Beijing Model of Gifted Education and Talent Development

River Publishers
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In China, talent development has been one of the key areas of attention in national focus for the development of science and technology, education, and other areas over the past three decades, and it is especially emphasized in the national outline for medium- and long-term educational reform and development. Beijing is the leading city in educational reform, especially in the area of gifted education in mainland China. Over the past 35 years, through constant exploration and research, a comprehensive gifted education system called the Beijing Model of Gifted Education and Talent Development (BMGETD) has gradually been developed. 

This book presents a summary of the educational practices used in, and the research done on the BMGETD over these decades. This includes several patterns for gifted education, such as acceleration in special classes, special classes without acceleration, enrichment within regular classes, and a joint program among high schools, universities, and professional academic institutions. 

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About the author

 Fang, Zhongxiong is a research fellow and the Director of the Beijing Academy of Education Sciences. His main research focus is on educational administration and principal and teacher training. He has undertaken a number of provincial and ministerial projects, published dozens of educational papers and published books such as School Improvement Based on Brand Building. He was chief editor of the "Beijing Senior High School Education Development Report (2014)." He has received the first prize in the National Basic Education Teaching Achievements and other awards.  


Zhang, Yi is a nationally well-known teacher at the Beijing Academy of Education Sciences, the Office Director of the Beijing Academy of Science and Technology Innovation for Teenagers, and President of the Beijing Education Innovation Development Research Association. She is committed to the innovation and exploration of talent development methods and promoting
the Soaring Program and Eagle Program. She has won first prize in the National Basic Education Teaching Achievements. She is the author of How to Be a Wise Teacher Today, Let Students Develop in Mathematics and other monographs.  


Du, Xiangyun, Ph.D., is a professor in the Department of Learning and Philosophy and director of the Confucius Institute for Innovation and Learning at Aalborg University, and a professor in College of Education, Qatar University. Her main research interests encompass innovative teaching and learning in education, particularly problem-based and project-based learning methods in fields ranging from engineering, medicine and health, and foreign language education to diverse social, cultural, and educational contexts. She has also engaged with educational institutions in over ten countries in substantial work on pedagogy development in teaching and learning. Professor Du has over 130 relevant international publications, including monographs, international journal papers, edited books and book chapters, and conference
contributions.  

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Additional Information

Publisher
River Publishers
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Published on
Dec 31, 2016
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Pages
150
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ISBN
9788793519442
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Best For
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Language
English
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Genres
Education / Higher
Education / Special Education / Gifted
Education / Teaching Methods & Materials / General
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Content Protection
This content is DRM protected.
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In recent decades, medicine and health education has been challenged worldwide by changes in its profession. Being a doctor nowadays encompasses much more than having biomedical knowledge and includes interdisciplinary skills related to societal needs, communication skills, and ethical consideration, among other things. In order to provide these skills and competences, many medical schools are implementing changes in different aspects of the education. These changes are also occurring in China. In the past twenty years, medical education in China has initiated a series of reforms. The current reforms have mainly been led by the Ministry of Education and Ministry of Health. These initial actions have evidenced both positive and negative attitudes and reactions. Is there a need to make further reforms and changes? If so, in what aspects? This book documents a national investigation of attitudes from teaching staff on the reforms and changes. Nearly 1800 teaching staff from 23 medical universities participated in this investigation. The results suggest that sustainable educational change demands not only supports from policy-makers and leaderships, but also active participation from teaching staff. In order for the implementation of reforms and changes to be successful, two factors are essential from the teaching staff’s perspective. First, it is important for teaching staff to gain a deep understanding of educational reform and change, and second, they should develop appropriate skills to be able to conduct the reforms through their teaching practice. To provide these two factors, institutional facilitation is necessary and crucial.
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