Question 2: How to mark the application of Chinese Curriculum Standards for Compulsory Education in the paper? On Chinese Curriculum Standards of Compulsory Education
How to analyze this? This is a good discussion.
Question 3: How to write the typical case test paper of students in compulsory education stage? It is unreasonable to stipulate that the right to education is both a right and an obligation.
Article 46 1 of the Constitution stipulates that "People's Republic of China (PRC) citizens have the right and obligation to receive education". There have been different arguments in the legal circle about the rationality of this provision. Some scholars believe that according to the constitution of our country, education is a right on the one hand, and the educated can give it up, on the other hand, it is an obligation that the educated must fulfill. Then citizens' education is both a right and an obligation. On the one hand, they can give up, on the other hand, they must perform. It's hard to justify it logically. At the same time, it is also believed that this provision of education in our constitution not only causes confusion in theory, but also brings difficulties to educational legislation in practice. Some scholars believe that it is necessary to further explore this clause from two aspects: the absoluteness and relativity of the right to education and the duality of those who fulfill the obligation to receive education, so as to truly understand its inherent rationality and necessity of existence.
I quite agree with the former view. In our country, the right to education is defined as both a right and an obligation, which is contrary to the inherent theoretical nature of its rights and obligations from the legal point of view, and will also cause some troubles to the departmental law from the practical point of view.
1. The duality of the subject of rights and obligations does not conform to the jurisprudence.
When talking about the opposition between rights and obligations, we often say that rights represent interests and obligations represent burdens, which are two separate and opposing components and factors in legal issues, and they are interdependent and interrelated at the same time. From the legal point of view, rights can be understood as a means to obtain benefits through provisions or hints in legal norms, realization in legal relations, and relatively free actions or omissions. Obligation is a kind of binding means set or implied in legal norms and realized in law. The subject guarantees the interests of the right subject through relatively passive actions or omissions. The two are the unity of opposites and mutual transformation. Any right is bound to be accompanied by one or several obligations to ensure its realization, that is, the obligee must undertake obligations under certain conditions, and the obligor should enjoy rights under certain conditions. However, in the expression of this clause in the constitution, we find that it is inevitable to be self-contradictory to regard education as a right of the subject, but at the same time stipulate it as an obligation. If this subject has the right to choose to receive education, then he also has the right to choose not to accept it, which is completely in line with the meaning given by rights. At the same time, there is a law that this right to education must be accepted, because it is an obligation, otherwise you will violate the law. The conclusion is naturally obvious, but it cannot be solved. It's like we give a subject the right to choose to eat apples, and stipulate that the subject must eat apples, whether you like it or not, because it's your obligation. Therefore, citizens' education is both a right and an obligation. On the one hand, it can give up, on the other hand, it must be fulfilled, which is difficult to justify logically and to convince the public legally.
2. The subject boundary of rights and obligations is vague.
In this clause of the Constitution, the definition of subject is also controversial and cannot be well defined. "People's Republic of China (PRC) (PRC) citizen" means that this is a broad concept, ranging from a three-year-old babbling child to an old man in his seventies and eighties. Does that mean everyone must strictly abide by the obligation of education? It is not difficult to see from other departmental laws that education, as an obligation, is actually nine-year compulsory education. Article 17 of the Education Law stipulates the school education system, which can be divided into compulsory education stage and non-compulsory education stage. Primary education and junior high school education belong to the compulsory education stage. Senior secondary education and higher education are non-compulsory education. Therefore, it is not appropriate to generalize the subject of this obligation as a citizen in the Constitution, which may easily lead to misunderstanding of the law. Because as far as the provisions of the Constitution are concerned, the subject of rights and obligations is the same person. In addition to violating logic and jurisprudence, how can children who are not fully mature understand the obligation to receive education? Moreover, if the Constitution creates citizens' obligations, then the law should also stipulate the legal responsibilities that the obligor should bear when he refuses or fails to perform his obligations, while China's education law does not stipulate what kind of laws should be adopted when school-age children and adolescents refuse or fail to perform their obligations to receive education ... >>
Question 4: How to choose a topic for an educational thesis? Thank you. I urgently need to provide some topics in pedagogy for your reference.
