Constructing a Future Development Model for China’s Basic Education

Preface
Contents
1 Introduction
1.1 Research Background
1.2 Research Ideas and Design
1.2.1 Research Objectives
1.2.2 Main Issues of Research
1.2.3 Theoretical Framework
1.3 Research Process and Methods
1.3.1 Phases of Research
1.3.2 Research Methods
1.3.2.1 Methodological Considerations
1.3.2.2 Research Samples
1.3.2.3 Technical Route of Research (See Fig. 1.4)
1.3.2.4 Main Research Methods
1.4 Research Conclusions and Their Symbolic Achievements
Reference
2 The Future Development of China’s Basic Education in the Period of Great Strategic Opportunities and the Formation of New Features
2.1 The Demands for Education from the Era, Society, Politics and Ideological Change
2.1.1 The Background of Globalization
2.1.2 Economic Transformation and Transformation of Production Modes
2.1.3 Social Transformation and the Development of People’s Livelihood
2.1.4 Deep Readjustment of the International Economic Structure
2.2 The Connotations and Characteristics of China’s Basic Education in an Important Period of Strategic Opportunities for the Reform and Development
2.2.1 The Objectives of China’s Basic Education in an Important Period of Strategic Opportunities
2.2.2 The Connotations and Characteristics of  Basic Education in an Important Period of Strategic Opportunities
2.3 The Problems in China’s Basic Education Reform and Development
2.3.1 Realistic Contradictions Existing in the Differences Between the Rich and the Poor, Between the Regions and Between Urban and Rural Areas
2.3.2 Educational Problems in the Development of New Towns
2.3.3 Complex Cultural Ecological Environment
2.3.4 The Dilemma of Transitions in China’s Basic Education System
2.4 Research on China’s Issues and the Formation of New Characteristics of the Future Development of Basic Education
2.4.1 The Impact of Globalization on the Future Development of Basic Education in China
2.4.2 The Influences of Informatization on the Future Development of Basic Education in China
2.4.3 The Impact of Industrialization, Marketization and Urbanization on the Future Development of Basic Education in China
References
3 Constructing the Theoretical Model of the Future Development of China’s Basic Education in the Period of Great Strategic Opportunities
3.1 “Three-Power Model” for the Future Development of Basic Education and Its Functions
