This book ambitiously presents the current directions and goals of the Chinese idea of modernization in education. Searching for a neutral way to understand educational reform and policy-making in the midst of many different theories in the field, the authors combine the theories of ecology, regional studies, and educational philosophy to focus on the hot topics relating to the current problems in Chinese education. In addition to the theory of education, it offers an interdisciplinary approach to educational policy and administration, including perspectives from history, evaluation and (big) data processing, modernization, planning-making, curriculum and teaching, element analysis etc. within or beyond the limits of education.
This book is a valuable resource for policy-makers and administrators as well as teachers and students majoring in education or related fields. It is also beneficial to those interested in interdisciplinary approaches to educational theory studies and regional studies in education, and practitioners in schools and higher education institutes as well as anyone wanting insights into Chinese education from the perspective of regional studies.
Author(s): Guihua Liu, Xiaofei Wang
Series: Research in Chinese Education
Publisher: Springer Singapore
Year: 2020
Language: English
Pages: 320
City: Singapore
Preface
Introduction
Contents
1 Comprehensive Reform of Regional Education: Origin and Theory
1.1 Define the Terms: Region, Regional Education and Comprehensive Reform of Regional Education
1.1.1 Region: A Relative Spatial Scope
1.1.2 Regional Education: The Intermediate Education Between Macro- and Micro-education
1.1.3 Comprehensive Reform of Regional Education: A Systematic Change in Public Domain
1.1.4 The Primary Models of Regional Education Reform
1.2 The Past and Current Situation of the Regional Education Reform
1.2.1 The Diachronic Distribution of Regional Education Reform
1.2.2 The Spatial Distribution of Regional Education Reform
1.3 Agglomeration, Floating and Innovation Theory of Regional Education
1.3.1 Agglomeration–Succession Theory
1.3.2 Community Succession and Its Cultural Application
1.3.3 Agglomeration–Floating Theory
1.3.4 Agglomeration and Innovation
2 The Measurement of Carrying Capacity of Regional Education
2.1 The Ecological Capacity of Regional Education and the Reasons for Reform
2.1.1 What Is the Ecological Capacity of Regional Education?
2.1.2 The Imbalance of the Carrying Capacity of Regional Education
2.2 The Positivist Analysis of the Carrying Capacity of Regional Education
2.2.1 The Construction of the Index System
2.2.2 The Positivist Research Method
2.3 The Carrying Capacity of Regional Education: Practical Examples of the Index System
2.3.1 Research Findings
3 The Factors That Influence Comprehensive Reform of Regional Education
3.1 The Sensitive and Insensitive Factors in Comprehensive Reform of Regional Education
3.1.1 The Factors that Influence Comprehensive Reform of Regional Education
3.1.2 The Sensitive and Insensitive Factors in Comprehensive Reform of Regional Education
3.2 The Measurement of the Sensitive and Insensitive Factors of Comprehensive Reform of Regional Education
3.2.1 What Is Gray System Theory?
3.2.2 The Feasibility of Gray System Theory Application
3.2.3 How to Apply Gray System Theory to Education Reform
3.3 The Model Construction of the Sensitive and Insensitive Factors in Comprehensive Reform of Regional Education
3.3.1 The Gray Correlation Model of Comprehensive Reform of Regional Education
3.3.2 The Positivist Analysis of the Sensitive and Insensitive Factors in Comprehensive Reform of Regional Education
4 Frame the Development Plan for Comprehensive Reform of Regional Education
4.1 Frame the Plan
4.1.1 Establishing the Planning Organization
4.1.2 Clarifying the Basis of the Planning
4.1.3 Framing the Strategic Framework of the Development Plan
4.1.4 Optimizing the Strategic Framework
4.2 The Text of the Reform Plan
4.2.1 The Basic Structure of the Text
Appendix: The Key Projects of Nanshan Education in the Twelfth Five-Year Plan
The Requirement of the Expression of the Reform Plan Text
The Explanation of Drafting the Plan
