2019 Vol. 37, No. 4
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2019, 37(4): 1-12.
doi: 10.16382/j.cnki.1000-5560.2019.04.001
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Abstract:
Exploring the relationship between information technology and education theory has generated interactive questioning:What has information technology changed for pedagogical theory? What can education theory do for information technology? Information technology has brought changes to the theory of education. In the shallow sense, it is characterized by the formation of a diversified way of existence, a multi-dimensional representation and a variety of modes of communication. In the deep sense, it is characterized by a new value scale, a wider theoretical boundary, a new theoretical production mechanism and a change in the way the theoretical subject survives. In turn, the theory of education can provide theory and principles, and by returning to concept origin, value origin and origin of way of thinking, take responsibility and contributes to the development of educational technology, thus making a difference.
Exploring the relationship between information technology and education theory has generated interactive questioning:What has information technology changed for pedagogical theory? What can education theory do for information technology? Information technology has brought changes to the theory of education. In the shallow sense, it is characterized by the formation of a diversified way of existence, a multi-dimensional representation and a variety of modes of communication. In the deep sense, it is characterized by a new value scale, a wider theoretical boundary, a new theoretical production mechanism and a change in the way the theoretical subject survives. In turn, the theory of education can provide theory and principles, and by returning to concept origin, value origin and origin of way of thinking, take responsibility and contributes to the development of educational technology, thus making a difference.
2019, 37(4): 13-24.
doi: 10.16382/j.cnki.1000-5560.2019.04.002
Abstract:
The development of pedagogical theory shoulders the dual mission of "meeting the needs of the times" and "taking disciplinary responsibility". By redefining space-time structure, work philosophy and technical logic, information technology has outlined a brand-new picture of the times. The crisis and reflexive appeal of pedagogical theory in the new era call for imaginative pedagogical theory in many aspects. It is imperative that pedagogists today make their due response. Pedagogical theory has witnessed the changes of knowledge production, such as right transfer and self-determination legislation, border expansion and cross-border reorganization, order reconstruction and integration creation". And a new pattern of pedagogical theory is created, including the three reconstruction dimensions of transfer of problem domain, shift of subjectivity and transfer of methodology. In the age of information technology, the "utopian" imagination of pedagogical theory will clarify the existing tenet of pedagogical discipline, namely, pedagogy involves knowledge infatuated with others' growth; clarifying the mission of pedagogical scholars, that is, everyone should be his own methodologist and finally ushering in the peak of pedagogical theory, and sending out the echo of "why geniuses come in groups".
The development of pedagogical theory shoulders the dual mission of "meeting the needs of the times" and "taking disciplinary responsibility". By redefining space-time structure, work philosophy and technical logic, information technology has outlined a brand-new picture of the times. The crisis and reflexive appeal of pedagogical theory in the new era call for imaginative pedagogical theory in many aspects. It is imperative that pedagogists today make their due response. Pedagogical theory has witnessed the changes of knowledge production, such as right transfer and self-determination legislation, border expansion and cross-border reorganization, order reconstruction and integration creation". And a new pattern of pedagogical theory is created, including the three reconstruction dimensions of transfer of problem domain, shift of subjectivity and transfer of methodology. In the age of information technology, the "utopian" imagination of pedagogical theory will clarify the existing tenet of pedagogical discipline, namely, pedagogy involves knowledge infatuated with others' growth; clarifying the mission of pedagogical scholars, that is, everyone should be his own methodologist and finally ushering in the peak of pedagogical theory, and sending out the echo of "why geniuses come in groups".
2019, 37(4): 25-37.
doi: 10.16382/j.cnki.1000-5560.2019.04.003
Abstract:
This paper discusses the evolution of "Internet+Education Application Software system", and introduces the concept of knowledge sharing, knowledge generation and interaction, precise personalization, and intelligent educational application software system. It also presents six cases where Internet education promotes innovation and development, like intelligence sharing, transformation of learning styles and teaching organization. Taking subversive technology as the driving force of social reform, it's suggested that a smart society is one in which machine intelligence and human intelligence are integrated. Besides, this paper argues that learning environmental engineering should be listed as a secondary discipline of pedagogy, and educational management should involve the construction of monitoring and warning, intervention and regulation, and accurate decision-making theory and method system. In particular, class teaching system will be replaced by dynamic learning organization, and the traditional educational structure will be diversified. In conclusion, it points out t the future integration of virtual and real schools without boundaries, the challenge of the accurate portrait of learners to evaluation and the pursuit of the inheritance, development and innovation of pedagogy theory.
