UDC 37.01
Zhang Shuyao
EI «Yanka Kupala State University of Grodno»
Scientific supervisor – N. S. Shershenevich, associate professor of
the Department of tourism and cultural heritage, Yanka Kupala State University of Grodno
THOUGHTS AND PROSPECTS ON THE DEVELOPMENT OF MODERN EDUCATION IN CHINA
Abstract: The only way for China to move from a big education country to a strong one is education modernization. At present, China puts education first and provides a better education for the people. Facing the future, China’s education modernization is facing many challenges and opportunities. This article discusses the development of China’s educational modernization and the value pursuit of China’s educational modernization. The article finally analyzes the problems faced by China’s educational modernization.
Keywords: China, education modernization, development process.
Introduction. The realization of educational modernization in 2035 is China’s first medium and long-term strategic plan with the theme of educational modernization. It is a programmatic document that promotes the modernization of education and aims to build a strong educational nation in the new era. It pays attention to morality, emphasizes the all-round development of people, and popularizes the participation of all people in lifelong learning. Similarly, it teaches students to unify knowledge and practice, pay more attention to comprehensive development, and build and share together. By 2035, China must realize a comprehensive modernization of education and become a modern force for building a prosperous, powerful, democratic, civilized, harmonious, and beautiful socialism.
- The development process of China’s modern education
The development process of modern education in China is mainly divided into three periods, the foundation period, the setback period and the development period.
- The foundation-laying period:
From the establishment of New China to the period of comprehensive socialist construction, the Chinese government has carried out reforms in the following four aspects:
① Take over and transform the old education and create a new socialist education
② At the end of 1949, the first national education work conference was held. The meeting established that education should serve the country’s construction and schools should open doors to workers and peasants, and vigorously improve the cultural level of the people.
③ Formulate the educational policy of New China.
④ Develop full-time schools and establish a part-time school education system.
Therefore, it can be seen that during the foundation-laying period, the main purpose of education in China was to improve the cultural level of the people, eliminate illiteracy, cultivate talents, and return education to the people’s own hands.
1.2. Time of frustration:
Due to the influence of “Left” thinking, it led to the beginning of the Cultural Revolution. Schools are closed, the education front is in chaos, and education has been severely damaged, which has led to a decline in the cultural quality of the entire nation and widened the gap with education in developed countries.
1.3. Development period:
After the end of the Cultural Revolution, China’s education began to revive, set aside chaos, comprehensively rectify, and put forward the development strategy of “rejuvenating the country through science and education” to deepen education reform.
After experiencing these three stages in the development process, tremendous progress has been made in the process of continuous exploration. However, there are some problems that need to be solved urgently, and the road to modernization of China’s education has a long way to go.
- The value pursuit of China’s educational modernization
2.1. The core of modernization is to modernize the quality of people. There is no modernization without people and modernization without education, let alone modernization of the country. Therefore, the modernization of education must first be people-oriented, and pay more attention to the comprehensive quality of cultivating the educated’s modern independent personality and innovation as the core [2].
2.2. Modern education should pay attention to balance.
Educational balance is the cornerstone of social equity. From a spatial point of view, on the one hand, promote the coordinated development of education in the central and western regions, especially for the elderly, children, border areas, and poverty-stricken areas. On the other hand, the state advocates the concept of integrated urban-rural development to reduce the gap between urban and rural areas. Establish an urban-rural exchange platform to promote the balanced development of urban and rural education.
2.3. Modern education must be developed continuously.
At present, China is in the stage of a well-off society in an all-round way. Only by fully developing education and cultivating talents can we meet the needs of national and social development. Therefore, only open the internal and external environment, provide more communication platforms, liberate people’s restrictions on the educational group, emancipate the mind, pioneer and innovate, communicate with the outside world in information, choose the essence and discard the dross, so that every learner can inspire Own unlimited potential and create new educational ideas.
