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| The Chinese Connotation of Educational Modernization and Its Implementation Path |
| Yang Xiaowei1 Zhang Wei2 |
| (1.Faculty of Education， Guangxi Higher Education Development Center， Key Research Institue of Humanities and Social Sciences at Guangxi， Guangxi Normal University， Guilin 541004；2.Faculty of Education， Guangxi Normal University， Guilin 541004) |
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Abstract In the context of the in-depth promotion of China's path to modernization， understanding and comparing the national patterns of educational modernization will help to deeply grasp its essential characteristics and then explore its Chinese connotation. Based on the analytical framework of time， space， people and society， this article analyzes the Chinese connotation of educational modernization from the perspectives of “tradition in modern times”， “China in the world” and “education in society”. The connotation includes “harmonious coexistence” as the foundation of modernization， “late-development endogeny and leapfrog development” as the fundamental features， and “sustainable development” as the long-term pursuit. Based on a multidimensional understanding of the Chinese connotation of educational modernization， with the policy documents for deepening educational reform， the multidimensional objectives of China's modernization of education can be described from three aspects：serving the country， improving itself and helping growth，and the key tasks of educational modernization in the process of the deepening reform in China become clear. Therefore， the implementation path to China's educational modernization can be summarized as： converting the strategic goals of educational modernization into evaluative indicators for “guidance”； converting the national strategic blueprint into regional education development strategic plans for taking action； establishing the strategic paths of modernization development based on the characteristics of education at all levels and categories for “implementation”.
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Received: 03 April 2025
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2025, Vol. 64 
