Brief introduction of the guiding ideology of compulsory education put forward by China Compulsory Education Law

The new Compulsory Education Law reflects the leap of China's educational legislation level, legislation technology and legislation quality. Chapter I: General Provisions (total 10) Overview of this chapter: "General Provisions" is a part of laws and regulations that takes the overall situation into account, and generally stipulates legislative purposes, important concepts, basic principles, etc. , and it is the soul and highest criterion of specific laws and norms in subsequent chapters. The highly general provisions of the general provisions have a fundamental guiding and standardizing role in the implementation of this law and the adjustment of various educational relations involved. Article 1: On the legislative purpose and legislative basis. The purpose of legislation is the purpose of legislation, which mainly refers to the social effect that legislators try to produce through legislation. The legislative purpose of this law is mainly reflected in the following three aspects: First, to protect the right of school-age children and adolescents to receive compulsory education. This is the soul and core of this law. Second, ensure the implementation of compulsory education. This is the direct purpose of legislation. Third: improve the quality of the whole people. This is the social significance of implementing compulsory education, and it is also a very important legislative purpose. The legislative basis of this law is the Constitution and the Education Law.

Briefly describe the basic characteristics and contradictions of the development of compulsory education.

1. What are the characteristics of the basic rights and obligations of China citizens?

A: (1) Basic rights are a comprehensive system of rights determined by constitutional laws and regulations. The so-called basic right refers to the right endowed by the Constitution to show the important position of the right subject in the right system. As a right form of constitutional adjustment, basic rights are in the core and basic position in the whole right system, and their basic characteristics are as follows:

First of all, basic rights reflect the constitutional status of citizens. Exercising basic rights and fulfilling basic obligations constitute the constitutional status of a country's citizens. Constitutional status is the basis for citizens to participate in state management and realize their subjective will, and it is also the basis for the constitutionality of citizens' behavior. Not enjoying basic rights or not fully enjoying basic rights means that the constitutional status is unstable. Therefore, the primary significance of determining basic rights in the constitution is to enable citizens to exercise basic rights on the basis of constitutionality.

Second, basic rights are the foundation of a national rights system. As mentioned above, right is an organic system, which contains different levels and forms of right elements, among which the matriarchal right constitutes the basic right. This right is objectively irreplaceable and an indispensable part of citizens' life. The rights stipulated in common law are the concretization of basic rights, that is, the rights derived from maternity. The relationship between matriarchy and derivation in the right system actually constitutes the difference between the constitution that stipulates basic rights and the ordinary law that stipulates ordinary rights, indicating the different levels of the legal system.

Third, basic rights are a stable system of rights. For a citizen, basic rights are not only the most important and basic rights, but also the most basic rights to engage in social activities. Among the diversified forms of rights, those that are included in the category of basic rights are generally rights with realistic foundation that the state has the ability to protect and realize, which are relatively stable. Adding new basic rights or canceling the original basic rights must be carefully chosen and judged. Judging from the basic process of constitutional operation, basic rights have the function and ability to adapt to social development and change, and promote social development in different forms. Therefore, changes in social development will not easily change the structure and content of basic rights, which is also the basis for the Constitution to maintain its stability. The stability of basic rights is an important factor in establishing citizens' constitutional status, thus ensuring the stability of social relations.

Fourth, basic rights are generally non-transferable. Basic rights are the forms of rights that determine citizens' constitutional status, and they are indispensable rights for citizens. Because basic rights reflect the basic rights requirements of citizens protected by the state, they are the embodiment of people's subjective will and are closely related to people's qualifications. When the state grants citizens basic rights through the constitution, such rights usually become the exclusive rights of citizens, and their rights cannot be transferred to others, otherwise they will lose the nature of basic rights. This feature is particularly prominent in the field of political life. For example, citizens can give up their basic rights such as freedom of religious belief, freedom of speech, personal freedom and freedom of the press, and they can also exercise them in an appropriate way according to law, but they may not transfer their basic rights for any reason.

