Intro
Preface
Acknowledgements
Contents
About the Authors
1 The Policy Development of Teacher Ethics Development Since Reform and Opening-Up in China
1.1 Introduction
1.2 Research Design
1.3 The Characteristics and Stages
1.3.1 Basic Standards of Requirements for Teachers' Ethics (1983-1993)
1.3.2 There Are Laws to Follow in the Construction of Teachers' Ethics (1994-1999)
1.3.3 Emphasis on the Construction of Teachers' Ethics for Long-Term Effects (2000-2013)
1.3.4 Mistaking Moral Ethics, Pursuing Accountability and Pursuing Effectiveness (2014-2021)

1.4 Suggestions
1.4.1 Increase Incentive Tools and Foster a Favorable Atmosphere
1.4.2 Clear the Boundary of Teachers' Ethics and Make Clear the Negative List
1.4.3 Manage Teachers' Ethics According to Law and Promote the Construction of Teachers' Ethics
References
2 Shaping the "School-Family-Society" Cooperative Education System in China
2.1 Introduction
2.2 Policy Changes of School and Family Social Cooperative Education Since the Reform and Opening Up
2.2.1 1978-1990: Service Linkages Among Schools, Families and Society

2.2.2 1991-2000: Germination of School and Family Social Cooperative Education Consciousness
2.2.3 2001-2012: Preliminary Construction of School and Family Social Cooperative Education System
2.2.4 2013 till Now: School and Family Social Cooperation Education System Has Been Further Improved
2.3 The Actual Situation of School and Family Social Cooperation Education
2.3.1 Remarkable Results Have Been Achieved in the "Three Combination" Education Mode
2.3.2 Improve the Coordination of Departments and Form the Joint Working Force of Upper and Lower Linkage

2.3.3 The Challenge of School and Family Social Cooperation Education
2.4 The School Family Social Cooperation Education Countermeasure Suggestion
2.4.1 Strengthening Theoretical Research and Top-Level System Construction
2.4.2 Accelerating the Development of the Legal System
2.4.3 Reversing the "Non-Synergy" Phenomenon in the Practice of Trilateral Collaborative Education in Various Ways
References
3 The Teachers' Teaching Ability Promotion Policy in China
3.1 The Policy Changes
3.1.1 1977-1989: The Period of Resumption of Adjustment

3.2 1990-2002: Exploratory Period of Reform
3.2.1 2003-2012: Period of Revitalization and Development
References
4 Promoting the Balanced Development of Compulsory Education in China
4.1 Policy Changes to Promote Balanced Development of Compulsory Education Since Reform and Opening Up
4.1.1 1978-2000: Legislation Ensured that Nine-Year Compulsory Education Was Basically Universal
4.1.2 1978-1992: Compulsory Education Was Fully Implemented
4.1.3 1993-2000: Continued Promotion of Compulsory Education