This paper discusses the evolution of "Internet+Education Application Software system", and introduces the concept of knowledge sharing, knowledge generation and interaction, precise personalization, and intelligent educational application software system. It also presents six cases where Internet education promotes innovation and development, like intelligence sharing, transformation of learning styles and teaching organization. Taking subversive technology as the driving force of social reform, it's suggested that a smart society is one in which machine intelligence and human intelligence are integrated. Besides, this paper argues that learning environmental engineering should be listed as a secondary discipline of pedagogy, and educational management should involve the construction of monitoring and warning, intervention and regulation, and accurate decision-making theory and method system. In particular, class teaching system will be replaced by dynamic learning organization, and the traditional educational structure will be diversified. In conclusion, it points out t the future integration of virtual and real schools without boundaries, the challenge of the accurate portrait of learners to evaluation and the pursuit of the inheritance, development and innovation of pedagogy theory.
2019, 37(4): 38-46.
doi: 10.16382/j.cnki.1000-5560.2019.04.004
Abstract:
Quantitative research of education as one of the most important paradigm develops very fast in China. However, its quality and reliability are being questioned. In order to figure out how to improve the quality of quantitative research of education, this article explores the classification of disciplines, and defines education as a comprehensive practical discipline. After analyzing the mission of quantitative research of education in the context of the classification of disciplines, the author discusses the problems with quantitative research of education in China and introduces the experience of economics in handling the relevant issue. Finally, the authors put forward some strategies to improve the quality of quantitative research of education.
Quantitative research of education as one of the most important paradigm develops very fast in China. However, its quality and reliability are being questioned. In order to figure out how to improve the quality of quantitative research of education, this article explores the classification of disciplines, and defines education as a comprehensive practical discipline. After analyzing the mission of quantitative research of education in the context of the classification of disciplines, the author discusses the problems with quantitative research of education in China and introduces the experience of economics in handling the relevant issue. Finally, the authors put forward some strategies to improve the quality of quantitative research of education.
2019, 37(4): 47-56.
doi: 10.16382/j.cnki.1000-5560.2019.04.005
Abstract:
Information technology profoundly affects the development of curriculum theory. On the one hand, the development of curriculum theory is challenged by information technology, such as transformation of knowledge from static determination to interactive creation, cognition leap from substantive thinking to intelligent thinking, and reconstruction of social environment from local influence to overall change. On the other hand, the new social environment, knowledge form reform and thinking modes offer the opportunities created by information technology to promote the development of curriculum theory. Therefore, in the information technology era, it's important to establish new concepts, including humanization of essence of curriculum, diversification of values, dynamic development of design, electronization of teaching materials, as well as platform-based implementation, networked evaluation and synergy of management. Also, new researches need to be done in the following areas:development of online courses, creation of electronic curriculum resources, integration of classrooms and information technology, ethical issues of the development of curriculum theory driven by information technology, and the scale of the development of information technology.
Information technology profoundly affects the development of curriculum theory. On the one hand, the development of curriculum theory is challenged by information technology, such as transformation of knowledge from static determination to interactive creation, cognition leap from substantive thinking to intelligent thinking, and reconstruction of social environment from local influence to overall change. On the other hand, the new social environment, knowledge form reform and thinking modes offer the opportunities created by information technology to promote the development of curriculum theory. Therefore, in the information technology era, it's important to establish new concepts, including humanization of essence of curriculum, diversification of values, dynamic development of design, electronization of teaching materials, as well as platform-based implementation, networked evaluation and synergy of management. Also, new researches need to be done in the following areas:development of online courses, creation of electronic curriculum resources, integration of classrooms and information technology, ethical issues of the development of curriculum theory driven by information technology, and the scale of the development of information technology.