Fifth, basic rights are comprehensive. As the highest value norm in the constitution, basic rights are comprehensive in the right system, which summarizes the most basic rights that citizens should enjoy in social life, involving politics, economy, culture, society and other fields. In the main and basic fields of social life, the Constitution stipulates the scope of basic rights to protect citizens' constitutional status. The comprehensiveness of basic rights will be further analyzed in the basic rights system.

In a word, basic rights are the most basic and important rights given to citizens by the Constitution, which shows the constitutional status of citizens, reflects the relationship between state power and civil rights, and is the basis for the operation of a country's political system.

(2) Basic obligations refer to the legal responsibilities that citizens must perform according to the Constitution. In social life, citizens need to perform different forms of legal obligations, among which the obligation of primary significance to the country, that is, the obligation that has a significant impact on citizens' lives, constitutes a constitutional obligation. The basic obligations of citizens determine their political and legal status in national life. The basic obligations stipulated in the Constitution are embodied in the following aspects:

First of all, the basic obligation shows the constitutional status of citizens. The basic obligation is the obligation of citizens as the ruling object, and it is the direct embodiment of citizens' constitutional status.

Second, the basic obligation has the nature of institutional guarantee or legal reservation. The basic obligations stipulated in the Constitution are the constitutional basis of specific legislation, and usually have moral and declaratory functions. The basic obligation is a highly summary of the constitutional status of citizens, which is destructive. ......

The significance of compulsory education

Compulsory education is a universal, compulsory and free school education for all school-age children and adolescents according to law. It is the basis of improving national quality and the starting point of realizing social equity. Receiving compulsory education is the basic right of citizens, implementing compulsory education is an important duty of * *, and supporting compulsory education is the common task of the whole society. Compulsory education has always been the top priority of China's educational reform and development. At the beginning of this century, China achieved the goal of popularizing nine-year compulsory education, and first solved the problem of "education" for school-age children and adolescents according to law. After compulsory education is fully popularized and free, the state clearly regards the balanced development of compulsory education as the top priority of compulsory education, and strives to achieve the goal of "good study" for all school-age children and adolescents. Compulsory education is a basic public service for all school-age children and adolescents, and it is the legal responsibility of * * * to provide basically balanced compulsory education. Every school-age child should enjoy equal opportunities to receive qualified compulsory education. The nature of compulsory education determines that compulsory education must develop in a balanced way. It must be noted that the task of promoting balanced development is more arduous, more complicated and longer than the task of achieving popularization. At present, the imbalance between regions, between urban and rural areas and between schools is still outstanding. Promoting the balanced development of compulsory education in the region will be accompanied by the whole process of narrowing the differences between schools and improving the overall quality of education. Promoting the balanced development of compulsory education in urban and rural areas will gradually narrow the gap between urban and rural areas with the whole process of urban-rural integration development; Promoting the balanced development of compulsory education between regions will be accompanied by the whole process of solving the problem of regional economic and social imbalance and improving the education level in the central and western regions. All localities should, in accordance with the requirements of the Outline of Education Planning and the Outline of the Twelfth Five-Year Plan for National Economic and Social Development of the People's Republic of China, take the opportunity of signing a memorandum on the balanced development of compulsory education, clarify the timetable and road map for the balanced development of compulsory education, cheer up their spirits, work hard, and achieve the objectives and tasks of the balanced development of compulsory education as scheduled.

What is the significance of compulsory education to the development of China?

"Implementing compulsory education and exempting tuition and miscellaneous fees"-improving the floating popularity of compulsory education and improving the benefits it brings to the people.

"Compulsory education is the education that all school-age children and adolescents must receive"-education determines the future of a country and a nation.

"The state implements nine-year compulsory education"-the state gives priority to the development of education.

"Public welfare undertakings that the state must guarantee"-it is conducive to the improvement of the quality of the whole nation and can turn a populous country into a talent country.

