2018 Vol. 36, No. 2
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2018, 36(2): 1-13+153.
doi: 10.16382/j.cnki.1000-5560.2018.02.001
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Abstract:
The curriculum standard is a discipline-specific articulation of talent cultivation, offering a national guideline for teaching as well as an important basis for teachers' teaching. The measurement of teachers' implementation of curriculum standards is an evitable requirement for examining the impact of curriculum reforms, analyzing factors of curriculum implementation, and assessing the quality of teaching. It can be divided into three dimensions:understanding and motivation, action and strategy, outcome and reflection. Each dimension is subdivided into specific sub-dimensions. Based on the sub-dimensions, a large-scale question-naire is developed. After rigorous sampling, we conducted a set of analyses, including non-rotating principal component analysis, exploratory factor analysis, validity analysis and reliability analysis. The analyses lead to a final questionnaire with strong reliability and validity.
The curriculum standard is a discipline-specific articulation of talent cultivation, offering a national guideline for teaching as well as an important basis for teachers' teaching. The measurement of teachers' implementation of curriculum standards is an evitable requirement for examining the impact of curriculum reforms, analyzing factors of curriculum implementation, and assessing the quality of teaching. It can be divided into three dimensions:understanding and motivation, action and strategy, outcome and reflection. Each dimension is subdivided into specific sub-dimensions. Based on the sub-dimensions, a large-scale question-naire is developed. After rigorous sampling, we conducted a set of analyses, including non-rotating principal component analysis, exploratory factor analysis, validity analysis and reliability analysis. The analyses lead to a final questionnaire with strong reliability and validity.
2018, 36(2): 29-37+153.
doi: 10.16382/j.cnki.1000-5560.2018.02.003
Abstract:
Rule of law should be a priority in the governance of public universities. Public interest is viewed as the most important attribute in the autonomy of university governance, which should be systematized and codified on the principle of public service in near future. The provision of high education service could be supervised by public-interest administrative litigation. To make up the functional deficiency of university as a civil legal entity, it's necessary to speed up the system construction of public legal entities for public universities. The informal transfer of governance center of the multi-disciplinary university to its faculties undermines the existing legal liability system and it is imperative to limit or eliminate the administrative functions of those faculties as soon as possible. Rights of university teachers with the connotation of public interest should be protected by the social law and administrative law by surmounting the limitation of affiliation to the unit of university.
Rule of law should be a priority in the governance of public universities. Public interest is viewed as the most important attribute in the autonomy of university governance, which should be systematized and codified on the principle of public service in near future. The provision of high education service could be supervised by public-interest administrative litigation. To make up the functional deficiency of university as a civil legal entity, it's necessary to speed up the system construction of public legal entities for public universities. The informal transfer of governance center of the multi-disciplinary university to its faculties undermines the existing legal liability system and it is imperative to limit or eliminate the administrative functions of those faculties as soon as possible. Rights of university teachers with the connotation of public interest should be protected by the social law and administrative law by surmounting the limitation of affiliation to the unit of university.
2018, 36(2): 38-45+154.
doi: 10.16382/j.cnki.1000-5560.2018.02.004
Abstract:
The fulfillment of school administration by law in China lies in the spirit of school administra-tion by law, the scientific connotation of which involves school's legal status, rule of law thinking, legal personality and legal act. The values in rule of law is to achieve the rationality in administration of law, which can be interpreted from the aspects of school administration system, law-based society and law-based govern-ment. School Administration by law is concrete, and its basic contents are reflected in legal sources, legal entity, legal rights and duties and legal effects. In the context of rule of law, how to implement school administration by law is a major concern, which could be addressed by defining school by law, administrating school by law, assessing school by law and benefiting school by law.
The fulfillment of school administration by law in China lies in the spirit of school administra-tion by law, the scientific connotation of which involves school's legal status, rule of law thinking, legal personality and legal act. The values in rule of law is to achieve the rationality in administration of law, which can be interpreted from the aspects of school administration system, law-based society and law-based govern-ment. School Administration by law is concrete, and its basic contents are reflected in legal sources, legal entity, legal rights and duties and legal effects. In the context of rule of law, how to implement school administration by law is a major concern, which could be addressed by defining school by law, administrating school by law, assessing school by law and benefiting school by law.
