







































 

 

 

 

 

 

Rebuild Classroom Teaching Values

Lan Ye 

 
East China Normal University, Shanghai 200062, China

Abstract. Educational activities cannot avoid the issue of value. The re-

search on “new basic education” also discusses contemporary Chinese 
social development and educational values reform. This article proposes 

to rebuild classroom teaching values. This value’s core concept is: the 

current value of classroom teaching in China’s primary education needs 
to be transformed from a single transmission of ready-made knowledge 

presented in textbooks to a generation that can actively and healthy de-

velopment in contemporary society. Its primary contents are: expand the 

rich educational value of subjects; reorganize the teaching content ac-

cording to the realization of the educational value; comprehensively de-
sign flexible teaching content. 

Best Evidence in Chinese Education 2021; 8(2):1131-1141. 

Doi: 10.15354/bece.21.cr02. 

How to Cite: Ye, L. (2021). Rebuild classroom teaching values. Best Evidence in 

Chinese Education, 8(2):1131-1141. 

Keywords: Classroom Teaching, Teaching Values, New Basic Education, Active 

and Healthy Development

 
 
 
 
 

 

Correspondence to: Lan Ye, Professor, Ex-Director, Institute of Basic Education Reform and Development, East 
China Normal University, Shanghai 200062, China. Email: editorial-office@bonoi.org  

Conflict of Interests: None. 
 

© 2021 Insights Publisher. All rights reserved. 

Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Crea-

tive Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-

nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided 

the original work is attributed by the Insights Publisher. 

mailto:editorial-office@bonoi.org


Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1132 

Question and Task 

DUCATIONAL activities cannot avoid the question of value. This is a pre-

sumption of our judgment on the relationship between value and fact in educa-

tion research. From a historical point of view, whenever society undergoes a 

significant transformation, people’s criticism of education often begins with value criti-

cism. Starting from a re-understanding of the value and purpose of education and using 

this as the basis and starting point, it then makes a more specific evaluation of the actual 

educational activities and proposes new principles, programs, and even methods. Today, 

we are in such an era. The research on “New Basic Education”
1
 also discusses contem-

porary Chinese social development and educational values reform.
2
 

However, when reform research enters school practice, through a lesson, what 

we (referring to all members participating in the “new basic education research”) see is 

that in the field of subject teaching, most teachers’ choices of educational value are still 

Stay on “transmitting knowledge.” Although some teachers have paid attention to the 

development of students’ skills, even abilities, and intelligence, most of them are mere-

ly embellishments. As for the goals outside the scope of understanding, it is less in-

volved. Interestingly, this kind of value is not manifested in teachers’ remarks in writing 

articles or theoretical studies but in teaching goals and classroom behaviors in the prep-

aration notes. 

Usually, in terms of teaching objectives, the most clearly defined and under-

stood, most of which are the “key points” and “difficult points” of the teaching of this 

lesson, the “skills” and “techniques” that need to be mastered. Other aspects may be 

mentioned simply or abstractly, or clicked with similar empty words almost every time. 

In more cases, it is not written at all. In the classroom, severe and responsible teachers 

often spend their energy on clarifying knowledge and implementing exercises so that 

students can have a firm grasp of knowledge and make no mistakes in exams. In short, 

the teaching values discussed abstractly by teachers are not consistent with the values 

they pursue in teaching practice, and they are far from each other. 

To point out this phenomenon is not to accuse teachers of inconsistency in 

words and deeds, but to show that we deeply feel the change in the concept of teaching 

reform in the reform research. This includes the transformation of teaching values, 

which must not be separated from teachers’ teaching practice and must pay attention to 

the process of how they realize internalization in their teaching practice. Only the 

teacher’s inner concept has the fundamental role of guiding the teacher’s teaching goal 

formulation and orientation practice behavior. Therefore, we need to work with teachers 

to reflect on teaching practice critically, find out the teaching values hidden and existing 

behind teaching behavior and speech, and then understand such values’ problems. It is 

further necessary to discuss the basis and rationality of the new classroom teaching val-

ues with teachers, rebuild the classroom teaching values in the teachers’ minds, and 

realize them consciously and persistently in teaching practice. The new basic education 

classroom teaching reform regards the connection, co-creation, and interpretation be-

tween teachers’ new values and new teaching behaviors as the requirements throughout 

E 



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1133 

the reform and is also one of the essential indicators for evaluating whether the reform 

is happening. 

