







































 

 

 

 

 

 

Exploration of the Research-Based “New 

Basic Education” Experiment by Lan Ye

Weijie Meng, Fengqi Ning 

 
Nanjing Yutong Experimental School, Nanjing 211100, China

Abstract. “New Basic Education” as a localized strategy in China was 

produced during the social transformation. It aims to stimulate the in-
ternal development motivation of schools, principals, and teachers and 

promote the upgrading and transformation of classrooms and schools. 
To get through theory and practice connection, taking root in schools, 

doing “ground-based” research, and exploring a new path for the eco-

logical growth of regional school groups. Starting from the background 
of the “new basic education” research, this paper elaborates the con-

tent, history, ideological system, and influence. It hopes to provide a 
more comprehensive and objective overview of the “new basic educa-

tion” research to inspire most educators. Help everyone explore the 

practical way to improve the quality of education. 

Best Evidence in Chinese Education 2021; 8(2):1121-1130. 

Doi: 10.15354/bece.21.re048. 

How to Cite: Meng, W., & Ning, F. (2021). Exploration of the research-based “New 

Basic Education” experiment by Lan Ye. Best Evidence in Chinese Education, 

8(2):1121-1130. 

Keywords: “New Basic Education”, Research Content, Research Process, Re-

search Thought, Overview

 
 

About the Author: Weijie Meng, Principal of Nanjing Yutong Experimental School, 22 Jiangjun Avenue, Jiangning 
District, Nanjing City, Jiangsu, China 211100. E-mail: 13608955415@126.com 

Correspondence to: Fengqi Ning, Nanjing Yutong Experimental School, 22 Jiangjun Avenue, Jiangning District, 
Nanjing City, Jiangsu, China 211100. E-mail: 872225979@qq.com  

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:13608955415@126.com
mailto:872225979@qq.com


Meng & Ning. Research-Based “New Basic Education” Experiment by Lan Ye. 

Vol.8, No. 2, 2021 1122 

Background of “New Basic Education” 

ROM a historical perspective, whenever society underwent a significant trans-

formation, people’s criticism of education often started from value criticism, 

from a re-recognition of the value and purpose of education, and using this as the 

basis and starting point then to realistic educational activities. Eventually, they made a 

more specific evaluation and proposed new principles, plans, and methods (Ye, 2002). 

From the end of the 20th century to the beginning of the 21st century, China 

was in a particular period of social development and transformation, and its spirit of the 

times had the characteristics of “focusing on the future, emphasizing development, and 

basing on change.” At the same time, genuine reform had brought about the inherent 

need of “focusing on choice” and “calling people’s subjective spirit (Ye, 2006A). In the 

early 1980s, Lan Ye was engaged in basic theoretical research on pedagogy, and she 

felt that our pedagogical thinking was rigid and the conclusions were too simple. 

What’s more serious was that there were no real people or only “one-sided” people in 

pedagogy. We only studied how to teach people to understand the outside world and 

forgot that the most important half is how to make people learn to know and develop 

themselves. In 1994, Professor Ye once again went deep into reality and believed that 

the metaphysical understanding of the existence and development of human life in edu-

cation should not treat students as things and should not treat students differently. It was 

necessary to regard the enhancement of people’s consciousness of life as the important 

provisions of the times on education. She started the research on “new basic education” 

(Li, 2004). Her research aimed to create a new type of primary education that conforms 

to China’s spirit. The study of contemporary development and changes in Chinese soci-

ety made a big impact on school education reforms. 

At the same time, China launched the eighth basic education curriculum re-

form.
1
 This “curriculum reform” clearly proposed the “new curriculum reform.” It can 

be said that the “new” in the “new basic education” is a response to this “new curricu-

lum reform,” and it is also a discussion and practice of contemporary Chinese social 

development and educational values reform (Ye, 1994). 

Research Content of “New Basic Education” 

The research content of “new basic education” includes two aspects: theory and practice. 

These two aspects are intertwined and grow together in the process of research. In the 

research and exploration stage, a moderately leading theory and close integration of 

theory and practice were proposed. The research process has evolved into promoting the 

experimental research results of the “new basic education,” continuously researching 

the combination of theory and practice. Therefore, the main contents of developmental 

research are as follows: 

The Background and Overall Research of School’s 

Transformational Change 

F 



Meng & Ning. Research-Based “New Basic Education” Experiment by Lan Ye. 

