In-Depth Interviews -- 1.3.4 On-Site Observation -- References -- Chinese Students -- Part1 -- 2 A Long but Colorful Day -- 2.1 Intensive Classroom Learning -- 2.1.1 35-45 Minutes for Each Class -- 2.1.2 Regular Class and Self-study Class -- 2.1.3 Regular Teacher-Student Interaction -- 2.1.4 Flexible and Diverse Ways of Teaching -- 2.1.5 Evaluation Methods -- 2.1.6 Reflection -- 2.2 Flag-Raising Ceremony as a Means of Education -- 2.2.1 Fixed Time and Site -- 2.2.2 Students in Uniform -- 2.2.3 Fixed Procedures -- 2.2.4 Class and Personnel Selection -- 2.2.5 Reflection -- 2.3 Multi-functional Class Meeting Activities -- 2.3.1 Fixed Time -- 2.3.2 Head Teacher as the Designer and Leader -- 2.3.3 Rich Content -- 2.3.4 Reflection -- 2.4 Competition for Titles and Honors -- 2.4.1 Diversified Types of Honors and Awards -- 2.4.2 Diversified Standards of Evaluation -- 2.4.3 Standardized Procedures -- 2.4.4 Reflection -- 2.5 Frequent Exams -- 2.5.1 Types of Tests -- 2.5.2 Frequency of Tests -- 2.5.3 Forms of Tests -- 2.5.4 Publication and Ranking of Scores -- 2.5.5 Reflection.
2.6 Rich Activities of Student Societies -- 2.6.1 Fixed Activity Time -- 2.6.2 Joint Participation -- 2.6.3 Rich Varieties -- 2.6.4 Varied Activities -- 2.6.5 Reflection -- 2.7 Homework -- 2.7.1 Higher Grades, More Homework Hours -- 2.7.2 Various Sources of Homework -- 2.7.3 Structure of Homework -- 2.7.4 More Objective Checks Than Subjective Comments -- 2.7.5 Reflection -- References -- 3 Chinese Students' Collective Identity -- 3.1 Social Grouping: Building Social Identity -- 3.1.1 "Creating a Collective Totem": Setting Preliminary Boundaries -- 3.1.2 "Collective Life" with Clarified Boundaries -- 3.2 Social Comparison -- 3.2.1 Avoiding Collective Disadvantages -- 3.2.2 Striving to Be the Best Group -- 3.3 Positive Distinctiveness: Self-motivation of Group Members -- 3.3.1 "I'm Half of the Head Teacher": Standing Out in the Group -- 3.3.2 "I Think I'm Getting Better": Reinforcing Individual Self-esteem -- References -- 4 The Gaokao Experience of Chinese Students -- 4.1 A Chinese Student's Gaokao Journey to University -- 4.2 Year 3 Preparation Stage -- 4.2.1 Well-Organized Review Schemes -- 4.2.2 Mental Turmoil -- 4.3 The Day of the Gaokao -- 4.3.1 "I Wasn't Nervous at All": The Feeling at the Beginning of the First Exam -- 4.3.2 "Has the Gaokao Ended as Such?" Feelings After the Last Exam -- 4.4 The Follow-up Stage -- 4.4.1 "I Should Have Gained Higher Scores": A Reflection on the Exam Result -- 4.4.2 "It's Really a Science": Feelings Towards University Applications -- 4.5 Reflection on the Gaokao Journey -- 4.5.1 "I've Learned not just Knowledge" -- 4.5.2 "We Were All the Same" -- Reference -- Chinese Parents -- Part2 -- 5 A Tiring but Happy Day for Chinese Parents -- 5.1 Excessive Love -- 5.1.1 Taking Duoduo to School -- 5.1.2 Some Thoughts on the Image of Chinese Parents -- 5.2 Parent-School Cooperation -- 5.2.1 Being on Duty at School.
