Compulsory education system in China

Three main types of compulsory education system at present

First, the emergence and characteristics of three education systems

The "June 3rd" educational system has the longest history. It originated from the school system in Ren Xu established by 1922, and has been used for more than 80 years after minor repairs. The "June 3rd" academic system is the result of China's education drawing on the experience of the western education system, after a long period of deliberation and discussion, and after serious trials in many provinces and cities, it finally draws on the collective wisdom. The "63" academic system has been deepened and enriched in practice, which has its inherent reasonable factors. Mainly has the following characteristics: First, the "63" school system implements the system of six years of primary school and three years of junior high school. Give priority to the development of general education, attach importance to the teaching of cultural and scientific knowledge, and pay attention to the foundation of education; Second, the six-year primary school is relatively well-off and the curriculum is relatively comprehensive; Third, in the three-year junior high school education, teachers should play a leading role, the curriculum is very compact, and we should attach importance to curriculum teaching, so that students can quickly master systematic cultural and scientific knowledge and develop their intelligence and ability.

In practice, the "June 3rd" academic system has also exposed some insurmountable drawbacks, such as the content of junior high school syllabus and textbooks has to be studied for three years, the time is tight, and students' academic tasks are heavy, which restricts and fetters the deepening of junior high school education and the implementation of quality education. The "May 4th" educational system was put forward to overcome this drawback of the "June 3rd" educational system. From 1980, Liaoning, Jilin, Beijing, Tianjin, Wuhan and other provinces and cities began the experiment of changing the "63 system" to the "May 4th system" in primary and secondary schools. It is required that in the four years of junior high school, the teaching tasks of three-year general education and local vocational and technical education should be completed, so that students can do a good job in their studies and employment in ideology, knowledge and labor skills. According to the characteristics of physical and mental development of teenagers in junior high school and the heavy academic burden of junior high school students. Changing the three-year junior high school system to four-year junior high school system is also convenient for completing the basic knowledge education of culture and science. At present, with the development of economy and the improvement of people's living standards, students' physical development is developing rapidly ahead of schedule. Ll- 12-year-old children enter junior high school in time, so that they can receive four-year compulsory junior high school education throughout adolescence. Implementing the May 4th educational system is an inevitable choice to adapt to the objective fact that children and adolescents in China are developing rapidly and ahead of schedule. In addition, shortening the school system of primary schools and extending the school system of junior high schools are the development trends of the school system reform of compulsory education in the world. The May 4th education system conforms to this development trend. The May 4th educational system has the following characteristics in its implementation: First, it controls the teaching progress. Disperse difficulties and increase students' free time for extracurricular activities. Reduce the heavy academic burden of junior high school students. Second, arrange all kinds of courses reasonably, strengthen the three basic subjects of Chinese, mathematics and English, and increase the class hours; Ensure four-year uninterrupted teaching time for music, physical education and art; Increase the class hours of labor and technology courses. Effectively combine education with productive labor. Third. The fourth grade is divided, that is, the first three years of junior high school receive the same education, and the fourth grade is based on the wishes of students. Different classes, ordinary classes and vocational classes implement different educational contents and methods.

1986 the state education commission requires that places where junior high schools have been popularized throughout the country cancel the entrance examination for primary schools to junior high schools. With the implementation of the nearby junior high school entrance system, the relationship between primary schools and secondary schools in the same area will become increasingly close. Finally, there will be a number of nine-year schools. In fact, Beijing Jingshan School has been conducting experiments for nine years since 1984. At present, there are quite a number of nine-year compulsory schools, most of which are located all over the country. There are more than 70 in Shanghai. Nine-year consistent system refers to the combination of primary school and junior high school, making nine-year compulsory education a continuous system. It is an active and effective reform in coordinating educational resources and adjusting educational structure in the compulsory education stage. The characteristics of the nine-year consistent system are as follows: First, according to the development characteristics of teenagers, the teaching content of nine-year compulsory education is arranged as a whole, and quality education is implemented as a whole to avoid the disconnection between primary school and junior high school in quality training; Secondly, from primary school to junior high school, it is helpful to cultivate and improve students' intelligence, ability and personality in an all-round way to dilute the awareness of examination and overcome the disadvantages of examination-oriented education; Third. Establish an integrated teaching and research organization in primary and secondary schools, so that primary and secondary school teachers can be familiar with the contents and methods of compulsory education, enhance the overall awareness of compulsory education, further clarify their respective educational tasks, and adjust and improve educational methods in time.