Internet-based Carrying-out Strategy of Personalized Supplementary Education: A Case Study of School-based Practice in Middle School A in Jiangsu, China
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Published
Dec 30, 2019
Abstract
As an integral part of classroom teaching, after-school tutoring has always been valued by teachers and parents. Although outside school tutoring classes have largely filled the vacancy of after-school learning, their effectiveness cannot be guaranteed and the cost is high. Therefore, after-school supplementary learning based on the Internet has become a new choice for parents and teachers. How to use the network system to achieve the integration of inside and outside the school, inside and outside the classroom, how to use the network to assist students to meet the needs of students’ differentiated and personalized learning is the key content that needs to be resolved in the construction of “Internet+” personalized after-school assistance. This article will take the school-based practice of a middle school in Jiangsu Province, China as an example, and explore the implementation strategy of personalized supplementary learning with the Internet as a carrier.
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Keywords
Middle School, Internet, After-School Supplementary Learning, Personalization, Implementation Strategy
References
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Chen, L., Liu, J., Yu, S.Q. (2019) Thoughts on the Key Issues in the Promotion of Personalized Online Education Public Services: Practical Reflections on the Open Online Tutoring Program for Middle School Teachers in Beijing. China Edu Tech, 11:80-90.
Chen, Q.Y., Ren, S.H. (2019) Review on the Research of Supplementary Courses in Primary and Middle Schools. Teach Manag, 4:23-26.
Chen, S.Y., Luo, L. (2009) After-school time use in taiwan: effects on educational achievement and well-being. Adolescence, 44: 891-909.
Craig, Z., Lain, M. (2003) Student use of computer?assisted learning (CAL) and effects on learning outcomes. Bambed, 31(2):146-150.
Dong, Y., Zhou, Y., Gao, L., Huang, R.H. (2014) Enlightenment of after-school tutoring on effective learning of students in the network age. Elec Edu Res, 5:35-58.
Fan, Y.Q. (2003) On the pros and cons of part-time teachers. Edu Occu, 21.
He, K.K. (2005) Theories and methods of deep integration of information technology and curriculum. Elec Edu Res, (1):7-15.
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Wan, S.J. (2016) Practice and strategy of personalized counseling for junior high school biology based on “Ape Question Bank”. Edu Infor Tech, 5:30-32.
Wang, X.F. (2018) The connotation, dilemma and transcendence of the growth tutor system. Teach Manag, 8:19-22.
Watson, J., Gemin, B., Ryan, J., Wicks, M. (2018) Keeping Pace with K-12 Online L earning: An Annual Review of State-level Policy and Practice [EB / OL]. https://static1.squarespace.com/static/59381b9a17bffc68bf625df4/t/5949b597f7e0abeec2baa462/1498002847830/KeepingPace+2009.pdf, 11-07.
Wen, Y.F., Zhu, J., Zhai, B.L., Su, X.M., Ren, S.Y. (2017) Application of network teaching in extracurricular counseling for middle school students. Chin Edu Infor, 16:86-90.
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Xinhua News Agency. (2016) “China ‘s extracurricular tutoring” supply of gold “exceeded RMB 800 billion in 2016”, December 27 (http://www.gov.cn/shuju/2016-12/27/content_5153561.htm)
Xu, Z.H. (2018) Thoughts on online communication between teachers and students in colleges and universities under the background of the Internet: data survey of sample college students based on SPSS. Quality Edu West, (07): 107-110.
Xue, H.P., Fang, C.C. (2019) Extracurricular tutoring for compulsory education in China: status quo and trends. Edu Eco Rev, 4:75-97.
Zhang, A.D. (2014) Network course construction based on school network teaching platform. Text Appar Edu, 10 (5): 431-433.
Zhang, B.M., Ma, C. (2015) Nankai University: Personalized Supplementary School-based Scientific Growth Director “Cheers”. China Edu News, 7-16.
Zhu, Y.Z. (2005) The advantages of online education and the role of tutors. Hlth Voca Edu, 23:19-20.
Bray, M. (2013) Benefits and Tensions of Shadow Education: Comparative Perspectives on the Roles and Impact of Private Supplementary Tutoring in the Lives of Hong Kong Students. J Inter Compa Edu, 2 (1):18-30.
