By John Chi-Kin Lee, Zeyuan Yu, Xianhan Huang
In 2000, the "Western improvement" plan of the chinese language Mainland attracted recognition of educators and coverage makers. round that interval, the chinese language govt additionally introduced huge scale and systemic curriculum reforms in easy schooling and secondary schooling in attaining caliber schooling around the sizeable kingdom. regardless of major growth that has been made in academic investments and attainments in China, problems with caliber and neighborhood disparities throughout China stay, particularly within the much less constructed, western a part of China the place the importance of ethnic variety, urban-rural disparity and diversifications at school improvement exists. moreover, there were entrenched difficulties of instructor and instructing caliber, assets inadequacy and 'left-behind' teenagers. Written by means of a gaggle of chinese language and overseas students, the e-book offers an up to date research and dialogue of academic improvement and similar concerns within the much less built a part of Western China. those chapters conceal vast contextual problems with academic improvement and reforms, problems with caliber and equality in several sectors of schooling, in addition to curriculum implementation, instructing strategies improvement of academics.
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Extra info for Educational Development in Western China: Towards Quality and Equity
The main problems existing in inheriting intangible cultural heritage in primary and secondary education are as follows: (a) fractured vicissitude of national psychology and intangible cultural heritage; (b) static protection for national, intangible cultural heritage; (c) conflict between the methods adopted in inheriting intangible cultural heritage in primary and secondary education weight and the cohesion/unity of education and culture inheriting; (d) ignored difference between nation and culture in the educational evaluation of intangible cultural heritage in primary and secondary schools.
Issues of inheriting intangible culture heritage in primary and secondary education. Ethnic Education Research, 1(6), 65–67. Zhong, Z. (2009), Survey of the status of Mongolian traditional sports’ inheriting in the local primary and secondary schools and countermeasures. Ethnic Education Research, 1(41). Zhu, S. (2009). Significance and ways of protecting culture of Qiang people in schools after the earthquake. Ethnic Education Research, 2(68). Zuliyati, S. (2009). Bilingual education of Xinjiang from cultural multi-perspective theory.
Its focus differs from the bilingual education of Uyghur and Kazak groups in Xinjiang. The school basic education of the Xibo group in Xinjiang should take the form of Xibo language, which is the Chinese bilingual education. The bilingual education system should be constantly improved to develop toward healthy direction. Currently, the main problem of the bilingual education of the Xibo group is how to improve the teaching of the Xibo language. Several scholars have conducted case studies on the bilingual education of the Tujia group and arrived at the following conclusions: (a) the study of the Tujia language lacks a language environment, although many language learners exhibit a strong motivation and a positive attitude; (b) the number of teachers is limited, such that the bilingual education of the Tujia group is inadequate in the process of promotion; and (c) national feelings and national consciousness are affected by practical and utilitarian values and thus diluted by rational choice.