2016 1 ( ) Jan.2016 53 1 JournalofNorthwestNormalUniversity (SocialSciences) Vol.53No.1 ( 100088) [ ] :1. ;2. ;3. ;4. ;5. ;6. ;7. ;8. ;9. ;10. ;11. [ ] ; ; [ ]G521 [ ]A [ ]1001-9162(2016)01-0080-11 [DOI]10.16783/j.cnki.nwnus.2016.01.011 [1] (P14) : ; [2] (P9) [ ]2015-11-16 [ ] 2014 (GY2014002) [ ] (1966 ) 80
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[ ] [1] []. [M]. : [6] [ ]. 1997. [2] [7] [N]. 2000-03-. (1) [M]. : 1995. [3]. ( ) [N]. 2011-02-24. [4] : [N]. 2012-11-02. [N]. 2012-11-02. [M]. : 1983. [5]. [N]. 2015-04-29. 01. [8] [R].2014-09-09. [9] []. [M]. : 2008. [10]. A MajorTheoreticalResearchontheDevelopment ofchineseeducationreform ZENG Tian-shan (NationalInstituteofEducationSciencesBeijing100088PRC) [Abstract]Sincethereform and opening upwehaveformedtheimportanttheoriesonthe Chinese educationdevelopmentincluding:educationasthepowerfulbasis;education priority development; Peopleaseducationcenter;Qualityeducation;Education modernization;educationequity;education service;education governance; Lifelong education theory; Education comprehensive reform. These importanttheoriesbasedontheideaofunderstandingarethenationalwilandthenationalstrategy whicharetransformedintothepolicyandlaws.theyarealsotheimportantsupportofthetheoretical systemofchineseeducationcharacteristic.theseimportanttheoriesareformedinthefaceofthegreat practiceofthenewhistoricalfeaturesrepresentingthevalueorientationandstrategyofeducationreform anddevelopment.thepracticeofchineseeducationcanexplainanswerandguidesummarizeandrefine thesemajortheoriesandenhancethetheoreticalconfidenceofchineseducationalreformandtheaction consciousnessandhaveimportantsignificanceforenrichingandperfectingtheeducationaltheorysystem. [Keywords]educationreform;educationdevelopment;educationtheory ( / ) 90