2015 Vol. 33, No. 2
Display Method:
2015, 33(2): 1-9.
doi: 10.16382/j.cnki.1000-5560.2015.02.001
Abstract(
HTML
Abstract:
In exploring humanized education, researchers tend to look at education problems from the perspective of anti-humanization, without a further analysis of the concept of anti-humanized education. The difference among anti-humanization, dehumanization and weak humanization in education is obscure. Using the category of purpose-means, we seek to reveal and clarify the connotation of the three, their boundaries and interrelationships. We argue that the core of the anti-humanized education is domestication of education, which violates humanity; while the core of dehumanized education is the materialization of education, which is separate from humanity; and the core of weak humanization is alienation of education, which deviates from humanity. Therefore, education should develop towards truth-breaking away from the fetters of domestication, towards harmony-evading the snare of materialization, and towards freedom-getting rid of the fence of alienation.
In exploring humanized education, researchers tend to look at education problems from the perspective of anti-humanization, without a further analysis of the concept of anti-humanized education. The difference among anti-humanization, dehumanization and weak humanization in education is obscure. Using the category of purpose-means, we seek to reveal and clarify the connotation of the three, their boundaries and interrelationships. We argue that the core of the anti-humanized education is domestication of education, which violates humanity; while the core of dehumanized education is the materialization of education, which is separate from humanity; and the core of weak humanization is alienation of education, which deviates from humanity. Therefore, education should develop towards truth-breaking away from the fetters of domestication, towards harmony-evading the snare of materialization, and towards freedom-getting rid of the fence of alienation.
2015, 33(2): 10-16.
doi: 10.16382/j.cnki.1000-5560.2015.02.002
Abstract:
Studies on thoughts of education is currently one of the critical areas in educational studies. Using the bibliometric analysis, this paper takes a sample of 1573 articles from CSSCI and PKU, and provides an analysis of the quantity of literature, methodology, research focuses as well as the researchers concerning thoughts of education. Findings indicate that there has been an increasing number of studies on thoughts of education with diversified methodology. Besides, studies are centered on hot topics in educational practice. In general, studies tend to be mature and systematic. Nevertheless, there exist in the studies such problems as "pro-classical""westernization", and theories disconnected from reality. Therefore, studies on thoughts of education should concentrate on changes in their topics, contents and methodology.
Studies on thoughts of education is currently one of the critical areas in educational studies. Using the bibliometric analysis, this paper takes a sample of 1573 articles from CSSCI and PKU, and provides an analysis of the quantity of literature, methodology, research focuses as well as the researchers concerning thoughts of education. Findings indicate that there has been an increasing number of studies on thoughts of education with diversified methodology. Besides, studies are centered on hot topics in educational practice. In general, studies tend to be mature and systematic. Nevertheless, there exist in the studies such problems as "pro-classical""westernization", and theories disconnected from reality. Therefore, studies on thoughts of education should concentrate on changes in their topics, contents and methodology.
2015, 33(2): 17-24.
doi: 10.16382/j.cnki.1000-5560.2015.02.003
Abstract:
The core of new urbanization lies in people's urbanization. To realize people's urbanization, the most important thing to do is promote the equalization of basic public service including the compulsory education provision. Nowadays, there exist grave inequality in China's compulsory education provision, e.g. the overt disparity in the distribution of public education finance, the conspicuous unequal appropriation of infrastructure and facilities, and the widespread selective ignorance and differential treatment in education. To equalize the compulsory education provision, it's essential to increase the government's accountability and deepen the system reform of basic public service. Also, it's imperative to innovate the educational administration by mobilizing the educational authority, transform the orientation of schooling and enhance the democratic participation and equal development in the educational process.
The core of new urbanization lies in people's urbanization. To realize people's urbanization, the most important thing to do is promote the equalization of basic public service including the compulsory education provision. Nowadays, there exist grave inequality in China's compulsory education provision, e.g. the overt disparity in the distribution of public education finance, the conspicuous unequal appropriation of infrastructure and facilities, and the widespread selective ignorance and differential treatment in education. To equalize the compulsory education provision, it's essential to increase the government's accountability and deepen the system reform of basic public service. Also, it's imperative to innovate the educational administration by mobilizing the educational authority, transform the orientation of schooling and enhance the democratic participation and equal development in the educational process.
