Education in post-Mao China / Jing Lin.
نوع المادة : نصالناشر:Westport, Conn. : Praeger, 1993وصف:xvi, 131 pages ; 22 cmنوع المحتوى:- text
- unmediated
- volume
- 0275942708 (hbk)
- LC94.C5 L56 1993
نوع المادة | المكتبة الحالية | رقم الطلب | رقم النسخة | حالة | تاريخ الإستحقاق | الباركود | |
---|---|---|---|---|---|---|---|
كتاب | UAE Federation Library | مكتبة اتحاد الإمارات General Collection | المجموعات العامة | LC94.C5 L56 1993 (إستعراض الرف(يفتح أدناه)) | C.1 | Library Use Only | داخل المكتبة فقط | 30010000241583 |
Browsing UAE Federation Library | مكتبة اتحاد الإمارات shelves, Shelving location: General Collection | المجموعات العامة إغلاق مستعرض الرف(يخفي مستعرض الرف)
LC94.C16 A94 2000 Anatomy of a crisis : education, development, and the state in Cambodia, 1953-1998 / | LC94.C5 C4719 2016 Chinese research perspectives on educational development. Volume 3 / | LC94.C5 C4719 2016 Chinese research perspectives on educational development. Volume 3 / | LC94.C5 L56 1993 Education in post-Mao China / | LC94.C5 V53 2003 In search of an identity : the politics of history as a school subject in Hong Kong, 1960s-2002 / | LC94.C5 V53 2003 In search of an identity : the politics of history as a school subject in Hong Kong, 1960s-2002 / | LC94.I4 A33 2013 Encyclopaedia of educational policy / |
Includes bibliographical references (pages [119]-124) and index.
A rare insider's view of educational development and problems in China since economic reform began in 1978, this volume critically examines the issue of political socialization through curriculum and compares the curriculum used during the Cultural Revolution with that compiled and used throughout China in 1988. Also explored are problems with student dropouts and teacher motivation in rural education and government-supported nonformal education; the tracking system and vocational education development in urban schools; problems that came about with economic and political reform; and the issue of inequality existing between and within rural and urban schools. Turning to recent decentralization efforts in school administration, Jing Lin analyzes evidence suggesting that educational policy is politically controlled. Additionally, the development of educational research in the 1980s and 1990s constitutes the topic of one chapter, based on hundreds of published books and papers. Finally, Lin reflects on the massive student movement that arose in the spring of 1989 and delineates the social, economic, and political changes that sparked it. This final section treats these educational changes as an interconnected whole that underlay the movement and gave it such distinctive characteristics as nonviolence and a rational, constructive outlook.