The Core Idea of the New Teaching Values 

The reconstruction of the new teaching values must start from the level of general 

common understanding, that is, to re-understand the value of teaching in educating peo-

ple and the question of what kind of people it serves. The core concept of the common 

values of teaching formed by the “New Basic Education” is: The values of classroom 

teaching in China’s primary education need to be transformed from a single transmis-

sion of ready-made knowledge presented in textbooks to a generation that can achieve 

an active and healthy development in contemporary society. We believe that subject 

book knowledge is a resource and means of “education” in classroom teaching, serving 

the fundamental purpose of “education.” “Teaching” and “education” are not two things; 

they are different aspects of one thing. In teaching, teachers realize “education” through 

“teaching.” In order to teach well, teachers need to understand what kind of people to 

educate. Teachers who only pay attention to the value of existing knowledge transfer 

are actually “educating” people who passively accept, adapt, obey, and execute others’ 

thoughts and will as their primary way of living. The active spirit and desire to explore 

young students’ lives are often suppressed or even obliterated in such classroom teach-

ing. If this situation does not change, education will become an opposing force hinder-

ing social and personal development. The “New Basic Education” advocates that to-

day’s elementary and middle school education in China should take the formation of 

students’ awareness and the ability for active and healthy development as the core value, 

and this value must be reflected in all educational activities. Among them, “active” is a 

further focus and is a popular formulation of “education should be based on student 

development.” Here, it is necessary to explain the basis for this focus. 

“Student development” is a frequently discussed issue in education. In the past 

ten years or so, educational theorists have first discussed whether education should be 

based on social development or individual development. Later, when it comes to the 

latter, we will further discuss the “what development” of students should be based on. 

Each has its own opinions, such as “harmonious development,” “subjective develop-

ment,” “free development,” and “multi-faceted development,” and so on. These views 

give people inspiration from different angles. However, it seems that there is only an 

ideal state that humans are expected to achieve to explain “development.” In our view, 

“development” as an open and generative dynamic process is neither external nor inter-

nal. Human development can only be realized in the interaction of various human rela-

tions and activities. Therefore, we should not only set the requirements for development 

from the perspective of isolated individuals but should use “relationships” and “activi-

ties” as the framework to think about the “what development” of students should be the 

basis for education. Furthermore, as an individual, the most fundamental relationships 

and activities fall into two categories. One category points to the outside world (extro-

verted). It refers to the individual’s relationship with the surrounding world and practi-

cal activities. The other is internal (introverted), that is, the relationship between the 



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1134 

individual and the self, reflection, and reconstruction activities. There are only two pri-

mary ways that individuals can take in these two types of relationships and activities: 

active or passive. Naturally, people cannot take the initiative actively all the time, eve-

rything, and everywhere. However, from the perspective of self-development, individu-

al initiative is a significant key factor. This initiative includes the relationship and activ-

ities of the above two dimensions. They are indispensable to the development of the 

individual and are closely related and interact with each other. Individual initiative is 

always a choice and action made after understanding the outside world, self, relation-

ship, the value of the behavior that will occur, and generating a desire. Regardless of 

whether the final subject actively chooses to “forward,” actively choose to “backward,” 

or chooses to “unchanged,” it is all based on the individual’s knowledge and will. The 

initiative of individual practice is significant for everyone in an era of rapid changes in 

the current environment and an increase in uncertainties in the living environment. The 

life course of everyone living in contemporary Chinese society has more opportunities 

and possibilities than before the reform and opening up, but there are also more risks 

and crises. Therefore, people’s awareness and ability of self-selection under complex 

backgrounds are more important and necessary for the meaning and value of life. 