Conducive to the sustainable development of the country; Training of technical and scientific research personnel; The establishment of an innovative society; The improvement of comprehensive national strength; Shorten the gap with developed countries.

What are the basic characteristics of compulsory education?

Compulsory, free and universal

(1) Compulsory, the teaching plan of compulsory education is not an ordinary teaching plan, but a concrete guarantee for the country to implement compulsory education. It is based on the compulsory education law and embodies the basic spirit of the compulsory education law, so it is mandatory.

(2) Universality, the scope of application of compulsory education curriculum plan is much wider than that of ordinary curriculum plan, and its training objectives and curriculum are aimed at most schools, most regions and most students in China, neither too high nor too low.

(3) Basic, the role of compulsory education curriculum plan is to lay a good foundation for fully guaranteeing the all-round and harmonious development of students' various qualities. The variety of courses should be complete, and you can't favor one over the other. The class hours of each course are more important and appropriate.

The meaning and characteristics of compulsory education. .

I. Meaning:

Compulsory education is a national education that school-age children and adolescents must accept according to law and is guaranteed by the state, society and family. Its essence is a system of compulsory education for school-age children and adolescents for a certain period of time in accordance with the provisions of the law.

Second, the characteristics:

The characteristics of compulsory education in China are compulsory, public welfare and unity.

Force, also known as force. It is the obligation of schools, parents and society for school-age children and adolescents to receive compulsory education. Whoever violates this obligation will be regulated by law.

Public welfare is clearly defined as "no tuition and miscellaneous fees". Public welfare and free are linked, and it takes a process to completely exempt tuition and miscellaneous fees.

Unity. Unified compulsory education is implemented throughout the country, including the formulation of unified standards for textbook setting, teaching standards, funding standards, construction standards, and students' public funding standards.

I hope it helps you.

References:

Baidu baike

On the measures to carry out compulsory education in depth

Opinions of the State Council on Further Promoting the Balanced Development of Compulsory Education [2012] No.48 Standard. . . . . . . . . . . . . . . . . 1. Promote the sharing of quality education resources and expand the coverage of quality education resources.

2. Allocate school resources in a balanced way and further deepen the reform of the funding guarantee mechanism for compulsory education.

3. Reasonably allocate teachers' resources to improve the initial allocation of teachers' resources, and take various effective measures to attract outstanding college graduates and volunteers to teach in rural schools or weak schools. 4. Ensure that special groups receive compulsory education equally, and that children of migrant workers receive compulsory education equally. By purchasing services, children of migrant workers can receive compulsory education in private schools organized according to law.

5. Improve the quality of compulsory education in an all-round way, establish a scientific concept of education quality, take quality education as the guide, promote the all-round development of students' morality, intelligence, physique and aesthetics, and cultivate students' sense of social responsibility, innovative spirit and practical ability.

6. Strengthen and improve school management, and improve student status management measures. Provincial education departments should establish electronic student status management system and school management information system which are connected with the national basic education information platform as soon as possible, and establish a compulsory education management and public service mechanism based on the school-age population in the place of residence.

7. Strengthen organizational leadership, supervision and evaluation. At the provincial level, it is necessary to establish a responsibility mechanism to promote the balanced development of compulsory education with strong promotion, proper inspection, strict assessment, clear rewards and punishments, and open accountability.

Significance and obligation of higher education

The meaning of compulsory education for students' observation: it is compulsory for all school-age children and adolescents according to law and must be guaranteed by the state, society and family. Its essence is a system of compulsory education for school-age children and adolescents for a certain period of time in accordance with the provisions of the law.

Teachers in institutions of higher learning shall perform the following obligations: (1) Abide by the Constitution, laws and professional ethics, and be a teacher by example; (two) to implement the national education policy, abide by the rules and regulations, implement the school's teaching plan, fulfill the teacher employment contract, and complete the education and teaching tasks; (3) Educating students in the basic principles defined by the Constitution, patriotism, national unity, legal education, ideological and moral education, culture, science and technology, and organizing and leading students to carry out beneficial social activities; (4) Caring for and caring for all students, respecting their personality and promoting their all-round development in morality, intelligence and physique; (five) to stop acts harmful to students or other acts that infringe on the legitimate rights and interests of students, and to criticize and report phenomena harmful to the healthy growth of students; (6) Constantly improve ideological and political awareness and the level of education and teaching.

