{'fraction_non_alphanumeric': 0.01038961038961039, 'fraction_numerical': 0.0, 'mean_word_length': 5.7043478260869565, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Chinese Teachers as Intellectuals: Tracing the Ancient Roots of Collective Teaching Study in China from Sociality to Individuality

Abstract Collective teaching study for teachers in Chinese primary and secondary schools plays an important role in promoting the quality of basic education, and is a major characteristic of Chinese education. This paper looks at the collective study of teaching by Chinese teachers as a product of the historical and cultural traditions particular to China, and also incorporates historical sources to explain the origins, development, and formation of this tradition. The paper further discusses the challenges facing collective teaching study for Chinese teachers by analyzing the changes underlying modern Chinese society and culture.