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Journal articles on the topic 'Education China'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Tleuzhanova, G. K., A. B. Mekezhanova, and E. A. Uteubaeva. "Peculiarities of the education system in China." Bulletin of the Karaganda University. Pedagogy series 107, no. 3 (September 29, 2022): 63–67. http://dx.doi.org/10.31489/2022ped3/63-67.

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Modern processes of internationalization of education create the need to study and analyze the features of education systems in different states. The high position of Chinese education, close proximity and cooperation with the PRC prompted us to consider the specific features of the Chinese education system. The Chinese education system, along with the world’s leading educational trends, is also characterized by traditional cultural and spiritual guidelines. The need to reform the Chinese education system is dictated by the fact that the country is experiencing rapid economic growth and, therefore, needs highly qualified specialists, that is, highquality and affordable education. The status and value of education among all segments of the population is rising. In addition to the education of children, educational institutions are also engaged in extensive educational work. In general, having adopted the system of Soviet pedagogy, since 1978, the PRC has been going through certain stages of reforming the education system, ranging from restoring the school education system and raising the status of a teacher to improving the quality and accessibility of education for ordinary people. In the article, we have reviewed the modern system of Chinese education, consisting of preschool education, school education and higher education. The study of the system and modern trends of Chinese education, as well as the education systems of other countries, makes it possible to enrich the educational system of the Republic of Kazakhstan, adopting the strengths and successful pedagogical experience.

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Fengzhen, Yang. "Education in China." Educational Philosophy and Theory 34, no. 2 (January 2002): 135–44. http://dx.doi.org/10.1111/j.1469-5812.2002.tb00292.x.

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3

Eminson, Sophie. "Humane education, China." Children and Young People Now 2018, no. 3 (March 2, 2018): 48–49. http://dx.doi.org/10.12968/cypn.2018.3.48.

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4

Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 49–71. http://dx.doi.org/10.4018/javet.2010100904.

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This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti’s (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.

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5

Shen, Wenrui. "Education Equality in China: Economic, Geographical, Gender and Education Policies." Lecture Notes in Education Psychology and Public Media 17, no. 1 (October 26, 2023): 162–71. http://dx.doi.org/10.54254/2753-7048/17/20231237.

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As one of the largest developing countries in the world, education in China has made great achievements over the past decades and has contributed greatly to Chinas scientific and technological development, economic development and poverty reduction and social prosperity. However, it is inevitable that many problems have arisen in the development of education. Many studies have been done on this subject by Chinese scholars and many international scholars. Among the studies on the subject, equality in education is a major concern for many scholars. Based on existing international research, this paper discusses equality in education through the issues of economics, geography, gender and education policy. In this paper, it is found that economy and geography greatly influence educational equality, with regional economic development being positively associated with educational equality. Gender, although also influencing educational inequality to some extent, is not significant. Some of the policies that have been developed to promote equality in education have been less than satisfactory. Through the analysis and discussion of these issues, future research and development directions are proposed to further promote educational equality and enable the further development of education in China.

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6

Gao, Ke, Yifan Wang, and Pengqiu Zheng. "Over-Education in China." Chinese Studies 06, no. 01 (2017): 37–43. http://dx.doi.org/10.4236/chnstd.2017.61005.

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7

Murphy, Peter J., and Ralph W. Roberts. "Forestry Education in China." Forestry Chronicle 64, no. 6 (December 1, 1988): 469–74. http://dx.doi.org/10.5558/tfc64469-6.

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The administration of forestry activities in the People's Republic of China is centrally controlled through the Ministry of Forestry. Forestry education is planned and carried out as an adjunct to the national plan for forestry to meet specific human resource needs. Their educational delivery system is analogous to that in Canada with programs offered at vocational, technical, and bachelors degree levels, and graduate studies for both Masters and Ph.D. degrees at selected universities and colleges. However, recruitment of students, assignment to specialties, and placement of graduates offer interesting contrasts.

