2014 Vol. 32, No. 1
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2014, 32(1): 1-10.
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Abstract:
The rapid urbanization process has led to the strong expansion of the scale of primary and secondary schools in some areas, this brings severe challenges to the adjustment about the class size and the scale of school of compulsory education in the urban and rural regions. There are two notable features on Compulsory education urbanization in China: firstly, the level of urbanization of the elementary school is lower than that of the city′s overall development of urbanization in some populous provinces; secondly, the level of urbanization of junior high school is not only higher than that of the elementary school but also significantly surpasses that of the city's urbanization. As for the following reasons, the slowing down of growth rate of the natural population, the uncertain migration direction of the rural population, the unbalanced regional urbanization development and the recessive urbanization population explosion, there are several characteristics of school number and scale at the compulsory education, including the total number is basic reasonable, different development between urban and rural areas, increasing pressure of covert growth of the student number, severe problems of the large class size in some areas. Several measures are suggested to solve the above problems, first, to maintain the different balance between the number and scale of the school at two dimensions of rural and town; second, to keep consistent of the level of urbanization of education with the overall level of regional urbanization; third, to cope with the uncertainty of floating population by using the flexible student number of the small class; fourth, to implement the scientific monitoring to the rapid urbanized big population province and the population in areas surrounding the center cities; fifth, to establish the effective warning mechanism to control the class size and the school scale; sixth, to improve the compulsory education coordination level; seventh, to ensure that all levels governments are symmetrically in rights and obligations about the education of the floating population children.
The rapid urbanization process has led to the strong expansion of the scale of primary and secondary schools in some areas, this brings severe challenges to the adjustment about the class size and the scale of school of compulsory education in the urban and rural regions. There are two notable features on Compulsory education urbanization in China: firstly, the level of urbanization of the elementary school is lower than that of the city′s overall development of urbanization in some populous provinces; secondly, the level of urbanization of junior high school is not only higher than that of the elementary school but also significantly surpasses that of the city's urbanization. As for the following reasons, the slowing down of growth rate of the natural population, the uncertain migration direction of the rural population, the unbalanced regional urbanization development and the recessive urbanization population explosion, there are several characteristics of school number and scale at the compulsory education, including the total number is basic reasonable, different development between urban and rural areas, increasing pressure of covert growth of the student number, severe problems of the large class size in some areas. Several measures are suggested to solve the above problems, first, to maintain the different balance between the number and scale of the school at two dimensions of rural and town; second, to keep consistent of the level of urbanization of education with the overall level of regional urbanization; third, to cope with the uncertainty of floating population by using the flexible student number of the small class; fourth, to implement the scientific monitoring to the rapid urbanized big population province and the population in areas surrounding the center cities; fifth, to establish the effective warning mechanism to control the class size and the school scale; sixth, to improve the compulsory education coordination level; seventh, to ensure that all levels governments are symmetrically in rights and obligations about the education of the floating population children.
2014, 32(1): 11-19.
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This study explores the development of Mandarin acquisition of Uygur children in Xinjiang. Participants are 384 Uygur children aged from three to six randomly selected from 24 local bilingual kindergartens. PPVT, EVT and other language tools are applied to assess children's language development. Children′s development of MLU, as well as other measurement, is also examined through electronic language database analysis (CHILDES). Findings show a development profile that children's receptive language, expressive language, narrative language, academic language and MLU gradually develop with ages. Result also indicates that there are some characteristics of young Uygur children in learning Mandarin Chinese. Therefore, suggestions are made to promote early bilingual education in Xinjiang as follows. First, an integrative and balanced model could be adopted for bilingual environment of preschool education; Second, attention should be paid to introduction of reading and picture books at the early age due to the gap of Mandarin acquisition between ethnic preschool children and Han children; Third, a high quality Mandarin language input process should be built for ethnic minority Children.
