Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms

Zhong Kaiqi; Chao Qiuhong

doi:doi:10.11648/j.her.20210606.19

| Peer-Reviewed

Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms

Zhong Kaiqi, Chao Qiuhong

Published in Higher Education Research (Volume 6, Issue 6)

Received: 8 December 2021 Accepted: 17 December 2021 Published: 24 December 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

In order to train a large number of outstanding teachers, Chinese government has implemented the policy of public-funded normal education. Government-sponsored normal university students can enjoy a total tuition waiver, living allowance and employment security. Under the social background of China's difficult employment for university students, employment security has set government-sponsored normal university students at ease, as they no longer need to compete in universities for future job opportunities. From the perspective of the first-second classroom linkage, this research, with normal university undergraduates majoring in special education in Guangdong Province, China, as the investigation sample, explores the development of academic achievements under same learning environment between government-sponsored and non-government-sponsored students, so as to dissect whether there is a correlation between the academic achievement of government-sponsored students and employment security? It is found that the government-sponsored students had globally higher academic achievements in the first classroom than non-government-sponsored students, but had lower academic achievements in the second classroom, showing the conflicts in the development of the two classrooms. According to the facts, it is shown that government-sponsored students have stronger professional identity that non-government-sponsored students, and are actively engaged in the learning of the first classroom. However, the former have weaker endogenous power than the later. Employment security affects the government-sponsored students' academic achievements in the second classroom.

Published in	Higher Education Research (Volume 6, Issue 6)
DOI	10.11648/j.her.20210606.19
Page(s)	207-213
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), 2021. Published by Science Publishing Group

Keywords

Two Major Classrooms, Government-Sponsored Students, Academic Achievement, Employment Security

References

[1]	Zhu Jiusi, Cai Keyong & Yao Qihe. (1983). Management of Institutions of Higher Education. Wuhan: Huazhong University of Science & Technology Press.
[2]	Gan Lin & Xiong Jiansheng. (2014). Preliminary Exploration on the Integration of "the Two Classrooms" for Education. Chinese University Science and Technology, (4): 51-52.
[3]	Zhang Yaqi, Wang Ziqian & Liu Yuhang. (2019). Study on the Collaboration of the First Classroom and the Second Classroom in Universities for Education. New West, (15): 163-164.
[4]	Mo Qiugui. (2020). A Study on the Mechanism of Cultivating Talents by Connecting the Second Classroom with the First Classroom. The Guide of Science & Education, (33): 6-8.
[5]	Cai Keyong & Feng Xiangdong. (1988). The Second Classroom in Colleges. Beijing: People's Education Press.
[6]	Wang Guohui, Chen Ming & Zhou Zhiqiang. (2006). Study on the Differentiation of the Second Classroom Quality Development of Higher Education. Shenyang: Liaoning University Publishing House.
[7]	Peng Qiaoyin & Xie Xiangxun. (2011). Re-discussion on the Relationship between the Second Classroom and the First Classroom. The Party Building and Ideological Education in Schools, (14): 45-46.
[8]	WG Goodman. (2000). Thinking differently: recommendations for 21^st century school board/superintendent leadership, governance, and teamwork for high student achievement. Administrators, 1 (4911), 475-476.
[9]	Wood R. (1995). The Types of Tests. Concise Encyclopedia of International Education: Educational Measurement and Evaluation, Translated by Xu Jianyue et al., Beijing: Educational Science Publishing House.
[10]	Norman E. Gronlund, Luo Lihui, Sun Yaling et al. (Translators). (2008). Assessment of Student Achievements. Nanjing: Jiangsu Education Publishing House.
[11]	Tao Hong & Yang Dongping. (2007). An Empirical Analysis of the Relationship between Educational Achievement and Family Background of High School Students. Tsinghua Journal of Education, (1): 29-33.
[12]	Zhou Xulin & Wang Sahofei. (2008). Standards-based Assessment of Student Academic Achievement. Shanghai: East China Normal University Press.
[13]	Wu Mingqing. (2009). The Relationship between Learning Gratitude and Academic Achievement: The Mediating Role of Learning Input. Psychological Development and Education, (6): 600-602.
[14]	Wang Yanfe, Li Yunjian & Huang Yuexin. (2011). Research on the Relationship between College Students' Psychological Capital, Achievement Goal Orientation and Academic Achievement. Higher Education Exploration, (6): 128-136.
[15]	Li Yafei. (2014). A Narrative Study on the Professional Identity of Pedagogy Graduate Students. Nanjing Normal University.
[16]	Jin Yunquan & Zhu Xuefeng. (2013). Endogenous Force: A New Perspective of Student Development Research. Journal of Tianjin Academy of Educational Science, (S1): 9-10.
[17]	Wang Zi & Xia Yechun. (2015). Human Capital Investment and Employment of College Students – A Study based on the perspective of individual capital investment in students. Enterprise Reform and Management, (17): 198-199.