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8

Mohamed Aly Elnopy. "Special Education in China." International Journal of Science and Rehabilitation in Special Needs, no. 3 P1 (January 2018): 50–55. http://dx.doi.org/10.12816/0052715.

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9

Brahmstedt, Howard, and Patricia Brahmstedt. "Music Education in China." Music Educators Journal 83, no. 6 (May 1997): 28–52. http://dx.doi.org/10.2307/3399021.

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10

Elman, Benjamin A., John W. Chaffee, and Wm Theodore de Bary. "Education in Sung China." Journal of the American Oriental Society 111, no. 1 (January 1991): 83. http://dx.doi.org/10.2307/603750.

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11

Li, Xiaobin. "Distance Education in China." International Journal of Information and Communication Technology Education 9, no. 2 (April 2013): 12–23. http://dx.doi.org/10.4018/jicte.2013040102.

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Chinese education has a long history, and the Chinese higher education system is the largest in the world, but distance higher education in China started later than it did in developed countries. This article provides an overview of the recent distance higher education development in China. Specifically, the article discusses the positive impact distance higher education has had and the difficulties that have to be dealt with. The potential for further developing distance education is considered. In addition, challenges are discussed, and recommendations are made to improve distance education.

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12

Murphy, Michael J. "Ethics Education in China." Teaching Ethics 16, no. 2 (2016): 233–41. http://dx.doi.org/10.5840/tej2016112835.

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13

Li, D., J. Gong, and P. Yue. "Geoinformatics Education in China." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6 (April 23, 2014): 49–54. http://dx.doi.org/10.5194/isprsarchives-xl-6-49-2014.

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The paper will give an overview of the current status of education in Geoinformatics in China. First, the paper will provide a general review of the scientific and technological development of Geoinformatics in China. It then presents how the development affects the education and training in China. In the paper, universities and institutes in China that can award academic degrees related to Geoinformatics will be summarized. Next, the paper will report the work having been done by the expert group on Surveying and Mapping, including the revision of discipline catalogue and guide for graduate education and requirements. A list of typical curriculain Geoinformatics education is suggested. Finally, activities on promoting the graduate student exchange platform will be presented.

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14

Limerick, David, Jeremy Davis, and Peter Fitzroy. "Management Education in China." Journal of Management Development 4, no. 3 (March 1985): 3–14. http://dx.doi.org/10.1108/eb051583.

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15

Shi-Bo, Jing, and Zhou Nan-Zhao. "Comparative Education in China." Comparative Education Review 29, no. 2 (May 1985): 240–50. http://dx.doi.org/10.1086/446510.

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16

Siu, Wai-sum. "Marketing Education in China:." Journal of Teaching in International Business 5, no. 4 (December 13, 1994): 35–50. http://dx.doi.org/10.1300/j066v05n04_03.

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17

Yewchuk, Carolyn R. "Gifted education in china." Roeper Review 14, no. 4 (May 1992): 185–88. http://dx.doi.org/10.1080/02783199209553424.

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18

Liu, Tiantian, Keith Walley, Geoff Pugh, and Paul Adkins. "Entrepreneurship education in China." Journal of Entrepreneurship in Emerging Economies 12, no. 2 (January 2, 2020): 305–26. http://dx.doi.org/10.1108/jeee-01-2019-0006.

