2020 Vol. 38, No. 12
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2020, 38(12): 1-20.
doi: 10.16382/j.cnki.1000-5560.2020.12.001
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Abstract:
As for the 30-year interruption of the sociology of education in mainland China from 1949—1979, it is inappropriate to touch on it lightly or vaguely, and a comparison based on the ‘sky of history’ is an effective way to review it and its loss. Compared with Soviet Union, it is found that while China was following & surpassing this Big Brother’s old disastrous road, its sociology of education had achieved rapid progress and peaked in the 1960—70s. And a comparison with Taiwan demonstrates that the both sides have the same root but different consequences. Unlike the complete interruption in mainland China, sociology of education in Taiwan at that time fulfilled two tasks of transforming from ‘sprouting’ to ‘laying foundation’ and from educational sociology to sociology of education. In the same period, sociology of education throughout the world developed quickly and promoted its discipline status from the edge to the mainstream. When China’s Opening & Reform came, the 30-year interruption had left us Chinese scholars blind both in time and space. We forgot the nearly 30-year-entrepreneurial-history of the sociology of education in China which had been swept aside during the interruption and also was unfamiliar with the flourishing of the international sociology of education at that moment. As a result, we had to restart learning and carry out the so-called ‘discipline re-construction’ which had never been heard before in the history of the development of sociology of education.
As for the 30-year interruption of the sociology of education in mainland China from 1949—1979, it is inappropriate to touch on it lightly or vaguely, and a comparison based on the ‘sky of history’ is an effective way to review it and its loss. Compared with Soviet Union, it is found that while China was following & surpassing this Big Brother’s old disastrous road, its sociology of education had achieved rapid progress and peaked in the 1960—70s. And a comparison with Taiwan demonstrates that the both sides have the same root but different consequences. Unlike the complete interruption in mainland China, sociology of education in Taiwan at that time fulfilled two tasks of transforming from ‘sprouting’ to ‘laying foundation’ and from educational sociology to sociology of education. In the same period, sociology of education throughout the world developed quickly and promoted its discipline status from the edge to the mainstream. When China’s Opening & Reform came, the 30-year interruption had left us Chinese scholars blind both in time and space. We forgot the nearly 30-year-entrepreneurial-history of the sociology of education in China which had been swept aside during the interruption and also was unfamiliar with the flourishing of the international sociology of education at that moment. As a result, we had to restart learning and carry out the so-called ‘discipline re-construction’ which had never been heard before in the history of the development of sociology of education.
2020, 38(12): 21-32.
doi: 10.16382/j.cnki.1000-5560.2020.12.002
Abstract:
The higher education institution (HEI) is a complex academic ecologic organization consisting of many elements, and this determines the complexity of the HEI internal governance system and its innovation. This article first discusses the background of the HEI system innovation and its research values. Then it attempts to create a logic framework for the innovative study on the HEI internal governance system. This framework involves many related studies, like the theoretic study on the construction of effective HEI internal governance models , a study on the past and present HEI governance models, a comparative study on the HEI internal governance models among the higher education powers, a study on the innovation and construction of HEI internal governance in China, the improvement of HEI’s charters, a study on the rule of law in HEI internal governance, and on the culture of HEI internal governance. In conclusion, from aims to contents, this article presents an in-depth analysis of the problems with the system innovation of the HEI internal governance.
The higher education institution (HEI) is a complex academic ecologic organization consisting of many elements, and this determines the complexity of the HEI internal governance system and its innovation. This article first discusses the background of the HEI system innovation and its research values. Then it attempts to create a logic framework for the innovative study on the HEI internal governance system. This framework involves many related studies, like the theoretic study on the construction of effective HEI internal governance models , a study on the past and present HEI governance models, a comparative study on the HEI internal governance models among the higher education powers, a study on the innovation and construction of HEI internal governance in China, the improvement of HEI’s charters, a study on the rule of law in HEI internal governance, and on the culture of HEI internal governance. In conclusion, from aims to contents, this article presents an in-depth analysis of the problems with the system innovation of the HEI internal governance.
2020, 38(12): 33-41.
doi: 10.16382/j.cnki.1000-5560.2020.12.003
Abstract:
This research group conducted a questionnaire survey on the quality satisfaction of innovation and entrepreneurship courses of students from national “Double First-class” construction of universities through questionnaires by means of random sampling, and then conducted an empirical analysis on 12269 samples by using SPSS. From the data analysis results, it can be seen that students with different entrepreneurial consciousness have different satisfaction with entrepreneurial education. Students of different grades and majors also have significant differences in the satisfaction of innovation and entrepreneurship education. The difference between innovation and entrepreneurship curriculum and traditional curriculum is not obvious. Finally, students’ satisfaction with the faculty of innovation and entrepreneurship needs to be improved. Based on the above conclusions, this study argues that to improve the quality of innovation and entrepreneurship courses, it is necessary to meet students’ curriculum needs and establish a diversified selection mechanism for innovation and entrepreneurship courses. Besides, it's important to enrich the content of entrepreneurship and innovation courses and increase the proportion of innovation and entrepreneurship practice courses that focus on innovation and innovation integration. Also, assessment of innovative course teaching is needed to optimize students' learning of innovation and entrepreneurship course. We should give full play to the role of mentors for entrepreneurship and innovation and establish a system of double mentors to guarantee students’ entrepreneurship and innovation activities.
