2015 Vol. 33, No. 4
Display Method:
2015, 33(4): 1-6.
doi: 10.16382/j.cnki.1000-5560.2015.04.001
Abstract(
HTML
Abstract:
The dissociation of education from philosophy is caused by the diversion of modern scientific epistemology and the knowledge transition of education. In essence, the dissociation of education from philosophy is the separation of education and human. Knowledge itself does not change the moral foundation of modern society where the perfection of humanity is still the paramount goal of education and the cornerstone of constructing knowledge society order. No matter how society evolves, the relationship between education and human is always the essential issue of educational philosophy. The ultimate proposition of educational philosophy is exploring how to achieve the goodness of education, and realize the goodness of human through education.
The dissociation of education from philosophy is caused by the diversion of modern scientific epistemology and the knowledge transition of education. In essence, the dissociation of education from philosophy is the separation of education and human. Knowledge itself does not change the moral foundation of modern society where the perfection of humanity is still the paramount goal of education and the cornerstone of constructing knowledge society order. No matter how society evolves, the relationship between education and human is always the essential issue of educational philosophy. The ultimate proposition of educational philosophy is exploring how to achieve the goodness of education, and realize the goodness of human through education.
2015, 33(4): 7-14.
doi: 10.16382/j.cnki.1000-5560.2015.04.002
Abstract:
Whitehead's theory of wisdom education emerged from the ancient Greek civilization. It first overthrew the dominant theory of knowledge education and had a great impact on wisdom education and educational practice. However, Whitehead's wisdom education is limited by its lack of holistic and critic perspective, moral orientation and super-subjectivity consciousness. Therefore, it's essential to explore an improved theory wisdom education. This article argues that the theory of wisdom education needs to develop towards a new vision.
Whitehead's theory of wisdom education emerged from the ancient Greek civilization. It first overthrew the dominant theory of knowledge education and had a great impact on wisdom education and educational practice. However, Whitehead's wisdom education is limited by its lack of holistic and critic perspective, moral orientation and super-subjectivity consciousness. Therefore, it's essential to explore an improved theory wisdom education. This article argues that the theory of wisdom education needs to develop towards a new vision.
2015, 33(4): 15-22.
doi: 10.16382/j.cnki.1000-5560.2015.04
Abstract:
Based on the relevant studies, this paper, from the theoretical perspective, analyzes and summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is empirically examined and validated. Through the exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis, the paper suggests that the three-factor structure of aligning teaching, learning, and assessment is reasonable with good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective.
Based on the relevant studies, this paper, from the theoretical perspective, analyzes and summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is empirically examined and validated. Through the exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis, the paper suggests that the three-factor structure of aligning teaching, learning, and assessment is reasonable with good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective.
2015, 33(4): 23-29.
doi: 10.16382/j.cnki.1000-5560.2015.04.004
Abstract:
As a discipline, comparative education (CE) will celebrate its 200th anniversary. After several paradigm shifts, contemporary CE is demonstrating new development trends, i.e. towards criticism and localization. With the declining "description and borrowing" tradition, CE research is increasingly impacted by the critical theory and post-modern theory, which has resulted in diverse critical discourses in the field. In the era of globalization, the role of CE should be re-defined and focus on local concerns. Therefore, it's imperative that some new integration and balance between "internationalization" and "localization" should be explored.
As a discipline, comparative education (CE) will celebrate its 200th anniversary. After several paradigm shifts, contemporary CE is demonstrating new development trends, i.e. towards criticism and localization. With the declining "description and borrowing" tradition, CE research is increasingly impacted by the critical theory and post-modern theory, which has resulted in diverse critical discourses in the field. In the era of globalization, the role of CE should be re-defined and focus on local concerns. Therefore, it's imperative that some new integration and balance between "internationalization" and "localization" should be explored.
