Comparison And Contrast Study On The Present Situation Of Pupils’ Comprehensive Quality Between The East And The West

The improvement of the pupils’ comprehensive quality is an important content of thebasic education curriculum reform. It is an important measure to promote the all-rounddevelopment of students. Comprehensive quality is an important index to reflect thedevelopment status of students in an all-round way. The development of the pupils’comprehensive quality in the east and the west has much to do with the adaptation of thenew curriculum reform in all primary schools. The difference of students’ comprehensivequality in the two districts has a direct effect on the implementation of educational equity,and also has a significant influence on the improvement of all students’ comprehensivequality in the country.The paper firstly analyzes the connotation of comprehensive quality of students, anddivides students’ comprehensive on the basis of the Ministry of education documents intosix aspects, which are moral quality, civic literacy, learning ability, communication andcooperation, sports and health, aesthetic and performance. Secondly, the questionnaire iswritten on the basis of those aspects and being combined with relevant theories, and itmakes a research on the comprehensive quality of students in the east and in the west.Finally, the paper finds the differences of students’ comprehensive quality between the twodistricts after the study. And educational authorities along with schools and teachers cantake it as a reference.The paper draws the following conclusions after research and study: first, in the moralquality aspect, girls in the eastern region is higher than those in the western region andstudents in Grade Four and in Grade Six in the eastern region are better than those in thewestern region; second, in the civic literacy aspect, students in Grade Two in the easternregion is lower than those in the western region, but students in Grade Four in the easternregion is higher than that of in the western region; third, in the learning ability aspect, girlsin the eastern region is higher than those in the western region, and pupils living in cities in the eastern region is higher than that of the western region, also students in Grade Six isbetter than that of in the western region. fourth, in communication and cooperation aspect,all the students in the eastern region is higher than those in the western region in this aspect,girls in the eastern region is higher than those in the western region, while pupils living incities in the eastern region is lower than that of in the western region, students in GradeTwo in the eastern region is lower than that of in the western region, but students in GradeFour and in Grade Six in the eastern region is higher than that of in the western region;fifth, in sport and health aspect, pupils living in cities in the eastern region is lower thanthat of in the western region, students in Grade Two in the eastern region is lower than thatof in the western region, but students in Grade Four in the eastern region is higher than thatof in the western region; sixth, in the aesthetic and performance aspect, all the students inthe eastern region is higher than those in the western region in this aspect, girls in theeastern region is higher than those in the western region, while pupils living in cities in theeastern region is lower than that of in the western region, students in Grade Six in theeastern region is higher than that of in the western region.According to the conclusions above, the paper puts forward the following measures,which are the creation of the idea of students’ all-round development, the strength ofteachers’ comprehensive quality and ability and the strength of the communication andcooperation among primary schools in the east and in the west. Those measures will bebenefit for the improvement of the students’ comprehensive quality in the east and in thewest or even all around the nation.