Research On Promoting Strategies Of China's Elderly Education

Today,with the gradual stabilization of the political situation,the constant change of the economic system,the quick advance of the science and technology,the rapid development of information society,the continued restructuring of the social structure and the serious deterioration of ecological environment,developed and developing countries are confronting with a common and intractable problem-the elderly population.Due to lack of scientific theoretical guidance,China's current education exists lots of problems in the actual process of operation and implementation.By consulting a large number of relevant documentation about the elderly education,the article provides a basic overview of the basic introduction of the developed countries' elderly education,and conducts an intensive study on how to promote the development of the China's elderly education.This article adopts document analysis,comparative analysis and case analysis,the main contents are shown below:The first part is to expound its research background,to elaborate the research tendency of the domestic and foreign,to analyze its research goal and significance from the aspects of theory and practice,and to point out its research approaches and innovations.The second part is to define its relevant concepts and to put forward the self-interpretation of these concepts,including education,the elderly and the elderly education.Based on its theoretical needs,to discuss it from lifelong education theory,self-improvement theory,social activity theory,life-centered theory and empowerment theory in order to provide a strong theoretical support.The third part is to choose the typical representative of Britain,France and America of the elderly education,to make a brief overview from three dimensions of the system security mechanism,the school management mechanism and the teaching operation mechanism,and toconclude their own characteristics of its school-running.Through the understanding of the school-running characteristics of Japan and South Korea's elderly education,to make a highly generation and summary on the experience of the school-running characteristics of some developed countries' elderly education.The fourth part is to introduce the development status of our country's elderly education,from the macro level which is involved in the legislative protection,the school-running subjects and the source of funds to the micro level which is involved in the teaching contents and teaching methods and the construction of teachers,so as to analyze the existing problems of China's elderly education,and to elaborate each problem in details.The fifth part is to put forward some feasible and guiding recommendations and countermeasures to guide the practice of our country's education by Combining with the development of our country's elderly education and drawing a lesson from the school-running experience of some developed countries' elderly education.By learning from the characteristics of different developed countries' elderly education,to point out the direction to promote our country's elderly education,and to gradually become an important baton to guide our country's elderly education to go on the road of sustainable development.