2015, 33(2): 25-33.
doi: 10.16382/j.cnki.1000-5560.2015.02.004
Abstract:
This study explores the relationship between Uygur children's bilingual semantic development and cognitive school readiness. By adopting measures of PPVT and EVT in both Mandarin and the Uygur language, the study examines receptive and expressive language and cognitive school readiness of Uygur children aged between 4 and 6 years. Findings show that the semantic development in both Mandarin and the Uygur language in Uygur children is significant. Still, there is a remarkable difference in bilingual semantic development of children from kindergartens at different quality levels. Uygur children achieve over 50% of the cognitive school readiness concepts after three years of bilingual education. However, their command of concepts in different School Readiness Composite (SRC) subscales and comprehensive subscales varies greatly, implying that attention should be paid to including some concepts in the curriculum for young children. The correlational analysis demonstrates that the relationship between children's receptive language or expressive language and cognitive school readiness is positively significant and further, the former two are strong predictors of children's readiness skills. The study indicates that bilingual learning of Uygur children during early years facilitates their cognitive development.
This study explores the relationship between Uygur children's bilingual semantic development and cognitive school readiness. By adopting measures of PPVT and EVT in both Mandarin and the Uygur language, the study examines receptive and expressive language and cognitive school readiness of Uygur children aged between 4 and 6 years. Findings show that the semantic development in both Mandarin and the Uygur language in Uygur children is significant. Still, there is a remarkable difference in bilingual semantic development of children from kindergartens at different quality levels. Uygur children achieve over 50% of the cognitive school readiness concepts after three years of bilingual education. However, their command of concepts in different School Readiness Composite (SRC) subscales and comprehensive subscales varies greatly, implying that attention should be paid to including some concepts in the curriculum for young children. The correlational analysis demonstrates that the relationship between children's receptive language or expressive language and cognitive school readiness is positively significant and further, the former two are strong predictors of children's readiness skills. The study indicates that bilingual learning of Uygur children during early years facilitates their cognitive development.
2015, 33(2): 34-40.
doi: 10.16382/j.cnki.1000-5560.2015.02.005
Abstract:
In China's higher education, the academic committee system has undergone three stages of development: budding, startup and establishment. For a long period of time, the academic power, which should have been exercised by the academic committee, has not been clearly separated from political power and executive power. Higher Education Act proposed the establishment of academic committee, stipulating the committee's responsibility. As a result, the academic power has become more explicit than implicit. However, the academic power is still in the state of attachment. In future, it is quite necessary to strengthen the awareness of the nature and necessity of the academic power, and reinforce the building of the academic committee system in support of the construction of modern university system. In a long run, the status of the academic power should be independent, rather than being attached to other authorities. Regulations of Academic Committee in Universities issued by the Ministry of Education is undoubtedly a milestone, which means a shift of the academic committee from the period of system design into a new era of practical construction.
In China's higher education, the academic committee system has undergone three stages of development: budding, startup and establishment. For a long period of time, the academic power, which should have been exercised by the academic committee, has not been clearly separated from political power and executive power. Higher Education Act proposed the establishment of academic committee, stipulating the committee's responsibility. As a result, the academic power has become more explicit than implicit. However, the academic power is still in the state of attachment. In future, it is quite necessary to strengthen the awareness of the nature and necessity of the academic power, and reinforce the building of the academic committee system in support of the construction of modern university system. In a long run, the status of the academic power should be independent, rather than being attached to other authorities. Regulations of Academic Committee in Universities issued by the Ministry of Education is undoubtedly a milestone, which means a shift of the academic committee from the period of system design into a new era of practical construction.
2015, 33(2): 41-48.
doi: 10.16382/j.cnki.1000-5560.2015.02.006
Abstract:
How to design textbook is one of the important issues in the research field of vocational textbooks. Under the idea of project-based vocational curriculum, it's unreasonable to see the reductive phenomenon in vocational textbook design, as the diversification of vocational education and its curriculum inherently requires the diversification of vocational textbooks. Based on three dimensions, vocational textbook models can be defined at nine levels. The first dimension is vocational, which can be defined at the levels of relevance, task and project. The second dimension is knowledge, which can be defined at the levels of theory, practice and experience. The third dimension is learning, which can be defined at the levels of narration, conversation and activity. By combining these three dimensions and nine levels, we can get five typical vocational textbook models. An in-depth analysis of the models can offer essential methodology for vocational textbook development.
