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ABSTRACT
The primary-school teachers’ training policy is an institutional arrangement that influences the integral development of teachers. For long, teacher training in China, especially primary school teachers training has been hindered by the lack and lag of policies, shortage of supporting policies, and poor effectiveness of policies, which lead to the backwardness of Chinese basic Education, low degree of primary school teachers’ professional 代写挪威留学生毕业论文development, and the maladjustment of teaching faculties to the development of the education. Therefore, the study of education system of primary school teachers is of great practical importance. The basic principle of the public policy study is the theoretical basis of the research on policy implementation of teachers training, and the study on the process and effects of the teachers training policy implementation can help deepen the understanding of the theories of public policy implementation. Thus, taking the Chinese basic education reform as the background, the present dissertation analyzes the causes for various problems existing in the implementation of the primary school teachers training policy and suggests measures for improvement.

This study chooses the actual teachers training policy implementation of the SJD in Shanghai as the target case of the research, setting the time in the period of the “Tenth Five-year Plan”. There are two reasons for choosing this target case: firstly, the beginning of the “Tenth Five-year Plan” also marks the launching of Chinese basic education reform and therefore the policies issued in this period is of great value to research; secondly, established in 1997, the SJD of Shanghai City has not overcome the dual existence of urban and rural structures, resulting in the disparity between economic development and education development and causing discrepancy between the teachers in urban areas and rural areas, which make it meaningful to study the teachers training policy implementation in this area and can serve as a sample in the current situation of Chinese economic development disparity.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION 7
1. Statement o f the problem 7
2. Towards Primary-school Teachers’ Training in China 9
2.1 The basic conditions of SJD 11
2.2 Educational problems in SJD 13
3. Purpose of the study 15
4. Research objectives 16
5. Research questions 16
6. Significance, scope and limitations of the study 17
7. Organization of the study 17
CHAPTER TWO CENCEPTUAL FRAMEWORK 19
1. Key concepts in the study 19
2. The concept of professionalization 19
2.1 Professionalization as a concept 19
2.2 The contents of professionalization of primary-school teachers in China 20
2.2.1 Wide-range and compound professional knowledge 20
2.2.2 Multiplet structured professional skills 21
2.2.3 Standing firmly for true emotion of profession 22
2.3 Of what importance is primary-school teachers’ training in China? 23
3. The concept of implementation 25
3.1 Perceptions of policy implementation 26
3.2 Theories of policy implementation 28
3.2.1 The Classical Model 29
3.2.2 The Adaptive Implementation Model 30
3.2.3 The Games Model 30
3.2.4 Four implementation models suggested by Elmore 31
3.3 Variables of the implementation theories 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。