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Synergistic-sharing Of Education Responsibility

Posted on:2018-04-14Degree:DoctorType:Dissertation
Country:ChinaCandidate:G Q LiFull Text:PDF
GTID:1367330620458667Subject:Principles of Education
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The "after-school class" of primary and secondary school students refers to supplementary educational activities,which aim to improve primary and secondary school students academic performance and develop their special interests.This kind of class contains curriculum resources and participation in various forms of supplementary educational activities other than teaching in regular schools are purchased by means of private contributions in addition to receiving school education.The form of after-school class in China has developed for more than 30 years from the ninety's of the last century,a number of surveys have jointly proved that more than 70% of families in our country have chosen at least one category or subject for their children's after-school classes to varying degrees,which is a very common educational phenomenon.This shows that the contradiction between the rapid modernization of Chinese education and the regression of family education,the contradiction between the fierce social competition and the confused investment choices of parents in education,and the contradiction between the cost of education inside and outside school and the impact of resources,all of these mentioned above are becoming more and more prominent.The current"Forbid"-based governance approach has not effectively resolved many contradictions.The after-school class appears to the situation of repeated prohibition,poor governance for a long time,awkward status among multiple subjects,disequilibrium in discourse.In addition,the variety and concealment of after-school classes are not easy to be supervised and controlled,so the problem of constructing governance mechanism of after-school classes in primary and middle schools has become an important theoretical and practical problem to be solved.According to the whole thought of "the emergence of Problem"—— The analysis of Problem —— The solution of Problem,the study adopts the mixed method of quantitative and qualitative analysis to the problem area of after-school classes in primary and secondary schools in China,the research focuses on four main tasks: representing the complex dilemma of multiple role groups involved in primary and secondary school after-school classes,exploring the root causes of the problems in primary and secondary school after-school classes and the deep-seated contradictions reflected in them;Reflect on the necessity and rationality of educational responsibility sharing,and put forward some regional suggestions on standardized governance and coordinated development of after-school classes in primary and middle schools.The structure of the study is mainly divided into four modules: First,through the literature review of previous research on related topics,through the investigation of the second and third-line cities in northeast China as a typical,taking into account the actual situation of after-school classes in other regions of China and in different cities;Second,the mixed method is used to explore the deep contradiction behind the phenomenon by representing the difficulties of management,parents,students,teachers and classes;third,separate the three focal points of the contradiction: family,after-school class and school,analyze and discuss the necessity and rationality of the cooperation among the three;Finally,the author puts forward the theoretical conception of "G-S-F-A" cooperation model,and based on this,the author puts forward the preliminary experience of theoretical and practical exploration in the case of "Bud Project".To a certain extent,the existence and healthy development of after-school classes are necessary and reasonable,which is an inevitable manifestation of the socialization of family education,and a reasonable way for the cooperative sharing of school educational responsibilities,the innovation of this study lies in,on one hand,from the position of the government functional departments,comprehensively considering the words and interests of many contradictory subjects,advocating that the education administrative department should assume the responsibility of setting up a positive interaction mechanism between the family,social forces running schools and schools,and formulate an approval system for after-school classes and a relevant system for the recognition of teachers' qualifications,with the help of policy and teachers' in-service training,schools and after-school classes can form educational synergy at more levels and give full play to the integration function of social cultural resources.On the other hand,it not only put forward a reasonable theoretical conception,but also put it into practice.Through the implementation of "Bud Project" in City C,the feasibility and validity of the theory are verified,and the correctness of the proposition is proved through practice,calls for a correct view of the family's reasonable demand for after-school classes,guiding parents to establish a correct concept of education and the concept of educational choice,so that the Education Administration Department stands in a position of communication and coordination,focusing on the common pursuit of happy learning and healthy growth of primary and secondary school students,we will promote the healthy development of the after-school class market and give full play to its positive role,making it an important cultural force to relieve anxiety and supplement school education.
Keywords/Search Tags:After-school classes, Educational Responsibility, Socialization of family education, collaborative sharing
PDF Full Text Request
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