i CHINA PRIMARY EDUCATION SYSTEM
Zhang Yabing Author International Student Education Center Chiang Rai Rajabhat University Editors Prawet Wetcha Priroj Doungnakhorn Boonchob Chantapoon Thuschai Chansa Yiching Saejao
Zhang Yabing International Student Education Center Chiang Rai Rajabhat University Guarantee Sahatthaya Sitthiwiset Director of International Student Education Center Sornchai Mungthaisong President of Rajabhat University Chiang Rai.
a Preface China's primary school education system is a multilevel, comprehensive development system. Its main goal is to provide students with basic and comprehensive education to promote their all-round development in intelligence, emotion, body and art. Primary school education in China usually lasts for six years, covering students from six to twelve years old. At this stage, students will receive basic Chinese, mathematics, and English education, as well as courses in natural sciences, social sciences, ethics and law, physical education, music, and art, aiming to cultivate students' multi-faceted abilities and interests. China's primary education management system follows a management model that combines central and local governments. The central government is mainly responsible for formulating education policies and standards and supervising education quality, while local governments formulate specific implementation plans and manage local education affairs based on central policies. At the school level, the principal, as the school's top administrative leader, is responsible for the school's daily management and decision-making. Each subject department and teacher team are responsible for specific teaching activities and student management. Teachers are the key to primary education. They not
b only impart knowledge, but are also responsible for cultivating students' thinking, problem-solving and innovation abilities. Teachers' professional development and improvement of teaching abilities are important aspects of improving education quality. Therefore, teachers are often required to attend regular training and professional development courses. In addition, the school also attaches great importance to students' mental health and social behavioral development, and will provide psychological counseling and social skills training to promote students' comprehensive and harmonious development. Home-school cooperation is also an important aspect of primary education in China. The school maintains close contact with parents through parent meetings, home-school interactive platforms and other means to jointly focus on and support students' learning and development. The school also encourages parents to participate in school management and activities to enhance cooperation between home and school. With the deepening of education reform, China's primary education is gradually changing from being examcentered to focusing more on the cultivation of students' allround quality. Curriculum and teaching methods are constantly innovating to adapt to the educational needs of the new era. For example, the integration of information technology into teaching, the promotion of inquiry-based learning methods, and the implementation of
c interdisciplinary comprehensive projects are all manifestations of modern education reform. In general, China's primary education system is committed to providing students with a comprehensive, balanced and diversified learning environment, aiming to cultivate students' basic academic abilities, innovation abilities, social responsibility and global perspective. As the country's emphasis on education continues to increase, China's primary education system will continue to develop and improve to adapt to rapidly changing social and economic needs.
Author: Zhang Yabing ✱ September 2004-June 2008 Studied in the Education Department of Xinzhou Normal University and obtained a bachelor's degree in education ✱ September 2008-June 2011 Studied at the School of Educational Science of Guangxi Normal University and obtained a master's degree in education ✱ July 2011-December 2023 The School of Educational Science of Baise University teaches courses such as "Principles of Education" and "Educational Psychology" ✱ January 2024 to present Candidate for PhD in Education, Faculty of Education, Chiang Rai Rajabhat University
i Table of Content Preface.....................................................................................................................a Table of content..........................................................................................................i 1. What are the main subjects included in the Chinese primary school curriculum? 1 2. What is the age requirement for students to enter primary school? ......................3 3. What are the teaching management agencies of primary schools and what are their responsibilities? ...............................................................................................4 4. Are there any special requirements for subject teachers in primary education? ..7 5. How does the school evaluate and manage students’ academic performance? .................................................................................................................................10 6. Are there unified primary school textbook standards? Who is responsible for formulating and reviewing them? ..........................................................................13 7. How are students’ sports and cultural and sports activities organized and managed at the primary school level? ...................................................................15 8. Is there a special education management system that pays attention to subject development and subject competitions? ................................................................18 9. Do Chinese primary schools implement a class teacher system? How to evaluate the class teacher? ...................................................................................................20 10. How does the school maintain communication with parents and promote homeschool cooperation? ................................................................................................22 11. How to manage students’ extracurricular activities and club organizations? 