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Purpose The purpose of this study is to generate insight into the effects of entrepreneurship education in China by conducting a preliminary scoping study of the enterprising tendency of university students studying business. Design/methodology/approach This study used a self-administered questionnaire based on the General Measure of Enterprising Tendency v2 (GET2) test to measure the enterprising tendency of a group of Chinese university students. Decision trees, using the Chi-square automatic interaction detector (CHAID) approach, and multiple regression analyses were used to investigate the enterprising tendency of respondents. Findings The findings from this study indicate that the students have an overall medium level of enterprising tendency and strengths in some enterprising characteristics. The findings reveal that gender, family business, hometown and entrepreneurship education are significantly related to enterprising tendency but that age, household income, parents’ education and occupation are not. Research limitations/implications Although the study is based on a relatively small sample taken from just one university in Beijing, the findings suggest that the enterprising tendency of students can be encouraged by entrepreneurship education. Combined with evidence that entrepreneurship education is at a relatively early stage of development in China, this finding suggests considerable scope to increase student’s enterprising tendency by extending, creating a more favourable environment for and improving the methods used to deliver entrepreneurship education. Enterprising tendency can be argued to naturally result in entrepreneurial intention; however, this extension is beyond the scope of this study, which is restricted to the analysis of enterprising tendency. Originality/value This study makes an original contribution to knowledge as it is one of the first studies to explore enterprising tendency among university students in China. It has value for government, policymakers and university program designers in that it provides direction for entrepreneurship education in China.

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19

Li, Jun, Yuli Zhang, and Harry Matlay. "Entrepreneurship education in China." Education + Training 45, no. 8/9 (December 2003): 495–505. http://dx.doi.org/10.1108/00400910310508883.

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20

He, Zhenhua, Junxing Cao, and Shengbiao Lin. "Geophysical education in China." Leading Edge 17, no. 5 (May 1998): 661–63. http://dx.doi.org/10.1190/1.1438029.

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21

Zhang, X. H. "Continuing education in China." Industry and Higher Education 2, no. 2 (June 1988): 98–100. http://dx.doi.org/10.1177/095042228800200207.

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Continuing education for engineers and technicians (CEE) witnessed some growth during the rapid industrial progress of the 1950s but then remained static in the long period of political turmoil. In recent years, the Chinese government has implemented a new approach to foreign policy and has concentrated its attention on economic development. CEE has developed vigorously and has become more popular than ever before. Eight CEE systems have been formed since 1980, training about one million engineers and technicians every year, and contributing a great deal to the modernization of China.

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22

Gao, Fuwen, and Weiwei Li. "Distance education in China." Industry and Higher Education 3, no. 2 (June 1989): 90–95. http://dx.doi.org/10.1177/095042228900300214.

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With the review underway of the development of satellite communications in China, this article introduces the great achievements in the development of TV education via satellite in China, to which Chinese universities have made important contributions. The contributions and the roles of universities are discussed specifically.

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23

ENGLISH, P. B., and G. R. CAO. "Veterinary education in China." Australian Veterinary Journal 64, no. 6 (June 1987): 180–83. http://dx.doi.org/10.1111/j.1751-0813.1987.tb09678.x.

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24

Kunqing, Xie. "GIS Education in China." International Research in Geographical and Environmental Education 5, no. 3 (July 1996): 217–19. http://dx.doi.org/10.1080/10382046.1996.9965014.

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25

Zhao, Haiyun. "Economics education in China." International Journal of Pluralism and Economics Education 1, no. 4 (2010): 303. http://dx.doi.org/10.1504/ijpee.2010.037970.

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26

Zhang, Zhitian. "Gifted education in China." Cogent Education 4, no. 1 (January 1, 2017): 1364881. http://dx.doi.org/10.1080/2331186x.2017.1364881.

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27

Jin, W. J., and Z. Zhu. "Astrometric education in China." Proceedings of the International Astronomical Union 3, S248 (October 2007): 525–26. http://dx.doi.org/10.1017/s1743921308020048.

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AbstractWith measuring precision on the order of milli-arcseconds for ground-based survey facilities or even micro-arcseconds for space astrometric satellites, the importance of astrometric education continues to be important. The content of astrometric courses in China during the past fifteen years is reviewed and the current astrometric courses for undergraduate and graduate students at universities and observatories in China are presented. Finally the improvements of astrometric education in content and teaching methods are suggested.

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28

Yang, Hanlin, and HongBo Wang. "Special Education in China." Journal of Special Education 28, no. 1 (April 1994): 93–105. http://dx.doi.org/10.1177/002246699402800107.

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29

Kwok Wah Cheung. "Education in modern China." International Journal of Educational Development 15, no. 1 (January 1995): 97. http://dx.doi.org/10.1016/0738-0593(95)90025-x.