2019, 37(4): 57-71.
doi: 10.16382/j.cnki.1000-5560.2019.04.006
Abstract:
The occurrence of educational ideas is associated with the conscious awareness of human values and life care. The values and consciousness of life care enabling educational behavior should be the prelude to the occurrence of educational ideas. Once this conscious consciousness flows strongly in the direction of reality, educational ideas will appear naturally. This occurrence is believed to be a presentation of human education consciousness, where real education history begins. From the perspective of content, educational ideas are made up of three parts:educational consciousness and intention, educational emotion and will, and educational conception and design; Educational ideas involve three levels:dependent on the situation, driven by affection, and conceptual consciousness. Together, they form a diurnal structure of educational ideas. The educational idea is an objective existence and has reached the level of conceptual consciousness. In theory, it is necessary to combine educational ideas with educational behavior. On the one hand, they echo the educational theory and educational practice at the more basic level, and on the other hand, it is helpful for people to comb the content of "thinking" in education from the source.
The occurrence of educational ideas is associated with the conscious awareness of human values and life care. The values and consciousness of life care enabling educational behavior should be the prelude to the occurrence of educational ideas. Once this conscious consciousness flows strongly in the direction of reality, educational ideas will appear naturally. This occurrence is believed to be a presentation of human education consciousness, where real education history begins. From the perspective of content, educational ideas are made up of three parts:educational consciousness and intention, educational emotion and will, and educational conception and design; Educational ideas involve three levels:dependent on the situation, driven by affection, and conceptual consciousness. Together, they form a diurnal structure of educational ideas. The educational idea is an objective existence and has reached the level of conceptual consciousness. In theory, it is necessary to combine educational ideas with educational behavior. On the one hand, they echo the educational theory and educational practice at the more basic level, and on the other hand, it is helpful for people to comb the content of "thinking" in education from the source.
2019, 37(4): 72-83.
doi: 10.16382/j.cnki.1000-5560.2019.04.007
Abstract:
Research methods of humanities and social science are influenced by three kinds of ideas:functionalism, interpretivism and structuralism. Functionalim stresses the objectivity, targets teaching phenomena and explore its cause and effect, thus forming a set of research methods and rules, which are used to analyze and explain teaching phenomena. Interpretivism focuses on subjectivity of cultural significance behind social phenomena, seeing teaching activity as cultural and spiritual. For example, knowledge acquisition, skill mastery and cultivation of attitudes and values are all attributed to learning to be, thus forming a set of teaching research methods and rules named "classroom-graphy"-observation, interview, description, explanation. Structuralism tried to emphasize on the duality between agent subject and social object, which plays a neutral role in functionalism and interpretivism. In its view, teaching is the interaction between teacher-student agents and teaching resources-rules objects, forming teaching structure duality. So it is possible to probe into the teaching research method rules through observing the interaction between subjects and objects. The research methods and rules of classroom teaching, on the one hand, are influenced and restricted by social science; on the other hand, they contribute to the case study of concrete discipline of humanities and social science.
Research methods of humanities and social science are influenced by three kinds of ideas:functionalism, interpretivism and structuralism. Functionalim stresses the objectivity, targets teaching phenomena and explore its cause and effect, thus forming a set of research methods and rules, which are used to analyze and explain teaching phenomena. Interpretivism focuses on subjectivity of cultural significance behind social phenomena, seeing teaching activity as cultural and spiritual. For example, knowledge acquisition, skill mastery and cultivation of attitudes and values are all attributed to learning to be, thus forming a set of teaching research methods and rules named "classroom-graphy"-observation, interview, description, explanation. Structuralism tried to emphasize on the duality between agent subject and social object, which plays a neutral role in functionalism and interpretivism. In its view, teaching is the interaction between teacher-student agents and teaching resources-rules objects, forming teaching structure duality. So it is possible to probe into the teaching research method rules through observing the interaction between subjects and objects. The research methods and rules of classroom teaching, on the one hand, are influenced and restricted by social science; on the other hand, they contribute to the case study of concrete discipline of humanities and social science.
