Preliminary Study On Free Education Policy For Teacher-Training Students

Since the 1996 Higher Education Tuition Reform affected teacher-training specialties, the number of high-quality students who applied to normal colleges and universities has significantly reduced. And some of the outstanding graduates do not work in education. Now the imbalance of Educational Resources among different schools is the imbalance of teachers. The quality of teachers directly affects the quality of basic education and the level of school training. And it is also not good for the balanced development of education and educational equity. Therefore, China firstly resumed Free Education Policy for Teacher-training Students in six prestigious normal universities in 2007. One of the main objectives is to build a training model of High-quality Students—Outstanding Teacher-training Students—Outstanding Teachers. The implementation of this policy has a good social effect. However, the quota allocation relatively favors central and western areas of China and only Shanghai Normal University follows to carry out this policy in 2008. The actual development of the situation obviously shows this policy fails to achieve the desired reuslts. So it is necessary to make a study on this policy.This paper firstly adopts literature analysis and historical analysis. Through historical evolution and international comparison of the tuition policies, it makes clear that the implementation of Free Education Policy has its historical enlightenment and international reference. Through relevant theories of economics, it analyzes the game relationships among the stakeholders of Higher Education Tuition Policy, the game process of formulating the tuition policy and the Decision-making Game of free education for teacher-training students. It points out that the implementation of Free Education Policy for Teacher-training Students is rational.Then through economics analysis, comparative analysis and statistical analysis, this paper analyzes educational income, employment orientation and study motives of teacher-training students who are free-charged. It shows that the utility of Free Education Policy has individual differences. By describing the development of basic education at home and abroad, as well as teacher-training students' enrollment and teacher recruitment in China, it analyzes the teacher's professional status (such as social status and economic status) and professional attraction in basic education. And it points out that there exist regional imbalances of professional status and regional differences of professional attraction for the teachers in basic education. Therefore, the utility of Free Education Policy has regional differences.In order to make Free Education Policy attain the objective of training a large number of outstanding teachers, the last part suggests some related motivation measures should be taken, which are based on Free Education Policy. That is, we should improve social status, economic treatment and quality of teachers in basic education by using National Policy Motivation, College Cultivating Motivation and Social Environment Motivation so that it can promote the growth of teacher-training students and form the training model of High-quality Students—Outstanding Teacher-training Students—Outstanding Teachers.