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30

Hengmin, Lei. "Worker education in China." Prospects 15, no. 3 (September 1985): 389–97. http://dx.doi.org/10.1007/bf02196641.

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31

Ming, Zheng Fu, and Douglas A. Abbott. "Preschool education in China." International Journal of Early Childhood 24, no. 2 (October 1992): 50–52. http://dx.doi.org/10.1007/bf03175506.

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32

Shen, Bai-Yong, and Qian Zhan. "Surgical Education in China." World Journal of Surgery 32, no. 10 (June 18, 2008): 2145–49. http://dx.doi.org/10.1007/s00268-008-9670-1.

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33

Li, Deren, Jianya Gong, and Peng Yue. "Geoinformatics education in China." Geo-spatial Information Science 17, no. 4 (October 2, 2014): 208–18. http://dx.doi.org/10.1080/10095020.2014.985282.

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34

Li, Li, and James R. Delisle. "Gifted Education in China." Gifted Education International 7, no. 1 (September 1990): 40–42. http://dx.doi.org/10.1177/026142949000700110.

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35

Wang, Min, and Lan-sheng Zhang. "Geographical education in China." GeoJournal 20, no. 1 (January 1990): 45–48. http://dx.doi.org/10.1007/bf02440046.

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36

Wang, Ye Elaine, Mengfei Liu, Long Jin, Matthew P. Lungren, Lars J. Grimm, Ziwei Zhang, and Charles M. Maxfield. "Radiology Education in China." Journal of the American College of Radiology 10, no. 3 (March 2013): 213–19. http://dx.doi.org/10.1016/j.jacr.2012.11.006.

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37

Lian, Ma. "Chemistry Education in China." Nachrichten aus der Chemie 53, no. 6 (June 2005): 622–27. http://dx.doi.org/10.1002/nadc.20050530606.

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38

Wang, Haiyong, Jing Ma, Yong Li, Chunhong He, Jiangbin Sun, Zhenzong Du, and Jianfei Song. "Building Medical Law Education for Medical Graduate in China." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (July 2016): 792–95. http://dx.doi.org/10.21276/sjahss.2016.4.7.7.

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39

Pang, Haishao, Meiling Cheng, Jing Yu, and Jingjing Wu. "Suzhi Education and General Education in China." ECNU Review of Education 3, no. 2 (March 27, 2020): 380–95. http://dx.doi.org/10.1177/2096531120913171.

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Purpose: Since the 1980s, suzhi has become a core word in contemporary China. Suzhi education as an education philosophy full of Chinese characteristics has been well known in China for generations. Particularly since 1995, culture-oriented quality education as an anchor and starting point of suzhi education implementation in universities, which integrates with general education and liberal education from Western concepts, triggered great changes in Chinese universities. This article aims to review the concepts of suzhi education, general education, and their practice in China. Design/Approach/Methods: This study is based on historical developments of suzhi education and general education, research literature, and some typical practice cases. Findings: The analysis finds that suzhi education and general education have consistent goals. Their connotations in China can be understood in three aspects: philosophy, education content, and cultivation mode. They caused three great practices in universities, including general education courses, extracurricular suzhi education activities, and reforms on talent cultivation modes. Originality/Value: This article clarifies the localized understanding of suzhi education and general education in three aspects and outlines the overall reforms around suzhi education and general education in Chinese higher education.

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40

Zhang, Ziye. "Comparing the Secondary Education in UK with the High School Education in China." Lecture Notes in Education Psychology and Public Media 18, no. 1 (October 26, 2023): 132–38. http://dx.doi.org/10.54254/2753-7048/18/20231305.