The possibility of active human development can be explained using the bio-

logical subject and self-organization theory proposed by the famous contemporary 

French thinker Edgar Morin. Morin believes that living things can self-organize and 

regenerate themselves. This ability is realized by processing a series of information, by 

oneself and for one’s calculation. “The minimum actions of living beings are based on 

the premise of ‘self-calculation.’ Through this calculation, the individual processes all 

objects and materials according to itself in a self-centered manner. The subject is such a 

computing existence.”
3
 This is to talk about the subject’s “self-organization” in the 

sense of living organisms. What Morin wants to explain in this way is: the subject “is 

not just a philosophical concept, a problem in the spiritual domain, but also an ontologi-

cal concept with material substance, and it is also a scientifically provable conclusion
4
; 

the subject is not just a human characteristic The unique characteristics are the charac-

teristics shared by living things.” When talking about “humans,” Morin affirmed that 

humans are not separated from the biological realm, so they still retain the essential 

characteristics of living things, but humans are different from living things. He empha-

sized the emergence of extraordinary new forms in human beings, who are the subject 

of consciousness. He said: “As for us, human beings, we have consciousness, language, 

and culture. We are computing/knowing individuals: subjects, who can make decisions, 

make choices, make policies, enjoy freedom, and create inventions.
5
 

Morin’s above statement has at least two cognitive values: First, it redefines the 

concept of “subject” from a scientific perspective and extends it to the entire biological 

field, providing a new perspective for subject research. It is a perspective that stays in 

the field of speculation and rethinks the subject matter involved in philosophy connect-

ed with science. Second, while communicating the relationship between man and the 

biological world, it also highlights the human subject’s uniqueness. This unique concen-

tration shows that people have consciousness and calculation: cognitive ability, which 



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1135 

makes people show a series of behavioral characteristics far beyond the biological 

world. The inherent power is that people can consciously and autonomously choose, 

plan and create. 

From the perspective of education, it is more important that this kind of 

knowledge-calculation activity points to the environment and objects of human material 

existence and points to the environment and objects of human spiritual existence. It 

points to the external world of the individual and points to the internal world of the in-

dividual. When it points to the understanding and calculation of the inner world and 

directly focuses on the individual’s development, the individual actively thinks and crit-

icizes his development. When choosing goals, planning processes, and preparing for 

implementation, people have the individual development awareness and ability to take 

the initiative to control their own life and destiny. This is the essential possibility a per-

son has. It is the most critical “self-generation and self-regeneration” ability different 

from any living creatures, and it is also the inner guarantee for a person as an individual 

to realize the value of life and obtain a happy life. Therefore, cultivating individuals’ 

ability to develop actively has been designated by the “new basic education” as the es-

sential primary education task to develop people’s life potential. 

It can be seen from this that we use the term “active” to define “development” 

because it not only embodies the state of activity but also contains the self-

consciousness of the subject, points to relational things, and expresses the pursuit of 

expectations. This is our answer from the overall framework of relations and activities, 

based on the integration of the essential power of human beings and the needs of con-

temporary Chinese social development, and that education should be based on “what 

development of students.” Also, we added the word “health” after the word “active.” 

This is a restrictive definition, mainly to avoid misunderstandings, to avoid accusations 

such as “to take the initiative to do bad things, only care about personal interests, and 

undermine the interests of the collective and others, is it also the active development 

expected by education?” Here, “health” expresses a positive direction that requires in-

dividual behavior to help develop the individual’s body and mind and human society. 

Maybe this is an unnecessary “restriction.” If we regard the word “development” as 

inherently containing the meaning of change positively and upward, this restrictive 

word becomes even more superfluous. 

Reconstruction of Subject Teaching Values 

The second level of the reconstruction of classroom teaching values is the reconstruc-

tion of subject teaching values. This is a transformation that teachers must realize 

whether they can implement the new teaching values at the general level after they 

agree with the new teaching values. Because it is related to how each teacher recognizes 

the specific value of the subject he teaches. Only when the understanding is clear it is 

possible to implement the understanding of teaching values into the planning of specific 

teaching behaviors from the design activities before the teaching process and provide a 

“blueprint” in line with the value orientation for the development of teaching practice. 



