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f 1996, Shanghai as the pioneer had started those academic researches onsmall class teaching model in China. Henceforth in 1997, some schools in Beijing succeededto Shanghai in this kind of researching job. And in 1997 the total student number per class inelementary schools is 32, marking the beginning of the small class teaching model inShanghai. And in 1999 the average number per class was limited to 28, and in 2000 it became24. Meanwhile, Hangzhou marked its beginning of the small class teaching model in 1998,and Nanjing officially claimed to carry out practical experiments of this teaching modelduring the autumn of 2001. And furthermore, plenty of researches all presented the same fact,that is, that not only did the small class teaching model enlarge the frequency and density ofcommunication between teachers and students, but also let the leading role of studentsthoroughly exerted, and the teaching process paid much more attention to thefull-development of students. As a result, students have enjoyed a all-around development inknowledge, abilities and personalities.

Chapter Two Literature Review

2.1 The Dominant Small-class Education
At the beginning of analyzing basic fundamentals and essential theories, we have to getan acknowledgement of small-class teaching model and small-class education. Actually thereis no clear boundary between these two terms, with the former one focusing more on theeffects of class sizes on teaching, while the latter attaching more attention to not only theteaching, but also students’ learning progress as well. Whereas, the author chooses not toemphasize the differences of these two terms, but treats them as the same.

2.1.1 The Dominant Small-class Education Development Overseas
Before we discuss about the definition of small-class education (or the small-classteaching model), there are several concepts related to it, which at first have to be expoundedas the fundamentals, in order to further look into its connotation and meanings.

1. Small-class
There are two ideas concerning the bringing-about of “small-class”, which are class sizeand pupil-teacher ratio. Compared with pupil-teacher ratio, which refers to the total studentnumber of a certain educational system or one certain school subtracting the total number ofall teachers, class size means the student number of one certain class under one appointedresponsible teacher’s management, and meanwhile the International EducationalEncyclopedia also points out that class size is a certain organization with one certainresponsible teacher and standardized student number. However, the use of pupil-teacher ratiolacks real educational value in the old days since it includes such teachers majoring inspecialized curricula as musical, P.E. teachers and other faculty members, who are notresponsible for students’ performances in class. Since a long time ago, Western scholars havemade full use of class size and pupil-teacher ratio in turn to study the relationship betweenclass size reduction and students’ achieved performance, according to which academicresources and invest are furthermore distributed. But actually it is the class size that really and obviously indicates the standard criteria, which demonstrates teachers’ efforts andindividual students’ concern imposed on in class.

Chapter Three The Empirical Methodology......... 40-54
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