Research On The Existence And Abolition Of The Key High School System

Key high school system is a vital system in our country since 1949,and profoundly affects the overall layout of our country's high schools.Historically,the question “whether the key schools should be set up or not” has been discussed for several times about the advantages and disadvantages.Thus,how to measure the value of the key high school system becomes a fairly complex question.Any simply answer cannot fully reflect the complexity and the depth of the question even though it is interpreted from different historical stages,countries,stakeholders,and theoretical perspectives.Therefore,only viewing and storing out with multiple perspectives,it can systematically and comprehensively restore the question itself,and then the future approaches of our key high school system can be found.On that account,this dissertation uses the methods of historical research,comparative research,investigation research,theoretical research to comprehensively inspect this question.Firstly,using the method of the unity of history and logic to store out the several debates about the key high school system,including opinions and actions from policy,academia and practice areas,the changing of the system and the cores of the debates.Secondly,reviewing the changing,characteristics and debates about the international “key high school” systems(gymnasiums in German,grammar schools and the public schools in England,academic high schools in the United States)which are similar to ours',and comparing the three systems' commonalities and differences,so as to provide international vision and reference samples for our key high school system's future development.Moreover,investigating and comparing all stakeholders'(key high school principals and teachers,non-key high school principals and teachers,experts and scholars)various views and opinions about “whether the key high school should be set up”.Then,using theory method to analyze the rationality and limits of the five benefits(efficiency first,individualized teaching,elite cultivation,ability equity,demonstration)of key high school system.Finally,putting forward several future approaches of key high school system in China based on the historical reviewing,the international comparison,the empirical investigation and the theory analysis.In terms of the historical research part,this text reviews the development of key high schoolsystem since the establishment of the People's Republic of China.And based on this reach,the debate centered on five key themes,namely,“efficiency first”,“individualized teaching”,“elite cultivation”,“education equity” and “the demonstration”.Next referring to the international comparison of the historical development of the “key high school” system in German,England and the United States,five commonalities and three different models have been summarized.Firstly,the Germany model: the gymnasium system has always been retained in German,and has been improved through refined policy design.It can be described as “public”,“popular”,“setting‘overpass' ”.Secondly,the English model: it can be used “subject to party”,“elite education”,“respect for the traditional” three keywords to summarize the characteristic of the “grammar school”and “public school” system in England.Thirdly,the American model: the characteristic of the academic high school system in the United States can be summarized as “classified”,“professional”and “special”.In order to make the empirical investigation of “whether the key high school should be set up”,the dissertation uses interviews and questionnaire to collect diverse views and opinions of high schools' principals and teachers,experts and scholars on the question.It has turned out that: the opinion between the key and non-key high school principals varies.The principals from “old” and“first class” key high school are more inclined to agree with retention of key high school system,while the principals from non-key high school tend to abolish the system.And key high schools' teachers more trend to set up key high school than non-key high schools' teachers.The views and attitudes of the experts and scholars seem to be more multiplex,rational and complex.The theoretical part is based on the five benefits which are efficiency,individualized teaching,elite cultivation,ability equity,demonstration.According to the previous research of this dissertation,with the dialectical thinking,complex thinking,relativistic thinking method,from two aspects,this dissertation analyzes the possible benefits and potential hazards of setting up key high school.Research shows that the above each defensive reason represented by the five keywords,is only part of the rationality,and requires specific analysis conditionally.Moreover,five reasons are not in the same logical level,and of different importance.In short,the five benefits show the relationship of“ends and means”.Specifically speaking,elite cultivation is the end,efficiency first,individualized teaching,ability equity,and demonstration belongs to the category of means.From the importance,if elite cultivation failed,the other four reasons are not established.Based on this,this dissertation critical analyses whether key high schools really follow the internal law of elite cultivation to cultivate the talents.The results are worrying.Based on the four parts' analysis,this dissertation drew a conclusion that the key high school system in China will continue to exist in the long term,but should make proper changes and adjustments.In the future,there are several approaches for the system to improve.Key high school must get rid of the existing mode of exam-oriented education,to promote our key high school to choose the connotation development.Under the constantly explore the inherent law of elite education,to cultivate real elite talents who are needed by national and social development.In the long run,education decision-making departments shall reform the existed key high school system timely,appropriately,according to the development trend of high school education systems in the world today.The ways included: Keep the key high school system,but design “transfer channels” among different types of high schools.Keep the key high school system,and realize the diversified development of the key high school.Keep the key high school system,but change the situation of all the key high schools which are public.Abolish the key high school system in some areas,and attempt to establish a comprehensive system of high school.Abolish the key high school system,and implement gifted education in all ordinary high school.