2018, 36(2): 46-53+154.
doi: 10.16382/j.cnki.1000-5560.2018.02.005
Abstract:
The legalization of interest relationship is an important aspect of the legal construction of private schools, which not only carry public interest, but also pursue private interest. This involves a variety of specific interest relationship, including the relationship with national interest, social public interest and private interest. Interest is closely connected with law, particularly with the financial and tax law. By confirming the attribution of interest, harmonizing conflicts of interest and promoting the realization of interest, the financial and tax law realizes the legalization of the interest of private schools. While China's current financial and tax law of private schools embodies the cognitive logic of the legalization of finance and taxation, there remain some limitations, which should be overcome through providing equal nonprofit support to both private and public schools, offering preferential taxation policy to the founder of nonprofit schools, and affording a handsoff policy to the establishment of forprofit compulsory schools and so on.
The legalization of interest relationship is an important aspect of the legal construction of private schools, which not only carry public interest, but also pursue private interest. This involves a variety of specific interest relationship, including the relationship with national interest, social public interest and private interest. Interest is closely connected with law, particularly with the financial and tax law. By confirming the attribution of interest, harmonizing conflicts of interest and promoting the realization of interest, the financial and tax law realizes the legalization of the interest of private schools. While China's current financial and tax law of private schools embodies the cognitive logic of the legalization of finance and taxation, there remain some limitations, which should be overcome through providing equal nonprofit support to both private and public schools, offering preferential taxation policy to the founder of nonprofit schools, and affording a handsoff policy to the establishment of forprofit compulsory schools and so on.
2018, 36(2): 54-59+154+155.
doi: 10.16382/j.cnki.1000-5560.2018.02.006
Abstract:
Every institution has its ethical dimension, which requires reviewing the ethical legitimacy of school structures from the perspective of institutional ethics. Only when an institution is equipped with ethical legitimacy can it be a good one. However, under the influence of instrumental rationality and utilitarianism, efficiency, rather than morality, acts as the criteria for assessing schools. In pursuit of efficiency, schools tend to adopt a control-focused 'dehumanized' standardization, causing a 'demoralizing education' in school life. To cope with this crisis, people should take into consideration the great value of good institution in school life. Good institution is the best way to protect school life, as it gives human existence higher priority, takes justice spirit as the ethical base, and rational dialogue as the ethical system.
Every institution has its ethical dimension, which requires reviewing the ethical legitimacy of school structures from the perspective of institutional ethics. Only when an institution is equipped with ethical legitimacy can it be a good one. However, under the influence of instrumental rationality and utilitarianism, efficiency, rather than morality, acts as the criteria for assessing schools. In pursuit of efficiency, schools tend to adopt a control-focused 'dehumanized' standardization, causing a 'demoralizing education' in school life. To cope with this crisis, people should take into consideration the great value of good institution in school life. Good institution is the best way to protect school life, as it gives human existence higher priority, takes justice spirit as the ethical base, and rational dialogue as the ethical system.
2018, 36(2): 60-67+155.
doi: 10.16382/j.cnki.1000-5560.2018.02.007
Abstract:
This study aims to explore correlations between school bullying and mental health among middle school students in rural China, provides empirical evidence to enhance psychological status of rural students. Using mental health test (MHT) and individual survey as evaluating tools this study analyzed 8536 rural middle school students. Results showed that about 10% rural middle school students were evaluated at risk for mental health problems, 37% students were reported being bullied. There are significant correlations between mental health and bullying. Findings also suggest that interventions focusing on school bullying in rural middle school may also help reduce mental health problem.
This study aims to explore correlations between school bullying and mental health among middle school students in rural China, provides empirical evidence to enhance psychological status of rural students. Using mental health test (MHT) and individual survey as evaluating tools this study analyzed 8536 rural middle school students. Results showed that about 10% rural middle school students were evaluated at risk for mental health problems, 37% students were reported being bullied. There are significant correlations between mental health and bullying. Findings also suggest that interventions focusing on school bullying in rural middle school may also help reduce mental health problem.