3.1.1 Functions of “Three-Power Model” for the Future Development of Basic Education
3.1.1.1 The New Normal State of China’s Basic Education Reform and Development in the New Period
3.1.1.2 Definition of Core Concepts and Research Areas
3.1.1.3 Pursuing the Goals of Subject Functional Regions of Basic Education
3.2 Analysis of the Factors of the “Three-Power Model” of Future Development for Basic Education
3.2.1 Factor One: The Decision-Making Power in Regional Promotion of Basic Education
3.2.1.1 Decision-making power at the conceptual level
3.2.1.2 Decision-making power at the practice level
3.2.2 Factor Two: The Leadership Power in High-Quality Development of Schools
3.2.2.1 The meaning and structure of leadership
3.2.2.2 How to promote leadership power in school reforms?
3.2.2.3 How to judge the level of leadership power?
3.2.3 Factor Three: The Learning Power of Students to Develop Independently
3.2.3.1 Definition of Learning Power
3.2.3.2 Analysis of the Dimensions of Learning Power
3.2.3.3 Interpretation of the Three Levels and Six Dimensions of Learning Power
3.2.3.4 Basic Propositions of Learning Power
3.3 Research on the Operation Mechanisms of “Three-Power Model” of Basic Education
3.3.1 Basic Mechanisms for the Reform and Development of Basic Education in China
3.3.2 Analysis of the Main Factors Driving the Reform and Regional Development of Basic Education
3.3.3 Analysis of the Objectives, Paths and Strategies for the Implementation of the “Three-Power Model”
3.4 The Strategic Significance of Constructing the Theoretical Model of the Future Development of Basic Education in China
3.4.1 Basic Characteristics of “Three-Power Model”
3.4.2 A Review of the Construction of the “Three-Power Model” for the Development of Basic Education in China
3.4.3 The Strategic Significance of the Construction of “Three-Power Model” for the Future Development of Basic Education
References
4 Decision-Making Power and Top-Level Design of Regional Promotion of Basic Education
4.1 Key Points of Strategic Planning for Regional Development of Basic Education
4.1.1 Functional Orientation of Regional Development of Basic Education: Two Dimensions
4.1.2 The Internal Structure of Regional Basic Education System: Constructing Different Models and Operating Mechanisms Based on the Six Elements of Education System
4.1.3 The Definition of the Problem Domain of Regional Top-Level Design in Basic Education
4.2 Basic Types and Models of Regional Development of Basic Education: Clustering and Characteristics
4.2.1 The City-Level Coordination and Integration Model Based on the Transition of Urban Functions of Beijing
4.2.1.1 A Historical Review of the Development of Basic Education in Beijing and an Analysis of the Main Factors that Restrict and Influence It
4.2.1.2 Strategic Measures for the Construction of Main Functional Areas in Beijing and the Regional Development of Basic Education
4.2.1.3 Construction of Regional Promotion Model of Integrated and Multi-Dimensional Basic Education at Municipal Level Based on the Transition of Urban Functional Orientation
4.2.1.4 The Transformation Faced by the Construction of the Main Functional Areas of Basic Education in the Capital
4.2.2 Regional Strategic Planning and Practical Exploration of Basic Education in Shaoxing City
4.2.2.1 The Transformation of Shaoxing’s Urban Development Orientation from “Agglomeration Area” to “Functional Area”
4.2.2.2 The Pattern of Educational Development and the Construction of Functional Areas in Shaoxing City
4.2.3 Research on High-Level and Balanced Development of Regional Basic Education Under the Background of Urbanization in Erqi District of Zhengzhou City
4.2.3.1 Regional Characteristics of Erqi District of Zhengzhou City
4.2.3.2 Challenges to Educational Reform and Development in Erqi District of Zhengzhou City
4.2.3.3 Construction of the Main Functional Zone of “Two Horizontal and Two Vertical Zones and Three Zones” in Erqi District of Zhengzhou City
4.2.3.4 Thoughts and Measures on Regional Promotion of Basic Education in Erqi District
4.2.4 Contemporary Form and Development Model of Regional Main Functional Areas in Lixian County Aba Tibetan and Qiang Autonomous Prefecture, Sichuan Province
4.2.4.1 Geographical Characteristics of Lixian County
4.2.4.2 Functional Orientation of Regional Development in Lixian County
4.2.4.3 Analysis of the Current Situation of Education Development in Lixian County
4.2.4.4 The Existence Form of Regional Main Functional Areas of Basic Education in Lixian County
4.3 Analysis of the Main Factors Affecting the Regional Strategic Decision-Making of Basic Education
4.3.1 Studying the Orientation of Regional Functions and Grasp the Basic Requirements of Regional Strategic Decision-Making
4.3.2 Educational Development Needs of Different Population Groups Caused by Population Structure and Social Stratification
