School Quality Education Awareness And Action Strategy

The policy of quality education is one of the most important education policies in our country; however, society and educational community generally agree that: "quality education is vigorous, while examination-oriented education is down-to-earth." The academic community has done in-depth analysis on this subject from institution, culture and resource perspectives. To fully grasp the situation of quality education and stimulate quality education developing successfully, it is necessary to study the current schools' cognition and action strategies to quality education. From the rational choice theory and micro perspective this paper has studied on the schools' cognition and action to quality education, inspected the interest command of schools in quality education, discussed quality education's micro-logic of running and social support in practice, to develop the rational choice theory and supply quality education with experience and reference for its smooth implementation.This study collected data by field research and in-depth interviews. In general framework, this paper is divided into five parts. The first chapter is the introduction, the main issue concerning the origin and purpose of the study, literature review, the theoretical basis and research methods. Sociology, one of whose important topics is studying social action, emphasizes heavily on the study and analysis of individual action. The level of the analysis on corporate social action in China is still at the fledgling stage. Based on rational choice theory, and viewing schools as corporate actors, this paper raises the schools' status and their interest command in quality education as the most important factors affecting their own corporate behavior. According to the characteristics of the economic and educational development, this study chose the City A in Shandong Province as the investigating location, i.e. viewing city A as a case. The second chapter, divided into two parts—" defined status" and "defined benefits", analyzes the school system's interest demands in the quality education. In the first part, the paper points out that the school is the key to the transforming from "policy as a formality" to "policy as a norm"; in the latter part it is pointed out these schools, in the tension between the states and the society, are affected by three kinds of interest. The third chapter analyzes the schools' cognition and strategies to quality education based on empirical data. Analysis found that the schools agree that the quality education is a kind of advanced education philosophy, however, based on their own interests, and dependent on "enhancing the rate of students who enter higher schools", this agreement does not lead to the active participation of schools which instead carry out "alternative treatments" on the national mandatory of quality education. These "alternative treatments" include the selective enforcement of quality education policy, the formalization of evaluation, and "examination-orientation" of quality education. The fourth part analyzes the factors that affected schools' cognition and action strategies and advances related suggestions. Analysis found that the real reasons that lead to the failure of quality education in schools includes that the corporate status of schools is not firm, and quality education policy lacks coordination with school's interest and security needs. The advanced suggestions concerned strengthening the corporate status of the schools, improving the coordination between the quality education policy and the interests of the school, promoting quality education through progressive approach. In the fifth chapter, as a supplement, the study highlighted the shortcomings.