2015, 33(4): 30-35.
doi: 10.16382/j.cnki.1000-5560.2015.04.005
Abstract:
The concept of modern childhood first appeared in the industrial western countries. It reflects the modern way of thinking about children and their life since the Enlightenment. The concept of modern childhood focuses on the difference and the antagonism between children and adults. It builds up the linear mode of child development and leads to the "standardized" childhood. The concept of modern childhood derives from the modern logic of dichotomy, which is restricted by the biology-based research perspectives and consolidated by institutionalized schooling and the changing modern family life. Based on the immaturity of children's physical development, the concept predicts the deficiency in children's social skills, which isolates the marginalized child from the adult world. How to define the concept of childhood is dominated by adults, while the diverse morphology of childhood tends to be ignored and the voice of children is not heard.
The concept of modern childhood first appeared in the industrial western countries. It reflects the modern way of thinking about children and their life since the Enlightenment. The concept of modern childhood focuses on the difference and the antagonism between children and adults. It builds up the linear mode of child development and leads to the "standardized" childhood. The concept of modern childhood derives from the modern logic of dichotomy, which is restricted by the biology-based research perspectives and consolidated by institutionalized schooling and the changing modern family life. Based on the immaturity of children's physical development, the concept predicts the deficiency in children's social skills, which isolates the marginalized child from the adult world. How to define the concept of childhood is dominated by adults, while the diverse morphology of childhood tends to be ignored and the voice of children is not heard.
2015, 33(4): 36-40.
Abstract:
Based on the purpose of constructing a general model of principals' competences, this article presents a review of the literature in the past ten years, including eight dissertations and six articles, with a sample of 2998 principals and 224 items of competences. Through a meta-analysis, we construct a general model of principals' competency involving nine items of competences. Frequency analysis shows that among all the competencies, leadership is the most important competence, the second in importance are training others and creativity; the third are self-control and interpersonal sensitivity, and the fourth are problem analysis, influence, relationship building and communication. On the one hand, the findings of this study integrate the relatively scattered outcomes about principals' competency research; on the other hand, they can provide empirical evidence for standardized competency training for principals in primary and secondary schools.
Based on the purpose of constructing a general model of principals' competences, this article presents a review of the literature in the past ten years, including eight dissertations and six articles, with a sample of 2998 principals and 224 items of competences. Through a meta-analysis, we construct a general model of principals' competency involving nine items of competences. Frequency analysis shows that among all the competencies, leadership is the most important competence, the second in importance are training others and creativity; the third are self-control and interpersonal sensitivity, and the fourth are problem analysis, influence, relationship building and communication. On the one hand, the findings of this study integrate the relatively scattered outcomes about principals' competency research; on the other hand, they can provide empirical evidence for standardized competency training for principals in primary and secondary schools.
2015, 33(4): 41-48.
doi: 10.16382/j.cnki.1000-5560.2015.04.007
Abstract:
After comparing teacher recognitions in "A" province in China with these in Massachusetts and Florida, the author offers a systematic analysis of China and US teacher recognition systems. The findings show that the sponsors, candidates, contents and incentives in China are different from those in US. Based on the findings, the article makes three suggestions for improving teacher recognition systems in China: shift from hierarchic identities to professional stratification, from irrational incentive to social value recognition, and from top-down planning to multiple choices.
After comparing teacher recognitions in "A" province in China with these in Massachusetts and Florida, the author offers a systematic analysis of China and US teacher recognition systems. The findings show that the sponsors, candidates, contents and incentives in China are different from those in US. Based on the findings, the article makes three suggestions for improving teacher recognition systems in China: shift from hierarchic identities to professional stratification, from irrational incentive to social value recognition, and from top-down planning to multiple choices.
2015, 33(4): 49-106.
doi: 10.16382/j.cnki.1000-5560.2015.04.008
Abstract:
Educational rights and obligations are the key issue in educational laws and achievements have been made in the researches on educational rights and obligations. Using the bibliometric visualization software and drawing the keywords co-occurrence network map of the literature from CNKI database 2000—2015, we can see the researches on educational rights and obligations focus on: compulsory education, higher education and balanced development of education. Crescendo type research frontiers include: teachers' educational rights and obligations, balanced development of education and American experience. Steady gradually based research frontiers include: educational laws and regulations, the legal relationship of education, governing education by law and right to education. The emerging research frontiers are: education law relief, protection of the educational rights and school choice among the vulnerable groups. The literature analysis shows that educational rights and obligations as the entry point of research will be the future trend and further focus on the analysis of the practical problems and solutions to education laws.