4.3.3 Historical Inheritance of Regional Culture
4.3.4 Government System and Policy Making
References
5 School Leadership and Individualized Development of Schools
5.1 The Connotation, Elements and Value Significance of School Leadership
5.1.1 Severe Challenges Faced by Principals in the Period of Social Transition and Change
5.1.2 Analysis of the Connotation and Elements of School Leadership
5.1.3 The Value and Significance of School Leadership
5.2 The Thoughts and Forms of Top-Level Curriculum Design in Schools
5.2.1 Three Foundations of Research
5.2.1.1 Analysis of the Connotation of the Concept of Curriculum Leadership
5.2.1.2 Five Basic Judgments on Sticking to and Deepening School Curriculum Reform
5.2.1.3 Main characteristics of principals’ curriculum leadership
5.2.2 Thoughts and Principles of Top-Level Design of School Curriculum Structure System
5.2.2.1 The Connotation and Research Significance of Curriculum Design
5.2.2.2 Standards and Characteristics of Structural Design of High-Quality Courses
5.2.2.3 Basic Principles of Top-Level Curriculum Design in Schools
5.2.2.4 Main Contents and Core Elements of Top-Level Curriculum Design in Schools
5.2.3 The Development Stage of the Research on the Construction of School Curriculum System
5.2.3.1 In the First Stage, the Research on the Segment Curriculum Structure will be Carried Out.
5.2.3.2 In the Second Stage, a Hierarchical, Comprehensive and Individualized Three-Dimensional Curriculum Structure is Studied
5.2.3.3 In the Third Stage, Research on the Construction of Hierarchical, Three-Dimensional and Multi-Dimensional Curriculum Structure System
5.2.4 Key Elements in the Construction of School Curriculum System
5.2.4.1 At the Conceptual Level, we Should Really Establish the Value Orientation of the School Based on Students’ Development
5.2.4.2 Deep Understanding and Grasping the Four Focuses of Practical Operation
5.3 Practical Exploration of Top-Level Curriculum Design in Primary and Secondary Schools in China
5.3.1 Promoting the Formation of Different Types of Curriculum Reform in Three Different Regions
5.3.2 Forming the Basic Pattern of Multi-form Course Structure
5.3.3 Curriculum Reform and the Growth of the New-Type School Teachers
5.4 A New Perspective of School Curriculum Construction Based on the Future
5.4.1 Systematic Construction of Course Selection System, Class Walking System and Credit System
5.4.2 Building a Platform for Students to Learn to Make Their Own Choices, Take Responsibility for Themselves and Take the Initiative to Develop
5.4.3 Construction of Modern School Education System Based on Information Environment
5.4.4 Top-Level Design Methodology of School Curriculum
References
6 Learning Power and Teaching Reform of Basic Education
6.1 Learning Power and Its Highlights
6.1.1 Learning Power: A New Field of Research
6.1.1.1 Three Research Perspectives on Learning Power
6.1.1.2 The Research Objectives and Problems of Learning Power
6.1.2 Rational Thoughts on the Four Basic Questions of the Construction of Learning Power
6.1.2.1 The Essential Connotation of Learning Power
6.1.2.2 Basic Elements and Structure of Learning Power
6.1.2.3 The Attribute Characteristics and Development Mechanism of Learning Power
6.1.2.4 Learning Power and Reorientation of Modern Educational View
6.2 Dimensions and Model Construction of the Learning Power of Subjects
6.2.1 The Main Basis for Constructing Learning Power Model of Subjects: Taking the Physics as an Example
6.2.2 Analysis of the Dimensions of Learning Power Model of Subjects: Taking Chinese as an Example
6.2.3 Constructing Learning Power Models of Different Subjects
6.3 Practical Exploration of School Teaching Reform Based on Learning Power
6.3.1 Discipline Curriculum System Based on Learning Power and Its Hierarchical Structure
6.3.1.1 Orientation of Subject Course Objectives Based on Learning Power
6.3.1.2 Construction of Subject Curriculum System and Its Hierarchical Structure
6.3.2 Adjustment and Reorganization of the Knowledge Module of Courses
6.3.2.1 Reform of Teaching Content Has Become a Focus and Hotspot
6.3.2.2 Two Practical Thoughts on the Adjustment and Reorganization of the Knowledge Module of Courses
6.3.2.3 The Value Selection of Teaching Content of Courses
6.3.3 Design of Course Teaching Activities
6.3.3.1 Practice and Activities Are Important Factors in Improving Students’ Learning Power
6.3.3.2 Activities Have Dual Value and Developmental Value in the Design and Implementation of Activities
6.3.3.3 Design Different Types of Teaching Activities Based on the Reality of the Subject
6.4 Deep Reform of Classroom Teaching Based on Learning Power
6.4.1 With the Theme of “Innovation and Development”, The Goal Is to Construct High-Quality Education
6.4.1.1 Finding Out What to Change
6.4.1.2 The Direction of Classroom Teaching Reform Based on Learning Power
6.4.1.3 To Define the New Roles of Principals and Teachers
6.4.2 Reconstruction of the Elements of Classroom Teaching Structure and Its Research System
6.4.2.1 Elements of Classroom Structure Centered on Students’ Learning and Development
6.4.2.2 Creation of Various Forms of Classroom Teaching Practice
6.4.3 The Fundamental Changes of the Concept of Subject Teaching
6.4.3.1 Entering the Deep Depth of Students’ Emotions and Thoughts
6.4.3.2 Touching upon the Essence of Discipline and the Core of Knowledge
6.4.3.3 Promoting Students’ Independent Discovery and True Understanding
References
7 Conclusion