5.2.2 Thoughts on Parent-School Cooperation -- 5.3 Pervasive "Shadow Education" -- 5.3.1 Sending Duoduo to Supplementary Tutoring Classes -- 5.3.2 Thoughts on Shadow Education -- 5.4 Lack of Proper Family Education -- References -- 6 Upbringing Methods and Educational Philosophy for Chinese Parents -- 6.1 Features of the Chinese Family -- 6.1.1 Chinese People's View on Family and Country -- 6.1.2 Chinese Family Structures -- 6.1.3 Relationships Between Family Members in China -- 6.2 The Multiple Facets of Chinese Parents and Their Educational Philosophies -- 6.2.1 The Multiple Facets of Chinese Parents -- 6.2.2 Chinese Parents' Educational Philosophy -- 6.2.2.1 High Expectation -- 6.2.2.2 A Dialectical View of Happiness and Hardship -- 6.2.2.3 Teaching by Instruction and Example -- 6.2.2.4 Combination of Sternness and Gentleness -- 6.3 Understanding and Reflections from a Cross-Cultural Perspective -- References -- 7 School Choice: A Harsh Journey for Chinese Parents -- 7.1 Motivations -- 7.1.1 "Everyone Loves Key Schools" -- 7.1.2 "Go to the Good School Near Home" -- 7.1.3 "He Is My Only Child, My Precious Son" -- 7.1.4 "Like an Army on a Single Foot Log" -- 7.2 Criteria -- 7.2.1 A Good School -- 7.2.2 Good Teachers -- 7.2.3 Good Classmates -- 7.3 Capabilities -- 7.3.1 Financial Status -- 7.3.2 Relationships -- 7.3.3 The Child's Academic Performance -- 7.4 Instruments -- 7.4.1 Excellence -- 7.4.2 Fortune -- 7.4.3 Relationships -- 7.5 The Dilemma -- 7.5.1 Driving Factors -- 7.5.2 Consequences -- 7.5.3 Government Interference: Prohibition of School Choice -- 7.5.3.1 "Enrollment to a Nearby School" Principle -- 7.5.3.2 Increasing the Number of Quality Schools -- References -- Chinese Teachers -- Part3 -- 8 A Typical Day of a Head Teacher in China -- 8.1 Busy Schedule -- 8.2 Supervising Studies -- 8.2.1 Ms. Guo: Focusing on Students' Study.
8.2.2 Supervisors -- 8.2.2.1 Cooperating with Other Teachers -- 8.2.2.2 Cultivating Students' Learning Habits -- 8.3 Promoting Students' Healthy Development -- 8.3.1 Ms. Gu: Caring for Students' Health -- 8.3.2 Ms. Han: Helping Students Get Rid of Perplexity -- 8.3.3 Playing an Important Part in Students' Growth -- 8.4 Organizing Various Activities -- 8.4.1 Ms. Qian: Students' "Leader" -- 8.4.2 Organizer of Students' Activities -- 8.5 As a United Group -- 8.5.1 Mr. Zhang: I Have Great Helpers -- 8.5.2 The Builder of the Group -- 8.6 Coordinating the Trilateral Relations Among Students, Families and School -- 8.6.1 Ms. Sheng: Communicating with Parents Is Rewarding -- 8.6.2 Coordinator of Trilateral Relations -- 8.7 Active Participation in School Affairs -- 8.7.1 Mr. Liu: Multiple Duties -- 8.7.2 School Affairs -- 8.8 Seeking Self-improvement -- 8.8.1 Ms. He: Seeking Perfection -- 8.8.2 Improving Themselves -- 8.9 Head Teachers' Views of Themselves -- 8.9.1 The "Almighty" Me -- 8.9.2 With a Challenging Job -- 8.9.3 Tired but Happy -- References -- 9 Diverse Images of Chinese Teachers -- 9.1 The Traditional Image of Chinese Teachers -- 9.1.1 The Personality of Teachers -- 9.1.2 Teacher-Student Relationships -- 9.1.3 Teachers' Responsibilities -- 9.2 Images of Teachers During the New Curriculum Reform -- 9.2.1 Teachers' Personalities -- 9.2.2 Teacher-Student Interactions -- 9.2.3 The Responsibility of Teachers -- 9.3 Teachers' Self-perception -- 9.3.1 The Image of Teachers -- 9.3.2 Teacher-Student Relationships -- 9.3.2.1 A Guide for Students' Classroom Learning -- 9.3.2.2 A Navigator in Students' Life -- 9.3.2.3 Teachers' Responsibilities -- 9.4 Reasons for Changes in the Image of Teachers -- 9.4.1 Reasons for the Traditional Image of Teachers -- 9.4.2 Reasons for the New Image of Teachers in the Reform -- 9.4.3 Reasons for Self-perception by Teachers.