25 12. Is there an examination system at the primary school level, and what is the management mechanism for examination results? ................................................28 13. Are there any management measures that pay special attention to students’ mental health? ........................................................................................................31 14. Are there relevant information and digital means for management and teaching in primary education? ............................................................................................34 15. What is the progression system in primary school education? .........................37 16. Is there a relevant performance appraisal mechanism for primary education, including schools and teachers? ............................................................................40 17. Are there relevant regulations and policies in the education management system to regulate primary education? ...............................................................................43 18. Are there support mechanisms for students with special needs in primary school, such as special education? ..........................................................................46
ii 19. Does primary school education pay attention to and support the cultivation of students' innovation and practical abilities? ...........................................................49 20. What are the reform measures for China’s primary education management system? ..................................................................................................................52 Test questions and reference answers ....................................................................55
1 1. What are the main subjects included in the Chinese primary school curriculum? Chinese primary school curriculum usually includes a series of major subjects with the aim of providing students with a comprehensive basic education. In the sixth grade curriculum of Chinese primary schools, common main subjects include: 1.1 Chinese: A subject that focuses on cultivating students’ language skills such as reading, writing, and oral expression. 1.2 Mathematics: A subject that focuses on cultivating students’ mathematical thinking, logical thinking and ability to solve practical problems. 1.3 English: Usually introduced from the third or fourth grade of primary school to develop students' English listening, speaking, reading and writing abilities. 1.4 Natural sciences (including physics, chemistry, biology, etc.): Introduce basic natural science knowledge and cultivate students’ interest in science and their spirit of inquiry. 1.5 Social Sciences (including geography, history, etc.): Introduce basic social science concepts and expand students’ understanding of society and humanities.
2 1.6 Morality and the rule of law emphasize cultivating students’ correct moral concepts, legal concepts and social responsibility. 1.7 Physical education: Emphasis on the cultivation of physical fitness, including physical exercise and the learning of sports skills. 1.8 Music: Guide students to understand the basic concepts of music and develop the ability to appreciate and perform music. 1.9 Art: Cultivate students' creative thinking and aesthetic abilities, including painting, handicrafts, etc. 1.10 Information Technology (Computer): Introduce basic computer application knowledge and cultivate students’ information literacy. These subjects are designed to comprehensively develop students' cognitive, intellectual, emotional and social skills and lay the foundation for them to build a solid academic foundation. Different regions and schools may have some differences in the specific curriculum, but they usually include the above core subjects.
3 2. What is the age requirement for students to enter primary school? In China, the age requirement for students to enter primary school is usually 6 years old. According to the " Compulsory Education Law of the People's Republic of China ", the compulsory education stage includes primary school and junior high school. Primary school usually lasts for 6 years. Students can generally start attending primary school when they are 6 years old. Under normal circumstances, the admission year is usually September of that year, which is the beginning of the school year. Sometimes, taking into account the physical and mental development of students, schools or localities may make appropriate flexible adjustments within the legal age range. Different regions and schools may have slightly different requirements for admission, but generally speaking, 6 years old is the general starting age for primary school.