This study explores the development of Mandarin acquisition of Uygur children in Xinjiang. Participants are 384 Uygur children aged from three to six randomly selected from 24 local bilingual kindergartens. PPVT, EVT and other language tools are applied to assess children's language development. Children′s development of MLU, as well as other measurement, is also examined through electronic language database analysis (CHILDES). Findings show a development profile that children's receptive language, expressive language, narrative language, academic language and MLU gradually develop with ages. Result also indicates that there are some characteristics of young Uygur children in learning Mandarin Chinese. Therefore, suggestions are made to promote early bilingual education in Xinjiang as follows. First, an integrative and balanced model could be adopted for bilingual environment of preschool education; Second, attention should be paid to introduction of reading and picture books at the early age due to the gap of Mandarin acquisition between ethnic preschool children and Han children; Third, a high quality Mandarin language input process should be built for ethnic minority Children.
2014, 32(1): 20-31.
Abstract:
The questionnaire survey is conducted with 20804 students of grade three to grade eight from fifteen provinces, municipalities and autonomous regions. The study shows the following findings: First, on the whole, the quality of school life conditions of primary school students is better than that of the middle school students; Second the quality of life conditions of the students from the more reputable schools is better than that of students from ordinary schools and town and village schools; Third, the weak internal motivation of learning leads to the strong pragmatic and instrumental orientation; Fourth, educational atmosphere exhibits the following features of cultural transformation: Authoritative teachers are with strong appetency; on the other hand, the education methods are generally oversimplified. The class collective culture is poorly constructed but evidently related to the learning status of the students, to the concept of learning and teacher-student relationship.
The questionnaire survey is conducted with 20804 students of grade three to grade eight from fifteen provinces, municipalities and autonomous regions. The study shows the following findings: First, on the whole, the quality of school life conditions of primary school students is better than that of the middle school students; Second the quality of life conditions of the students from the more reputable schools is better than that of students from ordinary schools and town and village schools; Third, the weak internal motivation of learning leads to the strong pragmatic and instrumental orientation; Fourth, educational atmosphere exhibits the following features of cultural transformation: Authoritative teachers are with strong appetency; on the other hand, the education methods are generally oversimplified. The class collective culture is poorly constructed but evidently related to the learning status of the students, to the concept of learning and teacher-student relationship.
2014, 32(1): 32-40.
Abstract:
Being affected by phenomenology and educational phenomenology in the North America, phenomenological attitude and approach has become an important approach in China's education research to understand the education life since the 1990s. Phenomenology provides the resources and the way of thinking. In order to go further in the inquiry of educational phenomenology, firstly we need to trace the development of educational phenomenology in China, and then to return to the phenomenology thoughts, getting inspirations from the basic problems and methods of phenomenology, defining the basic issues of pedagogy, regulating the methods of educational phenomenology, as well as promoting the theoretical reflection of the educational phenomenology.
Being affected by phenomenology and educational phenomenology in the North America, phenomenological attitude and approach has become an important approach in China's education research to understand the education life since the 1990s. Phenomenology provides the resources and the way of thinking. In order to go further in the inquiry of educational phenomenology, firstly we need to trace the development of educational phenomenology in China, and then to return to the phenomenology thoughts, getting inspirations from the basic problems and methods of phenomenology, defining the basic issues of pedagogy, regulating the methods of educational phenomenology, as well as promoting the theoretical reflection of the educational phenomenology.
2014, 32(1): 41-49.
Abstract:
To reflect on "Doing what" is to consider on the routine educational activities for a teacher. This reflection and thinking is beneficial for teachers to improve their capabilities and to understand the effects of their action; but it is not valuable for in-depth reflectivity because "familiarity" "common sense" and "self-evidence" might mean ignorance and can not lead to know the truth. "Knowing what to do" is self-reflection on one's "familiarity", "common sense" and critical thinking on one's action and views in order to know the reality and to behavior appropriately. This is a kind of premise reflection. It means that the teachers should hold self-critique spirit and reflect on the "unaware premise" of their action, struggle rationally to avoid falling into an active conspirator. Meanwhile, the overemphasis on efficiency, specificity and instruments and the dominance of scientific rationale has caused crisis of teacher education. To reconstruct teachers' premise reflection, teachers should be well prepared with integrative knowledge of human-being's happiness and full development. In this sense, teacher education is similar to liberal education.