References -- 10 The Value of Education: Chinese Teachers' Teaching and Pedagogy Research -- 10.1 TR: School-Based Teachers' Professional Development -- 10.1.1 The Regime of TR in China -- 10.1.2 School-Based TR -- 10.1.3 The Frequency of School-Based TR Activities -- 10.1.4 Modalities of TR Activities -- 10.1.4.1 Basic Modalities of TR -- 10.1.4.2 Complementary Formalities of TR -- 10.1.5 The Role of TR -- 10.1.5.1 Promoting Teachers' Professional Development -- 10.1.5.2 Sharing Experience and Guaranteeing Teaching Performance -- 10.1.5.3 Offering Inspiration and Insight into Pedagogical Teaching -- 10.2 PR: From Practice and for Practice -- 10.2.1 Problem Solving as the Purpose of PR -- 10.2.2 Impact Factors of PR -- 10.2.3 Safeguard for PR -- 10.2.3.1 Project Identification and Application -- 10.2.3.2 Mentoring in Research Methodologies and Theories -- 10.2.3.3 Hardware Support and Requirements -- 10.2.3.4 The Extension of Research Achievements -- 10.2.4 The Value of PR -- 10.2.4.1 Guiding Teaching Practice -- 10.2.4.2 Generating Teachers' Phronesis -- 10.2.4.3 Guiding Teachers to Grow -- 10.2.4.4 Enhancing Reputation and Resources to Schools -- 10.3 The Outlook for TR and PR -- 10.3.1 Exploration in Ordinary Work -- 10.3.2 Research on Educational Practice -- References -- Chinese Principals -- 1. Three Features of Chinese Principals -- 2. The Three Stages of Being a Principal -- 2.3 Searching Long and Hard: Expert Principal in the Third Stage -- Part4 -- 11 A Typical Day of a Chinese Principal -- 11.1 Busy, Busy, Busy -- 11.1.1 Observation of a Day of a Primary School Principal -- 11.1.2 Self-description of a Day by One Principal -- 11.2 Daily Affairs -- 11.3 A Busy Heart Makes Life Really Busy -- 11.3.1 Principals in Primary and Middle Schools -- 11.3.2 Principals in Boarding Schools -- 11.3.3 Modern Principals Versus Traditional Principals.
11.3.4 Integrated Roles.
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Intro -- Preface -- Acknowledgements -- Contents -- Translator's Postscript -- List of Figures -- List of Tables -- 1 Introduction: Unveiling the Mystery of Chinese Schools -- 1.1 Chinese Schools in an Ever-Changing World -- 1.1.1 Is China Well Prepared for Globalization? -- 1.1.2 Digitization: Are China's Schools Prepared? -- 1.1.3 New Technological Revolution: Are Chinese Schools Prepared? -- 1.1.4 Policy Guidance: The "Education Dream" in China's Leapfrog Development -- 1.1.5 Under the Veil: Reform on the Way -- 1.2 A Panoramic View of Chinese Schools: Key Factors -- 1.3 Methodologies -- 1.3.1 Literature Review -- 1.3.2 Questionnaire Survey -- 1.3.2.1 Questionnaire for Parents -- 1.3.2.2 Questionnaire for Teachers -- 1.3.2.3 Questionnaire for Principals -- 1.3.3 In-Depth Interviews -- 1.3.4 On-Site Observation -- References -- Chinese Students -- Part1 -- 2 A Long but Colorful Day -- 2.1 Intensive Classroom Learning -- 2.1.1 35-45 Minutes for Each Class -- 2.1.2 Regular Class and Self-study Class -- 2.1.3 Regular Teacher-Student Interaction -- 2.1.4 Flexible and Diverse Ways of Teaching -- 2.1.5 Evaluation Methods -- 2.1.6 Reflection -- 2.2 Flag-Raising Ceremony as a Means of Education -- 2.2.1 Fixed Time and Site -- 2.2.2 Students in Uniform -- 2.2.3 Fixed Procedures -- 2.2.4 Class and Personnel Selection -- 2.2.5 Reflection -- 2.3 Multi-functional Class Meeting Activities -- 2.3.1 Fixed Time -- 2.3.2 Head Teacher as the Designer and Leader -- 2.3.3 Rich Content -- 2.3.4 Reflection -- 2.4 Competition for Titles and Honors -- 2.4.1 Diversified Types of Honors and Awards -- 2.4.2 Diversified Standards of Evaluation -- 2.4.3 Standardized Procedures -- 2.4.4 Reflection -- 2.5 Frequent Exams -- 2.5.1 Types of Tests -- 2.5.2 Frequency of Tests -- 2.5.3 Forms of Tests -- 2.5.4 Publication and Ranking of Scores -- 2.5.5 Reflection.