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In modern society, education belongs to a highly developed stage, and Chinas education is also constantly developing and improving. High school education in China has always been a focus of social concern, and so far, exam-oriented education still dominates high school education. Compared with the secondary education in the UK, there are significant differences in the types of high school education in China, as well as in the educational models and historical backgrounds of development. In China, high school education has developed over a comparatively short span of time, and through comparison, it was found that there are some problems in current high school education. In order to change the current situation of high school education in China, the Chinese government has proposed the concept of quality education and the dual reduction policy, which requires continuous efforts to ultimately be implemented. Teachers need to change teaching methods, improve teaching concepts, promote and help students increase confidence, enhance cooperation and innovation abilities. Students should also make independent changes, diverge their thinking, use dialectical methods to see problems, and think about multiple aspects of the problem, in order to improve their logical thinking ability and innovative cooperation ability, and maintain a positive attitude towards learning.

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41

Mardonov, Ravshan. "Eastern Philosophy Of Education And Educational Policy: Features And Priorities." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

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42

Xiong, Yixuan. "Analysis of Educational Inequality in China." Lecture Notes in Education Psychology and Public Media 18, no. 1 (October 26, 2023): 139–46. http://dx.doi.org/10.54254/2753-7048/18/20231306.

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Economic development should be based on talents. Education is the foundation of a countrys centennial plan. The quality of education development is related to the destiny of a countrys development. At present, the problem of educational inequality in China is obvious, and the talents cultivated under the educational management system can no longer meet the needs of Chinas social development. In order to promote the balanced development of education from the perspectives of the government, families, individuals, and schools, the paper proposes appropriate solutions and analyses the current situation of educational inequality in China and the factors that cause it from various angles. The paper also takes educational inequality in China as its research theme. The conclusions of this study have reference value for solving educational inequality, providing reference for government decision-making, further promoting the improvement of Chinas education system and promoting education equality in urban and rural areas, regions and gender.

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43

Zhang, Kexin. "Analyzing the Development of Vocational Education in China -- Using Dual VET System as an Exemplar." Lecture Notes in Education Psychology and Public Media 28, no. 1 (December 7, 2023): 297–302. http://dx.doi.org/10.54254/2753-7048/28/20231366.

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The emphasis on technical and vocational education has become a pivotal focus in addressing the unemployment rate globally. China employs a similar strategy as evident in On The Decision of Developing Technical and Vocational Education in China issued by the State Council of the Peoples Republic of China in 2005. This paper examines Chinas development of technical and vocational education, especially in light of comparison to more advanced models. By analyzing Chinas vocational education against the Dual VET system, this paper summarized three main points that China could improve on, namely policy implementation, career development, and social status. This paper concludes that the advancement of technical and vocational education is a multi-dimensional effort that requires all economic players to invest. Particularly, the responsibility falls on policymakers to make policies that will guide society to put down prejudice and young adults to see the potential in pursuing technical and vocational education.

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44

Chan, Ko Ling, and Cecilia L. W. Chan. "Chinese culture, social work education and research." International Social Work 48, no. 4 (July 2005): 381–89. http://dx.doi.org/10.1177/0020872805053461.

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English In the development of indigenous social work knowledge in China, the power relationship between teacher and student can act as a barrier to the development of scientific knowledge and practice research. Social work education and practice research in Chinese societies should focus on the empowerment of social work students, methodological pluralism and the development of a culturally specific practice research model. French Dans le développement des connaissances en travail social indigène en Chine, le rapport de pouvoir entre professeur et étudiant peut agir en tant que barrière au développement de la connaissance scientifique et de la recherche en matière de la pratique. La formation et la recherche en travail social dans les sociétés chinoises devraient se concentrer sur l'empowerment des étudiants, la pluralité des méthodologies et le développement d'un modèle de recherche en matière de la pratique qui sera spécifique à la culture chinoise. Spanish En el desarrollo del saber indígena del trabajo social en la China, la relación de poder entre profesor y estudiante puede actuar como impedimento al desarrollo de la ciencia y de la práctica. La educación de trabajadores sociales y la práctica de investigación en las sociedades chinas deben ceñirse a conferir poder a los estudiantes, a promover el pluralismo metodológico, y a desarrollar un modelo de investigación culturalmente específico.