2019, 37(4): 84-93.
doi: 10.16382/j.cnki.1000-5560.2019.04.008
Abstract:
In the last decade, various ranking evaluation of higher education quality has emerged, causing a lot of controversy. In philosophy methodology, the controversy over the evaluation of higher education quality is influenced by the naturalistic positivism and the humanistic anti-positivism. The confrontation of the popular "two cultures" in the west in the middle of the 20th century basically reflects the interaction between the two academic cultures. In order to understand and guide the evaluation of higher education correctly, it's essential to understand the basic functions and core concepts of higher education, and study the relationship between knowledge innovation, dissemination and transfer in modern universities. In addition, it's important to master the mechanism of "the research-teaching-study nexus" as a double helix group in modern research universities, and seek to build a higher-level talent-cultivating system, together with a scientific evaluation of higher education quality with Chinese characteristics.
In the last decade, various ranking evaluation of higher education quality has emerged, causing a lot of controversy. In philosophy methodology, the controversy over the evaluation of higher education quality is influenced by the naturalistic positivism and the humanistic anti-positivism. The confrontation of the popular "two cultures" in the west in the middle of the 20th century basically reflects the interaction between the two academic cultures. In order to understand and guide the evaluation of higher education correctly, it's essential to understand the basic functions and core concepts of higher education, and study the relationship between knowledge innovation, dissemination and transfer in modern universities. In addition, it's important to master the mechanism of "the research-teaching-study nexus" as a double helix group in modern research universities, and seek to build a higher-level talent-cultivating system, together with a scientific evaluation of higher education quality with Chinese characteristics.
2019, 37(4): 94-103.
doi: 10.16382/j.cnki.1000-5560.2019.04.009
Abstract:
As an important factor influencing student learning interest, classroom interpersonal perception is helpful to explore the development of student learning interest from the perspective of class teaching. With a sample of 1, 048 students in Grade 4-6 from Chongqing districts, a multilevel structural equation model was employed to examine the impact of classroom interpersonal perception on student learning interest both from the student level and class level simultaneously. The perception involves four dimensions:teacher engagement, student-teacher relationship, peer collaboration and peer engagement. Results indicated that students' perception of teacher engagement and student-teacher relationship showed significant positive effects on the individual students, whereas students' perception in student engagement and peer collaboration showed significant positive effects both on individual students and the whole class. Therefore, class-based teaching should be strengthened to develop student learning interest by improving the effects of student factors at the class-level, which helps to transform the views in student interest development.
As an important factor influencing student learning interest, classroom interpersonal perception is helpful to explore the development of student learning interest from the perspective of class teaching. With a sample of 1, 048 students in Grade 4-6 from Chongqing districts, a multilevel structural equation model was employed to examine the impact of classroom interpersonal perception on student learning interest both from the student level and class level simultaneously. The perception involves four dimensions:teacher engagement, student-teacher relationship, peer collaboration and peer engagement. Results indicated that students' perception of teacher engagement and student-teacher relationship showed significant positive effects on the individual students, whereas students' perception in student engagement and peer collaboration showed significant positive effects both on individual students and the whole class. Therefore, class-based teaching should be strengthened to develop student learning interest by improving the effects of student factors at the class-level, which helps to transform the views in student interest development.
2019, 37(4): 104-115.
doi: 10.16382/j.cnki.1000-5560.2019.04.010
Abstract:
Using an empirical approach, this study investigated the structure, level and types of curriculum implementation by Comprehensive Practical Activity(CPA) teachers. The results showed that the curriculum implementation by CPA teachers has a stable structure with the four dimensions of curriculum understanding, curriculum execution, curriculum assessment, and curriculum sharing. As a whole, the CPA teachers' curriculum implementation was a refined implementation, which was the fifth of the seven levels. In addition, the study indicated that there were significant differences in the level of curriculum implementation between full-time and part-time CPA teachers, as well as teachers with different professional levels, qualification titles, teaching years, continuity and integrity. Moreover, cluster analysis revealed that the CPA teachers' curriculum implementation could be divided into four types:cooperative sharing, active adjustment, smooth implementation and mechanical execution, among which, smooth implementation is the most common.