2.6 Rich Activities of Student Societies -- 2.6.1 Fixed Activity Time -- 2.6.2 Joint Participation -- 2.6.3 Rich Varieties -- 2.6.4 Varied Activities -- 2.6.5 Reflection -- 2.7 Homework -- 2.7.1 Higher Grades, More Homework Hours -- 2.7.2 Various Sources of Homework -- 2.7.3 Structure of Homework -- 2.7.4 More Objective Checks Than Subjective Comments -- 2.7.5 Reflection -- References -- 3 Chinese Students' Collective Identity -- 3.1 Social Grouping: Building Social Identity -- 3.1.1 "Creating a Collective Totem": Setting Preliminary Boundaries -- 3.1.2 "Collective Life" with Clarified Boundaries -- 3.2 Social Comparison -- 3.2.1 Avoiding Collective Disadvantages -- 3.2.2 Striving to Be the Best Group -- 3.3 Positive Distinctiveness: Self-motivation of Group Members -- 3.3.1 "I'm Half of the Head Teacher": Standing Out in the Group -- 3.3.2 "I Think I'm Getting Better": Reinforcing Individual Self-esteem -- References -- 4 The Gaokao Experience of Chinese Students -- 4.1 A Chinese Student's Gaokao Journey to University -- 4.2 Year 3 Preparation Stage -- 4.2.1 Well-Organized Review Schemes -- 4.2.2 Mental Turmoil -- 4.3 The Day of the Gaokao -- 4.3.1 "I Wasn't Nervous at All": The Feeling at the Beginning of the First Exam -- 4.3.2 "Has the Gaokao Ended as Such?" Feelings After the Last Exam -- 4.4 The Follow-up Stage -- 4.4.1 "I Should Have Gained Higher Scores": A Reflection on the Exam Result -- 4.4.2 "It's Really a Science": Feelings Towards University Applications -- 4.5 Reflection on the Gaokao Journey -- 4.5.1 "I've Learned not just Knowledge" -- 4.5.2 "We Were All the Same" -- Reference -- Chinese Parents -- Part2 -- 5 A Tiring but Happy Day for Chinese Parents -- 5.1 Excessive Love -- 5.1.1 Taking Duoduo to School -- 5.1.2 Some Thoughts on the Image of Chinese Parents -- 5.2 Parent-School Cooperation -- 5.2.1 Being on Duty at School.

5.2.2 Thoughts on Parent-School Cooperation -- 5.3 Pervasive "Shadow Education" -- 5.3.1 Sending Duoduo to Supplementary Tutoring Classes -- 5.3.2 Thoughts on Shadow Education -- 5.4 Lack of Proper Family Education -- References -- 6 Upbringing Methods and Educational Philosophy for Chinese Parents -- 6.1 Features of the Chinese Family -- 6.1.1 Chinese People's View on Family and Country -- 6.1.2 Chinese Family Structures -- 6.1.3 Relationships Between Family Members in China -- 6.2 The Multiple Facets of Chinese Parents and Their Educational Philosophies -- 6.2.1 The Multiple Facets of Chinese Parents -- 6.2.2 Chinese Parents' Educational Philosophy -- 6.2.2.1 High Expectation -- 6.2.2.2 A Dialectical View of Happiness and Hardship -- 6.2.2.3 Teaching by Instruction and Example -- 6.2.2.4 Combination of Sternness and Gentleness -- 6.3 Understanding and Reflections from a Cross-Cultural Perspective -- References -- 7 School Choice: A Harsh Journey for Chinese Parents -- 7.1 Motivations -- 7.1.1 "Everyone Loves Key Schools" -- 7.1.2 "Go to the Good School Near Home" -- 7.1.3 "He Is My Only Child, My Precious Son" -- 7.1.4 "Like an Army on a Single Foot Log" -- 7.2 Criteria -- 7.2.1 A Good School -- 7.2.2 Good Teachers -- 7.2.3 Good Classmates -- 7.3 Capabilities -- 7.3.1 Financial Status -- 7.3.2 Relationships -- 7.3.3 The Child's Academic Performance -- 7.4 Instruments -- 7.4.1 Excellence -- 7.4.2 Fortune -- 7.4.3 Relationships -- 7.5 The Dilemma -- 7.5.1 Driving Factors -- 7.5.2 Consequences -- 7.5.3 Government Interference: Prohibition of School Choice -- 7.5.3.1 "Enrollment to a Nearby School" Principle -- 7.5.3.2 Increasing the Number of Quality Schools -- References -- Chinese Teachers -- Part3 -- 8 A Typical Day of a Head Teacher in China -- 8.1 Busy Schedule -- 8.2 Supervising Studies -- 8.2.1 Ms. Guo: Focusing on Students' Study.

