Academic stress in Chinese schools and a proposed preventive intervention program

Cogent Education

Helen Haste¹  Robert L. Selman¹  Xu Zhao² 

[1] Harvard University;University of Calgary;

关键词: Chinese education;    PISA;    stress;    education policy;    risk prevention;    intervention;   

DOI  :  10.1080/2331186X.2014.1000477

来源: DOAJ

【 摘 要 】

While American educators fret about the mediocre educational performance of American students in international contests (e.g. the Program for International Student Assessment) and wonder why the Chinese education system produces such high-achieving students, educators, journalists, and public officials in China want to know what causes and how to prevent the high levels of academic stress that Chinese students, their families, and their school systems experience. So far, much of the blame for these toxic levels of stress has been directed to the Gaokao, the Chinese national college entrance exam that takes place in June each year. But to date, top-down Chinese educational reforms have been ineffective in reducing the problem. In this article, we build a case for strengthening bottom-up efforts at the school level in China and propose an evidence-based approach for addressing the challenge of academic stress experienced by Chinese students.

【 授权许可】

Unknown