2018, 36(2): 68-78+155+156.
doi: 10.16382/j.cnki.1000-5560.2018.02.008
Abstract:
School characteristics is a major concern in school education worldwide. However, there still remains no agreed understanding of it, and there is little research on measurement of school characteristics. Combining qualitative and quantitative approaches, this study employed various research methods, including literature review, questionnaire survey, interview, and some data analysis methods like exploratory factor a-nalysis and structural equation model. It first redefined the concept of school characteristics, and then devel-oped the measurement index system, as well as the measurement scale and model for school characteristics. The measurement model for school characteristics involves three dimensions:adaptability of school philosophy to internal reality and external environment, consistency between practice and theory, the superiority of the effects of school characteristics and their quantitative relation.
School characteristics is a major concern in school education worldwide. However, there still remains no agreed understanding of it, and there is little research on measurement of school characteristics. Combining qualitative and quantitative approaches, this study employed various research methods, including literature review, questionnaire survey, interview, and some data analysis methods like exploratory factor a-nalysis and structural equation model. It first redefined the concept of school characteristics, and then devel-oped the measurement index system, as well as the measurement scale and model for school characteristics. The measurement model for school characteristics involves three dimensions:adaptability of school philosophy to internal reality and external environment, consistency between practice and theory, the superiority of the effects of school characteristics and their quantitative relation.
The Essence and Practice of Analytic Philosophy of Education: From a Personal Teaching Point of View
2018, 36(2): 79-86+156.
doi: 10.16382/j.cnki.1000-5560.2018.02.009
Abstract:
This paper starts with the author's reflection on his teaching of Philosophy of Education in un-dergraduate courses. He confesses that his teaching, modelled on analytic philosophy of education, has not been very successful by any standard. He therefore tries to trace out the possible reasons for his failure. The author maintains that the essential characteristics of philosophical activities, characterized by the tackling of fundamental issues, dialogues and arguments, are the main reasons for students' unwillingness to approach philosophy of education. Moreover, he argues that Western philosophy in general, or analytic philosophy in particular is rather difficult for Chinese students. He hence suggests that good works which can manifest the essence of analytic philosophy of education in Chinese should be the main teaching materials for the under-graduate course of Philosophy of Education.
This paper starts with the author's reflection on his teaching of Philosophy of Education in un-dergraduate courses. He confesses that his teaching, modelled on analytic philosophy of education, has not been very successful by any standard. He therefore tries to trace out the possible reasons for his failure. The author maintains that the essential characteristics of philosophical activities, characterized by the tackling of fundamental issues, dialogues and arguments, are the main reasons for students' unwillingness to approach philosophy of education. Moreover, he argues that Western philosophy in general, or analytic philosophy in particular is rather difficult for Chinese students. He hence suggests that good works which can manifest the essence of analytic philosophy of education in Chinese should be the main teaching materials for the under-graduate course of Philosophy of Education.
2018, 36(2): 87-100+156+157.
doi: 10.16382/j.cnki.1000-5560.2018.02.010
Abstract:
Philosophy of education, influenced by analytic philosophy, experienced a revolution in the 1960s in English-speaking world. Philosophers like Peters, Hirst and Scheffler promoted analytic philosophy of education as a mainstream academic discipline. The author argues that the topics of analytic paradigm in early times, such as practical nature of educational theory, autonomy as aim in education, have implications for the Chinese world. So do the liberal spirit of educational policies concerning political philosophy in later period, advocated by analytic philosophers of education. However, analytic philosophy of education has been criticized by multiculturalism, feminism, postmodernism and post-structuralism. The author holds that analyt-ic paradigm still remains a competitive and influential approach. It's suggested that by investigating numerous literature of analytic paradigm, the Chinese world can expand their horizons, promote the academic level of philosophy of education and inform educational practices.