Vol.8, No. 2, 2021 1123 

The developmental research of “New Basic Education” is dedicated to revealing the 

internal relationship between social transformation and school transformation, revealing 

the fundamental aspects of school transformation and the essential characteristics of 

new schools, as well as the basic strategies and paths to achieve school transformation, 

and then forming the theory of “school transformation.” In this sense, it can be said that 

the “new basic education” theory is a theory of educational change about school trans-

formation (Ye, 2004). 

The Basic Theory and Practice Update in the School’s 

Transformational Reform 

In the stage of exploratory research, through a critical analysis of the problems in school 

education and their causes, the theoretical discussion was focused on the renewal of the 

educational concept system, the renewal of the school education training target system, 

and the renewal of the basic activities of school education (Ye, 1999). On the one hand, 

developmental research strengthens the theoretical research on the reform of school 

management and the academic research on the development of teachers and students in 

the “dual transformation” of contemporary society and schools to form a relatively 

complete “new basic education” theory. At the same time, it has strengthened the basic 

issues of a series of educational theories involved in the “new basic education” and up-

dated research on school training goals, classroom teaching, class construction, teacher 

development, school management evaluation, and other aspects. 

Systematic and In-Depth Study of the Teaching Reform 

of Basic Subjects in Elementary and Middle Schools 

The “New Basic Education” experiment has researched the teaching reform of three 

basic Chinese, mathematics, and foreign languages in primary and middle schools and 

has expanded in-depth systematization and application. It enables the theory of class-

room teaching reform in the “new basic education” to be embodied in the teaching re-

form theory of significant disciplines. It also enriches and develops with the help of 

theoretical research on teaching reform of marked fields. At the same time, it also has a 

pivotal role in the teaching reform practice of experimental schools (Ye & Wu, 2004). 

Methodological Research on the Path and Strategy of 

School Transformational Change Research, Educa-

tional Theory, and Educational Practice 

In the research and development process of “New Basic Education,” on the one hand, 

breakthroughs have been made in the understanding of the relationship between educa-

tional theory and practice. On the other hand, the research also reflects the richness of 

the relationship between academic theory and educational training. Researchers deeply 



Meng & Ning. Research-Based “New Basic Education” Experiment by Lan Ye. 

Vol.8, No. 2, 2021 1124 

feel that the multiple and rich connections between educational theory and educational 

practice are an essential issue that cannot be avoided in the development of pedagogy 

and educational practice in contemporary China. It is a reflective issue of academic re-

search itself and belongs to scholarly research. It is also a methodological study of 

“New Basic Education” as a research project. 

“New Basic Education” Research History 

The “new basic education” reform can be roughly divided into five internally connected 

development stages. They are the exploratory research stage, the developmental re-

search stage, the shaping research stage, the grounded research stage, and the ecological 

research stage. 

Exploratory Research Stage (September 1994-

September 1999) 

In the early 1990s, after conducting a series of in-depth reflections and theoretical con-

structions on basic education, Lan Ye began to turn his research perspective to the field 

of basic education practice. At the beginning of the study, Professor Ye and several oth-

er researchers from East China Normal University discussed Shanghai Wai Gao Qiao 

Free Trade Zone Experimental Elementary School Guodong Chen and vice-principal 

Yu Zhang to carry out a voluntary collaborative study. In the pilot research stage, the 

research team members determined the research plan on the one hand. They proposed 

the basic theoretical concept system (“Three Views and Ten Characteristics”)
2
 related to 

the overall reform of contemporary school education. Under the existing conditions, 

carry out limited basic research (Ye, 2006B). 

At this stage, the breakthrough was to change the original classroom teaching 

pattern of “teacher speaks for words, and a few good students play the leading role.” 

The “time,” “space,” “tools,” “right to question,” and “right to comment” were returned 

to students to form a new classroom space-time structure. Structural adjustments were 

made to the teaching content, and a “teaching structure” was proposed in the classroom 

so that students could learn to “use the structure,” forming a “long-term two-stage 

teaching.” 

