[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595069-105":59,"doc-detail-595069-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","rebuild-classroom-teaching-values-best-practice","Rebuild Classroom Teaching Values - Best Practice","","Educational activities cannot avoid the issue of value, and research on “new basic education” links contemporary Chinese social development with reforms in educational values. This article proposes rebuilding classroom teaching values, shifting primary education from single transmission of ready-made textbook knowledge to students’ active and healthy development in contemporary society. It expands subject values, reorganizes teaching content to realize educational value, and designs flexible teaching content that supports coherent classroom practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rebuild-classroom-teaching-values-best-practice/595069/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rebuild-classroom-teaching-values-best-practice/595069.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article say educational activities cannot avoid the issue of value?","Question",{"text":112,"@type":113},"It argues that value is inherent in how education research judges the relationship between value and facts. When society changes significantly, critique of education often begins with critique of values.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the article observe when reform research enters school practice?",{"text":117,"@type":113},"In subject teaching, many teachers’ educational values still emphasize transmitting knowledge. Even when skills and abilities are mentioned, they may function as embellishments rather than clear goals.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article propose to rebuild as new classroom teaching values?",{"text":121,"@type":113},"It calls for transforming classroom teaching value from knowledge transmission to supporting students’ active and healthy development. Key contents include expanding subject educational value, reorganizing teaching content around realizing educational value, and comprehensively designing flexible teaching content.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595069,1792713998,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Rebuild Classroom Teaching Values  \nLan Ye  \nEast China Normal University, Shanghai 200062, China  \n\n| Abstract. Educational activities cannot avoid the issue of value. The research 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 development in contemporary society. Its primary contents are: expand the rich educational value of subjects; reorganize the teaching content according to the realization of the educational value; comprehensively design flexible teaching content.\u003Cbr>Best Evidence in Chinese Education 2021; 8(2):1131-1141.\u003Cbr>Doi: [10.15354/bece.21.cr02](10.15354/bece.21.cr02). |\n| --- |\n| How to Cite: Ye, L. (2021). Rebuild classroom teaching values. Best Evidence in\u003Cbr>Chinese Education, 8(2):1131-1141. |\n\nKeywords: Classroom Teaching, Teaching Values, New Basic Education, Active and Healthy Development  \nCorrespondence to: Lan Ye, Professor, Ex-Director, Institute of Basic Education Reform and Development, East  \nChina Normal University, Shanghai 200062, China. Email: [editorial-office@bonoi.org](editorial-office@bonoi.org)  \nConflict of Interests: None.  \n© 2021 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Crea  \ntive Commons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by](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.  \nQuestion and Task  \nEDUCATIONAL activities cannot avoid the question of value. This is a pre  \nsumption of our judgment on the relationship between value and fact in educa  \ntion research. From a historical point of view, whenever society undergoes a significant transformation, people’s criticism of education often begins with value criticism. 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 contemporary Chinese social development and educational values reform.2  \nHowever, 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 merely embellishments. As for the goals outside the scope of understanding, it is less involved. 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 preparation notes.  \nUsually, in terms of teaching objectives, the most clearly defined and understood, 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 teach","cbCaifWU4w0Wy3N9","https://ap.wps.com/l/cbCaifWU4w0Wy3N9","pdf",265187,11,"English","# Question and Task\n## The Core Idea of the New Teaching Values","[{\"question\":\"Why does the article say educational activities cannot avoid the issue of value?\",\"answer\":\"It argues that value is inherent in how education research judges the relationship between value and facts. When society changes significantly, critique of education often begins with critique of values.\"},{\"question\":\"What problem does the article observe when reform research enters school practice?\",\"answer\":\"In subject teaching, many teachers’ educational values still emphasize transmitting knowledge. Even when skills and abilities are mentioned, they may function as embellishments rather than clear goals.\"},{\"question\":\"What does the article propose to rebuild as new classroom teaching values?\",\"answer\":\"It calls for transforming classroom teaching value from knowledge transmission to supporting students’ active and healthy development. Key contents include expanding subject educational value, reorganizing teaching content around realizing educational value, and comprehensively designing flexible teaching content.\"}]","Rebuild Classroom Teaching Values - Best Practice | PDF",1792080377,28]