8.2.2 Supervisors -- 8.2.2.1 Cooperating with Other Teachers -- 8.2.2.2 Cultivating Students' Learning Habits -- 8.3 Promoting Students' Healthy Development -- 8.3.1 Ms. Gu: Caring for Students' Health -- 8.3.2 Ms. Han: Helping Students Get Rid of Perplexity -- 8.3.3 Playing an Important Part in Students' Growth -- 8.4 Organizing Various Activities -- 8.4.1 Ms. Qian: Students' "Leader" -- 8.4.2 Organizer of Students' Activities -- 8.5 As a United Group -- 8.5.1 Mr. Zhang: I Have Great Helpers -- 8.5.2 The Builder of the Group -- 8.6 Coordinating the Trilateral Relations Among Students, Families and School -- 8.6.1 Ms. Sheng: Communicating with Parents Is Rewarding -- 8.6.2 Coordinator of Trilateral Relations -- 8.7 Active Participation in School Affairs -- 8.7.1 Mr. Liu: Multiple Duties -- 8.7.2 School Affairs -- 8.8 Seeking Self-improvement -- 8.8.1 Ms. He: Seeking Perfection -- 8.8.2 Improving Themselves -- 8.9 Head Teachers' Views of Themselves -- 8.9.1 The "Almighty" Me -- 8.9.2 With a Challenging Job -- 8.9.3 Tired but Happy -- References -- 9 Diverse Images of Chinese Teachers -- 9.1 The Traditional Image of Chinese Teachers -- 9.1.1 The Personality of Teachers -- 9.1.2 Teacher-Student Relationships -- 9.1.3 Teachers' Responsibilities -- 9.2 Images of Teachers During the New Curriculum Reform -- 9.2.1 Teachers' Personalities -- 9.2.2 Teacher-Student Interactions -- 9.2.3 The Responsibility of Teachers -- 9.3 Teachers' Self-perception -- 9.3.1 The Image of Teachers -- 9.3.2 Teacher-Student Relationships -- 9.3.2.1 A Guide for Students' Classroom Learning -- 9.3.2.2 A Navigator in Students' Life -- 9.3.2.3 Teachers' Responsibilities -- 9.4 Reasons for Changes in the Image of Teachers -- 9.4.1 Reasons for the Traditional Image of Teachers -- 9.4.2 Reasons for the New Image of Teachers in the Reform -- 9.4.3 Reasons for Self-perception by Teachers.

References -- 10 The Value of Education: Chinese Teachers' Teaching and Pedagogy Research -- 10.1 TR: School-Based Teachers' Professional Development -- 10.1.1 The Regime of TR in China -- 10.1.2 School-Based TR -- 10.1.3 The Frequency of School-Based TR Activities -- 10.1.4 Modalities of TR Activities -- 10.1.4.1 Basic Modalities of TR -- 10.1.4.2 Complementary Formalities of TR -- 10.1.5 The Role of TR -- 10.1.5.1 Promoting Teachers' Professional Development -- 10.1.5.2 Sharing Experience and Guaranteeing Teaching Performance -- 10.1.5.3 Offering Inspiration and Insight into Pedagogical Teaching -- 10.2 PR: From Practice and for Practice -- 10.2.1 Problem Solving as the Purpose of PR -- 10.2.2 Impact Factors of PR -- 10.2.3 Safeguard for PR -- 10.2.3.1 Project Identification and Application -- 10.2.3.2 Mentoring in Research Methodologies and Theories -- 10.2.3.3 Hardware Support and Requirements -- 10.2.3.4 The Extension of Research Achievements -- 10.2.4 The Value of PR -- 10.2.4.1 Guiding Teaching Practice -- 10.2.4.2 Generating Teachers' Phronesis -- 10.2.4.3 Guiding Teachers to Grow -- 10.2.4.4 Enhancing Reputation and Resources to Schools -- 10.3 The Outlook for TR and PR -- 10.3.1 Exploration in Ordinary Work -- 10.3.2 Research on Educational Practice -- References -- Chinese Principals -- 1. Three Features of Chinese Principals -- 2. The Three Stages of Being a Principal -- 2.3 Searching Long and Hard: Expert Principal in the Third Stage -- Part4 -- 11 A Typical Day of a Chinese Principal -- 11.1 Busy, Busy, Busy -- 11.1.1 Observation of a Day of a Primary School Principal -- 11.1.2 Self-description of a Day by One Principal -- 11.2 Daily Affairs -- 11.3 A Busy Heart Makes Life Really Busy -- 11.3.1 Principals in Primary and Middle Schools -- 11.3.2 Principals in Boarding Schools -- 11.3.3 Modern Principals Versus Traditional Principals.

11.3.4 Integrated Roles.

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