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Education Policy in Chinese High Schools [electronic resource] : Concept and Practice / by Jian Li, Eryong Xue.

By:

Li, Jian [author.]

Contributor(s):

Material type: Text

TextLanguage: English Series: Exploring Education Policy in a Globalized World: Concepts, Contexts, and PracticesPublisher: Singapore : Springer Nature Singapore : Imprint: Springer, 2021Edition: 1st ed. 2021Description: XIV, 180 p. 1 illus. online resourceContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9789811623585

Subject(s):

Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:

379 23

LOC classification:

LC71-188

Online resources:

Click here to access online

Contents:

Policy analysis of Chinese high school education since the reform and opening up -- Policy analysis of the teacher policy in Chinese high schools -- An analysis of the curriculum and textbook policy in Chinese high schools -- An Analysis of the school layout policy of Chinese high school education -- An analysis of the enrollment policy of college entrance examination -- An analysis of the diversified development of high school education in China.

In: Springer Nature eBookSummary: This book investigates the education policy in Chinese high schools from both concept and practice perspectives. It offers a specific lens to explore Chinese high school education since the reform and opening up, the teacher policy in Chinese high schools, the curriculum and textbook policy in Chinese high school, the school layout policy of Chinese high school education, the enrollment policy of college entrance examination, and the diversified development of high school education in China. All those dimensions related to exploring the education policy in Chinese high schools offer an understanding of the modernization of high school education in contemporary China since 1949. This book provides multiple perspective to investigate the systematic landscape of high school education, contextually.

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This book investigates the education policy in Chinese high schools from both concept and practice perspectives. It offers a specific lens to explore Chinese high school education since the reform and opening up, the teacher policy in Chinese high schools, the curriculum and textbook policy in Chinese high school, the school layout policy of Chinese high school education, the enrollment policy of college entrance examination, and the diversified development of high school education in China. All those dimensions related to exploring the education policy in Chinese high schools offer an understanding of the modernization of high school education in contemporary China since 1949. This book provides multiple perspective to investigate the systematic landscape of high school education, contextually.

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