4 3. What are the teaching management agencies of primary schools and what are their responsibilities? The teaching management organization of primary schools usually includes the following main departments, each of which has different responsibilities . 3.1 Principal’s Office: The principal is the leader of the school and is responsible for the management and decision-making of the entire school. The principal's office is responsible for coordinating and leading various tasks of the school, including formulating school development plans, managing school affairs, coordinating teachers, maintaining contact with parents and society, etc. 3.2 Academic Affairs Office: Responsible for the formulation and management of teaching plans, including course arrangements, teaching material selection, teaching quality evaluation, etc. The Academic Affairs Office is also responsible for the management and statistics of student performance, as well as the supervision and evaluation of teaching work. 3.3 Moral Education Office (or Student Affairs Office): Responsible for students’ ideological and
5 political work, moral education, mental health education, etc., managing students’ discipline and behavioral norms, and paying attention to the cultivation of students’ comprehensive quality. 3.4 Scientific Research Department (or Teaching Research Department): Responsible for teaching scientific research and education and teaching reform, organizing teachers to conduct teaching research and educational practice, and promoting the improvement and innovation of teaching methods. 3.5 Admissions and Employment Guidance Office (or Career Planning Office): Responsible for the enrollment of primary school students, guidance on further studies, career planning, etc., and provides students with consulting services on further studies and employment. 3.6 Logistics support department: including campus management, catering services, security work, equipment maintenance, etc., to ensure the normal operation of the school. These teaching management agencies work together to ensure the normal operation of the school and promote the all-round development of students. In their respective fields, their responsibilities are to
6 ensure the smooth progress of education and teaching, the orderly conduct of all school affairs, and provide a good learning environment for students.
7 4. Are there any special requirements for subject teachers in primary education? In primary education, different countries and regions may have different requirements, but there are usually some common special requirements to ensure the quality and teaching ability of primary school subject teachers. The following are some special requirements that may exist: 4.1 Educational background: Primary school subject teachers usually need to have relevant educational background, such as an undergraduate or graduate degree in education or related majors. Educational expertise provides a better understanding of children's cognitive and developmental characteristics. 4.2 Knowledge of educational psychology: A basic understanding of child psychology is important to better understand and guide students and promote their allround development. 4.3 Scientific literacy: Primary school subject teachers need to have strong scientific literacy, be able to teach students scientific knowledge in simple and easy-to-understand terms, and stimulate students' interest in science.
8 4.4 Language expression ability: Chinese teachers need to have strong language expression and communication skills and be able to guide students to use language correctly and fluently. 4.5 Mathematical thinking ability: Mathematics teachers need to have strong mathematical thinking ability, be able to explain mathematical concepts clearly, and stimulate students' interest in mathematics. 4.6 Innovation ability: The ability to innovate teaching methods and flexibly use different teaching strategies to meet the diverse learning needs of students. 4.7 Teaching experience: Have rich primary school teaching experience, understand students’ psychological and learning characteristics, and be able to better deal with different teaching situations. ( 8 ) Pay attention to the individual differences of students: Be able to pay attention to the individual differences of students and adopt diversified teaching methods to meet the learning needs of different students. These special requirements help ensure that primary school subject teachers can better adapt to the special needs of children in their teaching and promote
9 their all-round development. Requirements may vary depending on the education policies of different regions and the specific circumstances of the school.
10 5. How does the school evaluate and manage students’ academic performance? School assessment and management of students' academic performance is an important task in the education system, aiming to understand students' learning status, provide feedback, guide teaching, and help students grow in an all-round way. Here are some of the ways schools typically assess and manage students’ academic performance: 5.1 Examinations and tests: The school conducts midterm examinations and final examinations regularly to assess students' mastery of knowledge in various subjects. In addition, there may be quizzes or unit tests to test students' understanding and application of specific knowledge points. 5.2 Homework evaluation: Schools assign homework to encourage students to consolidate learning content. The completion and quality of homework are usually used to evaluate students' academic performance. Teachers can provide feedback by grading homework and guide students to further improve. 5.3 Class participation and discussion: Students’ active participation, questioning and discussion in
11 class are also important aspects of assessment. Teachers can understand students' academic performance by observing their performance and listening to their perspectives. 5.4 Projects and practical tasks: The school may design some practical projects or practical tasks to allow students to apply the knowledge they have learned to solve practical problems. The process and results of completing these projects are also included in the academic evaluation. 5.5 Subject competitions and awards: The school encourages students to participate in subject competitions, and students who achieve good results may receive awards, which also becomes a reflection of academic performance. 5.6 Comprehensive subject evaluation: The school may conduct a comprehensive subject evaluation, taking into account subject knowledge, abilities, comprehensive qualities and other aspects to comprehensively evaluate the academic level of students. 5.7 Subject transcripts: The school generates transcripts for students, including semester grades, test scores, etc., as an official record of students'
12 academic performance. 5.8 Subject tutoring and personalized guidance: The school may provide subject tutoring to provide personalized guidance for students’ difficulties in subjects to help them improve their academic level. These methods are usually used comprehensively, and schools will choose appropriate assessment methods based on the characteristics of different grades, subjects, and students to gain a more comprehensive understanding of students' academic performance and thus provide more targeted educational support.