This research group conducted a questionnaire survey on the quality satisfaction of innovation and entrepreneurship courses of students from national “Double First-class” construction of universities through questionnaires by means of random sampling, and then conducted an empirical analysis on 12269 samples by using SPSS. From the data analysis results, it can be seen that students with different entrepreneurial consciousness have different satisfaction with entrepreneurial education. Students of different grades and majors also have significant differences in the satisfaction of innovation and entrepreneurship education. The difference between innovation and entrepreneurship curriculum and traditional curriculum is not obvious. Finally, students’ satisfaction with the faculty of innovation and entrepreneurship needs to be improved. Based on the above conclusions, this study argues that to improve the quality of innovation and entrepreneurship courses, it is necessary to meet students’ curriculum needs and establish a diversified selection mechanism for innovation and entrepreneurship courses. Besides, it's important to enrich the content of entrepreneurship and innovation courses and increase the proportion of innovation and entrepreneurship practice courses that focus on innovation and innovation integration. Also, assessment of innovative course teaching is needed to optimize students' learning of innovation and entrepreneurship course. We should give full play to the role of mentors for entrepreneurship and innovation and establish a system of double mentors to guarantee students’ entrepreneurship and innovation activities.
2020, 38(12): 42-52.
doi: 10.16382/j.cnki.1000-5560.2020.12.004
Abstract:
The aim of innovation & entrepreneurship education focuses on cultivating knowing, understanding, practicing knowledge of multiple disciplines and the ability of seizing opportunity in an uncertain circumstance, solving complex problems. Compared with other disciplines, the teacher majored in innovation & entrepreneurship education has special competence requirements in knowledge basis, background, practical experience. Based on the division of organizational support and teacher capacity structure, this research examines the impact of the teacher capacity structure on the quality of innovation & entrepreneurship education by using organizational support as mediating effect. Using the data analysis of a large sample of 13000 faculties in 1231 universities and colleges, this study proposed the research hypothesis and structural model of organizational support as mediating effect on the entrepreneurship education, designed the research variables and structural questionnaire, made a regression analysis and structural equation effect analysis to explain how the organizational support as a mediating effect influenced the entrepreneurship education quality. Finally, this study offers related suggestions on multilayer and diverse organizational support mechanisms to improve teacher capacities and innovation &entrepreneurship education quality.
The aim of innovation & entrepreneurship education focuses on cultivating knowing, understanding, practicing knowledge of multiple disciplines and the ability of seizing opportunity in an uncertain circumstance, solving complex problems. Compared with other disciplines, the teacher majored in innovation & entrepreneurship education has special competence requirements in knowledge basis, background, practical experience. Based on the division of organizational support and teacher capacity structure, this research examines the impact of the teacher capacity structure on the quality of innovation & entrepreneurship education by using organizational support as mediating effect. Using the data analysis of a large sample of 13000 faculties in 1231 universities and colleges, this study proposed the research hypothesis and structural model of organizational support as mediating effect on the entrepreneurship education, designed the research variables and structural questionnaire, made a regression analysis and structural equation effect analysis to explain how the organizational support as a mediating effect influenced the entrepreneurship education quality. Finally, this study offers related suggestions on multilayer and diverse organizational support mechanisms to improve teacher capacities and innovation &entrepreneurship education quality.
2020, 38(12): 53-63.
doi: 10.16382/j.cnki.1000-5560.2020.12.005
Abstract:
Innovative and Entrepreneurial talents serve as the core to build an international innovation technology hub in the Guangdong-Hong Kong-Macao Greater Bay Area, where the higher education is the major carrier for those talents cultivation. In a random sampling, a total of 5, 021 valid questionnaires were conducted in 58 colleges and universities in the Guangdong-Hong Kong-Macao Greater Bay Area which includes 9+2 cities.The results showed that the total score of students’ satisfaction evaluation of innovation and entrepreneurship education in colleges and universities was 3.43, which is in the middle and upper level. Specifically, the implementation and popularization of innovation and entrepreneurship education in colleges universities is satisfactory and the corresponding curriculum system can be adjusted in accordance with the strategic development trend. However, there are some problems to be solved. First, it is still difficult to integrate effectively with regional innovative and entrepreneurial resources in the process of innovation and entrepreneurship education. Second, the innovation and entrepreneurship education lays stress on theory with a single teaching method and insufficient integration with professional education. In addition, there is a shortage of innovation and entrepreneurship platforms, and the cooperative mechanism among colleges and universities, society and government needs to be improved. Last, there is a serious shortage of teachers for innovation and entrepreneurship education. In order to promote the development of innovation and entrepreneurship education, colleges and universities must establish a hierarchical system for innovation and entrepreneurship education based on their own conditions. They can take advantage of the innovative and entrepreneurial resources and industrial characteristics of the core cities in the Guangdong-Hong Kong-Macao Greater Bay Area. Moreover, it's necessary to develop excellent courses integrating professional education with innovation and entrepreneurship education and improve the mechanism of appointment and performance evaluation.
