This paper analyzes the phenomenon that "why our school can’t cultivate outstanding talents?" Pointed out the reason is that the direction of talent cultivation in Chinese schools is unreasonable, focusing on the benefits of batch training of labor force and neglecting the benefits of personality growth of talents. If we want to take both into account under the condition of limited teaching resources, the essence of the problem is to promote teacher-student behavior and institutional change through rational redistribution of limited resources. Therefore, the author designed and implemented the teaching reform solution. On the one hand, reform the traditional class teaching system and the credit system, adopt the teaching content, education methods and teaching system that encourage students' personality growth; on the other hand, establish a six closed loop quality management system for all students, teachers, courses, majors, secondary colleges and functional departments. The teaching comparative experiments prove that the redistribution of teaching resources along the direction of improving market efficiency and talent cultivation efficiency is conducive to the growth of students and the improvement of the overall competitiveness of the school. It also proves that the Model of Promoting Institutional Change Through Optimized Allocation of Limited Resources (PICTOALR Model) can be applied to the field of education.
| Published in | International Journal of Education, Culture and Society (Volume 8, Issue 4) |
| DOI | 10.11648/j.ijecs.20230804.17 |
| Page(s) | 195-203 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Qian Xuesen's Question, Batch Training of Labor Force, Talent Personality Growth, Education Mode, Solution, Efficient Allocation of Resources, Comparative Experiments
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APA Style
Ding Xiaoliang. (2023). The Reason, Solution and Empirical Evidence of Chinese School Can’t Cultivate Outstanding Talents. International Journal of Education, Culture and Society, 8(4), 195-203. https://doi.org/10.11648/j.ijecs.20230804.17
ACS Style
Ding Xiaoliang. The Reason, Solution and Empirical Evidence of Chinese School Can’t Cultivate Outstanding Talents. Int. J. Educ. Cult. Soc. 2023, 8(4), 195-203. doi: 10.11648/j.ijecs.20230804.17
AMA Style
Ding Xiaoliang. The Reason, Solution and Empirical Evidence of Chinese School Can’t Cultivate Outstanding Talents. Int J Educ Cult Soc. 2023;8(4):195-203. doi: 10.11648/j.ijecs.20230804.17
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Download@article{10.11648/j.ijecs.20230804.17,
author = {Ding Xiaoliang},
title = {The Reason, Solution and Empirical Evidence of Chinese School Can’t Cultivate Outstanding Talents},
journal = {International Journal of Education, Culture and Society},
volume = {8},
number = {4},
pages = {195-203},
doi = {10.11648/j.ijecs.20230804.17},
url = {https://doi.org/10.11648/j.ijecs.20230804.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20230804.17},
abstract = {This paper analyzes the phenomenon that "why our school can’t cultivate outstanding talents?" Pointed out the reason is that the direction of talent cultivation in Chinese schools is unreasonable, focusing on the benefits of batch training of labor force and neglecting the benefits of personality growth of talents. If we want to take both into account under the condition of limited teaching resources, the essence of the problem is to promote teacher-student behavior and institutional change through rational redistribution of limited resources. Therefore, the author designed and implemented the teaching reform solution. On the one hand, reform the traditional class teaching system and the credit system, adopt the teaching content, education methods and teaching system that encourage students' personality growth; on the other hand, establish a six closed loop quality management system for all students, teachers, courses, majors, secondary colleges and functional departments. The teaching comparative experiments prove that the redistribution of teaching resources along the direction of improving market efficiency and talent cultivation efficiency is conducive to the growth of students and the improvement of the overall competitiveness of the school. It also proves that the Model of Promoting Institutional Change Through Optimized Allocation of Limited Resources (PICTOALR Model) can be applied to the field of education.},
year = {2023}
}
TY - JOUR T1 - The Reason, Solution and Empirical Evidence of Chinese School Can’t Cultivate Outstanding Talents AU - Ding Xiaoliang Y1 - 2023/08/15 PY - 2023 N1 - https://doi.org/10.11648/j.ijecs.20230804.17 DO - 10.11648/j.ijecs.20230804.17 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 195 EP - 203 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20230804.17 AB - This paper analyzes the phenomenon that "why our school can’t cultivate outstanding talents?" Pointed out the reason is that the direction of talent cultivation in Chinese schools is unreasonable, focusing on the benefits of batch training of labor force and neglecting the benefits of personality growth of talents. If we want to take both into account under the condition of limited teaching resources, the essence of the problem is to promote teacher-student behavior and institutional change through rational redistribution of limited resources. Therefore, the author designed and implemented the teaching reform solution. On the one hand, reform the traditional class teaching system and the credit system, adopt the teaching content, education methods and teaching system that encourage students' personality growth; on the other hand, establish a six closed loop quality management system for all students, teachers, courses, majors, secondary colleges and functional departments. The teaching comparative experiments prove that the redistribution of teaching resources along the direction of improving market efficiency and talent cultivation efficiency is conducive to the growth of students and the improvement of the overall competitiveness of the school. It also proves that the Model of Promoting Institutional Change Through Optimized Allocation of Limited Resources (PICTOALR Model) can be applied to the field of education. VL - 8 IS - 4 ER -
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