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45

Yang, Yi. "The Influence of Chinese Basic Educational Tracking on Its Vocational Education: A Comparative Study of Educational Tracking in China and Germany." Lecture Notes in Education Psychology and Public Media 17, no. 1 (October 26, 2023): 12–16. http://dx.doi.org/10.54254/2753-7048/17/20231204.

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A majority of current comparative studies on vocational education in China and Germany emphasize Chinas reference to the dual education system of Germany, but pay less attention to the impact of the two countries educational tracking (or streaming) on their own development of vocational education. This study adopts the literature research method to explore the impact of basic educational tracking on Chinas vocational education system by comparing the differences between China and Germany in basic educational tracking. It is found that Chinas basic education tracking has, to some extent, hindered the progress of vocational education due to its disadvantages such as insufficient preparation, late tracking time, and an unbalanced distribution ratio.

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46

Zhou, Yilin, Hongbo Li, and Fakhar Shahzad. "Does College Education Promote Entrepreneurship Education in China?" SAGE Open 11, no. 3 (July 2021): 215824402110316. http://dx.doi.org/10.1177/21582440211031616.

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The Higher Education Expansion (HEE) policy implemented by the Chinese government in 1999 provides an exceptional opportunity to study the impact of university and college education (graduates) on entrepreneurship in China using an econometric approach. The study applied secondary data from the National Bureau of Statistics of China (NBS) to examine the role of entrepreneurship education on Chinese entrepreneurship intentions from 2005 to 2019. The study used fully modified ordinary least squares (FMOLS) and ordinary least squares (OLS) to estimate the long-run association between the variables. The study further accounts for endogeneity using two-stage least squares (2SLS). The findings show that graduates (undergraduates, master’s, and postgraduates) positively influence entrepreneurship education. This means that people who have passed through the higher education system are likely to have taken a program or programs in entrepreneurship that motivate them to create new business. The acquisition of knowledge and skills about entrepreneurship seems to rise with graduates. Moreover, entrepreneurship education increases entrepreneurship intentions in China. However, human capital decreases entrepreneurship intentions. The government should leverage further the policy benefits and promote the passion of entrepreneurship education within colleges and universities.

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47

Zhiwei, Liu, and Ching May Bo. "China." Academe 85, no. 4 (1999): 25. http://dx.doi.org/10.2307/40251396.

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48

Zhang, Jie. "Mobile learning in China from 2008 to 2018." Asia Proceedings of Social Sciences 1, no. 2 (November 14, 2018): 29–32. http://dx.doi.org/10.31580/apss.v1i2.332.

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This study indicated the current trend of mobile learning development in China by reviewing literature published in China from 2008 to 2018. Factors like issues, status, challenges, subject domains, studentsâ€™ behaviour, teacherâ€™s readiness and teachersâ€™ professional development are considered in the analysis for the review. Major findings imply that the study of mobile learning in China shows a rising tendecy in the last decade. Technological education is in urgent need to adopt mobile learning to meet the requirement of digital education in Chinaâ€™s higher education system. Integration with technology has made progress in terms of teaching strategy, pedagogical practice and teaching model, but teachers need to improve professional development to gain a better effect in teaching digital age. The result implies for further study to improve mobile learning in Chinaâ€™s higher education system.

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49

Shu, Fan Chu. "Information Science Education in China." Journal of Education for Library and Information Science 25, no. 3 (1985): 226. http://dx.doi.org/10.2307/40323112.

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50

Fang, Buke Francis. "Catholic Seminary Education in China." Forum Pedagogiczne 4, no. 1 (November 13, 2016): 229–41. http://dx.doi.org/10.21697/fp.2014.1.14.

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This paper will give an introduction to Catholic seminary education in China. After briefly narrating the political and social changes in modern Chinese history, seminary education will be discussed. Our discussion will focus on restoration, development and decline of Catholic seminaries in China from1982 to the present. Shanghai Sheshan Seminary will be particularly introduced as an example.

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