Research on the role differences and derivative issues of Chinese and Western students as learners and social participants: A review based on theoretical literature

Yantai Institute, China Agricultural University, Beijing, 100191, China

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Against the backdrop of the convergence and localization of global education policies, how to balance instrumental rationality and humanistic care in Chinese education policies has become a hot topic. Based on existing academic research and papers in the academic community, this article will use a literature review method for analysis. Research has found that China’s current education policy has a “compensatory effect” (hidden competition generated under the “double reduction” model), and its shortcomings mainly stem from class mobility anxiety in the cultural context, which has caused a series of social problems; The blind transplantation of Western experience may exacerbate local conflicts. Therefore, the study proposes a “culture policy student” triangle adaptation model, advocating the construction of a policy optimization path based on the characteristics of Chinese society. This article provides a theoretical framework for the localization criticism and cross-border comparison of education policies, and provides empirical references for policy makers