1, Research on Teachers' Psychological Quality and Coping Strategies
2. Research on mental health education of children from single-parent families and poor families.
3. Research on the cultivation and stimulation of students' learning motivation.
4. Study on the characteristics of students with learning difficulties and their intervention.
5. Research on students' non-intelligence factors.
6. Research on the present situation, problems and countermeasures of school mental health education.
7. Study on the factors affecting students' learning efficiency.
8. Psychological research on the growth of creative teachers.
9. The current situation and problems of basic education reform in China.
10. Research on the present situation, causes and countermeasures of teachers' job burnout.
1 1. Research on the employment situation of colleges and universities after enrollment expansion
12, research on the management mode of online education
13, Internet Addiction of Middle School Students and Countermeasures
14, study on the problem of middle school (primary school) students' weariness of learning and its countermeasures
15, research on the only child problem
16, Research on Only Child Education
17, Study on Social Problems of Only Child
18, Study on the Present Situation and Countermeasures of Students with Learning Disabilities
19, Research on Psychology and Educational Strategies of Students with Learning Disabilities
20, the only child problem behavior and countermeasures.
2 1, Study on Psychological Problems of Poor College Students
22. Research on College Students' Work-study Program
23, the current common psychological problems of teenagers and countermeasures.
24, education ecological environment research
25. The educational thought of an educator in the history of foreign education and China's educational reform (this is the direction of the paper, and the subtitle is your own).
26, foreign education system research (this is the direction of the paper, determine the subtitle).
27, foreign educational thought research (this is the direction of the paper, determine the subtitle).
28, China's rural compulsory education financial system problems and countermeasures.
29, China's compulsory education investment problems and countermeasures.
30. Analysis of rural compulsory education funds after tax and fee reform.
3 1, discussion on fairness and efficiency of compulsory education resource allocation
32, the implementation of the "one fee system" on the impact of school funds.
33. The disadvantages of China's current compulsory education investment system and its reform.
34. Problems in China's education investment system and its reform.
35. School Choice Fee and Education Equity
36. On the Economic Function of Education
37. On the attributes of educational products and the market-oriented operation of running schools.
The influence of China's entry into WTO on China's education and its countermeasures.
39. On the relationship between * * * and schools under the condition of market economy.
40. Causes and countermeasures of the current imbalance between supply and demand of compulsory education in China.
4 1. The present situation, causes and countermeasures of the efficiency of school education resources in China
42. Comparison of two modes of education supply and demand regulation-* * * regulation and market regulation.
43, China basic education investment top regional differences analysis.
44, education in the labor market screening function play and failure.
45. Difficulties in running private schools in China and its reform.
46, China's college student loan system problems and its reform.
47, the advantages and disadvantages of China's colleges and universities enrollment expansion analysis
48. The necessity and feasibility of establishing an education cost sharing mechanism.
49, the current primary and secondary education funding sources and channels analysis.
50. On the institutional root of low efficiency of public education investment.
5 1, Research on Running Schools in Debt in Primary and Secondary Schools
52. Aesthetic study of school management.
53. The guiding role of human nature theory in school management practice.
54. Talking about reducing the burden from the perspective of educational psychology.
55, the composition and methods of effective leadership in primary and secondary schools
56. The role of interpersonal relationship in student class management
57, the effectiveness of teachers' enthusiasm for work.
58. Establish a sound incentive mechanism within the school.
59. Explore the effectiveness of rewards.
60, the composition and establishment of the principal (class teacher) leadership influence.
6 1, the leadership quality of the class teacher
62, the principal (class teacher) the way to establish leadership prestige
63. Motivation and strategy of school reform
64. Cognition and management of informal groups of students (teachers)
65. Strategies for effective communication between teachers and students
66. Research on cooperative learning among students in subject teaching.
67. Research on research-based learning of students in subject teaching.
68, primary school (primary school) students learning style reform.
69. Exploration of teaching evaluation reform.
70. Study on the use of growth record bags
7 1, how to guide students to write a study diary
72. Practical exploration of multivariate evaluation.
73. How to attend and evaluate classes
74. Research on the evaluation of middle school students' emotional attitude and values in the implementation of the new curriculum.
75. Research on the cultivation of students' emotions, attitudes and values in subject teaching.
76, the exploration of mathematics teaching life.