Cite This Article

Plain Text BibTeX RIS

APA Style

Zhong Kaiqi, Chao Qiuhong. (2021). Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms. Higher Education Research, 6(6), 207-213. https://doi.org/10.11648/j.her.20210606.19

Copy | Download

ACS Style

Zhong Kaiqi; Chao Qiuhong. Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms. High. Educ. Res. 2021, 6(6), 207-213. doi: 10.11648/j.her.20210606.19

Copy | Download

AMA Style

Zhong Kaiqi, Chao Qiuhong. Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms. High Educ Res. 2021;6(6):207-213. doi: 10.11648/j.her.20210606.19

Copy | Download

@article{10.11648/j.her.20210606.19,
  author = {Zhong Kaiqi and Chao Qiuhong},
  title = {Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms},
  journal = {Higher Education Research},
  volume = {6},
  number = {6},
  pages = {207-213},
  doi = {10.11648/j.her.20210606.19},
  url = {https://doi.org/10.11648/j.her.20210606.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20210606.19},
  abstract = {In order to train a large number of outstanding teachers, Chinese government has implemented the policy of public-funded normal education. Government-sponsored normal university students can enjoy a total tuition waiver, living allowance and employment security. Under the social background of China's difficult employment for university students, employment security has set government-sponsored normal university students at ease, as they no longer need to compete in universities for future job opportunities. From the perspective of the first-second classroom linkage, this research, with normal university undergraduates majoring in special education in Guangdong Province, China, as the investigation sample, explores the development of academic achievements under same learning environment between government-sponsored and non-government-sponsored students, so as to dissect whether there is a correlation between the academic achievement of government-sponsored students and employment security? It is found that the government-sponsored students had globally higher academic achievements in the first classroom than non-government-sponsored students, but had lower academic achievements in the second classroom, showing the conflicts in the development of the two classrooms. According to the facts, it is shown that government-sponsored students have stronger professional identity that non-government-sponsored students, and are actively engaged in the learning of the first classroom. However, the former have weaker endogenous power than the later. Employment security affects the government-sponsored students' academic achievements in the second classroom.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms
AU  - Zhong Kaiqi
AU  - Chao Qiuhong
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.her.20210606.19
DO  - 10.11648/j.her.20210606.19
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 207
EP  - 213
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20210606.19
AB  - In order to train a large number of outstanding teachers, Chinese government has implemented the policy of public-funded normal education. Government-sponsored normal university students can enjoy a total tuition waiver, living allowance and employment security. Under the social background of China's difficult employment for university students, employment security has set government-sponsored normal university students at ease, as they no longer need to compete in universities for future job opportunities. From the perspective of the first-second classroom linkage, this research, with normal university undergraduates majoring in special education in Guangdong Province, China, as the investigation sample, explores the development of academic achievements under same learning environment between government-sponsored and non-government-sponsored students, so as to dissect whether there is a correlation between the academic achievement of government-sponsored students and employment security? It is found that the government-sponsored students had globally higher academic achievements in the first classroom than non-government-sponsored students, but had lower academic achievements in the second classroom, showing the conflicts in the development of the two classrooms. According to the facts, it is shown that government-sponsored students have stronger professional identity that non-government-sponsored students, and are actively engaged in the learning of the first classroom. However, the former have weaker endogenous power than the later. Employment security affects the government-sponsored students' academic achievements in the second classroom.
VL  - 6
IS  - 6
ER  -