Innovative and Entrepreneurial talents serve as the core to build an international innovation technology hub in the Guangdong-Hong Kong-Macao Greater Bay Area, where the higher education is the major carrier for those talents cultivation. In a random sampling, a total of 5, 021 valid questionnaires were conducted in 58 colleges and universities in the Guangdong-Hong Kong-Macao Greater Bay Area which includes 9+2 cities.The results showed that the total score of students’ satisfaction evaluation of innovation and entrepreneurship education in colleges and universities was 3.43, which is in the middle and upper level. Specifically, the implementation and popularization of innovation and entrepreneurship education in colleges universities is satisfactory and the corresponding curriculum system can be adjusted in accordance with the strategic development trend. However, there are some problems to be solved. First, it is still difficult to integrate effectively with regional innovative and entrepreneurial resources in the process of innovation and entrepreneurship education. Second, the innovation and entrepreneurship education lays stress on theory with a single teaching method and insufficient integration with professional education. In addition, there is a shortage of innovation and entrepreneurship platforms, and the cooperative mechanism among colleges and universities, society and government needs to be improved. Last, there is a serious shortage of teachers for innovation and entrepreneurship education. In order to promote the development of innovation and entrepreneurship education, colleges and universities must establish a hierarchical system for innovation and entrepreneurship education based on their own conditions. They can take advantage of the innovative and entrepreneurial resources and industrial characteristics of the core cities in the Guangdong-Hong Kong-Macao Greater Bay Area. Moreover, it's necessary to develop excellent courses integrating professional education with innovation and entrepreneurship education and improve the mechanism of appointment and performance evaluation.
2020, 38(12): 64-75.
doi: 10.16382/j.cnki.1000-5560.2020.12.006
Abstract:
With the education of innovation and entrepreneurship as the national strategy, it has attracted more and more attention. Based on the relevant data collected from the universities with typical experience from 2016 to 2018, this study selected the courses offered, specialized institution of innovation and entrepreneurship, practice area on and off-campus, and the number of full-time mentors as the four input factors. Meanwhile, we selected the annual average number of relevant projects, the number of benefited students and annual average number of registered entrepreneurial teams as the output factors. Through the hierarchy analytic process and grey correlation analysis, the study calculated the weight of influence, and then measured the input-output relationship in the field of university innovation and entrepreneurship. The findings showed that all the four input factors had significant positive impacts on the implementation effect of university education; and the number of courses and the on-and-off campus practice area had a more significant effect on innovation and entrepreneurship education. Finally, based on the relevant results, the paper made some suggestions for the future construction of innovation and entrepreneurship education system in Chinese universities.
With the education of innovation and entrepreneurship as the national strategy, it has attracted more and more attention. Based on the relevant data collected from the universities with typical experience from 2016 to 2018, this study selected the courses offered, specialized institution of innovation and entrepreneurship, practice area on and off-campus, and the number of full-time mentors as the four input factors. Meanwhile, we selected the annual average number of relevant projects, the number of benefited students and annual average number of registered entrepreneurial teams as the output factors. Through the hierarchy analytic process and grey correlation analysis, the study calculated the weight of influence, and then measured the input-output relationship in the field of university innovation and entrepreneurship. The findings showed that all the four input factors had significant positive impacts on the implementation effect of university education; and the number of courses and the on-and-off campus practice area had a more significant effect on innovation and entrepreneurship education. Finally, based on the relevant results, the paper made some suggestions for the future construction of innovation and entrepreneurship education system in Chinese universities.
2020, 38(12): 76-84.
doi: 10.16382/j.cnki.1000-5560.2020.12.007
Abstract:
In the process of entrepreneurship, values of entrepreneurs have a certain impact on their mental health. This paper investigated 1855 college entrepreneurs from 36 universities through questionnaires, empirically tested the connection between their values and mental health, and verified whether entrepreneurship education had a moderating effect. According to the survey, there is a significant correlation between profit-oriented value and mental health, and there is a weak correlation between satisfaction customer-oriented and social-service oriented value and mental health. Entrepreneurship education has a significant regulating effect on the profit-oriented value, but has no significant regulating effect on the satisfaction of the customer-oriented and the social-service oriented value.