77. Strengthen the research on the reality and application of subject teaching.
78. Research on the Development and Utilization of Curriculum Resources
79. Under the new curriculum ... >>
Question 5: The topic of the right of eighth-grade composition students to receive compulsory education I think the relationship between rights and obligations is an interdependent and inseparable whole. The rights and obligations of citizens are the same. Each of us is not only the subject of enjoying rights, but also the subject of fulfilling obligations. Therefore, we should not only strengthen the concept of rights, exercise and safeguard rights according to law, but also strengthen the concept of obligations and fulfill obligations according to law. Each of us should consciously fulfill our due obligations with the sense of responsibility as masters. As citizens, it is certainly impossible for students to stay outside the scope of national laws and regulations, and schools cannot be places where students are far away from national laws and regulations. Therefore, students are also holders of rights granted by national laws and regulations and should fulfill their obligations. However, in the period of social transformation, some middle school students' views on rights and obligations are biased. On the one hand, their rights are "awakened" and they have obvious self-interest tendency; On the other hand, obligation is dormant, and the proper concept of obligation has not yet been established. Therefore, we must strengthen the education of middle school students' correct concept of rights and obligations through legal education, moral education and strict management. As teachers, we should cultivate students' sense of responsibility according to their actual life, which will help them understand their rights and obligations. Teachers should be clear about our educational goals and be good at using all kinds of educational resources. For example, find some cases about rights and obligations online and explain them to them in combination with the content of the textbook. Give more examples from life. Ask students to search on the internet, what are the main rights and obligations as social citizens, and then communicate with other students. If some students' parents are engaged in legal work, they can also ask their parents to tell them about this knowledge. In addition, we can communicate with students' parents, let them know the relationship between rights and obligations, and let parents urge students to fulfill their obligations consciously.
Question 6: How to determine the topic of graduation thesis about education and provide some graduation thesis topics about education for reference.
1, Research on Teachers' Psychological Quality and Coping Strategies
2. Research on mental health education of children from single-parent families and poor families.
3. Research on the cultivation and stimulation of students' learning motivation.
4. Study on the characteristics of students with learning difficulties and their intervention.
5. Research on students' non-intelligence factors.
6. Research on the present situation, problems and countermeasures of school mental health education.
7. Study on the factors affecting students' learning efficiency.
8. Psychological research on the growth of creative teachers.
9. The current situation and problems of basic education reform in China.
10. Research on the present situation, causes and countermeasures of teachers' job burnout.
1 1. Research on the employment situation of colleges and universities after enrollment expansion
12, research on the management mode of online education
13, Internet Addiction of Middle School Students and Countermeasures
14, study on the problem of middle school (primary school) students' weariness of learning and its countermeasures
15, research on the only child problem
16, Research on Only Child Education
17, Study on Social Problems of Only Child
18, Study on the Present Situation and Countermeasures of Students with Learning Disabilities
19, Research on Psychology and Educational Strategies of Students with Learning Disabilities
20, the only child problem behavior and countermeasures.
2 1, Study on Psychological Problems of Poor College Students
22. Research on College Students' Work-study Program
23, the current common psychological problems of teenagers and countermeasures.
24, education ecological environment research
25. The educational thought of an educator in the history of foreign education and China's educational reform (this is the direction of the paper, and the subtitle is your own).
26, foreign education system research (this is the direction of the paper, determine the subtitle).
27, foreign educational thought research (this is the direction of the paper, determine the subtitle).
28, China's rural compulsory education financial system problems and countermeasures.
29, China's compulsory education investment problems and countermeasures.
30. Analysis of rural compulsory education funds after tax and fee reform.
3 1, discussion on fairness and efficiency of compulsory education resource allocation
32, the implementation of the "one fee system" on the impact of school funds.
33. The disadvantages of China's current compulsory education investment system and its reform.
34. Problems in China's education investment system and its reform.
35. School Choice Fee and Education Equity
36. On the Economic Function of Education
37. On the attributes of educational products and the market-oriented operation of running schools.
The influence of China's entry into WTO on China's education and its countermeasures.
39. On the relationship between * * * and schools under the condition of market economy.
40. Causes and countermeasures of the current imbalance between supply and demand of compulsory education in China.
4 1. The present situation, causes and countermeasures of the efficiency of school education resources in China
42. Comparison of two modes of education supply and demand regulation-* * * regulation and market regulation.
43. Analysis of regional differences in basic education investment in China.
44, education in the labor market screening function play and failure.
45. Difficulties in running private schools in China and its reform.
46, China's college student loan system problems and its reform.
47, the advantages and disadvantages of China's colleges and universities enrollment expansion analysis
48. The necessity and feasibility of establishing an education cost sharing mechanism.
49, the current primary and secondary education funding sources and channels analysis.
50. On the institutional root of low efficiency of public education investment.
5 1, Research on Running Schools in Debt in Primary and Secondary Schools
52. Aesthetic study of school management.
53. The guiding role of human nature theory in school management practice.
54. Talking about reducing the burden from the perspective of educational psychology.
55, the composition and methods of effective leadership in primary and secondary schools
56. The role of interpersonal relationship in student class management
57, the effectiveness of teachers' enthusiasm for work.