13 6. Are there unified primary school textbook standards? Who is responsible for formulating and reviewing them? In China, primary school textbooks are usually developed and reviewed by the state and relevant departments. There is a set of national primary school textbook standards, which are formulated and reviewed by the Ministry of Education and other education-related agencies. Specifically, China’s primary school textbook standards are mainly responsible for the following levels of organizations: 6.1 Ministry of Education: As the highest-level education management agency, the Ministry of Education is responsible for promulgating and formulating national education policies and standards. Curriculum and teaching material standards in primary education are also governed by the national Ministry of Education. 6.2 National Teaching Materials Committee: The National Teaching Materials Committee under the Ministry of Education is responsible for formulating and reviewing national teaching material standards. The committee is composed of a group of subject experts and education managers who formulate teaching
14 material standards suitable for primary education across the country based on the needs of educational development, curriculum objectives, subject knowledge and other requirements. 6.3 Local education departments: Under the guidance of the National Ministry of Education, the education departments of each province, autonomous region, and municipality directly under the Central Government will also participate in the formulation and review of primary school teaching material standards that are consistent with local actual conditions. This helps adapt to the cultural and educational needs of different regions. The formulation of primary school textbook standards usually undergoes multiple levels of discussion, research, and review to ensure that they are scientific, reasonable, and suitable for the development of primary education. At the same time, primary school textbook standards will be updated and adjusted according to the needs of social development and educational reform.
15 7. How are students’ sports and cultural and sports activities organized and managed at the primary school level? Students' sports and cultural and sports activities are usually organized and managed by schools and educational institutions at the primary school level. The following are some common practices regarding the organization and management of physical education and cultural and sports activities in primary schools: 7.1 Physical education courses: Primary schools usually have physical education courses, which are arranged in the weekly class schedule. These courses are designed to promote the overall development of students' physical fitness, including physical exercise, sports games, gymnastics, etc. 7.2 Intramural sports events: The school will organize some on-campus sports events, such as track and field meets, basketball games, etc. These activities are designed to increase students' interest in sports while cultivating teamwork and competitive spirit. 7.3 Societies and clubs: The school may have various cultural and sports societies and clubs, such as art clubs, music groups, dance teams, etc., for students to choose to participate. These societies and clubs can
16 provide additional opportunities for cultural and sports activities to cultivate students' interests and talents. 7.4 Art performances: Schools may hold art performances regularly to showcase students' talents. This includes music, dance, drama and other cultural and sports performances, which help to cultivate students' artistic accomplishment and performance ability. 7.5 Management of sports facilities and equipment: The school is responsible for the management and maintenance of sports venues, gymnasiums and related equipment. Ensure the safety and functionality of these facilities to support student physical activity. 7.6 Professional coaching and guidance: Some schools may hire professional sports coaches or cultural and sports instructors to provide professional guidance to students and improve their level in specific fields. 7.7 Safety and health management: The school is responsible for ensuring the safety of sports and cultural and sports activities and taking appropriate measures to prevent accidental injuries. At the same time, we pay attention to the physical health of students and provide support to students who need special care.
17 7.8 Parental participation: The school encourages parents to participate in sports and cultural and sports activities, such as watching games, supporting students to participate in societies, clubs, etc., to promote interaction between the school and families. The above practices will help make sports and cultural and sports activities at the primary school level more organized and diversified, and can better meet students' interests and development needs.
