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An Investigation On The Guarantee Of Teaching Hours And The Quality Of "non-major Classes" (non-open Entrance Examination Subjects) In Junior High School

Posted on:2011-09-04Degree:MasterType:Thesis
Country:ChinaCandidate:X T ZhangFull Text:PDF
GTID:2197330332468396Subject:Education
Abstract/Summary:PDF Full Text Request
In January 2009, based on the public feedback solicited and the national investigation done by<<National mid to long-term education reform and development plan>>, it is found by surprise that the least favorite classes of students in primary schools are music, art and labor, while the least favorite class of students in junior high schools is music as well. It is hard to imagine how a nation lacking the capability to appreciate music as well as lacking practical spirit could construct spiritual civilization.This thesis tried to find out the reason by performing research focused on teaching hours and education quality. Teaching hours is the foundation of implementing a course. It is also the basic requirement of teaching and learning. In addition, the quality of teaching directly affects learning and development of a student. There is little research that focuses on teaching hours and education quality of non-major classes. Among them, most results are simple subjective description which lacks empirical data support. This thesis tried to present the current issues in non-major class teaching at junior high schools based on the investigation of teaching quality and teach hour implementation of non-major classes in junior high schools at PT district in Shanghai. It then combined with the related domestic and international theories, which expanded the breadth and depth of the study. Finally it made specific recommendations to solve the above problems.This work used empirical research methods. As a teacher of junior high school for more than 10 years, the author has accumulated a lot of teaching cases based on her own observation and experience. However, in order to avoid the limitation of personal insight and to make the research more objective and of universal significance, the author created two survey questionnaires, one for students and one for teachers. A large sample questionnaire-based study was done for students from the 6th grade to the 9the grade at PT district in Shanghai. There were 717 valid student results and 70 valid teacher results. In the meantime, the author collected 56 curriculums including those used by each grade and those reported to the department of education by the 7 schools. After comparison analysis, it was found that shifting teaching hours of non-major classes is a serious issue. During the study, some of the school administrators were worried that the revelation of the real curriculum which is not consistent with the reported curriculum will impact the reputation of the school. As a result, they asked the author to remain anonymous. In addition, the author interviewed a group of 51 people regarding some key questions, including education experts, school leaders, teachers of both major and non-major classes, parents, and students. The result was organized into 17 interview records and used to compare with literature research. This way, the research is more effective and convincing with the mutual verification of material and methods.The research found that 91.8% of the students reported that some teaching hours of non-major classes were shifted to major classes before examination, although there are regional policies in Shanghai that forbid such practices. There are multiple reasons that caused this. The entrance exam system is just an incentive. Behind it, under the influence of the views of education achievement and scientism, it is the rational choice of regional governments, education administration departments, schools, teachers, parents, and students in the pursuit of maximizing self-interests. Such interest reflects on many places, including enrollment rate, diploma, employment, salary, promotion, social status, reputation and funding. Based on the above findings and analysis, the author provided several recommendations for improvement, including rethinking the administrative view of non-major class education, strengthening the administrative monitoring of teaching hours for non-major classes, and evaluating the value of non-major class education with a developmental perspective. It is hoped that this research will make contribution to the improvement of education quality and the guarantee of teaching hours for non-major classes in junior high school.
Keywords/Search Tags:non-major class, teaching hours for non-major classes, guarantee and quality
PDF Full Text Request
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