Exploring Teaching Management Pathways in Secondary Colleges Under the "Three Comprehensive Education" Concept

Dandan Zhang

doi:10.70088/7t09he32

Authors

Dandan Zhang School of Middle Eastern Studies, Beijing International Studies University, Beijing, China Author

DOI:

https://doi.org/10.70088/7t09he32

Keywords:

three comprehensive education, teaching management, secondary college, pathway optimization, higher education reform

Abstract

The comprehensive reform of the "Three Comprehensive Education" concept represents a major strategic initiative for higher education institutions in the new era to fulfill the fundamental mission of fostering virtue through education. This concept encompasses whole-staff education, whole-process education, and all-dimensional education, collectively aiming to cultivate well-rounded individuals through systematic and holistic pedagogical frameworks. Drawing on a large-scale survey of 200 undergraduate and graduate classes and extensive field visits conducted by the School of Middle Eastern Studies at Beijing International Studies University, this study investigates the practical implementation of teaching management under the guidance of the "Three Comprehensive Education" philosophy. Through rigorous empirical analysis of survey data, it examines the application of this educational model in teaching management and identifies several existing challenges. Specifically, the study addresses issues such as insufficient coordination among stakeholders in the whole-staff education process, structural disconnects in whole-process education at higher academic stages, and the persistent mismatch between resource provision and student developmental needs in all-dimensional education. The study proposes three transformative pathways: building a collaborative education community involving multiple stakeholders, establishing an integrated education chain spanning students' lifelong development, and refining structural reforms on the education supply side. These evidence-based recommendations offer valuable insights for secondary colleges seeking to shift their teaching management paradigms from a traditional task-oriented approach to a more holistic education-centered model, thereby enhancing the overall quality and effectiveness of higher education delivery.

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