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Quick Search     Advanced Search   2004 Vol.7 Issue.2 Published 2004-09-01 1 “New Basic Education” and I: My Thinking Notes in the Ten Years’ Research Ye Lan The New Basic Education, which was initiated in September 1994, has undergone a five-year Exploratory Research (from September 1994 to May 1999) and a five-year developmental Research (from September 1999 to May 2004). Thus in the last ten years we have accomplished the relatively complete research procedure, including the presentation of the problems, the formation of the results and then the diffusion, application, perfection and development of the research. So far, we have preliminarily finished the exploration of the transformation of the contemporary schooling, educational theories and research approaches in China. The author, who lives in a transforming society and who, with her professional research, responds actively to the transformation of society in education, presents in this paper a retrospect of her subjective state, such as the thinking, devising, action and understanding in the New Basic Education Research, accounting for the origin of the New Basic Education Research, which includes not only the theory accumulation of the basic educational theory, methodology of educational research and meta-research educational disciplines in the past ten years, but also the experience of the on-the–spot research in the past three years as well as a profound reflection on the nature of the social transformation at the end of the 20th century in China. In the exploratory stage, the New Basic Education Research, a reconstructive research on educational theory and practice, regards the reconstruction of educational objective as its theory starting point, viewing the schools providing nine-year compulsory education as the total unit for the practical research, and chooses the schooling in classrooms, the instruction reform and the school management as the items of the internal experiment and reform of the schools. As for the essential question of methodology, the research lies in how to deal with the relations between theoretical research and practical research and the relation between the theoretical researchers and the practical researchers. In the developmental stage of the research, the author has enhanced the reconstruction research of theory and practice, and heightened her awareness of the exploration of the transformation of the contemporary Chinese educational research itself and meanwhile the value of life has become her own and consistent value orientation in her new academic life and she takes the “Researching Reform Practice” as the carrier of the combination of theory and practice and her new research approach. During this course, the author has acquired the ability of generating theory from practice, the spirit of practice and the experience of formulating new theories, and hence sets up her objective of her professional continuous development —— to do her utmost to establish the Life & Practical Education School of Thought. 2004 Vol. 7 (2): 1-58 [Abstract] ( 2594 ) [HTML 1KB] [ PDF 8507KB] ( 662 ) 59 Practice Survey of Web-Based Chinese Course Zheng Guihua With the popularization of network technology in elementary and secondary schools in China, the Chinese course in school is more and more closely combined with information technology. Web-based Chinese course is emerging in China and will be one of the trends of Chinese education reform. Chinese course and teaching involving network technique can be generally divided into three phrases and can be grouped into three patterns: project learning pattern with web as tool, classroom teaching pattern in the context of web and subject study with special network platform. This paper analyses their significance, values, orders and features respectively, points out major problems in practice existing in the current situations and puts forward some methods for improvement. Then, control for web-based learning and instructional characters are discussed. This paper also discusses two problems: network resources library and course serialization construction, which are key to the development of Web-based Chinese course, and provides suggestions in theory and practice. 2004 Vol. 7 (2): 59-130 [Abstract] ( 2344 ) [HTML 1KB] [ PDF 10444KB] ( 694 ) 131 Curriculum, Instruction and Network State Zhao Jian 2004 Vol. 7 (2): 131-156 [Abstract] ( 2447 ) [HTML 1KB] [ PDF 3979KB] ( 579 ) 157 Teaching Practice as Substitute Teacher: Journals for Rural Education Zhang Shiya Wu Xiaorong For the rural teacher problems, which has been limiting the education improvement of the poor area of our country, this research advise the students of normal universities to have “teaching practice as substitute teachers” in those poor rural schools whose basic education are very weak. So that the interrelated co-operation between the normal universities and the countryside schools can be sought. And also, the problems of poor rural teachers as well as students’ teaching practice of normal universities can be solved. With the aid of the memories, narrations and journals of the practice students, the practice guide and the workers who participated in the practice, the article begins from the reason for “teaching practice as substitute teachers”, the prepare work, the teaching practice areas and the teaching practice stories, reveals the education actuality of poor countryside of China, and deeply researches into the effective methods to solve the education problem of Chinese rural education. 2004 Vol. 7 (2): 157-208 [Abstract] ( 2565 ) [HTML 1KB] [ PDF 6889KB] ( 611 ) 209 Collars’ Education and Career in Modern China: Study of Oral History Liu Deen Shanghai, as economic center of In old China, Collar and technical personnel had made up a intermediate stratum by late 1930s and They had reached about 1 million. But both research and Historical materials related to the class are not sufficient. This paper is based on an oral history study, and describes the career development and education of technical personnel, nurses and business staff. The fundamental findings are: most of them born from intermediate stratum family; and lived a relatively comfortable life. Their education level were usually at least elementary, and had special experience related the work. They also had a class culture and a professional culture, although it was often subjected to the social movement. As far as individual was concerned, most of them hope to develop further, but they were limited by the economic or social conditions. Finally, social standing of the intermediate stratum is decided upon economic strength, organizing level, professional level, educational level and cultural influence. 2004 Vol. 7 (2): 209-261 [Abstract] ( 2399 ) [HTML 1KB] [ PDF 9955KB] ( 657 )

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