Brigitte, D., Philip, W., Sebastien, P., Nathalie, V. (2004) Roles and Competencies of the e-Tutor (Learn Nett project). Network Learn Confer, (4):5-7.
Chen, L., Liu, J., Yu, S.Q. (2019) Thoughts on the Key Issues in the Promotion of Personalized Online Education Public Services: Practical Reflections on the Open Online Tutoring Program for Middle School Teachers in Beijing. China Edu Tech, 11:80-90.
Chen, Q.Y., Ren, S.H. (2019) Review on the Research of Supplementary Courses in Primary and Middle Schools. Teach Manag, 4:23-26.
Chen, S.Y., Luo, L. (2009) After-school time use in taiwan: effects on educational achievement and well-being. Adolescence, 44: 891-909.
Craig, Z., Lain, M. (2003) Student use of computer?assisted learning (CAL) and effects on learning outcomes. Bambed, 31(2):146-150.
Dong, Y., Zhou, Y., Gao, L., Huang, R.H. (2014) Enlightenment of after-school tutoring on effective learning of students in the network age. Elec Edu Res, 5:35-58.
Fan, Y.Q. (2003) On the pros and cons of part-time teachers. Edu Occu, 21.
He, K.K. (2005) Theories and methods of deep integration of information technology and curriculum. Elec Edu Res, (1):7-15.
Lin, J.D. (2018) Research on school-based internet platform in ideological and political education. Edu Rev, 7:138-141.
Liu, Y.P. (2016) Research on the effective combination strategy of classroom teaching and network tutoring teaching. J Heihe, 09 (5):147-148.
Ma, X.Q. (2010) Actively promoting the reform of the evaluation of education quality in primary and middle schools. Edu Res, 5.
Marc, B., by Yang, H.J. (2007) Education tuition and the cost of private education. Beijing: Beijing Nor Univ Press, 157.
Ventura, A., Jang, S. (2010) Private tutoring through the internet: globalization and offshoring. Asia Pacific Edu Rev, 11 (1):59-68.
Wan, S.J. (2016) Practice and strategy of personalized counseling for junior high school biology based on “Ape Question Bank”. Edu Infor Tech, 5:30-32.
Wang, X.F. (2018) The connotation, dilemma and transcendence of the growth tutor system. Teach Manag, 8:19-22.
Watson, J., Gemin, B., Ryan, J., Wicks, M. (2018) Keeping Pace with K-12 Online L earning: An Annual Review of State-level Policy and Practice [EB / OL]. https://static1.squarespace.com/static/59381b9a17bffc68bf625df4/t/5949b597f7e0abeec2baa462/1498002847830/KeepingPace+2009.pdf, 11-07.
Wen, Y.F., Zhu, J., Zhai, B.L., Su, X.M., Ren, S.Y. (2017) Application of network teaching in extracurricular counseling for middle school students. Chin Edu Infor, 16:86-90.
Wu, X.W. (2013) A brief analysis of the current extracurricular counselling fever for primary and middle school students. Basic Edu Res, 20.
Xinhua News Agency. (2016) “China ‘s extracurricular tutoring” supply of gold “exceeded RMB 800 billion in 2016”, December 27 (http://www.gov.cn/shuju/2016-12/27/content_5153561.htm)
Xu, Z.H. (2018) Thoughts on online communication between teachers and students in colleges and universities under the background of the Internet: data survey of sample college students based on SPSS. Quality Edu West, (07): 107-110.
Xue, H.P., Fang, C.C. (2019) Extracurricular tutoring for compulsory education in China: status quo and trends. Edu Eco Rev, 4:75-97.
Zhang, A.D. (2014) Network course construction based on school network teaching platform. Text Appar Edu, 10 (5): 431-433.
Zhang, B.M., Ma, C. (2015) Nankai University: Personalized Supplementary School-based Scientific Growth Director “Cheers”. China Edu News, 7-16.
Zhu, Y.Z. (2005) The advantages of online education and the role of tutors. Hlth Voca Edu, 23:19-20.
How to Cite
Xia, X., Chang, L., & Li, F. (2019). Internet-based Carrying-out Strategy of Personalized Supplementary Education: A Case Study of School-based Practice in Middle School A in Jiangsu, China. Science Insights Education Frontiers, 4(2), 419–433. https://doi.org/10.15354/sief.19.ar265
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