Educational rights and obligations are the key issue in educational laws and achievements have been made in the researches on educational rights and obligations. Using the bibliometric visualization software and drawing the keywords co-occurrence network map of the literature from CNKI database 2000—2015, we can see the researches on educational rights and obligations focus on: compulsory education, higher education and balanced development of education. Crescendo type research frontiers include: teachers' educational rights and obligations, balanced development of education and American experience. Steady gradually based research frontiers include: educational laws and regulations, the legal relationship of education, governing education by law and right to education. The emerging research frontiers are: education law relief, protection of the educational rights and school choice among the vulnerable groups. The literature analysis shows that educational rights and obligations as the entry point of research will be the future trend and further focus on the analysis of the practical problems and solutions to education laws.
2015, 33(4): 58-64.
doi: 10.16382/j.cnki.1000-5560.2015.04.009
Abstract:
Research on resilience in the behavioral sciences emerged around the 1970s and has attracted more and more attention in western countries. However, the psychologists in China did not begin to study it until the 2000s. This paper offers a review of the literature on resilience since the 2000s. There are different definitions of resilience and terminology in western countries, but the Chinese translations of resilience are not consistent. The research focus in China has its own characteristics. The researches mainly focus on migrant children, left-behind children and earthquake-stricken children. While borrowing foreign instruments, the researchers have also devised localized scales. Individuals, family, school and society are the main factors influencing the development of children's resilience. However, the related systematic interventions in China are not yet in place. Future study needs to clarify the definition of resilience by theoretical construction, and focus local designs, research subjects and contents, as well as systematic interventions.
Research on resilience in the behavioral sciences emerged around the 1970s and has attracted more and more attention in western countries. However, the psychologists in China did not begin to study it until the 2000s. This paper offers a review of the literature on resilience since the 2000s. There are different definitions of resilience and terminology in western countries, but the Chinese translations of resilience are not consistent. The research focus in China has its own characteristics. The researches mainly focus on migrant children, left-behind children and earthquake-stricken children. While borrowing foreign instruments, the researchers have also devised localized scales. Individuals, family, school and society are the main factors influencing the development of children's resilience. However, the related systematic interventions in China are not yet in place. Future study needs to clarify the definition of resilience by theoretical construction, and focus local designs, research subjects and contents, as well as systematic interventions.
2015, 33(4): 65-71.
doi: 10.16382/j.cnki.1000-5560.2015.04.010
Abstract:
Based on intellectualism, many mainstream researches anticipate understanding other minds as "one mind thinking about the other minds".In recent years, however, this view has been challenged by the "direct social perception"(DSP).According to DSP, problems of accessing to other minds should not be regarded as "mind thinking about minds", instead, the explanandum in intersubjectivity must include "embodied mind perceiving embodied minds".As a substantive theory of DSP, embodied simulation(ES) emphasizes on reusing the core concept of mental simulation and posits a motion simulation as an automatic, unconscious, pre-reflective mechanism to go straight to the other minds, which is generated by the activities of mirror neurons.I propose five problems that should be addressed in order to support ES, and brake on direct access to other minds:(1) the similarity of brain-body system is not necessary for social interaction; (2) the priming of ES is affected by plenty of stimulus rather than the lack of stimulus; (3) activation of own motor program is not necessary for action understanding; (4) the accounts for classic experiments of mirror neuron is compatible with mentalizing accounts; (5) mirror neurons originate from sensorimotor associative learning rather than gene-based natural selection or adaptation.