18 8. Is there a special education management system that pays attention to subject development and subject competitions? At the primary school level, there is usually no specialized education management system focusing on subject development and subject competition. The main goal of primary school education is to provide students with basic education, emphasizing the cultivation of all-round quality, rather than placing too much emphasis on subject competitions. However, in some districts and schools, there may be some extracurricular activities or special courses that focus specifically on subject development and subject competitions to meet the needs of students with special interests or talents in subjects. These activities usually exist in the form of subject development, interest groups or subject competition teams. Some universal initiatives may include: 8.1 Subject expansion classes: Provide some additional subject courses to help students study a certain subject in depth and cultivate their interest and ability in the subject. 8.2 Interest groups: Set up groups based on subject interests to conduct more in-depth and creative
19 subject research or activities. 8.3 Subject competitions: Encourage and organize subject competitions to give interested students the opportunity to showcase their talents in specific subjects. This can be competitions in different subjects such as mathematics, science, languages etc. These initiatives are usually conducted on a voluntary basis within the school and students can choose whether or not to participate. At the same time, schools may also provide better subject development opportunities by organizing professional competition guidance and training. Generally speaking, the primary school level pays more attention to the cultivation of all-round quality rather than over-emphasis on subject competitions. Subject development and competition are more evident at the middle and high school levels, when students specialize and deepen their subject knowledge.
20 9. Do Chinese primary schools implement a class teacher system? How to evaluate the class teacher? Chinese primary schools usually implement a class teacher system. The head teacher is a teacher who is responsible for managing and caring for a class. He is responsible for maintaining student discipline, managing class affairs, communicating with parents, etc. Class teachers play an important role in students' learning and growth. Assessment of head teachers usually involves the following aspects: 9.1 Class management: The class teacher needs to effectively manage the class, including maintaining good class discipline, organizing class collective activities, and handling conflicts among students. The school will evaluate the class teacher's ability and effectiveness in class management. 9.2 Student performance and development: Class teachers need to pay attention to students' academic development, help students formulate study plans, and promptly discover and solve subject-related problems. Care and guidance for subject performance and subject development are part of the assessment. 9.3 Parent communication: Class teachers need to
21 actively communicate with students’ parents, provide timely feedback to parents about students’ performance in school, answer parents’ concerns, and coordinate to solve problems that students may encounter. 9.4 Student emotional management: Class teachers need to care about students' emotional state, help students deal with psychological problems, and promote students' healthy growth. 9.5 Crisis handling: When problems arise in the class or students encounter emergencies, the class teacher needs to be able to respond quickly and take effective measures. 9.6 Teamwork: The head teacher usually needs to form a teamwork with other teachers, school leaders, etc. to jointly promote the school’s educational work. The specific assessment methods may vary by school and region, but class teachers are usually assessed through regular performance evaluations, school reviews, parent satisfaction surveys, etc. This helps ensure that class teachers fulfill their responsibilities and play an active role in promoting the good functioning of the school and class.
22 10. How does the school maintain communication with parents and promote homeschool cooperation? Effective communication between schools and parents is very important for the overall development of students. The following are some common ways for schools to maintain communication with parents and promote home-school cooperation: 10.1 Parents’ meetings: Parents’ meetings are held regularly to provide a platform for discussing students’ academic studies and behavior. Parent meetings can range from large school-wide meetings to smaller meetings held independently for each class. 10.2 Parents’ Day: Parents’ Days are arranged from time to time, and parents are invited to the school to communicate face-to-face with teachers, understand students’ performance in school, and discuss the students’ development direction together. 10.3 Tools: Use mobile phone text messages, emails, school APPs, etc. to send notifications, school activity information, student performance and other information to parents. 10.4 Parent courses: Provide parents with some training or lectures on education, family education,
23 subject knowledge, etc. to help parents better understand the school’s educational philosophy and increase their participation in education. 10.5 Home-school cooperation projects: Establish home-school cooperation projects to encourage parents to participate in some school activities and projects, such as volunteer services, campus improvement plans, etc. 10.6 Student performance notification: Regularly send students’ transcripts to parents to help parents understand students’ academic performance, identify problems in a timely manner and communicate effectively. 10.7 Online platform: Use the Internet platform to establish an online home-school interactive platform. Parents can view students' homework, study plans and other information through the platform, and communicate with teachers online. 10.8 Parents Committee: A parent committee is established to allow parent representatives to participate in the school’s decision-making and management and provide parents’ opinions and suggestions. 10.9 Individual communication: For some specific
24 problems, conduct one-on-one communication with the parents involved in a timely manner to understand the parents’ ideas and feedback and solve the problems. 10.10 Home visits: Conduct regular home visits to understand the situation of students in their home environment and establish a deeper home-school relationship. Through these communication methods, the school can better understand the situation of students at home, and parents can also have a deeper understanding of the school's educational philosophy and work conditions, thereby forming a positive homeschool cooperation and promoting the all-round development of students.