Briefly describe the basic contents of the Compulsory Education Law of People's Republic of China (PRC).

The Compulsory Education Law of People's Republic of China (PRC) is a law formulated in accordance with the Constitution and the Education Law in order to guarantee the right of school-age children and adolescents to receive compulsory education, ensure the implementation of compulsory education and improve the quality of the whole nation.

People's Republic of China (PRC) Compulsory Education Law 1986 was passed by the Fourth Session of the Sixth National People's Congress on April 12, 2002, and came into force on July 1986, 2002. The current version is 2065438+ revised at the 14th meeting of the 12th NPC Standing Committee on April 24th, 2005.

Chapter I General Provisions

Article 1 In order to guarantee the right of school-age children and adolescents to receive compulsory education, ensure the implementation of compulsory education and improve the quality of the whole nation, this Law is formulated in accordance with the Constitution and the Education Law.

Article 2 The State implements a nine-year compulsory education system.

Compulsory education is a compulsory education for all school-age children and adolescents and a public welfare undertaking that the state must guarantee.

The implementation of compulsory education, free of tuition and fees.

The state establishes a mechanism to guarantee the funds for compulsory education to ensure the implementation of the compulsory education system.

Article 3 Compulsory education must implement the national education policy, implement quality education, improve the quality of education, enable school-age children and adolescents to develop in an all-round way in morality, intelligence and physique, and lay a foundation for cultivating socialist builders and successors with ideals, morality, culture and discipline.

Article 4 All school-age children and adolescents with People's Republic of China (PRC) nationality, regardless of gender, nationality, race, family property status, religious beliefs, etc. , enjoy the equal right to receive compulsory education and fulfill the obligation to receive compulsory education according to law.

Article 5 People's governments at all levels and their relevant departments shall perform their duties as stipulated in this Law and guarantee the right of school-age children and adolescents to receive compulsory education.

Parents or other legal guardians of school-age children and adolescents shall ensure that they enter school on time to receive and complete compulsory education.

Schools that implement compulsory education according to law should complete the education and teaching tasks in accordance with the prescribed standards and ensure the quality of education and teaching.

Social organizations and individuals should create a good environment for school-age children and adolescents to receive compulsory education.

Article 6 the State Council and local people's governments at or above the county level shall rationally allocate educational resources, promote the balanced development of compulsory education, improve the conditions for running weak schools, take measures to ensure the implementation of compulsory education in rural areas and ethnic minority areas, and ensure that school-age disabled children and adolescents with financial difficulties receive compulsory education.

The state organizes and encourages economically developed areas to support economically underdeveloped areas in implementing compulsory education.

Article 7 Under the leadership of the State Council, compulsory education is planned and implemented by the people's governments of provinces, autonomous regions and municipalities directly under the Central Government, with the people's governments at the county level as the main management.

The education administrative department of the people's government at or above the county level is responsible for the implementation of compulsory education; Other relevant departments of the people's governments at or above the county level shall be responsible for the implementation of compulsory education within the scope of their respective duties.

Eighth people's education supervision institutions shall supervise the implementation of laws and regulations, the quality of education and teaching and the balanced development of compulsory education, and the supervision report shall be announced to the public.

Article 9 Any social organization or individual has the right to report or accuse any violation of this Law to the relevant state organs.

In the event of a major event that violates this law, hinders the implementation of compulsory education, and causes great social impact, the people * * * or the person in charge of the education administrative department of the people * * * should take the blame and resign.

Tenth social organizations and individuals who have made outstanding contributions in the implementation of compulsory education shall be commended and rewarded by the people's governments at all levels and their relevant departments in accordance with the relevant provisions.

