The Research On The Adaptabilities Of The School Administrators, Teachers And Students To Credit Management In High Schools In Guangxi

After the new curriculum reform of the basic education has been implemented for over a decade in China, since September of 2012, high schools in Guangxi Autonomous Region have started their procedure on curriculum reform. This new reform is very different from the previous reforms and thus has leaded to drastic changes to the whole high school curriculum structure in Guangxi. Credit Management, as the main aspect of the reform, has brought unprecedented challenges to schools, educators, and students; therefore, the adaptabilities to this new change and the outcome of the implementation have drawn people’s attention and subsequently became a subject of educational researches.The research on the adaptabilities to credit management in high schools in Guangxi can help the school administrators, teachers and students to gain a better understanding over the system, and provide approaches to management adjustment, through which the credit management system shall be promoted in a more effective way. This thesis has defined and studied the school administrators, teachers and students’ adaptabilities to the credit management system, and the main research methods applied in this study were questionnaires and interviews. The study was conducted in four high schools involved in the system implementation from four aspects:mentality, capability, behavior and environment. And the result of the study indicates that the school administrators, teachers and students are gradually adapting to the system, however, a few adaptation issues exist in some specific areas, the school administrators’problems are:(1) uncertain about the connection between credit system and graduation examination or college entrance examination; (2) lack of related experience for credit management; (3) School’s facilities and human resource still cannot meet the need of credit system. The teachers’ inadaptations perform as:(1) double standards for talent education; (2) elective class operation is difficult; (3) lack of professional training. The students’ inadaptations are:(1) having difficulty to meet teacher’s double standard; (2) school’s social practice is not good enough; (3) the whole credit management system is not well-established yet.Besides the research, the thesis also analyze the main factors which influence the adaptabilities of administrators, teachers and students to credit system in Guangxi high schools. The main factors for administrators are:education system and policy, implementation result of credit system, school conditions, management concept and management experience. The main factors for teachers are:the school management, the students factor, education condition, education concept, knowledge structure, and education level. The main factors for students are: school factor, teacher’s adaptability to credit system, learning environment, learning attitude and learning capability.Last, the thesis lists related recommendations for future adaptability improvement:(1) Build incentive mechanism to perfect the development of credit system; (2) Strengthen training work to insure the quality of credit system; (3) Establish management platform to improve the efficiency of credit system? (4) Enhance faculty development to support the implementation of credit system; (5) Set up inspection mechanism to guarantee the execution of credit system.