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1136 

Otherwise, the new teaching values at the general level will still be just verbal empty 

talk. 

The new basic education realizes the conversion and infiltration of common 

teaching values recognized by teachers into subject teaching values through the research 

of subject teaching reform plan, case design, practice and evaluation, and research on 

subject teaching design.
6
 Here, we would like to explain the main content of the recon-

struction of subject teaching values with the reform requirements of teachers’ teaching 

design and show how the general theories we put forward are transformed and permeat-

ed into the evolution process of teachers’ actual work. 

Extend the Rich Educational Value of Subjects 

For a long time, the educational value of subjects has been limited to mastering 

knowledge. In practice, due to the value orientation caused by the intense pressure of 

“exam-oriented education,” subject teaching tends to memorize or strengthen the con-

tent that may be tested in practice to achieve the explicit goal of solid memory, profi-

cient response, and successful test. From the perspective of traditional subject syllabus 

and textbook presentation, the main highlight is the basic knowledge that has been 

formed in the subject field. It appears in front of students in the face of objective truth 

and requires students to understand, master and use. The main consequence of this 

presentation of the subject is that it has caused the subject’s educational value impover-

ishment. First, it cuts off two connections: one is the rich and complex connection be-

tween abstract book knowledge and people’s life; the other is the rich and complex 

connection between abstract book knowledge and people’s discovery, problem-solving, 

and knowledge process. The knowledge encountered by students and teachers in teach-

ing is a solidified truth, lacking knowledge of “popularity” and a bunch of “dead” sym-

bolic conclusions. They serve as the “original materials” that make up the subject’s 

primary content and bring about the original poverty of education resources. 

Also, what is worth thinking about is that the selection of the traditional subject 

teaching content of elementary and middle school is based on the related scientific sub-

ject. From this point of view of the ultimate goal of subject teaching in elementary and 

middle school, it is also to let students master the subject’s basics (including knowledge, 

skills, and methods) and prepare for further learning or future professional learning. 

Although the arrangement of teaching content and the compilation of textbooks also 

emphasize the need to pay attention to the students’ cognitive level, characteristics, and 

acceptability, which cannot be entirely compiled according to the logic of the subject, 

but its purpose is to make it easier and better for students to learn the subject know-how. 

In short, the subject itself is the center of attention of subject teaching.  

This creates a vital lack: the lack of attention to the needs of elementary and 

middle schools of different ages. On the one hand, most learning subjects’ content lacks 

an internal connection with students’ growth today. The content of classroom teaching 

has become a specialized field isolated from the daily life of students. It seems to be-

long to another world. On the other hand, the confusion, curiosity, questions, expecta-

tions, interests, and many potential abilities that students often appear in the process of 



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1137 

growing up are not reflected in the subject setting. After all, the subject is directly set 

for students to enter higher school. Students’ development in learning is inevitable and 

indirect results of learning. The issue of “education” as the school’s fundamental value, 

as the main body of development and growth: students’ needs, from the student’s need 

subject to the compilation of the syllabus and textbooks, have not entered the minds of 

the creators and compilers. As a primary, critical, prerequisite question, it is considered 

the basis, primary reference, and entire teaching subject’s content. In curriculum re-

forms, people often call for the following: The society has developed, and new subjects 

need to be added; the science has developed, and the existing subject knowledge is out-

dated, and the teaching content needs to be updated. How many curriculum reforms are 

often completed in “additions and subtractions, additions and replacements?” However, 

the relationship between students’ growth and development needs and the curriculum 

reform has not yet been studied as the core issue of curriculum reform. In our opinion, 

the content of curriculum and subject teaching lacks vitality, which is a deeper reason 

for the impoverished value of subject teaching and education. 