In 1997, the “New Basic Education” research was approved as the National 

Educational Science “Ninth Five-Year Plan” project of the Ministry of Education. Since 

then, the “New Basic Education” experiment began to be studied in a broader range. By 

2000, there were 55 core experimental schools in Chongming County, Shanghai, and 

more than 200 schools were radiated. 

In May 1999, Shanghai New Basic Education Research Institute was estab-

lished. In the same year, the “Developmental and Promotional Research on New Basic 

Education” was officially launched. 



Meng & Ning. Research-Based “New Basic Education” Experiment by Lan Ye. 

Vol.8, No. 2, 2021 1125 

Developmental Research Stage (September 1999-May 

2004) 

When the developmental research on “new basic education” started in September 1999, 

it did not establish a project in the country. The study was carried out by the East China 

Normal University project team, 17 schools in Minhang District, and four schools in 

Chongming County. In the past five years, since inheriting the original experience, the 

research team members have developed and deepened the systematic research of the 

school change theory. From the core of research and its impact on practice, the “new 

basic education” still focuses on classroom teaching (Ye, 2004), forming a series of new 

indicators for teaching evaluation, guiding teachers’ teaching design, teaching process, 

and teaching reflection. 

In addition, during this period, the research was extended to many provinces 

and cities in coastal areas and received support from relevant regional leaders. The East 

China Normal University research team members traveled to pilot schools and regions 

every semester, and pilot schools were held in an area every semester. In the exchange 

seminars, the research tradition of the “new basic education” community has been 

formed. 

In May 2004, the “New Basic Education” theory and the promotion and devel-

opmental research topic problem-solving conference were held in Shanghai, and at the 

same time, it hosted a nationwide on-site seminar. “Developmental research” results 

were reflected in a series of “new basic education” developmental research books edited 

by Lan Ye. 

Shaping Research Stage (June 2004-June 2009) 

This stage is where the “new basic education” research begins to reflect and refine the 

theory and practice. The focus of research has been shifted from “classroom” to “basic 

education reform and overall school transformational reform.” 

The research team has done research and practice in the school leadership to 

improve leadership team reform, such as institutional reform, system reform, leadership 

concept system update, and overall school reform planning, and deepen the reform of 

the teaching system based on disciplines. At the same time, the research team has also 

strengthened the evaluation research and “checking” each experimental school by grade 

to promote the involvement of more teachers in deepening research (Ye, 2020). On this 

basis, the “Guidelines for Teaching Reform of Subjects” such as Chinese, Mathematics 

and English are refined to realize the systematic structure of rich, original experience 

and typical cases in the daily teaching reform research of “New Basic Education.” 

In May 2009, the “New Basic Education” Formability Research Achievement 

Release and On-site Seminar were held in Shanghai. The “New Basic Education” Shap-

ing Research Series was launched at the conference. 

Grounded Research Phase (October 2009-May 2012) 



Meng & Ning. Research-Based “New Basic Education” Experiment by Lan Ye. 

Vol.8, No. 2, 2021 1126 

The notable changes in the research subject, research methods, and research horizons of 

the research in the formability stage have activated the initiative and creativity of each 

school in the symbiote. Some schools have created typical experiences in different 

fields and achieved significant development results. Grounded research is a test of 

whether the “new basic education” system theory can bring about the accelerated de-

velopment and high-quality completion of the school after its formation. 

Therefore, the main research task is to transform the current results into the dai-

ly education and teaching research process through “forward and follow-up” discus-

sions, become the conscious change of behavior of principals and teachers, and extend 

it to all disciplines. Model research and quality courses are the carriers to deepen and 

improve the research results, making this achievement rooted in every teacher, every 

school, and every regional action. 

In May 2012, 9 “new basic education” base schools were selected as the first 

batch of “life-practice” pedagogy cooperative research schools. 

Ecological Research Stage (2012-Present) 

Since 2011, the Minhang District of Shanghai took the lead in carrying out the “New 

Basic Education” ecological zone research; four regions across the country (Shanghai, 

Changzhou, Huaiyin, and Qingdao) have formed 14 ecological groups of varying sizes 

and numbers. All participating schools are jointly developed to create a “new basic edu-

cation” ecological national symbiosis. Therefore, at this stage, research is no longer 

taking a school and an area as an environmental area, but with the cultivated coopera-

tive schools as the core, forming a permanent leader school, a rotating leader school, 

and a backbone school, etc. The echelon development pattern of the ecological zone in 

China and promote the reform results. At the same time, through ecological activities, 

local teaching and research forces in experimental schools and regions have been culti-

vated. In Minhang District, Shanghai, 256 principals, and teachers have become part-

time researchers and formed the district’s evaluation team. 

