I'm a leading operational education expert

Born in 1944, from Jiangsu Wu Gang.

Graduated in 1967 from the Faculty of Mathematics at the University of Jordan and received a Ph.D.

in Education from the University of Huadong.

He is currently Vice-President and Research Fellow of the Shanghai School of Educational Sciences, Professor and Doctoral Teacher ' s Mentor at Huadong Teacher University.

A 15-year experiment on the reform of mathematics education was conducted in Qingpur County, Shanghai, and a follow-up study was conducted for almost 10 years.

On several occasions, they were awarded the Shanghai City Labour Model, the National Labour Model, and received the 51st Labour Medal.

Special State Council allowance.

He also holds a number of positions in the fields of scientific research, curriculum reform and teacher education.

According to Gu, only 10 of the 30 children in the United States had learned to swim, but the 10 had to have done well, and it had cost 20 children to drown; 30 children in China had learned to swim, but some had to struggle to learn to swim themselves.

The two models of education in both countries, one in the form of acceptance, the other in the form of activities, each in the form of advantages and disadvantages, are well organized and complemented by the search for the “middle zone”.

Since the 1980s, basic education in China has attracted the attention of the international educational community.

Western scholars have conducted a preliminary survey of primary and secondary school teaching in China, which has revealed that primary and secondary school teaching in China has both its unique advantages and its disadvantages that cannot be ignored.

At that time, Western scholars considered that there were several main disadvantages in Chinese teaching: first, the single way of teaching, indoctrination by teachers and passive acceptance by students; secondly, the size of the class, which typically exceeds 40, or more than 50; and thirdly, frequent examinations and high competition at a low cognitive level, which places a heavy burden on teachers and students.

Some scholars have even described China's teaching characteristics as “a respected elder who transmits knowledge to the younger of the obedient”.

However, from the point of view of the student's academic evaluation, primary and secondary education in China has a clear advantage.

Numerous studies have shown that overseas Chinese students generally achieve higher academic achievements than their actual IQ expectations; that IEA studies show that Chinese students always perform better than American students; and that Chinese students consistently perform better than American students at the International Mathematics Olympics.

These strengths and weaknesses have prompted Gu to reflect deeply on the teaching of primary and secondary schools in China and to conduct a series of classroom observation studies in the Shanghai region.

In June 1999, Lee Schulmann, President of the Carnegie Foundation for Teaching and Advancement of the United States, led a mission to China to organize, jointly with the Shanghai City Institute of Educational Sciences, an “Advanced Seminar on Mathematics Education in Central America”.

For the first time at the meeting, Guang, the Executive President of the General Assembly, put forward the idea of “seeing the middle ground”.

After presenting and analysing the results of a large number of classroom observations, he noted that there might be a middle ground between education in China and the United States of America, where they could learn from each other on the basis of their respective indigenous cultures and build on each other ' s strengths to improve education in the country.

His view eventually emerged as a consensus between the representatives of China and the United States.

A year later, Guo Quan visited the Carnegie Foundation for Teaching Promotion in the United States of America with the National Centre for Educational Development.

First trip to the United Statesfor 12 days, he gave up almost all his tours and prepared his study notes day and night, sleeping only four or five hours a day.

after his return, he had spent almost two months processing over 70,000 words of the report of the united states basic education visit.

the trip to the united states further justified his view of “seeing the middle ground”.

it is possible that education in both china and the united states has reached a turning point requiring serious reflection, looking at the merits of education on both sides, building on the traditional strengths of the country and combining the strengths of both, thus eliminating the “middle zone” of both.

taking as an example the basic education curriculum of our country, guoxiang has proposed, in a constructive manner, specific programmes such as “an increase in the optional nature of the curriculum” and “broadening the avenues for creative learning” with a view to developing practical skills and creativity in the hands of chinese students.

given that such teaching is relatively alien to our primary and secondary schools, it is necessary to draw appropriately on the “project learning” experience of american secondary schools。