On the Significance of Preschool Education

1. What is the nature of preschool education curriculum? The nature of preschool education curriculum summarizes the most basic characteristics of preschool education curriculum and determines other basic characteristics of preschool education curriculum. Defining the nature of preschool education curriculum is the key to maintain the basic direction and order of preschool education curriculum practice. For a long time, we have been carrying out curriculum practice activities without knowing the nature of preschool education curriculum, at least not fully understanding it. Therefore, it is inevitable to encounter some contradictions and produce some confusion. This paper puts preschool education curriculum into the whole lifelong education and curriculum system, and determines its nature: preschool education curriculum is the basic part of basic education curriculum, the basic curriculum of lifelong education, the non-compulsory education curriculum, the curriculum suitable for development and the basic quality education curriculum. It shows the basic position and value orientation of preschool education curriculum. Defining the nature of preschool education curriculum is of great significance for us to correctly handle the relationship between preschool education curriculum and other courses. ? Second, what is the basic value orientation of preschool education curriculum? So far, the third preschool education curriculum reform in China has been going on for about 20 years, and it should be said that many achievements have been made. Unfortunately, because the country has not formulated new curriculum standards, the majority of preschool education practitioners feel that there is no law to follow. In particular, because there are various curriculum values in educational practice, it is even more confusing for educators to fail to clarify what the most basic values should be established in preschool education courses. This has set an obstacle to the further development of curriculum reform. Therefore, in order to reform the preschool education curriculum and push it forward, it is necessary to clarify the most basic value orientation of preschool education curriculum. The nature of preschool education curriculum determines the basic value orientation of preschool education curriculum: cultivating complete children and developing children's subjectivity, which are two aspects of an interrelated problem; The education related to this must be the whole personality education and the children's subjectivity education. Establishing this basic value orientation is conducive to clarifying the direction, correcting some deviations in the current educational practice, fully understanding the incompleteness and irrationality of "attaching importance to wisdom", "specialized education", "personality development" and "being a man" in the current preschool education curriculum in China, and enriching the content and essence of "all-round development". ? 3. What are the basic characteristics of preschool education curriculum content? Basic, direct (superficial) interest, humanity, situation, activity, integrity and development are the basic characteristics of preschool education curriculum. Only when the curriculum content has these characteristics can the basic value of preschool education curriculum be realized. These characteristics are interrelated. According to these characteristics, the basic principles of preschool education curriculum content selection are formed: basic principle, direct benefit principle, humanistic principle, situational principle, activity principle, integrity principle and development principle. ? In particular, it should be pointed out that the content of preschool education curriculum mainly comes from the development, situation and activities of preschool children, rather than the "knowledge base". ? Fourth, what basic principles and principles should be followed in the organization of preschool education curriculum? In the process of organizing preschool education courses, we must fully understand the principles of interaction, holistic education and environmental edification, and follow the principles of life, activity, game, integration, home synchronization and isomorphism between teachers and students. ? The realization of curriculum value of preschool education is based on curriculum content, but the key lies in curriculum organization. These principles and their comprehensive application will help us to establish a good teacher-student relationship and make the curriculum really suitable for the healthy development of preschool children's body and mind. ? The above briefly summarizes the basic characteristics of preschool education curriculum. It should be pointed out that this paper only expounds the basic characteristics of preschool education curriculum from four aspects: nature, basic value orientation, content and organization, and whether it is comprehensive or not needs further discussion. The logical relationship between the basic features also needs to be further clarified. Because these basic characteristics are closely related, it is not easy for me to truly and completely explain their differences and connections. Of course, the definition of these basic characteristics is accurate or not, which also needs to be studied. ? Based on the basic characteristics of preschool education curriculum, I intend to make up for the lack of theoretical research on the history of preschool education curriculum, hoping to help the majority of preschool education curriculum workers get out of the misunderstanding and get rid of confusion.