Copy | Download

Author Information

Zhong Kaiqi

Department of Moral Education, Lingnan Normal University, Zhanjiang, China
Chao Qiuhong

Department of Moral Education, Lingnan Normal University, Zhanjiang, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Zhong Kaiqi, Chao Qiuhong. (2021). Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms. Higher Education Research, 6(6), 207-213. https://doi.org/10.11648/j.her.20210606.19

Copy | Download

ACS Style

Zhong Kaiqi; Chao Qiuhong. Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms. High. Educ. Res. 2021, 6(6), 207-213. doi: 10.11648/j.her.20210606.19

Copy | Download

AMA Style

Zhong Kaiqi, Chao Qiuhong. Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms. High Educ Res. 2021;6(6):207-213. doi: 10.11648/j.her.20210606.19

Copy | Download

@article{10.11648/j.her.20210606.19,
  author = {Zhong Kaiqi and Chao Qiuhong},
  title = {Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms},
  journal = {Higher Education Research},
  volume = {6},
  number = {6},
  pages = {207-213},
  doi = {10.11648/j.her.20210606.19},
  url = {https://doi.org/10.11648/j.her.20210606.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20210606.19},
  abstract = {In order to train a large number of outstanding teachers, Chinese government has implemented the policy of public-funded normal education. Government-sponsored normal university students can enjoy a total tuition waiver, living allowance and employment security. Under the social background of China's difficult employment for university students, employment security has set government-sponsored normal university students at ease, as they no longer need to compete in universities for future job opportunities. From the perspective of the first-second classroom linkage, this research, with normal university undergraduates majoring in special education in Guangdong Province, China, as the investigation sample, explores the development of academic achievements under same learning environment between government-sponsored and non-government-sponsored students, so as to dissect whether there is a correlation between the academic achievement of government-sponsored students and employment security? It is found that the government-sponsored students had globally higher academic achievements in the first classroom than non-government-sponsored students, but had lower academic achievements in the second classroom, showing the conflicts in the development of the two classrooms. According to the facts, it is shown that government-sponsored students have stronger professional identity that non-government-sponsored students, and are actively engaged in the learning of the first classroom. However, the former have weaker endogenous power than the later. Employment security affects the government-sponsored students' academic achievements in the second classroom.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Exploration on the Academic Achievements of Chinese Government-sponsored Normal University Students from the Perspective of Two Major Classrooms
AU  - Zhong Kaiqi
AU  - Chao Qiuhong
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.her.20210606.19
DO  - 10.11648/j.her.20210606.19
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 207
EP  - 213
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20210606.19
AB  - In order to train a large number of outstanding teachers, Chinese government has implemented the policy of public-funded normal education. Government-sponsored normal university students can enjoy a total tuition waiver, living allowance and employment security. Under the social background of China's difficult employment for university students, employment security has set government-sponsored normal university students at ease, as they no longer need to compete in universities for future job opportunities. From the perspective of the first-second classroom linkage, this research, with normal university undergraduates majoring in special education in Guangdong Province, China, as the investigation sample, explores the development of academic achievements under same learning environment between government-sponsored and non-government-sponsored students, so as to dissect whether there is a correlation between the academic achievement of government-sponsored students and employment security? It is found that the government-sponsored students had globally higher academic achievements in the first classroom than non-government-sponsored students, but had lower academic achievements in the second classroom, showing the conflicts in the development of the two classrooms. According to the facts, it is shown that government-sponsored students have stronger professional identity that non-government-sponsored students, and are actively engaged in the learning of the first classroom. However, the former have weaker endogenous power than the later. Employment security affects the government-sponsored students' academic achievements in the second classroom.
VL  - 6
IS  - 6
ER  -

Copy | Download