Based on intellectualism, many mainstream researches anticipate understanding other minds as "one mind thinking about the other minds".In recent years, however, this view has been challenged by the "direct social perception"(DSP).According to DSP, problems of accessing to other minds should not be regarded as "mind thinking about minds", instead, the explanandum in intersubjectivity must include "embodied mind perceiving embodied minds".As a substantive theory of DSP, embodied simulation(ES) emphasizes on reusing the core concept of mental simulation and posits a motion simulation as an automatic, unconscious, pre-reflective mechanism to go straight to the other minds, which is generated by the activities of mirror neurons.I propose five problems that should be addressed in order to support ES, and brake on direct access to other minds:(1) the similarity of brain-body system is not necessary for social interaction; (2) the priming of ES is affected by plenty of stimulus rather than the lack of stimulus; (3) activation of own motor program is not necessary for action understanding; (4) the accounts for classic experiments of mirror neuron is compatible with mentalizing accounts; (5) mirror neurons originate from sensorimotor associative learning rather than gene-based natural selection or adaptation.
2015, 33(4): 72-79.
doi: 10.16382/j.cnki.1000-5560.2015.04.011
Abstract:
In this study, two experiments were designed to explore the influence of temporal shift on event segmentation and situation model when event shift is disaccord with temporal shift with event segmentation paradigm and probe-recognize paradigm.In the first experiment, 36 university students were asked to read eight narrative stories.In the second experiment, 33 University students were asked to read eight narrative stories.The independent variables were the same as those in the first experiment.The dependent variable was the segment rate of the different points.According to the results from the two experiments, we find that in the temporal shift consistent with event shift condition, temporal shift causes the update of situation model; whereas in the temporal shift inconsistent with event shift condition, temporal shift don't causes the update of situation model.To sum up, event is the core of situation model and temporal shift causes the update of situation unless it indexes event shift.
In this study, two experiments were designed to explore the influence of temporal shift on event segmentation and situation model when event shift is disaccord with temporal shift with event segmentation paradigm and probe-recognize paradigm.In the first experiment, 36 university students were asked to read eight narrative stories.In the second experiment, 33 University students were asked to read eight narrative stories.The independent variables were the same as those in the first experiment.The dependent variable was the segment rate of the different points.According to the results from the two experiments, we find that in the temporal shift consistent with event shift condition, temporal shift causes the update of situation model; whereas in the temporal shift inconsistent with event shift condition, temporal shift don't causes the update of situation model.To sum up, event is the core of situation model and temporal shift causes the update of situation unless it indexes event shift.
2015, 33(4): 80-88.
doi: 10.16382/j.cnki.1000-5560.2015.04.012
Abstract:
To explore the relationship between work-family conflict, emotional intelligence and work engagement among preschool teachers, a total of 270 preschool teachers in Henan province were selected to complete the survey.The result indicated that(a) the level of preschool teachers' work-family conflict(WFC) was a little high, and compared with their family interfere work(FIW), their work interfere family(WIF) was more serious; (b) preschool teachers' work-family conflict negatively predicted their work engagement, while their emotional intelligence positively predicted their work engagement; and(c) preschool teachers' emotional intelligence was a moderator between their work-family conflict and work engagement; specifically, preschool teachers' work-family conflict negatively predicted their work engagement at the low level of their emotional intelligence.However, at the high level of their emotional intelligence, preschool teachers' work-family conflict did not impact their work engagement significantly.
To explore the relationship between work-family conflict, emotional intelligence and work engagement among preschool teachers, a total of 270 preschool teachers in Henan province were selected to complete the survey.The result indicated that(a) the level of preschool teachers' work-family conflict(WFC) was a little high, and compared with their family interfere work(FIW), their work interfere family(WIF) was more serious; (b) preschool teachers' work-family conflict negatively predicted their work engagement, while their emotional intelligence positively predicted their work engagement; and(c) preschool teachers' emotional intelligence was a moderator between their work-family conflict and work engagement; specifically, preschool teachers' work-family conflict negatively predicted their work engagement at the low level of their emotional intelligence.However, at the high level of their emotional intelligence, preschool teachers' work-family conflict did not impact their work engagement significantly.