How to design textbook is one of the important issues in the research field of vocational textbooks. Under the idea of project-based vocational curriculum, it's unreasonable to see the reductive phenomenon in vocational textbook design, as the diversification of vocational education and its curriculum inherently requires the diversification of vocational textbooks. Based on three dimensions, vocational textbook models can be defined at nine levels. The first dimension is vocational, which can be defined at the levels of relevance, task and project. The second dimension is knowledge, which can be defined at the levels of theory, practice and experience. The third dimension is learning, which can be defined at the levels of narration, conversation and activity. By combining these three dimensions and nine levels, we can get five typical vocational textbook models. An in-depth analysis of the models can offer essential methodology for vocational textbook development.
2015, 33(2): 49-54.
doi: 10.16382/j.cnki.1000-5560.2015.02.007
Abstract:
Driven by the highlighted multiple meaning of text and the emerging postmodernism, the combination of curriculum and text has created a new dynamic. Consequently, people call for a pluralistic interpretation of curriculum text. Nevertheless, interpretation of curriculum from the text involves some restrictions hidden in the monistic interpretation. Therefore, interpretation of curriculum needs to take into consideration the duality of both curriculum and text in dealing with the "monistic" and "pluralistic" approaches.
Driven by the highlighted multiple meaning of text and the emerging postmodernism, the combination of curriculum and text has created a new dynamic. Consequently, people call for a pluralistic interpretation of curriculum text. Nevertheless, interpretation of curriculum from the text involves some restrictions hidden in the monistic interpretation. Therefore, interpretation of curriculum needs to take into consideration the duality of both curriculum and text in dealing with the "monistic" and "pluralistic" approaches.
2015, 33(2): 55-64.
doi: 10.16382/j.cnki.1000-5560.2015.02.008
Abstract:
Psychological researches tend to put more emphasis on human's natural attributes than social attributes. In fact, psychology should, based on the comprehensive understanding of human nature, focus on humane concern and respond to the specific social reality, such as personal happiness, social justice, and world peace. Some studies argue that personal happiness can be divided at the psychological and subjective level. Studies show that demographic variables, personality characteristics, goals and economic status all have impressive effect on subjective happiness. In terms of social justice, researchers argue that lower-class people, who are more dependent on social justice, are more likely to have a feeling of social inequality than higher-class people. Some policies aiming to reducing social constraint, promoting the sense of control can enhance the sense of equality among lower-class people. In terms of the world peace, great progress has been achieved in the studies on love and hate, truth and reconciliation, comprehension and coexistence. And there is still much to be explored in combining humane concern with social responsibility in psychological researches.
Psychological researches tend to put more emphasis on human's natural attributes than social attributes. In fact, psychology should, based on the comprehensive understanding of human nature, focus on humane concern and respond to the specific social reality, such as personal happiness, social justice, and world peace. Some studies argue that personal happiness can be divided at the psychological and subjective level. Studies show that demographic variables, personality characteristics, goals and economic status all have impressive effect on subjective happiness. In terms of social justice, researchers argue that lower-class people, who are more dependent on social justice, are more likely to have a feeling of social inequality than higher-class people. Some policies aiming to reducing social constraint, promoting the sense of control can enhance the sense of equality among lower-class people. In terms of the world peace, great progress has been achieved in the studies on love and hate, truth and reconciliation, comprehension and coexistence. And there is still much to be explored in combining humane concern with social responsibility in psychological researches.
2015, 33(2): 65-69.
doi: 10.16382/j.cnki.1000-5560.2015.02.009
Abstract:
Qualitative research as a movement has an extensive and profound influence on other social sciences. In the past 20 years, qualitative research has spread to the field of psychology, which has attracted wide public concern. Qualitative orientation is increasingly integrated into the mainstream and has become what Kuhn called "normative science". Based on previous researches, this paper examines the development of psychological research from different perspectives, including the history of psychology, different orientations, the common basis, approaches of qualitative analysis and its contribution to the development of psychology.
Qualitative research as a movement has an extensive and profound influence on other social sciences. In the past 20 years, qualitative research has spread to the field of psychology, which has attracted wide public concern. Qualitative orientation is increasingly integrated into the mainstream and has become what Kuhn called "normative science". Based on previous researches, this paper examines the development of psychological research from different perspectives, including the history of psychology, different orientations, the common basis, approaches of qualitative analysis and its contribution to the development of psychology.