Using an empirical approach, this study investigated the structure, level and types of curriculum implementation by Comprehensive Practical Activity(CPA) teachers. The results showed that the curriculum implementation by CPA teachers has a stable structure with the four dimensions of curriculum understanding, curriculum execution, curriculum assessment, and curriculum sharing. As a whole, the CPA teachers' curriculum implementation was a refined implementation, which was the fifth of the seven levels. In addition, the study indicated that there were significant differences in the level of curriculum implementation between full-time and part-time CPA teachers, as well as teachers with different professional levels, qualification titles, teaching years, continuity and integrity. Moreover, cluster analysis revealed that the CPA teachers' curriculum implementation could be divided into four types:cooperative sharing, active adjustment, smooth implementation and mechanical execution, among which, smooth implementation is the most common.
2019, 37(4): 116-128.
doi: 10.16382/j.cnki.1000-5560.2019.04.011
Abstract:
With the development of informatization in education, blended learning has become an important form of teaching and learning in higher education. Based on the visual analysis of 3, 454 papers from WOS (2000-2017) by Citespace software, this study explores the hot topics and frontier domains of international blended learning research in the new century through drawing the knowledge mapping. The results show that hot topics of international blended learning research focus on achievement, mathematical thinking, undergraduate student learning, scenario-based learning, and self-reflection. Environment development, instructional design as well as implementation and application have been regarded as the frontier topics. Other frontier domains include research on innovation in blended learning. Finally, countries and institutes which are focusing on blended learning research are analyzed.
With the development of informatization in education, blended learning has become an important form of teaching and learning in higher education. Based on the visual analysis of 3, 454 papers from WOS (2000-2017) by Citespace software, this study explores the hot topics and frontier domains of international blended learning research in the new century through drawing the knowledge mapping. The results show that hot topics of international blended learning research focus on achievement, mathematical thinking, undergraduate student learning, scenario-based learning, and self-reflection. Environment development, instructional design as well as implementation and application have been regarded as the frontier topics. Other frontier domains include research on innovation in blended learning. Finally, countries and institutes which are focusing on blended learning research are analyzed.
2019, 37(4): 129-141.
doi: 10.16382/j.cnki.1000-5560.2019.04.012
Abstract:
Under the county-based school management system, effective implementation of education policy depends on rational cognition, sincere participation and full support from front-line teachers. Based on the 10-year study of the "School Union and Mobile Teaching" policy of S County in Hubei Province, it's found that the intertwined connection between various formal and informal institutions constitutes a real institutional situation and constraints that affect the flow of front-line teachers. As rational actors, front-line teachers often deconstruct educational policies based on their own situations and make choices to maximize their interest, and participate in the implementation of the policy in a different identity. The differences in teachers' responsibility in policy implementation have led to shifted policy goals, and many public teachers have become bystanders of policies. Given regional differences, urban-rural differences, and inter-school differences, it is important to capture information on how teachers "do policy". Only by understanding the real needs and behavioral expressions of teachers in specific situations can we understand the complexity of the implementation process of educational policies, and thus provide valuable information for constructing effective teacher incentives and improving the effectiveness of policy implementation.
Under the county-based school management system, effective implementation of education policy depends on rational cognition, sincere participation and full support from front-line teachers. Based on the 10-year study of the "School Union and Mobile Teaching" policy of S County in Hubei Province, it's found that the intertwined connection between various formal and informal institutions constitutes a real institutional situation and constraints that affect the flow of front-line teachers. As rational actors, front-line teachers often deconstruct educational policies based on their own situations and make choices to maximize their interest, and participate in the implementation of the policy in a different identity. The differences in teachers' responsibility in policy implementation have led to shifted policy goals, and many public teachers have become bystanders of policies. Given regional differences, urban-rural differences, and inter-school differences, it is important to capture information on how teachers "do policy". Only by understanding the real needs and behavioral expressions of teachers in specific situations can we understand the complexity of the implementation process of educational policies, and thus provide valuable information for constructing effective teacher incentives and improving the effectiveness of policy implementation.