5 Search for the Sensitive Factors of Comprehensive Reform of Regional Education
5.1 The Sensitive Factors: The Key Fields that Affect the Regional Development
5.1.1 The Evolution of Political Structure and the Evolution of the Functions of Regional Education
5.1.2 Economic Development, Population and the Evolution of the Functions of Regional Education
5.1.3 The Current Situation of Regional Education Reform and the Formation of the Principal Function Areas
5.2 Regional “Niche”: The Final Distribution Areas of Educational Reform
5.2.1 What Is Ecological Niche?
5.2.2 The Proposition of the “Genetic Transformation” of Education Has a Solid Base
5.3 On Reform Methods: Environmental Measurement and the Choices of Key Indicators
5.3.1 Measurements: Reform Environment and Carrying Capacity Measurement
5.3.2 The Selection and Practice Patterns of the Key Elements in Comprehensive Reforms
6 The Modernization of Regional Education Governance
6.1 Define the Term Regional Education Governance
6.1.1 Regional Education Governance
6.1.2 Regional Education Governance and Regional Education Administration
6.1.3 The Modernization of Regional Education Governance
6.2 The Necessity to Advance the Modernization of Regional Education Governance
6.2.1 Adapt to the Needs of China’s Social and Economic Development
6.2.2 Implementing the Requirements of National Educational Development Strategy
6.2.3 Meet the Educational Demands of Different Interest Groups
6.3 The Means of Promoting the Modernization of Regional Education Governance
6.3.1 Clarify the Goal of Regional Education Governance
6.3.2 Strengthen the Coordination of the Major Actors Involved in Regional Education
6.3.3 Innovate the System of Regional Education Governance
7 Building Distinctive School Clusters of the Region
7.1 The Elements and Features of Distinctive School Clusters of the Region
7.1.1 The Basic Elements of Distinctive School Clusters
7.1.2 The Typical Features of the Regional School Clusters
7.2 The Proposals and Procedures of Building the Distinctive School Clusters in the Regions
7.2.1 Regional Orientation: Working Together to Constructing an Ecological System of the Distinctive Development
7.2.2 School Orientation: Construct the Pedigree of the Region’s Distinctive School Clusters in the Diversified School-Running Process
7.2.3 The Holistic Symbiosis: Construct the Region’s Distinctive School Cluster in the Comprehensive Interactive Development
7.3 The Guaranteeing Mechanism of the Region’s Distinctive School Cluster
7.3.1 Establish the Cultivating Mechanism of the Distinctive Schools and Promote the Diversified Development of the Schools Within the Region
7.3.2 Establish the Joint Mechanism of the Regional Distinctive School Cluster and Form a Good Ecology of Comprehensive Reform of Regional Education
7.3.3 Create the Inclusive Development Mechanism of the Regional Distinctive Features and Enhance the Quality of the Distinctive School Cluster
8 The Effective Guarantee of Comprehensive Reform of Regional Education
8.1 Advance Comprehensive Reform of Regional Education Through Institutional Innovation
8.1.1 Transform the Role of the Government in the Management of Educational Affairs
8.1.2 Establish Collaborative Innovation Mechanisms to Advance Comprehensive Reform of Regional Education
8.1.3 Perfect the Inspection Evaluation System of Comprehensive Reform of Regional Education
8.2 Information-Driven Comprehensive Reform of Regional Education
8.2.1 The Revolutionary Impact of Information Technology on Education Reform and Development
8.2.2 Comprehensive Reform of Regional Education Needs Information Technology to Push It Further
8.2.3 Speed Up the Wide Use of Information Technology to Promote the Pathways of Comprehensive Reform of Regional Education
8.3 Increase the Investment to Provide Material Guarantee for Comprehensive Reform of Regional Education
8.3.1 The Measurement and Calculation of the Expenditure in Comprehensive Reform of Regional Education
8.3.2 Strengthen the Overall Coordination of Expenditure on Education
8.3.3 Reinforce the Effective Oversight of the Expenditure on Education
Afterward
Appendix
References