58. Establish a sound incentive mechanism within the school.
59. Explore the effectiveness of rewards.
60, the composition and establishment of the principal (class teacher) leadership influence.
6 1, the leadership quality of the class teacher
62, the principal (class teacher) the way to establish leadership prestige
63. Motivation and strategy of school reform
64. Cognition and management of informal groups of students (teachers)
65. Strategies for effective communication between teachers and students
66. Research on cooperative learning among students in subject teaching.
67. Research on research-based learning of students in subject teaching.
68, primary school (primary school) students learning style reform.
69. Exploration of teaching evaluation reform.
70. Study on the use of growth record bags
7 1, how to guide students to write a study diary
72. Practical exploration of multivariate evaluation.
73. How to attend and evaluate classes
74. Research on the evaluation of middle school students' emotional attitude and values in the implementation of the new curriculum.
75. Research on the cultivation of students' emotions, attitudes and values in subject teaching.
76, the exploration of mathematics teaching life.
77. Strengthen the research on the reality and application of subject teaching.
78. Research on the Development and Utilization of Curriculum Resources
79. Ideas and strategies of instructional design under the new curriculum.
......& gt& gt
Question 7: If compulsory education is extended, are you in favor of extending it forward or backward? Why? The length of compulsory education should be extended, which is beneficial to education equity, the improvement of national quality and the progress of society. The Outline of the National Medium and Long-term Education Reform and Development Plan will be published in August this year, but it is still unknown whether the nine-year compulsory education will be changed to 12. With the realization of nine-year compulsory education, the topic of extending the length of compulsory education has begun to heat up rapidly with the attention of all walks of life. Although the voice of the people is growing day by day, deputies and Committee members have put forward suggestions and proposals many times at the national and local "two sessions" in recent years, but they have not been resolved and have been shelved so far. Compulsory education refers to the national education that school-age children and adolescents must accept and that the state, society, schools and families must guarantee. Compulsory education emphasizes universality, compulsion and publicity. Its implementation and development is an inevitable way to improve the quality of the population, and it is also one of the most basic symbols to measure the degree of modern civilization of a country. 1986 The Compulsory Education Law promulgated by the state clearly stipulates the implementation of nine-year compulsory education, but today, more than 20 years later, the level and duration of such compulsory education obviously cannot meet the needs of national economic and social development. In the long run, appropriately extending the length of compulsory education is not only the realistic requirement of the transformation from "sweat economy" to "knowledge economy", but also the most reasonable way to realize full mobility and promote social equity in a country. From the current reality, we also need to delay the time for rural population to enter the labor market by extending the years of compulsory education, so as to alleviate the deteriorating employment situation under the background of the financial crisis. What needs to be seen is that, contrary to the strong appeal of the people, the idea of extending the length of compulsory education is also strongly opposed by many people. The first objection is that the current nine-year compulsory education has not been fully popularized and consolidated in the underdeveloped areas in the central and western regions. In the case of a shortage of state financial funds, we cannot blindly compare with developed countries and developed regions and engage in a "Great Leap Forward" in compulsory education. It is a well-known fact that the proportion of our current fiscal expenditure on education in GDP is not only lower than the international average, but also lower than the expected target set by ourselves. Consolidating the nine-year compulsory education and promoting the fairness of compulsory education are the debts owed by people's livelihood that we must make up. However, this does not mean that the reform of compulsory education can only stop at finding loopholes and filling gaps, can't move towards higher goals, can't respond to the realistic needs brought about by social development, and can't ignore the worldwide trend of extending the length of basic education. How many years of compulsory education should citizens of a country receive? This may be a difficult question for education itself to answer. Here, we might as well take the conditions of military service as a reference value. At present, China's conscription work has clear requirements for academic qualifications. Non-agricultural registered permanent residence youth must have a high school education or above, and the recruitment of young women is limited to ordinary high school graduates of that year. It can be imagined that if the people who have completed compulsory education in a country are not qualified to perform the basic obligations of a citizen and do not have the basic conditions to practice the obligations of citizens to the country, then such a period of compulsory education can hardly be said to be reasonable and sufficient. How far a country can go depends first on how far its education can go. It is a responsibility and direction of * * * to extend the years of compulsory education so as to lay a foundation for social progress. At this point, we should realize as soon as possible that we can't retreat, let alone hesitate.