2015, 33(2): 70-76.
doi: 10.16382/j.cnki.1000-5560.2015.02.010
Abstract:
Based on social comparison theory, the information of referents can be divided into three categories: information of average (IA); information of better paid referent (IB); information of worse paid referent (IW). In this study, three hundred and twenty eight college students participated in the scenario experiment, and a 4×2×2 randomized design was adopted. The results indicated that: (a) the main effect of IA was significant: the perception of distributive justice was lowest when participants were informed that they were paid less than average, and the perception of distributive justice was highest when participants knew that they got more than average; (b) the bandwagon effect was significant in all conditions of IA: when participants got IB, their perception of distributive justice decreased sharply; (c) the strongest snob effect appeared when IA was absent: when participants got IW, their perception of distributive justice increased dramatically. Finally, the theoretical and empirical implications of this study are discussed.
Based on social comparison theory, the information of referents can be divided into three categories: information of average (IA); information of better paid referent (IB); information of worse paid referent (IW). In this study, three hundred and twenty eight college students participated in the scenario experiment, and a 4×2×2 randomized design was adopted. The results indicated that: (a) the main effect of IA was significant: the perception of distributive justice was lowest when participants were informed that they were paid less than average, and the perception of distributive justice was highest when participants knew that they got more than average; (b) the bandwagon effect was significant in all conditions of IA: when participants got IB, their perception of distributive justice decreased sharply; (c) the strongest snob effect appeared when IA was absent: when participants got IW, their perception of distributive justice increased dramatically. Finally, the theoretical and empirical implications of this study are discussed.
2015, 33(2): 77-81.
doi: 10.16382/j.cnki.1000-5560.2015.02.011
Abstract:
Spiritual health is an increasingly important topic in psychological research. From the perspective of spirituality, understanding and reflecting spiritual health involves three related levels: spiritual health corresponding to mental illness, spiritual health equivalent to mental health, and spiritual health related to intelligence and life meaning. The third level is closely related to spiritual development, and all the three levels constitute individual's integrated existence of "physiological-psychological-spiritual". Spiritual health should point to the development of "a whole person". The current mental health education should include "spiritual health", meanwhile, its values, contents and approaches should also be adjusted and supplemented. Mental health education should focus on individual's spiritual development as well as their social and cultural attributes.
Spiritual health is an increasingly important topic in psychological research. From the perspective of spirituality, understanding and reflecting spiritual health involves three related levels: spiritual health corresponding to mental illness, spiritual health equivalent to mental health, and spiritual health related to intelligence and life meaning. The third level is closely related to spiritual development, and all the three levels constitute individual's integrated existence of "physiological-psychological-spiritual". Spiritual health should point to the development of "a whole person". The current mental health education should include "spiritual health", meanwhile, its values, contents and approaches should also be adjusted and supplemented. Mental health education should focus on individual's spiritual development as well as their social and cultural attributes.
2015, 33(2): 82-90.
doi: 10.16382/j.cnki.1000-5560.2015.02.012
Abstract:
Sishu in ancient China used to be the dominant institution of elementary education. With the social transformation and modernization in China since 1840, the traditional education system faced great challenges, hence the transformation of modern education. In elementary education system, the co-existence of both traditional and modern systems resulted in the fact that it was not until the late 20th century that the modernization of Chinese education was completed. It was a long transition process, from the disappearance of Sishu to the popularization of modern schools and the establishment of modern education system. After that, Chinese education has departed from the traditional system completely and is now moving towards modernization.
Sishu in ancient China used to be the dominant institution of elementary education. With the social transformation and modernization in China since 1840, the traditional education system faced great challenges, hence the transformation of modern education. In elementary education system, the co-existence of both traditional and modern systems resulted in the fact that it was not until the late 20th century that the modernization of Chinese education was completed. It was a long transition process, from the disappearance of Sishu to the popularization of modern schools and the establishment of modern education system. After that, Chinese education has departed from the traditional system completely and is now moving towards modernization.
2015, 33(2): 91-95.
doi: 10.16382/j.cnki.1000-5560.2015.02.013
Abstract:
Based on the newly published documentation, this article discusses the construction of charity schools in Late Qing Dynasty, taking the example of Turpan. In order to support the establishment of Xinjiang province, Turpan built eight charity schools attended by a great proportion of Uygur students. Ten years after the charity schools were opened, Wei Guangtao proposed an initiative to establish a central charity school in southern Xingjiang, which turned out a lower-performance school compared to the local ones. Consequently, there were no more such central schools built in Turpan. Driven by the Hundred-Day Reform, New Deal and China's defeat in Sino-Japanese War, there were great changes in China's education policies and educational fund shortage. During late Guangxu period, the charity schools were Finally closed, and Xinjiang's charity schools came to its end.