2019, 37(4): 142-153.
doi: 10.16382/j.cnki.1000-5560.2019.04.013
Abstract:
The upper concept of educational discipline is administrative discipline and the studying of administrative discipline is a necessary prerequisite for the analysis of the concept of educational discipline. The concept of educational discipline consists of eight elements. There are several significant differences between educational discipline and discipline, corporal punishment or disguised corporal punishment, sanction and admonition. There should be a detailed distinction between these concepts in legislation in the future. In order to give full play to the positive role of educational discipline system, the future educational legislation should stipulate the concept, type, setting, applicable principle and procedure and elements of improper behavior.
The upper concept of educational discipline is administrative discipline and the studying of administrative discipline is a necessary prerequisite for the analysis of the concept of educational discipline. The concept of educational discipline consists of eight elements. There are several significant differences between educational discipline and discipline, corporal punishment or disguised corporal punishment, sanction and admonition. There should be a detailed distinction between these concepts in legislation in the future. In order to give full play to the positive role of educational discipline system, the future educational legislation should stipulate the concept, type, setting, applicable principle and procedure and elements of improper behavior.
2019, 37(4): 154-163.
doi: 10.16382/j.cnki.1000-5560.2019.04.014
Abstract:
Understanding suicide behaviors and associated protective factors among college students bears important implications for prevention and clinical practices. Based upon a large dataset from college students, the current study investigated the role of hope in college student suicide behaviors within the interpersonal theory of suicide (IPTS). Results showed that IPTS could be used as a theoretical framework for interpreting suicide behaviors among Chinese college students as the latent variable models derived from the theory fitted the data well. Perceived burdensomeness (PB) and thwarted belongingness (TB), both individually and jointly, predicted student suicide behaviors significantly, so did the acquired capability of suicide (ACS), especially the component of the lowered fear of death (LFD). There were two types of moderating effects of hope in suicide behaviors of college students. High hope buffered the effects of PT and TB on suicide behaviors of college students, whereas no hope, or hopelessness, catalyzed the corresponding effects. These moderating effects became increasingly stronger as the mental status of the individual became worse. The implications of such findings for prevention and clinical practices were discussed.
Understanding suicide behaviors and associated protective factors among college students bears important implications for prevention and clinical practices. Based upon a large dataset from college students, the current study investigated the role of hope in college student suicide behaviors within the interpersonal theory of suicide (IPTS). Results showed that IPTS could be used as a theoretical framework for interpreting suicide behaviors among Chinese college students as the latent variable models derived from the theory fitted the data well. Perceived burdensomeness (PB) and thwarted belongingness (TB), both individually and jointly, predicted student suicide behaviors significantly, so did the acquired capability of suicide (ACS), especially the component of the lowered fear of death (LFD). There were two types of moderating effects of hope in suicide behaviors of college students. High hope buffered the effects of PT and TB on suicide behaviors of college students, whereas no hope, or hopelessness, catalyzed the corresponding effects. These moderating effects became increasingly stronger as the mental status of the individual became worse. The implications of such findings for prevention and clinical practices were discussed.
2019, 37(4): 164-167.
doi: 10.16382/j.cnki.1000-5560.2019.04.015
Abstract:
This conversation with Professor William Reese on the one hand combed the development of research paradigm of American history of education, and its significant change in the 1960s in explaining the social role of schools; on the other hand, the conversation revealed the Wisconsin experience in promoting the innovation of research paradigm in history of education, that is, education and history had a close cooperation in curriculum, research and degree. The current research paradigm in history of American education is to use the generalized view of humanities and social sciences to solve educational problems; it is never limited to any particular research paradigm or the identity of any subject. This provides reference for the development of history of education in China.
This conversation with Professor William Reese on the one hand combed the development of research paradigm of American history of education, and its significant change in the 1960s in explaining the social role of schools; on the other hand, the conversation revealed the Wisconsin experience in promoting the innovation of research paradigm in history of education, that is, education and history had a close cooperation in curriculum, research and degree. The current research paradigm in history of American education is to use the generalized view of humanities and social sciences to solve educational problems; it is never limited to any particular research paradigm or the identity of any subject. This provides reference for the development of history of education in China.