25 11. How to manage students’ extracurricular activities and club organizations? Managing students' extracurricular activities and community organizations is an important task for schools and helps to promote students' comprehensive quality development. Here are some common practices for managing extracurricular activities and clubs: 11.1 Activity planning: Schools should formulate clear plans for extracurricular activities and club organizations, including the goals, content, time schedule, budget, etc. of the activities to ensure that the activities are reasonable and feasible. 11.2 Recruiting instructors: Each extracurricular activity or club organization should have a responsible instructor who is responsible for organizing, coordinating, supervising and evaluating the activity. Instructors need to have relevant professional knowledge and experience and be able to guide students to develop in specific fields. 11.3 Student recruitment and registration: Extensively publicize various extracurricular activities and community organizations within the school to encourage students to actively participate. Students
26 can register for activities of interest through the registration form or online system. 11.4 Organizational structure: Clubs and extracurricular activities should have a clear organizational structure, including organizational structure, division of responsibilities, membership qualifications, etc., to ensure orderly operation of the organization. 11.5 Activity venues and equipment: Provide appropriate venue and equipment support to ensure that students have sufficient resources and conditions for various activities. 11.6 Safety management: Develop a safety management system to ensure that the safety of students is guaranteed when extracurricular activities and club organizations carry out various activities. 11.7 Financial management: For activities or associations involving funds, establish a standardized financial management system to ensure that the use of funds is transparent, legal, and subject to approval. 11.8 Regular evaluation: Regularly evaluate extracurricular activities and club organizations, including activity effects, student participation, instructor work evaluation, etc., in order to adjust and
27 optimize management measures in a timely manner. 11.9 Subject counseling and guidance: For some subject-related societies, professional subject counseling and guidance are provided to ensure students' development level in specific fields. 11.10 Recording and archiving: Record and archive the relevant information of each extracurricular activity and club organization so that you can review and summarize your experience at any time. These management practices help improve the organizational efficiency of extracurricular activities and club organizations and ensure the safe and meaningful development of student participation activities. At the same time, it also helps schools better stimulate students' interests, discover potential, and promote students' all-round development.
