A Comparative Study Of Shadow Education In China And Singapore

In today's era,the tool value and ontological value of education have received unprecedented recognition and attention.As an education subject and guardian,it's become a universal psychological and phenomenon for them to receive more and better education.In different countries of the world,in order to meet people' s different educational needs,there has emerged an education outside the formal school education,namely shadow education.In our country,it is often also called "tutoring","educational tutoring",and "private Tutoring" and so on.With the rapid economic and social development of our country,people's educational needs are also growing and diversified,and the ability to meet educational needs is also rising.Forty years of reform and opening up,China' s shadow education has grown into a huge industry,affecting more and more young children and their parents.Shadow education's "Yes" and "Non","Profit" and"Disadvantages" have always been people's top concerns.In reality,the constant prosperity of shadow education and public opinion have made a stark contrast to the negation of shadow education.People cannot help but ask,"Why is China's shadow education so strong?" and "Why does public opinion have so many denials about it?" Through reflections and discussions on this issue,it helps to realize that education really helps everyone to enjoy more valuable,meaningful and unique life characteristics,so that the shadow education as a supplement to school education can better play its role and promote the development of diversified education.This research uses the literature method,comparative analysis method,and case interviews to describe and discuss the development of shadow education in case cities in China and Singapore from the dimensions of background,scale,participation,intensity,and policy norms of shadow education.,And compare and analyze the similarities and differences that they produce,and explore the deep reasons behind their similarities and differences.This study includes the following aspects:The first is the introduction part,which is mainly about the preliminary preparation and explanation of the research.The content includes the origin of the research,the theoretical and practical significance of the research,the research status at home and abroad,the research methods,the research ideas,the concept definition,and the proposed innovation and insufficiency of the research.The second part is an overview of shadow education.This section discriminates shadow education and several concepts similar to it,such as "external education","remedial education"," educated tutoring",and so on.From the analysis of the concept,the three characteristics of shadow education are further drawn.The academic nature of primary and secondary schools,paid fees,and remedial courses;then introduced the historical development and reasons for the development of shadow education from a worldwide perspective;and finally introduced the influencing factors of shadow education from aspects of economic development,social culture,and educational reality.And positive significance.From a macro point of view,the shadow education was overall grasped.The third part is the main part of the article,which presents the development status of individual cities in China and Singapore from four aspects of the background,scale,participation methods,intensity and policy norms of shadow education.In terms of background,the socio-economic background,cultural background,and educational background of the two countries are separately elaborated;on the scale of shadow education,the participation of shadow education in China and Singapore is large,but there are still regional distributions and development trends.There is a certain gap;in terms of participation methods and intensity,China and Singapore mainly conduct tutoring through tutors,tutorial schools,and online courses.The intensity of tutoring is very large,but the two countries still exist in the specific presentation and intensity distribution of tutoring methods.Different;In terms of policy norms,both countries are still making further explorations and the policy norm is not very clear,but it can be seen that Protestant policy norms are more pluralistic and open,and China is gradually strictly controlling its development.The fourth part is the core part of the article.Based on the presentation and comparison of the status quo of the third part,this section summarizes the commonalities and differences in the development of shadow education between China and Singapore,and analyzes in depth the existence of such commonalities and differences between the two countries.s reason.Based on the understanding of commonalities and differences,the final analysis will focus on the positive impact and existing problems of shadow education in China and Singapore.The fifth part is the conclusion part,which summarizes the main content of the article and discusses and prospects the future development trend of shadow education and its improvement direction.