Based on the newly published documentation, this article discusses the construction of charity schools in Late Qing Dynasty, taking the example of Turpan. In order to support the establishment of Xinjiang province, Turpan built eight charity schools attended by a great proportion of Uygur students. Ten years after the charity schools were opened, Wei Guangtao proposed an initiative to establish a central charity school in southern Xingjiang, which turned out a lower-performance school compared to the local ones. Consequently, there were no more such central schools built in Turpan. Driven by the Hundred-Day Reform, New Deal and China's defeat in Sino-Japanese War, there were great changes in China's education policies and educational fund shortage. During late Guangxu period, the charity schools were Finally closed, and Xinjiang's charity schools came to its end.
2015, 33(2): 96-102.
doi: 10.16382/j.cnki.1000-5560.2015.02.014
Abstract:
During the first 17 years of New China, the teachers under the proletarian leadership shaped their model of spiritual images and national identity with their ambitions and enthusiasm. Despite the difficult living conditions, these committed teachers held to their faith in revolution and positive attitudes to their teaching. Their selfless devotion promoted the steady development of education in China and enhanced the whole national political identity and ideology. A review of the past and learning from the lessons can provide great implications for today's teacher development.
During the first 17 years of New China, the teachers under the proletarian leadership shaped their model of spiritual images and national identity with their ambitions and enthusiasm. Despite the difficult living conditions, these committed teachers held to their faith in revolution and positive attitudes to their teaching. Their selfless devotion promoted the steady development of education in China and enhanced the whole national political identity and ideology. A review of the past and learning from the lessons can provide great implications for today's teacher development.
Family Involvement in Current American Higher education:Context, Impact and Institutional Strategies
2015, 33(2): 103-109.
doi: 10.16382/j.cnki.1000-5560.2015.02.015
Abstract:
Since the 1980s, there has been a growing family involvement in American higher education. This is the combined result of the following factors: (a) the demographic changes in "Millennium Generation" college students; (b) transformation of family structures; (c)the new social role of higher education and (d)the development of modern information and communication technologies. The relationship between the higher education institution and the family is facing a new cultural transformation. Family involvement in higher education has contributed to the academic success of college students, obtaining reliable and equal educational opportunity and promoting the reform of higher education management. American higher education institutions are reshaping the ethos and philosophy of their management by providing professional support for family involvement and improving different parental programs services so as to strengthen the institutional leadership.
Since the 1980s, there has been a growing family involvement in American higher education. This is the combined result of the following factors: (a) the demographic changes in "Millennium Generation" college students; (b) transformation of family structures; (c)the new social role of higher education and (d)the development of modern information and communication technologies. The relationship between the higher education institution and the family is facing a new cultural transformation. Family involvement in higher education has contributed to the academic success of college students, obtaining reliable and equal educational opportunity and promoting the reform of higher education management. American higher education institutions are reshaping the ethos and philosophy of their management by providing professional support for family involvement and improving different parental programs services so as to strengthen the institutional leadership.
2015, 33(2): 110-116.
doi: 10.16382/j.cnki.1000-5560.2015.02.016
Abstract:
America is a great nation in higher education. Its federal financial assistance has been the strongest external driving force in the development of modern American universities, promoting a healthy development. Lessons can be learnt from the experience of U.S. federal government. Influenced by different politics, economies and social development ideas, American federal financial assistance has experienced several stages, including social laissez-faire, strengthened administrative intervention and market decentralization". Based on the data analysis, this paper discusses how U.S. federal government has implemented its financial aid for higher education. It concludes that with sound legal protection in place, the federal financial assistance is now featured by its ecological morphology through the integration of government and market.
America is a great nation in higher education. Its federal financial assistance has been the strongest external driving force in the development of modern American universities, promoting a healthy development. Lessons can be learnt from the experience of U.S. federal government. Influenced by different politics, economies and social development ideas, American federal financial assistance has experienced several stages, including social laissez-faire, strengthened administrative intervention and market decentralization". Based on the data analysis, this paper discusses how U.S. federal government has implemented its financial aid for higher education. It concludes that with sound legal protection in place, the federal financial assistance is now featured by its ecological morphology through the integration of government and market.