28 12. Is there an examination system at the primary school level, and what is the management mechanism for examination results? In China, there is a certain examination system at the primary school level, but compared to middle schools and high schools, the examination pressure in primary schools is lighter. Examinations at the primary school level are mainly designed to help students consolidate basic knowledge, develop study habits and self-study abilities, rather than emphasizing competition and selection. The following is a general overview of the primary school examination system and the management mechanism for examination results: 12.1 Midterm exams and final exams: Primary schools usually conduct midterm exams and final exams. The purpose of these exams is to test students' mastery of the knowledge learned in a semester, help teachers and students understand learning progress, and make necessary adjustments. 12.2 Periodic assessment: Some regions or schools will conduct periodic assessment to evaluate students' comprehensive qualities, including subject knowledge, comprehensive ability, subject interests,
29 etc. 12.3 Class tests and assignments: Small tests and assignments in class are also common assessment methods. This helps teachers discover students' learning problems in time so that they can provide targeted counseling. 12.4 Comprehensive evaluation: Schools generally adopt a comprehensive evaluation method, which in addition to test scores also includes students’ overall quality, subject expertise, subject competition results, extracurricular activities, etc. 12.5 Transcripts: The school issues transcripts to students to record students’ test scores, daily performance and other information. These transcripts are usually passed on to the students' parents as a reference for the students' academic development. 12.6 Home-school communication: Through communication with parents, the school provides parents with timely feedback on students’ learning status and jointly cares about students’ development. It should be noted that examinations at the primary school level pay more attention to the evaluation of students' overall quality rather than focusing too much on score rankings. Schools usually encourage
30 students to actively participate in various activities, cultivate interests, focus on the practical application of subject knowledge, and place more emphasis on the basic stage of subject learning. On the whole, the examination system at the primary school level is more oriented towards the concept of diversified education and all-round development.
31 13. Are there any management measures that pay special attention to students’ mental health? In contemporary education, more and more schools and educational institutions have begun to pay special attention to students' mental health and adopt a series of management measures to promote students' mental health development. Here are some common management actions: 13.1 Mental health education courses: Schools usually offer mental health education courses to teach students knowledge and skills in emotional management, interpersonal relationships, and psychological stress handling. 13.2 Mental health education activities: Regularly organize mental health education activities, such as lectures, symposiums, theme class meetings, etc., to guide students to understand their own emotions and needs and improve their mental health literacy. 13.3 Psychological counseling services: The school has professional psychological counseling services that provide individual counseling or group counseling to help students solve psychological problems and cope with challenges and troubles. 13.4 Mental health planning: Develop a campus
32 mental health plan, clarify goals and plans, and comprehensively promote school mental health work. 13.5 Mental health testing: Conduct regular mental health testing, understand students’ mental health status through questionnaires and other methods, and timely detect and intervene in psychological problems. 13.6 Teacher training: Provide mental health education and training to school staff to improve teachers’ understanding and ability to deal with students’ mental health problems. 13.7 Campus culture construction: Advocate a positive and progressive campus culture, create a positive and healthy learning atmosphere, and reduce academic pressure and competitive pressure. 13.8 Student support services: Establish a student support service system to provide services in subject tutoring, career planning, social and emotional support, etc. to help students grow in an all-round way. 13.9 Anti-bullying work: Strengthen anti-bullying work, prevent and deal with bullying among students, and protect students’ mental health. 13.10 Home-school cooperation: Promote close cooperation between schools and families, share mental health knowledge with parents, and jointly care
33 for the mental health of students. These management measures help create a school environment that supports students' mental health, improve students' psychological resilience, prevent and promptly intervene in psychological problems, and promote students' growth and development.
34 14. Are there relevant information and digital means for management and teaching in primary education? Information and digital means have been gradually introduced into primary school education to improve management efficiency and teaching quality. The following are some common information and digital applications in primary education: 14.1 Electronic teaching platform: Schools usually establish electronic teaching platforms, including online classes, subject resource sharing, online homework assignments and other functions to promote the sharing of teaching resources and the transfer of subject knowledge. 14.2 Intelligent teaching equipment: The school is equipped with intelligent teaching equipment, such as digital whiteboards, projectors, computers, etc., to improve teaching effects and make subject knowledge more vivid and intuitive. 14.3 Student information management system: Through the student information management system, schools can more conveniently manage student files, attendance, grades and other information to provide support for teaching decision-making.
