Search

ABSTRACT This paper analyses the current situation of English as a foreign language (EFL) writing in basic education in mainland China with a focus on the English curriculum standards, instruction and assessment. The National English Curriculum Standards launched by China's Ministry of Education ratified a general framework for EFL writing instruction and assessment in schools while the municipal curriculum guides, such as the one of Shanghai, include more specific writing performance descriptors. Comparisons of EFL curricula with other countries and regions suggest diverse examples and updated resources be added to China's current curriculum standards to improve feasibility and modernity. Moreover, there are discrepancies between the Curriculum Standards and the implementation in the classroom. Sociocultural factors, such as teachers' beliefs, instructional materials and the exam culture, have led to the tension between new pedagogies advocated in the Curriculum Standards and conventional instructional practices. This study further explores the writing section in the large‐scale high‐stake exams, that is, Zhongkao and Gaokao, which have long exerted strong influence on teachers' instruction and assessment practices. Regularising professional training in writing instruction and improving teachers' assessment literacy are thus suggested. Local practitioners' attempts to integrate the process approach into traditional teaching methods and scholars' efforts to develop the writing scales for assessment are discussed to offer policy and pedagogical implications for other education contexts that are faced with similar challenges. [ABSTRACT FROM AUTHOR]

In recent years, the development of science and technology in China has greatly affected people's ways of entertainment. In the traditional industrial model, new industries and Internet industries represented by the Internet have emerged, and the Internet video business is an emerging business that has been gradually emerging in the Internet industry in recent years. Moreover, this new teaching method has been gradually noticed in simple education, such as MOOC, I want to self-study network, and Smart Tree, and other online learning websites have sprung up. At present, the epidemic environment makes people pay more attention to this convenient and wide range of online video education. Therefore, we need to evaluate this kind of online video teaching model from the effectiveness of this kind of method and the quality of user experience. This paper takes this as the starting point and chooses the earliest online video platform, MOOC, as the model to establish a set of perfect user experience quality evaluation methods suitable for domestic online video education mode. Considering the data source, the accuracy of the results, and other factors, we chose the industry-leading platform MOOC network as an example. Through the exploration of the MOOC teaching mode in basic education, a member experience evaluation model is established based on fuzzy decision tree algorithm. The experimental results show that the model has high accuracy and high reliability. [ABSTRACT FROM AUTHOR]

Whereas there is a large literature evaluating the impacts of education, most of the focus has been on getting to universal primary enrollment and understanding the returns to basic education; but it misses the major shifts toward higher education in many fast-growing parts of the developing world over the last 20 years. In this paper, I study the returns to higher education in China using the reinstatement of the National College Entrance Examination in 1977 as a natural experiment, investigating the causal impacts of higher education on later life outcomes and well-being. Through a combination of regression discontinuity and difference-in-difference methods, I find that cohorts that were more likely to complete high school and obtain a college education as a result of the reform were no more likely to be employed, but were more likely to have a high-socioeconomic (SES) occupation in their early 30s, and lesser of the same in their 40s. Cohorts with higher education work for fewer days in a week, and, on average, earn a higher monthly income by 56 percent in their late 40s. [ABSTRACT FROM AUTHOR]