2.4. Modern education must pursue high quality.
Mastering better educational concepts, pursuing better educational processes, and achieving excellent educational results are the manifestations of high-quality education. On the one hand, “let every child be a useful talent” is the ultimate goal of school education, which means to train students to become comprehensive talents with all-round development of morality, intelligence, physical education, and art, so as to achieve spirituality, character, and personality. Quality. On the other hand, in modern society, on the basis of increasing the popularization of various levels of education, school education should be extended to social education, and lifelong learning is required to allow education to cover the entire life cycle of the person and provide impetus for social and economic development.
- Path and focus of China’s education modernization
If you want to develop educational modernization with Chinese characteristics, it is particularly important to know how to promote Xi Jinping’s socialist thoughts with Chinese characteristics in the new era, apply this thought to the practice of education, and realize the educational concepts of the new era and comprehensive modernization.
3.1. Adhere to the educational ideology of socialism with Chinese characteristics.
No education can exist without a specific environment, and any education must serve a specific environment. Only in this way can it achieve the greatest degree of development in a specific environment. China’s education can only move in the right direction if it conforms to the development path of socialism with Chinese characteristics, and it can cultivate talents that meet the needs of the socialist environment with Chinese characteristics, and be able to contribute to the country and various socialist undertakings contribution.
3.2. Implement the strategic arrangements for the priority development of education.
In the face of international competition, domestic development and the demands of the people, the government must actively promote the scientific development of education, give full play to the important role of education, build a cornerstone for improving social progress, accelerate the modernization of education, and build an education power.
3.3. Promote structural reforms on the education supply side.
Although the current education development in China has made great progress, there are still problems to varying degrees. For example: the construction of the teaching staff, although the current primary school teacher ratio in China is showing a continuous downward trend, because the “two-child” policy has brought about an increase in the number of students, it will directly lead to a shortage of teachers. Second, there is still a significant gap between the educational level of teachers in compulsory education and developed countries. The allocation of educational resources is unbalanced. The urban-rural gap in the value of equipment for elementary and middle school students. The problem of large classes in primary and secondary schools is small-class teaching is a form of teaching organization generally promoted in developed countries in Europe and the United States. However, the problem of large classes in primary and secondary schools in China is still prominent. According to statistics, since 2000, the average class size in primary schools has risen slightly due to fluctuations, while the average class size in junior high schools has shown an overall downward trend. However, compared with developed countries, China’s primary and secondary school classes will still be significantly larger by 2030. Private education is still a shortcoming in the development of education. According to current trends, it is predicted that by 2030, the gap between private education at the high school and higher education stages and developed countries will still be obvious. High school education and higher education are the education that people most want to achieve. Therefore, under the premise that public education can be guaranteed, it is necessary to accelerate the support for the development of high-quality private education to better meet the increasing demand for individualized and characteristic education, and other issues that have yet to be resolved.
3.4. Accelerate the modernization of teacher education in the new era.
Training outstanding teachers is the fundamental task of educational modernization and the core guarantee for development. From the perspective of teaching, paying attention to teachers’ educational knowledge, skills and spirit is an inherent condition. Therefore, the government must first open up the teacher market, and select teachers with stronger comprehensive abilities from the graduates of normal colleges and comprehensive colleges through competitive assessment. Improve the teacher assessment system, promote lifelong learning, innovation and independent development of teachers. Cultivate more outstanding talents for social development.
Conclusion. At present, China’s education still faces many challenges, and opportunities are often accompanied by challenges. To overcome them thoroughly, China must adhere to the path of socialism with Chinese characteristics, cultivate socialist builders with comprehensive development of morality, intelligence, physical education, art and labor, accelerate the modernization of education, improve education quality, promote education equity, optimize education structure, and pursue high-quality education. Insist on lifelong learning and sustainable development, to provide strong support for solving the problems encountered in the modernization of education.
Bibliographic list
1. [1] Liang Erming. (2015). The historical process and stage characteristics of China’s educational modernization. Educational Academic Monthly (05), 3-8.2. Zhu, Xuemei. The historical process of China’s education modernization and its enlightenment / Zhu Xuemei // Journal of Guangdong Institute of Light Industry and Technology. – 2012. – Vol. 11, issue 2. – P. 24–26.