In May 2018, at the 10th National Symbiosis Conference of “New Basic Edu-

cation,” Professor Lan Ye reported on the theme of “Research on ‘New Basic Education’ 

in the New Era,” re-establishing the “life-practice” pedagogy The highest goal of educa-

tion-”naturally.” Under its influence, this research has continued to this day. 

“New Basic Education” Theoretical System Construc-

tion 

The Construction of New Basic Education Values 

Education has the role of guiding the value of life. It gives students correct life guidance, 

builds a pillar of the spiritual level of students, and lays a foundation for students’ 

knowledge, ability, and moral foundation. At the same time, it should also cultivate stu-

dents’ living abilities, communication skills, etc., and comprehensively improve stu-



Meng & Ning. Research-Based “New Basic Education” Experiment by Lan Ye. 

Vol.8, No. 2, 2021 1127 

dents’ abilities. It teaches students to love life, study, and work and helps students es-

tablish a positive and healthy life goal. 

Under the view of life education, education should focus on students’ spiritual 

growth and then impart knowledge to students. Therefore, the value of the new basic 

education must be reflected in people’s knowledge level and based on people’s life de-

velopment and promote the comprehensive development of students’ moral, intellectual, 

physical, aesthetic, and labor. The comprehensive sublimation from knowledge educa-

tion to emotional education can cultivate people who meet the needs of modern values 

(“New Educational Experiment” research group, & Zhang, 2006). 

The Construction of the Value of Students in New Basic 

Education  

The concept of students constructed in the new basic education is as follows: First, re-

spect for students’ differences in education is the primary criterion, proceed from reality, 

and teach students by their aptitude. Use a unified educational mechanism and model to 

be applied to students with individual differences in a targeted manner. Second, attach 

importance to the cultivation of students’ initiative and constantly cultivate students’ 

active learning ability to change from passive to active. At the same time, students must 

be able to think deeply, be strong, optimistic, and have a positive attitude. Third, fully 

tap the students’ potential and let them realize their unlimited potential (Wang, 2018). 

The Construction of the Value of Teachers in New 

Basic Education 

The concept of teachers constructed in the new basic education is: First, clearly recog-

nize the role of teachers, emphasize the meaning and value of teachers’ lives, respect 

teachers and their labor. At the same time, we must respect our development, enhance 

our spiritual needs, and work for education to provide an excellent educational or re-

search environment and academic funding support. Second, pay attention to teachers’ 

differences, point out teachers’ education mistakes, correct them to educate students 

correctly, mobilize teachers’ educational significance with the most incredible enthusi-

asm, and respect each life and individual with a broad mind. 

The Construction of Curriculum Value in New Basic 

Education  

The main goal of education and teaching is curriculum education. The curriculum is the 

foundation of students’ learning, the key to students’ mastery of skills, and the carrier of 

students’ knowledge and shaping their character. Therefore, the rationality of curricu-

lum design is the key to education. The curriculum concept of the new basic education 

construction is as follows: First, the content of the curriculum should be expanded with 

theory, theory combined with practice, academic integration with life, and natural inte-



Meng & Ning. Research-Based “New Basic Education” Experiment by Lan Ye. 

Vol.8, No. 2, 2021 1128 

gration with humanities. It is necessary to teach students professional knowledge and 

skills and to broaden students’ horizons. Second, set up a reasonable curriculum struc-

ture, strengthen the comprehensive curriculum, expand students’ thinking ability and 

thinking ability, deeply tap students’ learning potential, encourage students’ innovative 

spirit, observe the details of daily life, and integrate life into the curriculum. Life is the 

source of knowledge (Ye, 2002). 