Philosophy of education, influenced by analytic philosophy, experienced a revolution in the 1960s in English-speaking world. Philosophers like Peters, Hirst and Scheffler promoted analytic philosophy of education as a mainstream academic discipline. The author argues that the topics of analytic paradigm in early times, such as practical nature of educational theory, autonomy as aim in education, have implications for the Chinese world. So do the liberal spirit of educational policies concerning political philosophy in later period, advocated by analytic philosophers of education. However, analytic philosophy of education has been criticized by multiculturalism, feminism, postmodernism and post-structuralism. The author holds that analyt-ic paradigm still remains a competitive and influential approach. It's suggested that by investigating numerous literature of analytic paradigm, the Chinese world can expand their horizons, promote the academic level of philosophy of education and inform educational practices.
2018, 36(2): 101-109+157.
doi: 10.16382/j.cnki.1000-5560.2018.02.011
Abstract:
There exist inherent defects and deficiencies in education policies, which result from the fol-lowing three constraint conditions:a) the limited ability of education policy to solve problems caused by the subject's limit of rationality; b) the inefficiency of education policy in response to complicated educational problems; c) the fragility of rigid education policy in coping with various problems of educational practice. In dealing with these inevitable defects, practitioners tend to adopt three passive patterns:confrontation, ostensi-ble obedience, and praising profitability. Meanwhile, there are three positive patterns:selective adaption, re-flective adaption, reconstructive adaption. Constructive criticism, constitutive criticism and foundational criti-cism are the three critical ways of education policy for researchers who have non-interest relation to education policy. Recognizing its imperfect feature helps improve education policy in a soberer, easier and more accessi-ble way.
There exist inherent defects and deficiencies in education policies, which result from the fol-lowing three constraint conditions:a) the limited ability of education policy to solve problems caused by the subject's limit of rationality; b) the inefficiency of education policy in response to complicated educational problems; c) the fragility of rigid education policy in coping with various problems of educational practice. In dealing with these inevitable defects, practitioners tend to adopt three passive patterns:confrontation, ostensi-ble obedience, and praising profitability. Meanwhile, there are three positive patterns:selective adaption, re-flective adaption, reconstructive adaption. Constructive criticism, constitutive criticism and foundational criti-cism are the three critical ways of education policy for researchers who have non-interest relation to education policy. Recognizing its imperfect feature helps improve education policy in a soberer, easier and more accessi-ble way.
2018, 36(2): 110-116+157.
doi: 10.16382/j.cnki.1000-5560.2018.02.012
Abstract:
Teaching students based on their aptitude is not only a teaching principle, but also an educa-tional principle throughout the whole process of education practice. In essence, teaching students based on their aptitude embodies education justice. Teaching students based on their aptitude reflects the legitimacy and justification of the relationship between educators and students. Its fundamental purpose is to achieve what education means to be. The prerequisite of teaching students based on their aptitude is to respect and ac-knowledge the individuality and characteristics of students and to deliver targeted and tailored education based on these differences and characteristics. The fundamental purpose is to ensure every student can start from where they are and become a better self and a true human being with human qualities. Education for this pur-pose is justice education, which is the implication of teaching students based on their aptitude.
Teaching students based on their aptitude is not only a teaching principle, but also an educa-tional principle throughout the whole process of education practice. In essence, teaching students based on their aptitude embodies education justice. Teaching students based on their aptitude reflects the legitimacy and justification of the relationship between educators and students. Its fundamental purpose is to achieve what education means to be. The prerequisite of teaching students based on their aptitude is to respect and ac-knowledge the individuality and characteristics of students and to deliver targeted and tailored education based on these differences and characteristics. The fundamental purpose is to ensure every student can start from where they are and become a better self and a true human being with human qualities. Education for this pur-pose is justice education, which is the implication of teaching students based on their aptitude.
2018, 36(2): 117-122+158.
doi: 10.16382/j.cnki.1000-5560.2018.02.013
Abstract:
Teacher development can be divided into three states according to awareness of educational meaning:craftsman state which considers education as an occupation, proficient state which considers educa-tion as a profession; person state which considers education as an enterprise, that is life consciousness state. Teacher life consciousness is favorable for giving full play to teachers potentials, developing the subjectivity of teachers. Teachers should have the consciousness of thinking life, respecting life and growing life.
