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The book is divided into four parts: general report, investigation reports, special topics and case studies. The general report systematically expounds the current environment of Chinese education, the reform of curriculum and textbooks,the connection and evaluation of learning stages, the development of learning methods and the prospect from a macroscopic perspective.Based on the data of the“National Questionnaire survey on The Development of Chinese Education” organized by The School of Education of Peking University and the Compilation Committee of The Blue Book on Chinese Education in April 2020, this paper comprehensively describes the current situation of Chinese education. Students with a total of 15 provinces across the country, Chinese teachers, Chinese research staff and parents to participate in the questionnaire survey, sampling both regional difference, the difference of provinces, urban and rural differences,education quality and other multiple criteria multiple criteria, 18146 questionnaires were effective students, the language teacher questionnaire, 1444, Chinese research staff 224 questionnaires, 24530 questionnaires parents.The special topic focuses on the teaching methods, teaching reform, examination reform, subject attributes and other important issues. The case shows new ideas, new models, new methods and new strategies in Chinese teaching,including“1+X” teaching ideas,“online + offline” mixed learning mode, interdisciplinary project learning mode, new methods of practice teaching, literacy strategies, etc. The case selection is typical and epochal, which shows the remarkable characteristics of the development of Chinese language education.
This report adopts a qualitative and quantitative research method, and based on the data, the following original research findings are obtained. (1)Primary and secondary school students in China agree with the importance of learning Chinese, and the level of recognition of primary school students is higher than that of junior high school students. The majority of students show interest and love in Chinese, and think it is difficult to learn. Text is the most favorite textbook for students, reading comprehension is the most difficult for students to master, writing homework is the most annoying, reading homework is the most favorite. (2)Chinese primary and middle school students have a good extracurricular reading, the story of the extracurricular reading theme gets more students love, the unified edition of the textbook implementation of the purpose of reading obvious differences. There are regional and urban differences in the age structure and educational background distribution of Chinese teachers in primary and secondary schools in China. The average age and educational level of language teachers in schools in eastern regions and urban areas are low. The working hours of Chinese teachers in primary and middle schools are longer,and the working intensity of Chinese teachers in junior middle schools is higher than that in primary schools. The analysis and grasp of the teaching content is the main difficulty in the current teaching of Chinese teachers. The income level of Chinese teachers in primary and secondary schools in China is lower as a whole, and their satisfaction with salary is lower.Chinese language teaching and research staff at all levels of primary and secondary schools in China participate in less training, do not have enough depth in the front line, do not have enough times to attend school classes, do not have enough times for first-line language teachers to demonstrate and guide. The shortage of special teaching and research funds for Chinese, and the lack of special teaching and research funds for Chinese, are the main difficulties faced by Chinese teaching and research staff at all levels. Parents of primary and secondary schools in China generally agree on the importance of Chinese education. With the increase of students’ grades,parents’ recognition of the importance of Chinese education has weakened. In the family, mother is the main role in helping students learn Chinese. With the increase of students’ grade, the family’s supervision time and tutoring expenditure on students’ Chinese learning have decreased. Parents to children’s Chinese learning guidance,there are knowledge, communication, time, skills and other levels of problems, to the knowledge, skills. More than 50 percent of parents use local Mandarin and local dialects to communicate with students, and standard Mandarin has yet to be fully popularized in family life.