To reflect on "Doing what" is to consider on the routine educational activities for a teacher. This reflection and thinking is beneficial for teachers to improve their capabilities and to understand the effects of their action; but it is not valuable for in-depth reflectivity because "familiarity" "common sense" and "self-evidence" might mean ignorance and can not lead to know the truth. "Knowing what to do" is self-reflection on one's "familiarity", "common sense" and critical thinking on one's action and views in order to know the reality and to behavior appropriately. This is a kind of premise reflection. It means that the teachers should hold self-critique spirit and reflect on the "unaware premise" of their action, struggle rationally to avoid falling into an active conspirator. Meanwhile, the overemphasis on efficiency, specificity and instruments and the dominance of scientific rationale has caused crisis of teacher education. To reconstruct teachers' premise reflection, teachers should be well prepared with integrative knowledge of human-being's happiness and full development. In this sense, teacher education is similar to liberal education.
2014, 32(1): 50-57.
Abstract:
"Education Modernization" is one of the most important academic products and tools in modern China educational research; moreover, it's a unique academic issue of China. Existing researches from discursive or ideology perspective were emerged in the western modernization theory and other Chinese modernization research. However, there is no corresponding research in Chinese education modernization. The combination of Foucault discourse research and sociology of knowledge, can provide a possible approach to analyze "Education Modernization" in China. With this approach, an interpretation paradigm of Education Modernization is put forward.
"Education Modernization" is one of the most important academic products and tools in modern China educational research; moreover, it's a unique academic issue of China. Existing researches from discursive or ideology perspective were emerged in the western modernization theory and other Chinese modernization research. However, there is no corresponding research in Chinese education modernization. The combination of Foucault discourse research and sociology of knowledge, can provide a possible approach to analyze "Education Modernization" in China. With this approach, an interpretation paradigm of Education Modernization is put forward.
2014, 32(1): 58-62.
Abstract:
The Yi ethnic minority "Kezhi"debating has same educational features, including teaching knowledge, developing thinking capability, learning history and cultivating humanities' quality. In a word, this Socratic dialogue mode of education plays an important role in building a public life space in Liangshan Yi ethnic minority Area.
The Yi ethnic minority "Kezhi"debating has same educational features, including teaching knowledge, developing thinking capability, learning history and cultivating humanities' quality. In a word, this Socratic dialogue mode of education plays an important role in building a public life space in Liangshan Yi ethnic minority Area.
2014, 32(1): 63-68.
Abstract:
Using the census data of "China Gongdu education (2007)" and case investigation of part of the Gongdu schools in 2012, this paper analyses the field of Gongdu education from the perspective of sociology. The results show that the mainstream social constructs the school's social status, which lay it in the exclusion location in the city space. Gongdu school's education order is represented by learning and living space as well as the outcome of the negotiation of "teacher-student relationship", which constitutes a new order making students' possible self-development.
Using the census data of "China Gongdu education (2007)" and case investigation of part of the Gongdu schools in 2012, this paper analyses the field of Gongdu education from the perspective of sociology. The results show that the mainstream social constructs the school's social status, which lay it in the exclusion location in the city space. Gongdu school's education order is represented by learning and living space as well as the outcome of the negotiation of "teacher-student relationship", which constitutes a new order making students' possible self-development.
2014, 32(1): 69-75.
Abstract:
Literature is for conveying truth and moral instuction (Wen yi zaidao) is the traditional definition of the relationship between literature (Wen) and truth (Dao). The debates on the relationship between Wen and Dao are crucial issues bothering Chinese Language and Literature teachers for a long time. In order to clarify the relationship between Wen and Tao, the researcher should back to the original meaning for these two terms, analyze the historical evolution of their meanings, and then understand the authentic meaning in the language context. When the teachers face the changing meaning of literature and the contradiction between Wen and Dao, they should back to the life in Chinese Language and Literature. Teachers should guide the student to achieve the state of harmony with Wen and Dao integrated as the one.
Literature is for conveying truth and moral instuction (Wen yi zaidao) is the traditional definition of the relationship between literature (Wen) and truth (Dao). The debates on the relationship between Wen and Dao are crucial issues bothering Chinese Language and Literature teachers for a long time. In order to clarify the relationship between Wen and Tao, the researcher should back to the original meaning for these two terms, analyze the historical evolution of their meanings, and then understand the authentic meaning in the language context. When the teachers face the changing meaning of literature and the contradiction between Wen and Dao, they should back to the life in Chinese Language and Literature. Teachers should guide the student to achieve the state of harmony with Wen and Dao integrated as the one.