Teacher development can be divided into three states according to awareness of educational meaning:craftsman state which considers education as an occupation, proficient state which considers educa-tion as a profession; person state which considers education as an enterprise, that is life consciousness state. Teacher life consciousness is favorable for giving full play to teachers potentials, developing the subjectivity of teachers. Teachers should have the consciousness of thinking life, respecting life and growing life.
2018, 36(2): 123-132+158.
doi: 10.16382/j.cnki.1000-5560.2018.02.014
Abstract:
Understanding the evolution of American education and American educational thoughts cannot just copy the historical understanding of American political history. Based on the evolution of American educa-tion, the research suggests that the history of American education has undergone the four developmental stages of germination, formation, prosperity, and pluralism and the evolution is characterized by multiple subjects, complex contents, widespread controversy and various representations with the striking features of the epoch.
Understanding the evolution of American education and American educational thoughts cannot just copy the historical understanding of American political history. Based on the evolution of American educa-tion, the research suggests that the history of American education has undergone the four developmental stages of germination, formation, prosperity, and pluralism and the evolution is characterized by multiple subjects, complex contents, widespread controversy and various representations with the striking features of the epoch.
2018, 36(2): 133-138+158+159.
doi: 10.16382/j.cnki.1000-5560.2018.02.015
Abstract:
Girls in mainland China are getting more offers from universities and colleges than boys in re-cent years. It's believed that the given subjects and contents in College Entrance Examination are important contributing factors. This study attempts to answer the two questions:a) is gender gap discrimination power stable in recent years? b) is gender ratio of college admission determined mainly by gender gap in academic a-chievement? sample 3, 160 high school students from Shanghai, Shandong, Zhejiang and Hunan participated in the study. Their scores in Mathematics, Chinese and English, together with the test items of National Col-lege Entrance Examination in the year 2005, 2008, 2011 and 2014 were collected and analyzed. Gender gaps were calculated, and hence the stability of gender gap discrimination power across the years. The results show:a) gender gap discrimination power is not stable; b) many of the academic achievement gender gaps are small; c) gender ratio of college admission is determined mainly by participants' gender ratio and general admission rates.
Girls in mainland China are getting more offers from universities and colleges than boys in re-cent years. It's believed that the given subjects and contents in College Entrance Examination are important contributing factors. This study attempts to answer the two questions:a) is gender gap discrimination power stable in recent years? b) is gender ratio of college admission determined mainly by gender gap in academic a-chievement? sample 3, 160 high school students from Shanghai, Shandong, Zhejiang and Hunan participated in the study. Their scores in Mathematics, Chinese and English, together with the test items of National Col-lege Entrance Examination in the year 2005, 2008, 2011 and 2014 were collected and analyzed. Gender gaps were calculated, and hence the stability of gender gap discrimination power across the years. The results show:a) gender gap discrimination power is not stable; b) many of the academic achievement gender gaps are small; c) gender ratio of college admission is determined mainly by participants' gender ratio and general admission rates.
2018, 36(2): 139-147+159.
doi: 10.16382/j.cnki.1000-5560.2018.02.016
Abstract:
Through the dialogues with David Atchoarena, this paper attempts to explore the goals and path of global education governance of UNESCO in the context of economic globalization and internationaliza-tion of education. Then it tries to answer the questions like how UNESCO organize educational research, and how to coordinate relevant institutions cooperation? How these research findings assist to develop their deci-sion-making? What's the relationship between research mechanisms and decision-making mechanisms, and how these ideas affect each national education policies, etc.
Through the dialogues with David Atchoarena, this paper attempts to explore the goals and path of global education governance of UNESCO in the context of economic globalization and internationaliza-tion of education. Then it tries to answer the questions like how UNESCO organize educational research, and how to coordinate relevant institutions cooperation? How these research findings assist to develop their deci-sion-making? What's the relationship between research mechanisms and decision-making mechanisms, and how these ideas affect each national education policies, etc.
