A Reflection on the Chinese Education System's Responses, Problems, and Experiences during the Pandemic

Autor/in	Wu, Yongyuan
Titel	A Reflection on the Chinese Education System's Responses, Problems, and Experiences during the Pandemic
Quelle	In: Chinese Education & Society, 55 (2022) 6, S.450-464 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2023.2213632
Schlagwörter	COVID-19; Pandemics; Educational Change; Educational Policy; Online Courses; Distance Education; Teaching Methods; Problems; Technological Literacy; Pedagogical Content Knowledge; Student Participation; Rural Urban Differences; Educational Improvement; Educational Resources; Foreign Countries; Emergency Programs; Elementary Secondary Education; Higher Education; China + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problemsituation; Technisches Wissen; Pädagogische Kompetenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Stadt-Land-Beziehung; Teaching improvement; Unterrichtsentwicklung; Bildungsmittel; Ausland; Hilfsprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The sudden outbreak of the novel coronavirus (COVID-19) has had a profound impact on the operations of education systems. China's education system accumulated a wealth of experience from its responses to the pandemic, but it has also exposed many problems. In terms of the responses in education, timely and systematic policy actions have provided specific guidance for the smooth operation of education systems at all levels; the coordination and participation of multiple actors across different levels of government, government departments, and social organizations have effectively ensured the provision of online teaching. At the same time, however, a number of problems have appeared, including: insufficient range and systematization of courses taught online; teachers' weak understanding of online learning and an inadequate ability to implement it; and a lack of continuity and initiative in students' classroom participation. Moreover, online teaching has highlighted the "information gap" between urban and rural areas. Therefore, online teaching should be improved both internally and externally, focusing not only on the application of technology but also on the transformation of ideas about teaching itself; it should gradually make full use of the rich and varied structure and content of online teaching resources; it should focus on improving the "hard power" and "soft power" of rural students' online learning in order to narrow the gap between urban and rural areas. [Translation by Desmond Cheung.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01