Abstract
Since the 1980s, “key school system” (KSS) in basic education has contributed to teaching quality and the development of some schools. However, at the same time it brings about many serious problems such as failure to attain educational objective, being away from the goal of education equity, arising students’ mental or emotional problems, lack of moral education, vicious competition among schools and so on. It can be said that the present educational problems are tied closely to “KSS”. As a result, this paper attempts to do a deep reflection on it to promote the education reform of China.
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References
Gu M Y, Meng F H (2001). New Ideology of International Education. Haikou: Hainan Press, 138–139 (in Chinese)
You Y H (2004). A reconsideration of educational objective in China. Tsinghua Journal of Education, 25(2): 37–39 (in Chinese)
Zhong Q Q, Jin Z Y, Wu G P (2000). Interpretation on China’s Education. Beijing: Education Science Publishing House, 348 (in Chinese)
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Translated from Jiaoyu Xuebao 教育学报 (Journal of Education Studies), 2006, 2(2): 36–42
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You, Y. A deep reflection on the “key school system” in basic education in China. Front. Educ. China 2, 229–239 (2007). https://doi.org/10.1007/s11516-007-0019-6
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DOI: https://doi.org/10.1007/s11516-007-0019-6