Based on reason analysis, the “new basic education” gradually formed an ac-

tion strategy to expand the value of subject education: the starting point of reform is to 

develop the value of existing subjects rather than creating new courses. This is a possi-

ble action strategy for the school as the basic unit and the actual school teaching reform. 

It is also a feasible strategy for teachers to create and realize their changes and devel-

opment in research reform. However, it is necessary to further study the “color of life” 

in the overall reform of elementary and middle school curriculum from a long-term per-

spective. For now, in school practice, this task can be studied from the self-developed 

curriculum of some schools with relatively weak macro-control and social intervention. 

With the improvement of China’s elementary and middle school curriculum and im-

plementation policy openness, the school’s power and ability to select and compile 

courses independently are enhanced. The school-based curriculum has genuinely be-

come a universal need and action for elementary and middle schools. Furthermore, a 

life-rich curriculum focusing on the development and growth of young people will un-

doubtedly be created. 

To expand the educational value of the existing subjects, the new basic educa-

tion requires teachers to carefully analyze the subject’s unique development value for 

students when designing teaching, instead of first grasping the critical points of 

knowledge and teaching in this lesson. We do not believe that subject knowledge is of 

no value to students’ development and can be ignored. On the contrary, it is the primary 

content that must be finally mastered by students in teaching. However, the value of 

teaching to students should not stay here, let alone think that students exist for learning 

this knowledge, and teachers exist for teaching this knowledge. Teaching to serve the 

students’ active development in many aspects is the most basic foothold. Therefore, the 

subject’s unique educational value should be based on students’ development to analyze 

the unique role that different subjects can play. Specifically, the development value of 

each subject to students, in addition to knowledge in one field, from a deeper level, at 

least it can also help students understand, explain, feel, understand, change their lives in 



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1138 

it and continue to interact with them A rich and colorful world (including nature, socie-

ty, people, life, occupation, family, self, others, groups, practice, communication, re-

flection, learning, inquiry, creation, etc.). Moreover, form and realize their wishes, pro-

vide different paths and unique perspectives, discover methods and thinking strategies, 

and unique operational symbols and logic. Provide a kind of experience and experience 

that can only be obtained in this subject’s study; enhance the unique subject’s beauty 

discovery, appreciation, and expression ability. Only in this way can the development of 

students’ spiritual world be nurtured in many aspects from different subjects’ teaching. 

While developing the ability to feel, experience, understand, appreciate, change, and 

create the external world, they can constantly enrich and perfect their lives. Finally, 

experience a rich learning life and meet the growing needs of life. 

Reorganize Teaching Content According to the Needs 

of Realizing the Value of Education 

With the above understanding, the development of subject education resources also re-

quires teachers to reorganize and process existing teaching content in two aspects dur-

ing teaching design. 

First, the subject’s book knowledge is composed of simple to complex struc-

ture chains according to its inherent logic. The organization of teaching content is based 

on the structure as a large unit so that the main cognitive thread that runs through the 

teaching is the gradual complexity of the structure. When teaching content related to a 

knowledge structure, it is divided into two teaching stages. The first stage is teaching a 

specific structure with knowledge as the carrier, and the second stage is the stage when 

students use this structure to learn and expand related knowledge with a similar struc-

ture. The design of the teaching content of this organization is called the “long-term 

two-stage” design. Its purpose is to enable students to actively participate in learning in 

the teaching process and form an active learning mentality and ability. We believe that 

in order for students to master the initiative in learning, the most efficient way is to 

master and use knowledge structures. The structure has much more robust organization-

al and migration capabilities than knowledge points. The goal we expect to achieve is 

the students’ firm grasp and proficient use of structure-related knowledge until internal-

ization, but more importantly, students can discover and form structures and master and 

use structures flexibly. Each subject has its structure group. The learning and internali-

zation of different subject structure groups will help students from many different inter-

linked structure groups and structural thinking methods. This has a fundamental role for 

students to discover, understand, and solve problems with a comprehensive vision in a 

new, unfamiliar, and complex environment. It is essential learning required for people’s 

survival and development in a complex and changeable era. Ability is also an essential 

basis for students’ learning ability to be self-proliferating. 