35 14.4 Online homework and exams: The school uses an online platform for homework assignments, exams, and tests to facilitate teachers’ correction and evaluation, while providing real-time feedback to students and parents. 14.5 Subject resource database: The school has built a subject resource database to collect and organize various digital subject textbooks, course videos, and learning materials for the reference and use of teachers and students. 14.6 Home-school communication platform: The school communicates with parents in a timely manner through emails, text messages, school APPs, etc., and shares information about students’ learning status, activity arrangements and other information. 14.7 Online parent-teacher conferences: Using online conference tools, schools can hold virtual parent-teacher conferences to facilitate communication and interaction between parents and teachers. 14.8 Electronic textbooks: Some schools have begun to use electronic textbooks, allowing students to read textbooks through electronic devices while providing some interactive learning functions. 14.9 Subject auxiliary software: Use some
36 professional subject auxiliary software, such as mathematics practice software, Chinese reading software, etc., to help students better understand and consolidate subject knowledge. 14.10 Virtual laboratory: Provide virtual laboratory experience for science and experimental courses, allowing students to conduct experimental operations in a digital environment. The introduction of these information and digital means can help improve teaching effectiveness, facilitate the management of school affairs, and promote better understanding and application of students' subject knowledge.
37 15. What is the progression system in primary school education? In China, primary school education usually lasts for six years, from grade one to grade six. The progression system at the primary school level mainly involves the process of students advancing from primary school to junior high school. The following is the general elementary school admission system: 15.1 Graduation from the sixth grade of primary school: The primary school stage is usually a six-year system. After completing the sixth grade of primary school, students will graduate from the primary school stage. 15.2 Junior high school enrollment: After graduating from the sixth grade of primary school, students enter the junior high school stage. Junior high school is generally a three-year system, from the first to the third grade, corresponding to the seventh, eighth and ninth grades respectively. 15.3 Junior high school selection: Students and parents need to choose a junior high school when entering junior high school, usually based on the school's reputation, teaching quality, teaching staff and other factors.
38 15.4 Entrance examination: Some regions and schools may conduct junior high school admissions examinations to test students' subject knowledge as an important basis for admission. 15.5 Admission: The school conducts admissions based on factors such as entrance examination scores and overall quality to determine whether students can successfully enter the selected junior high school. 15.6 Class placement: After admission, the junior high school will conduct class placement, assign students to corresponding classes and teaching classes, and provide differentiated teaching according to subject level and interests. 15.7 Registration: Students and parents need to go to the junior high school at the specified time to complete the registration procedures, understand the school's rules and regulations, and adapt to the new learning environment. The specifics of the primary school progression system may vary by region and school. It should be noted that in recent years, some regions have promoted quality education and emphasized the allround quality development of students. Admission to higher education does not only rely on test scores, but
39 students' comprehensive quality and development potential have also received more and more attention.
40 16. Is there a relevant performance appraisal mechanism for primary education, including schools and teachers? In primary education, some regions and schools do have relevant performance appraisal mechanisms involving schools and teachers. These mechanisms are designed to evaluate the performance of schools and teachers and promote the improvement of education quality. The specific performance appraisal mechanism may vary by region and school, but generally includes the following aspects: 16.1 School level 16.1.1 Academic performance: The school's overall academic performance is an important assessment indicator, including students' average scores, admission rate, etc. 16.1.2 Improvement of subject level: Schools are required to improve subject level within a certain period of time, and can demonstrate the improvement of subject level through subject competitions, scientific research activities, etc. 16.1.3 Education quality assessment: The school may accept education quality assessment from the government or third-party organizations to evaluate the
41 school's performance in education management, teaching quality, subject construction, etc. 16.1.4 Social services: The school’s participation in social services, such as organizing community activities and carrying out social practices, may also become an indicator of performance appraisal. 16.2 Teacher level 16.2.1 Subject performance: Teachers' subject teaching performance is an important assessment indicator, including students' test scores, classroom performance, etc. 16.2.2 Teaching evaluation: Teachers may receive regular teaching evaluations to evaluate their teaching level through peer review, subject group evaluation, etc. 16.2.3 Professional development: Teachers’ professional development and enthusiasm for participating in subject training and further education may also be included in performance appraisals. 16.2.4 Extracurricular activities: Participation in school extracurricular activities, club guidance, etc. may also become a consideration in performance appraisal. 16.2.5 Subject construction: Whether teachers actively participate in subject construction, curriculum