2015, 33(4): 89-93.
doi: 10.16382/j.cnki.1000-5560.2015.04.013
Abstract:
From the Classics to Confucian Classics textbook and to the modern textbook, the Analects of Confucius has developed in accordance with the characteristics of traditional education.In the pre-Qin period, the Analects of Confuciuswas mainly taught in the Confucian school in the form of the "words and deeds".During the Han Dynasty, Five Classic education sprung up, and the Analects of Confucius was adopted as a supplementary course of the Five Classics education, mainly for boys.During the Song Dynasty, "the Analects of Confucius" became a required course in the Four Books education.The imperial examination attached great importance tothe Analects of Confucius, which became an important part of adults learning.The Republic of China witnessed the abolition of Confucian Classics reading in primary and secondary schools, hence the Analects of Confucius developed away from boys' learning and was introduced as subject matters.In the inheriting process of the Analects of Confucius, a curriculum designed suitable for either boys or adults was gradually constructed, which reflects the evolution of the traditional school curriculum and textbooks.
From the Classics to Confucian Classics textbook and to the modern textbook, the Analects of Confucius has developed in accordance with the characteristics of traditional education.In the pre-Qin period, the Analects of Confuciuswas mainly taught in the Confucian school in the form of the "words and deeds".During the Han Dynasty, Five Classic education sprung up, and the Analects of Confucius was adopted as a supplementary course of the Five Classics education, mainly for boys.During the Song Dynasty, "the Analects of Confucius" became a required course in the Four Books education.The imperial examination attached great importance tothe Analects of Confucius, which became an important part of adults learning.The Republic of China witnessed the abolition of Confucian Classics reading in primary and secondary schools, hence the Analects of Confucius developed away from boys' learning and was introduced as subject matters.In the inheriting process of the Analects of Confucius, a curriculum designed suitable for either boys or adults was gradually constructed, which reflects the evolution of the traditional school curriculum and textbooks.
2015, 33(4): 94-98.
doi: 10.16382/j.cnki.1000-5560.2015.04.014
Abstract:
Since the introduction of so-called "Four Books", the learning sequence of Mencius in "Four Books" has changed several times.ZHU Xi ranked Mencius as the "third" place in the "Four Books", and then under the imperial examination system, Mencius was ranked the "fourth" place.Later on, the learning sequence of Mencius changed with the modern educational transformation.Each change was affected not only by the educational system and policies, but also by people's understanding of the difficulty in studying the Great Learning, the Doctrine of the Mean, the Analects of Confucius and Mencius, as well as the considerations of learning needs of these "Four Books".In this process, the characteristics of Mencius became a kind of concern, and the learning sequence of Mencius has become a key factor influencing the learning sequence of the whole "Four Books".
Since the introduction of so-called "Four Books", the learning sequence of Mencius in "Four Books" has changed several times.ZHU Xi ranked Mencius as the "third" place in the "Four Books", and then under the imperial examination system, Mencius was ranked the "fourth" place.Later on, the learning sequence of Mencius changed with the modern educational transformation.Each change was affected not only by the educational system and policies, but also by people's understanding of the difficulty in studying the Great Learning, the Doctrine of the Mean, the Analects of Confucius and Mencius, as well as the considerations of learning needs of these "Four Books".In this process, the characteristics of Mencius became a kind of concern, and the learning sequence of Mencius has become a key factor influencing the learning sequence of the whole "Four Books".
2015, 33(4): 99-106.
doi: 10.16382/j.cnki.1000-5560.2015.04.015
Abstract:
This article examines the provincial examinations held in South Zhili region in the Ming Dynasty. It presents a review of the imperial examination groups and the geographical distribution. The analysis shows that metropolitan examination and provincial examinations regulated the imperial group and geographical distribution of political resources. Also, the regional distribution differences in examination groups resulted from the interaction between imperial examination system and local examinations.
This article examines the provincial examinations held in South Zhili region in the Ming Dynasty. It presents a review of the imperial examination groups and the geographical distribution. The analysis shows that metropolitan examination and provincial examinations regulated the imperial group and geographical distribution of political resources. Also, the regional distribution differences in examination groups resulted from the interaction between imperial examination system and local examinations.
