Abstract
As an instructional management system, the credit system was introduced to overcome the institutional constraints imposed by the uniform instructional pace of the academic-year system and the resultant inhibition of individualized student development. In conjunction with elective courses, the credit system forms an institutional framework characterized by both flexibility and choice. During the Republican period, the Secondary School affiliated with Datong University in Shanghai was among the earliest secondary schools in Shanghai and across China to implement a credit system. Its institutional structure exhibited distinctive features, notably the organic articulation between secondary and university stages achieved through the credit system: in addition to fulfilling the requirements of the secondary stage, qualified students could, when academically prepared, enroll in university courses in advance, thereby gaining early exposure to university-level content and effectively compressing overall years of study. Currently, Shanghai Datong High School, building on the gene of the credit system inherited from the Republican-era Datong University, has been continuously advancing institutional innovation and inheritance in tandem with its own development, offering valuable practical experience for exploring quality education in the new era.
Keywords
The Affiliated Secondary School of Datong University; Credit system; Articulation among primary; Higher education
References
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