A Comparative Study About Compulsory Education Between China And Japan

On June13,1999, with "about deepening education reform and comprehensively promote quality education decision" issued, marked the quality education in our country started in an all-round way.After decades of efforts, the quality of our country education has made great progress.But as a whole or on the details of it, the implementation of quality education and development of our country is there is a problem, can say the development of quality education is in a bottleneck stage. Our neighbour Japan, no matter from economic or education on a have much advantages in our country, and Japan is also of quality education, and our country has certain similarities in many ways. By learning the successful experience of quality education in Japan, can offer reference for quality education development in our country.In this paper, the first chapter the paper selected topic reason, the research background, research significance, the present stage of quality education in both China and Japan research, current situation of quality education comparison research.This paper USES the research methods, theoretical basis.This article USES the literature analysis, field observation and semi-structured interview method in material collection and sorting. Socialization theory visual Angle to analyzes the phenomenon and the material mentioned in this paper, theory support, ensure the rationality of the article. And elaborates the concepts discussed in this chapter for this article, the specific research content.The second chapter of this article to compare between the compulsory education phase of the quality education. From the background of quality education form, the process of development, as well as the compulsory education phase content of quality education, the two countries, based on summary analysis such as comparative study on quality education compulsory education stage of similarities and differences between the two countries, a marker for below policy analysis.This paper argues that, in the days of quality education in both countries has undergone quite a long time to explore, in the rights and obligations of education, system arrangement, the moral education, teachers and so on have many similarities, but in the student’s specific schedule, curriculum, activity, has a lot of differences between vocational education and so on.By the second chapter of the compulsory education between the two countries the comparison and analysis of quality education, the third chapter of this article for compulsory education phase of the quality-oriented education differences between the two countries to the influence of the individual and social development of the two countries is analyzed. This paper argues that compulsory education phase difference of quality education, the individual’s personality, cognition, can stand on its own, communication has a significant influence, the social consciousness of social development, the ethnic character, the attitude towards history, the influence of the interpersonal relationship is also play an important role.The fourth chapter in the first two chapters of this article in view of the quality education on the influence of the two countries on the basis of the analysis in view of the problem of quality education in our country, and put forward the corresponding improvement in sociological theory under the guidance of, from the idea of traditional education concept to strengthen quality education, strengthening teachers’ quality training to cultivate social role consciousness, perfecting the content of quality education to promote the social mainstream culture three aspects put forward the proposal, in order to promote the further development of quality education in China.