2015, 33(4): 107-112.
doi: 10.16382/j.cnki.1000-5560.2015.04.016
Abstract:
The imperial examination is a system of selecting officials through exams in China's feudal dynasties.Historically, the abolition of the imperial examination is inevitable in the process of modern social transformation.The Chinese imperial examination has a lasting and far-reaching impact on Chinese exam-oriented culture, accumulated over one thousand years.This article offers a critical reflection on the imperial examination system, especially the Confucian culture in human ethics, the impartiality in the imperial examination, its bureaucratic nature and testing techniques.This reflection can provide a historical reference for the existing examination system reform.Moreover, it's useful to seek some solution to the existing system, so as to promote China's educational and social development through the optimized combination of the exam system and other systems.
The imperial examination is a system of selecting officials through exams in China's feudal dynasties.Historically, the abolition of the imperial examination is inevitable in the process of modern social transformation.The Chinese imperial examination has a lasting and far-reaching impact on Chinese exam-oriented culture, accumulated over one thousand years.This article offers a critical reflection on the imperial examination system, especially the Confucian culture in human ethics, the impartiality in the imperial examination, its bureaucratic nature and testing techniques.This reflection can provide a historical reference for the existing examination system reform.Moreover, it's useful to seek some solution to the existing system, so as to promote China's educational and social development through the optimized combination of the exam system and other systems.
2015, 33(4): 113-118.
doi: 10.16382/j.cnki.1000-5560.2015.04.017
Abstract:
In 1932, the Commercial Press was brutally bombed and burned in "1·28" Incident.In 1933, the Commercial Press compiled and published the Renaissance Textbooks.With the largest number of editors, the textbooks involved the most curriculum standards in the history of Chinese textbooks and were used until the early founding of New China.The Textbooks showed the Commercial Press' considerations stimulated by the Japanese aggressors.It is believed that the Textbooks followed the Chinese traditional culture, enlightening "national confidence" and "national spirit".In particular, the Textbooks emphasized children's all-around development, as well as the enlightenment of citizens' scientific literacy and active inquiryin strong support of national rejuvenation.
In 1932, the Commercial Press was brutally bombed and burned in "1·28" Incident.In 1933, the Commercial Press compiled and published the Renaissance Textbooks.With the largest number of editors, the textbooks involved the most curriculum standards in the history of Chinese textbooks and were used until the early founding of New China.The Textbooks showed the Commercial Press' considerations stimulated by the Japanese aggressors.It is believed that the Textbooks followed the Chinese traditional culture, enlightening "national confidence" and "national spirit".In particular, the Textbooks emphasized children's all-around development, as well as the enlightenment of citizens' scientific literacy and active inquiryin strong support of national rejuvenation.
2015, 33(4): 119-123.
doi: 10.16382/j.cnki.1000-5560.2015.04.018
Abstract:
From the 1910s to the 1930s, influenced by pragmatism, child-centeredness, life-orientation and other educational ideologies, China's educators explored in both theory and practice how to balance the geographical features and urban-rural differences in textbooks to promote children's development.Debates continue among the scholars whether the content of textbooks should be consistent with children's future or their life experience, shared or personal experience.Various solutions were suggested.For example, textbooks should be written by teachers rather than publishers; they should be written locally and rurally-oriented, etc.In practice, the text and illustrations in most textbooks are written for widespread use.Also, there are some special textbooks with specific contents designed for a single region.
From the 1910s to the 1930s, influenced by pragmatism, child-centeredness, life-orientation and other educational ideologies, China's educators explored in both theory and practice how to balance the geographical features and urban-rural differences in textbooks to promote children's development.Debates continue among the scholars whether the content of textbooks should be consistent with children's future or their life experience, shared or personal experience.Various solutions were suggested.For example, textbooks should be written by teachers rather than publishers; they should be written locally and rurally-oriented, etc.In practice, the text and illustrations in most textbooks are written for widespread use.Also, there are some special textbooks with specific contents designed for a single region.