Second, re-activate the structured book knowledge with symbols as the primary 

carrier. The purpose is to achieve communication with three aspects: book knowledge 

and human life; communication with students’ experience world and growth needs; 



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1139 

communication with people who discover and develop knowledge and history. In lay-

man’s terms, it is to restore knowledge to a new state closely related to human life and 

life, to present a state of life. Knowledge of the inner life state can most activate and 

arouse students’ inner needs, interest, and confidence in learning and enhance their de-

sire and ability to explore actively. While searching for these three connections, teach-

ers have also expanded their field of knowledge and turned their attention from studying 

the teaching content to the students’ pre-existing state, potential state, life experience, 

and development needs. This is a crucial step in the transition from “teaching” to “edu-

cation” through teaching. 

After the teacher has completed the above two aspects of teaching content, 

making an overall arrangement of the subject teaching time during the semester is pos-

sible. The “new basic education” requires breaking the “uniform movement” type of 

chapter-by-chapter and section-by-section distribution plan in the distribution of teach-

ing time. Instead, it advocates dividing each structural unit’s learning according to the 

“long-distance two-stage” design requirements. The teaching “structure” phase and the 

application of the “structure” phase. In the “structure” stage of teaching, the method of 

discovery is mainly used to allow students to start from real problems, gradually find 

out the structure of knowledge and the steps and methods for discovering the structure, 

and then form a comprehensive “class structure” of knowledge, methods, and steps 

through summary mode. The teaching time in this part can be moderately slowed down 

so that most students have a whole experience of the process of discovering and con-

structing a “class structure.” In this way, the “class structure” is formed so that students 

and teachers interact gradually through the teaching process and become the student’s 

own “class structure.” On this basis, the subsequent teaching phase with “structure” can 

be carried out in an accelerated manner. According to the actual results of the reform 

experiment, on the whole, not only will the teaching progress not be slowed down due 

to the slowdown in the first stage, but it will also be ahead of the original schedule. We 

use the remaining teaching time brought by the reorganization of the structure and the 

improvement of students’ learning ability to hold the “subject activity” and the “subject 

comprehensive activity” that combines the relevant subjects. These activities provide 

students with a more expansive, richer, vivid, and personalized possible space and stage 

for active development. 

Comprehensively Design Flexible Teaching Programs
7
 

In order to promote the active and healthy development of students, subject teachers 

under the guidance of values should complete the last synthesis in teaching design. It is 

to combine each lesson’s specific teaching content with the teaching process’s prior 

planning to form a “flexible teaching plan.” The new basic education emphasizes the 

dynamic generation of lessons in the teaching process but does not advocate that teach-

ers and students ride with loose reins in the classroom. On the contrary, it requires the 

design of the teaching plan, and in the design of the teaching plan, time and space are 

reserved for students’ active participation to create conditions for the dynamic genera-

tion of the teaching process. The teaching plan is necessary to set teaching goals, but the 



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1140 

goals are not limited to cognition but also involve other goals that students may achieve 

in this class. The setting of goals should be based on teaching content and student status, 

and possible expectations. Goals have “flexible intervals,” which consider the differ-

ences between students and consider the possible differences between the expected 

goals and the actual results. The teaching process’s design focuses on the whole-

process-related planning of where to start, how to advance, and how to turn. As for the 

end, when it abruptly stops is not absolute. The important thing is that it will happen 

naturally, not that the teaching schedule should be set in step with the class. The process 

design should also have “flexible intervals,” which can be reflected through different 

assignments, exercises, and activities. The process design also needs to plan a series of 

aspects such as teacher activities during the teaching process, related student activities, 

the form and method of organizing activities, the prediction of activity effects and the 

assumption of expected effects, the way of interaction between teachers and students, 

etc., and finally form a comprehensive and flexible teaching plan. 