2014, 32(1): 76-81.
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"What does the process of natural selection select?" The wrong answer of this question will obstruct the process by which Evolutionary Psychology explains the implication of mind. Modern genetics argues that the natural selection process shapes the genotype. Genotype does not mean the material structure of organism but their response model toward the environment. This article aims to analyze the interactive process between the organism and the environment. It suggests and demonstrates two propositions: (1) The function of an organism pre-exists the physical structure of organism logically; (2) An organism adapts to the environment by its function rather than its structure. In concluding, the natural selection selects the function of an organism.
"What does the process of natural selection select?" The wrong answer of this question will obstruct the process by which Evolutionary Psychology explains the implication of mind. Modern genetics argues that the natural selection process shapes the genotype. Genotype does not mean the material structure of organism but their response model toward the environment. This article aims to analyze the interactive process between the organism and the environment. It suggests and demonstrates two propositions: (1) The function of an organism pre-exists the physical structure of organism logically; (2) An organism adapts to the environment by its function rather than its structure. In concluding, the natural selection selects the function of an organism.
2014, 32(1): 82-88.
Abstract:
Hugo Münsternberg (1863—1916) is a German psychologist who lived in the United States. As one of the most famous psychologists in the early 20th century, he served as the director of the psychology laboratory at Harvard University, the chairman of American Psychological Association and so forth. Münsternberg's research covers many fields such as experimental psychology, aesthetic psychology, education psychology, clinical psychology, forensic psychology, industrial psychology, and etc. He is not only a distinguished scholar in the field of psychological research and a pioneer of applied psychology, but also the founder of industrial psychology and a practitioner of popularization of psychology science.
Hugo Münsternberg (1863—1916) is a German psychologist who lived in the United States. As one of the most famous psychologists in the early 20th century, he served as the director of the psychology laboratory at Harvard University, the chairman of American Psychological Association and so forth. Münsternberg's research covers many fields such as experimental psychology, aesthetic psychology, education psychology, clinical psychology, forensic psychology, industrial psychology, and etc. He is not only a distinguished scholar in the field of psychological research and a pioneer of applied psychology, but also the founder of industrial psychology and a practitioner of popularization of psychology science.
2014, 32(1): 89-96.
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Music plays an important role both in one's life and in a society and therefore attracts psychologists and neuroscientists to explore intensively and extensively the psychological mechanisms and neural basis of human musical mind. This paper reviewed the major research advances and results in the areas of cognitive processing and emotional experience of music, the individual differences in responding to and enjoying music, and the implications of psychological and neuro-scientific research on music. The concluding remarks addressed the key issues in current studies as well as directions for future research in the area of music, mind and brain.
Music plays an important role both in one's life and in a society and therefore attracts psychologists and neuroscientists to explore intensively and extensively the psychological mechanisms and neural basis of human musical mind. This paper reviewed the major research advances and results in the areas of cognitive processing and emotional experience of music, the individual differences in responding to and enjoying music, and the implications of psychological and neuro-scientific research on music. The concluding remarks addressed the key issues in current studies as well as directions for future research in the area of music, mind and brain.
2014, 32(1): 97-102.
Abstract:
Art therapy is one of psychotherapies to use art in diagnosis and therapy. It emerged in the 1940s and took first step in the 1950s. In the gold times from the 1960s to 1990s, art therapy evolved into a professional mental service, and was practiced in various forms and methods, and the application field. In the 21st century, integration highlights as a major trend in art therapy which is prominently featured with keeping pace with the progress of science and technology and focusing on the diversity of cultural contexts.
Art therapy is one of psychotherapies to use art in diagnosis and therapy. It emerged in the 1940s and took first step in the 1950s. In the gold times from the 1960s to 1990s, art therapy evolved into a professional mental service, and was practiced in various forms and methods, and the application field. In the 21st century, integration highlights as a major trend in art therapy which is prominently featured with keeping pace with the progress of science and technology and focusing on the diversity of cultural contexts.