The Construction of the Teaching Value in New Basic 

Education  

Compared with the traditional teaching process where the teacher is the instructor, and 

the student is only the role setting of the learner, the new basic education emphasizes 

the teacher’s teaching ability, teaching initiative, and teaching advancement. Teaching 

activities, “teaching” and “learning” must be integrated and cannot be carried out inde-

pendently. Teachers and students should incorporate into each other’s roles. Teachers 

should interact with students in the classroom, cultivate mutual understanding, learn 

from each other, complement each other, enhance and promote each other, teachers and 

students grow together. 

The overall teaching process is necessary to strengthen the teacher-student in-

teraction and stimulate teachers’ and students’ creativity. The teaching concept of the 

new basic education construction is: First, the primary task of education is to “put peo-

ple first” and change the traditional view of “emphasis on cognition and light of emo-

tion” and “emphasis on education and education.” The new basic education should em-

phasize emotion and pay attention to experience life, the formation of students’ good 

morals, and the cultivation of personality. Second, change the viewpoint of imparting 

knowledge from passive to active. Transform “Teaching knowledge to students” into 

“Guiding students to learn knowledge.” As a result, traditional teaching methods are 

transformed into valuable teaching methods so that students can experience a meaning-

ful learning state (Zhao, 2009). 

The Impact of “New Basic Education” Research 

From the exploratory research in the 1990s to the extensional and developmental re-

search in the first five years of the twentieth century, to the subsequent shaping research, 

the “new basic education” has always focused on the social and educational issues in 

the transitional period of China. From the classroom and class level to the school level, 

the theory and logic continue to advance, and the research and practice continue to ex-

pand. Through a comprehensive reflection on traditional school education, the theoreti-

cal and practical concept of “new basic education” was put forward, leading the trend of 

basic education research and practice in China at the turn of the century, and directly 

spawning China’s first localized education school, namely “Life-Practical Education 

School,” a feasible way for China’s educational innovation (Ji & Shen, 2009). 

The theoretical and practical research on the “new basic education” initiated 

and led by Professor Lan Ye still attracts most elementary and middle schools. It is re-



Meng & Ning. Research-Based “New Basic Education” Experiment by Lan Ye. 

Vol.8, No. 2, 2021 1129 

ported that the new basic education has been deeply involved in the education and 

teaching reform of more than 200 schools in 12 provinces and cities, including Shang-

hai, Beijing, Jiangsu, Zhejiang, Shandong, and Henan, and has driven more than 3,000 

teachers and tens of thousands of students to conduct research together. It has had a 

wide range of influences at home and abroad (Wang, 2019). 

However, we must also see that the “new basic education” research is not 

strictly rigorous evidence-based research in education. Compared with similar foreign 

studies, such as the “Success for All” reform of American schools carried out by Amer-

ican scholar Robert Slavin and others, the “new basic education” research mainly fo-

cuses on observation method, conversation method, and case method. Less use of test 

methods, experimental methods, etc., which is essentially more similar to the promotion 

and practice of a teaching method and idea, leading to some conclusions of its research 

is also open to question. 

 

 

 

 

Notes 

1. China’s new round of basic education curriculum reform was officially launched in 1999. From 

January to June 2000, the development group of curriculum standards for various disciplines was 

established through the application and review. From July 2000 to February 2001, each develop-

ment group formed the first draft of the curriculum standard based on unique research. In March 

2021, the Department of Basic Education of the Ministry of Education will solicit opinions from 

educators, experts, and scholars in 9 regions to revise the curriculum standards of various subjects 

further. In July, the Ministry of Education promulgated the “Basic Education Curriculum Reform 

Outline (Trial).” A few days ago, the national curriculum standards covering 18 subjects of com-

pulsory education in elementary and middle schools had been developed and entered the basic ed-

ucation curriculum reform experimental area on September 1. The new round of basic education 

curriculum reform will promote the comprehensive implementation of quality education in basic 

education, objectives, and content. The new curriculum reform has continued to this day. 

2. Lan Ye et al. proposed in 1999 that it refers to the future, vitality, and sociality of basic education 

in values; the initiative, potential, and difference of students in the view of students; the bilateral 

synchronicity of educational activities in the opinion of school educational activities Flexible 

structure, dynamic generation, and comprehensive permeability. 

 

 

 

 

 

 

 

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Received: 07 February 2021 

Revised: 02 March 2021 

Accepted: 29 March 2021 

 

 

 

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