Compared with the style of a typical traditional teaching plan, it designs de-

tailed questions, predetermined standard answers, writes down every sentence the 

teacher wants to say in class, and accurately calculates the time allocation of different 

class links. However, this new design requirement seems to be rougher, leaving too 

much uncertainty, flexible targets, space, and time that can be changed. However, it 

introduces these uncertainties and variable factors that make classroom teaching possi-

ble to be closer to each student’s actual state. It is possible to make students’ minds fly-

ing and interested, and it is possible to make teachers and students interact actively, 

create sparks of creation, and emerge new questions and answers. 

The “new basic education” is precisely through the in-depth development, re-

combination, and multi-directional activation of uniformly formulated deterministic 

teaching content. It is precisely by introducing modifiable factors and uncertainties into 

the design of the teaching process that the teaching design leaves the possibility of ac-

tive participation, active interaction, and creation for the practice of teacher and student 

classroom teaching. In this way, the values of teaching to serve students’ initiative and 

healthy development can be implemented and transformed into teachers’ pre-planning 

of their teaching behaviors. Moreover, for this value to finally infiltrate and reflect into 

teaching practice, it provides “combat plan” support. 

 

 

 

 
Notes 

1. “Research on New Basic Education facing the 21st Century” is a comprehensive basic education 

reform research project hosted by the author. The research explores a series of significant issues 

in the transformational transformation of primary education during the transition period of Chi-

nese society at the turn of the century to combine theory and practice. The research started in Sep-

tember 1994 and was carried out in two stages. The first stage is “exploratory research.” At the 

beginning of 1997, the project was formally approved as a critical project of the Ninth Five-Year 

Plan of China’s National Educational Science Plan. In 2000, the project results of exploratory re-



Ye. Rebuild Classroom Teaching Values. 

Vol.8, No. 2, 2021 1141 

search were awarded the first prize of Shanghai Municipal Educational Research Project Excel-

lent Achievement. In September of the same year, the research entered the second phase: “Exten-

sional and Developmental Research,” which was completed in 2005. At present, this research has 

been listed as a critical subject of the National Philosophy and Social Science Research “Tenth 

Five-Year Plan.” 

2. Ye, L. (1994). The spirit of the times and the construction of new educational ideals. Educational 

Research, 1994(10):3-8. [Chinese] https://www.cnki.com.cn/Article/CJFD1994-

JYYJ199410000.htm  

3. Edgar Moran Morin, E. & Chen, Y. (2001) Complex thought: conscious science. Beijing: Peking 

University Press. pp261. [Chinese] ISBN: 9787301049327. 

4. Here, “science” is relative to “philosophy” and falls within the category of classical science. That 

is, science is characterized by the conclusions obtained through empirical research and can be 

tested. 

5. Edgar Moran. Complex thought: conscious science. Beijing: Peking University Press, 2001. 261. 

[Chinese] 

6.  “New Basic Education Research” has conducted a comprehensive subject teaching reform plan 

for the three subjects of elementary school Chinese, mathematics, ideology and morality, and jun-

ior middle school Chinese, mathematics, and foreign language since the exploratory stage. The 

ongoing “new basic education” extension and developmental research continue to deepen the re-

search on the relevant reform plans. The ultimate goal of program research is not a template but 

to provide a way of thinking and methods. This paper did not discuss specific subject reform plans 

and cases. 

7. The guiding ideology of teaching plan design is related to classroom teaching values and the 

classroom teaching process view. This is also an important theoretical and practical issue in stud-

ying the “new basic education” classroom teaching reform, which the author will discuss in a fu-

ture article. Therefore, the discussion in this aspect of this article can only be summarized. 

 

 

Received: 05 January 2021 

Revised: 27 January 2021 

Accepted: 15 February 2021 

 

 

 

https://www.cnki.com.cn/Article/CJFD1994-JYYJ199410000.htm
https://www.cnki.com.cn/Article/CJFD1994-JYYJ199410000.htm

	Article-LanYe-BECE_title_July2021
	Article-LanYe-BECE_MaintextJuly2021