2014, 32(1): 103-110.
Abstract:
The compilation of women′s textbooks of the late Qing Dynasty and the Republican China saw its peak from 1904 to 1915, but it lacked in numbers and kinds with incomplete subjects. Textbooks for girls in primary schools were mainly complied in the late Qing Dynasty and the Republican China, including morality, Chinese, calligraphy, housewifery, arithmetic as major subjects. Textbooks for girls in middle schools were mainly complied in the early Republican China, including arithmetic, algebra, geometry, chemistry, physics, physiology, mineralogy, zoology, botany as major subjects. Enlightenment aspirations in Women's textbooks shows that women were empowered the rights to receive education, seek self-development, get employed and keep health mentally and physically and extends beyond what advanced intellectuals thought about women and women′s education. For compiled by males, women's textbook presents the ideal image of women in line with social and cultural standards of a male's world which concerns women′s social function in the new era and a docile training of "a good wife and a good mother". Although rights are empowered rather than self-empowering, women's textbooks have been of massive historical significance and value based on that they advocate a new paradigm for life and stresses a different identity with a "national mother" and "female national " from the perspective of natural rights of women, which has illuminated the dark times of Chinese society.
The compilation of women′s textbooks of the late Qing Dynasty and the Republican China saw its peak from 1904 to 1915, but it lacked in numbers and kinds with incomplete subjects. Textbooks for girls in primary schools were mainly complied in the late Qing Dynasty and the Republican China, including morality, Chinese, calligraphy, housewifery, arithmetic as major subjects. Textbooks for girls in middle schools were mainly complied in the early Republican China, including arithmetic, algebra, geometry, chemistry, physics, physiology, mineralogy, zoology, botany as major subjects. Enlightenment aspirations in Women's textbooks shows that women were empowered the rights to receive education, seek self-development, get employed and keep health mentally and physically and extends beyond what advanced intellectuals thought about women and women′s education. For compiled by males, women's textbook presents the ideal image of women in line with social and cultural standards of a male's world which concerns women′s social function in the new era and a docile training of "a good wife and a good mother". Although rights are empowered rather than self-empowering, women's textbooks have been of massive historical significance and value based on that they advocate a new paradigm for life and stresses a different identity with a "national mother" and "female national " from the perspective of natural rights of women, which has illuminated the dark times of Chinese society.
2014, 32(1): 111-116.
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Concerning the historical background and theoretical significance of "Progressive Education" in America, some post-modernist educational historians hold that the progressive education can be traced back to the Reformation period, and it has become symbiotic, in some ways, with the system of modern public education. As a transformation in education, it represents a continuous construction but not a theoretical revolution, with its core intent never changed since the Reformation. These new perspectives are worthy of attention and very enlightening to educators, especially researchers in the field of history of education.
Concerning the historical background and theoretical significance of "Progressive Education" in America, some post-modernist educational historians hold that the progressive education can be traced back to the Reformation period, and it has become symbiotic, in some ways, with the system of modern public education. As a transformation in education, it represents a continuous construction but not a theoretical revolution, with its core intent never changed since the Reformation. These new perspectives are worthy of attention and very enlightening to educators, especially researchers in the field of history of education.
2014, 32(1): 117-124.
Abstract:
Affected by Bacon's Philosophy and Comenius' thoughts, Puritans advocated general, utilitarian, free and compulsory education, and insisted that traditional teaching methods should be changed. Although schools and universities were affected by social unrests during the Puritan Revolution, Cromwell carried out series of reforms and measures after the claim of sovereignty, which made British education take on a new look. Because of the Restoration, everything went up in vain. However, the theories and practice have become rich legacy for England, and the reforms became the prelude to the great reformation in British education in the 19th century.
Affected by Bacon's Philosophy and Comenius' thoughts, Puritans advocated general, utilitarian, free and compulsory education, and insisted that traditional teaching methods should be changed. Although schools and universities were affected by social unrests during the Puritan Revolution, Cromwell carried out series of reforms and measures after the claim of sovereignty, which made British education take on a new look. Because of the Restoration, everything went up in vain. However, the theories and practice have become rich legacy for England, and the reforms became the prelude to the great reformation in British education in the 19th century.