In the process of entrepreneurship, values of entrepreneurs have a certain impact on their mental health. This paper investigated 1855 college entrepreneurs from 36 universities through questionnaires, empirically tested the connection between their values and mental health, and verified whether entrepreneurship education had a moderating effect. According to the survey, there is a significant correlation between profit-oriented value and mental health, and there is a weak correlation between satisfaction customer-oriented and social-service oriented value and mental health. Entrepreneurship education has a significant regulating effect on the profit-oriented value, but has no significant regulating effect on the satisfaction of the customer-oriented and the social-service oriented value.
2020, 38(12): 85-98.
doi: 10.16382/j.cnki.1000-5560.2020.12.008
Abstract:
Identifying skills and competences for PhD graduates can help to improve the doctoral training mechanism and the effectiveness of high-end talents. Using cross-country survey data of PhD graduates and employers, this paper analyzes their views on the skills needed in job markets. It is found that doctoral graduates not only need specific knowledge and research abilities, but also need a wide range of general skills such as oral communication, writing, collaboration, interpersonal skills and project management. Looking at PhD graduates' and employers' views, it is found that PhD programs fail to equip graduates with skills needed in employment market. There is a skill gap and mismatch. In the new era of knowledge innovation, the core component of doctoral education is academic training, but employability agenda should be an integral part of this process. Stakeholders involved in the process of developing PhD graduates' employability should establish partnerships. This research contributes to understanding doctoral qualifications and approaches to cultivating them.
Identifying skills and competences for PhD graduates can help to improve the doctoral training mechanism and the effectiveness of high-end talents. Using cross-country survey data of PhD graduates and employers, this paper analyzes their views on the skills needed in job markets. It is found that doctoral graduates not only need specific knowledge and research abilities, but also need a wide range of general skills such as oral communication, writing, collaboration, interpersonal skills and project management. Looking at PhD graduates' and employers' views, it is found that PhD programs fail to equip graduates with skills needed in employment market. There is a skill gap and mismatch. In the new era of knowledge innovation, the core component of doctoral education is academic training, but employability agenda should be an integral part of this process. Stakeholders involved in the process of developing PhD graduates' employability should establish partnerships. This research contributes to understanding doctoral qualifications and approaches to cultivating them.
2020, 38(12): 99-108.
doi: 10.16382/j.cnki.1000-5560.2020.12.009
Abstract:
With the deepening of the government’s requirements for “education satisfaction of the public”, the research community focuses on the factors influencing education satisfaction, aiming to provide constructive suggestions for improving regional school education. Based on the survey data of more than 14000 parents and students in 140 high schools in S province, this article dealt with the influencing factors of parents’ education satisfaction using the statistical method of multiple regression analysis. The results showed that at the school level, the relationship between teachers and students had the greatest impact on parents’ education satisfaction. At the student level, the interests, subjective well-being and academic performance of students had positive predictive effect on parents’ education satisfaction. Meanwhile, the frequency, content and method of family-school communication also had crucial impact on parents’ education satisfaction. Therefore, it’s suggested that basic hardware facilities and a good campus environment should be created, and a harmonious teacher-student relationship should be built. In addition, high-quality educational resources should be shared, and students’ interest in learning be stimulated to practice the educational concept of the new era. Finally, it’s important to establish a family-school communication mechanism to further promote family-school cooperation.
With the deepening of the government’s requirements for “education satisfaction of the public”, the research community focuses on the factors influencing education satisfaction, aiming to provide constructive suggestions for improving regional school education. Based on the survey data of more than 14000 parents and students in 140 high schools in S province, this article dealt with the influencing factors of parents’ education satisfaction using the statistical method of multiple regression analysis. The results showed that at the school level, the relationship between teachers and students had the greatest impact on parents’ education satisfaction. At the student level, the interests, subjective well-being and academic performance of students had positive predictive effect on parents’ education satisfaction. Meanwhile, the frequency, content and method of family-school communication also had crucial impact on parents’ education satisfaction. Therefore, it’s suggested that basic hardware facilities and a good campus environment should be created, and a harmonious teacher-student relationship should be built. In addition, high-quality educational resources should be shared, and students’ interest in learning be stimulated to practice the educational concept of the new era. Finally, it’s important to establish a family-school communication mechanism to further promote family-school cooperation.
2020, 38(12): 109-120.
doi: 10.16382/j.cnki.1000-5560.2020.12.010
Abstract:
Poor families are unable to get rid of poverty and return to poverty due to the lack of cultural and human capital. Promoting the development of rural education and increasing the cultural and human capital of poor families is an effective way to get rid of poverty and block the intergenerational transmission, which has fundamental and long-term effects. The empirical analysis on the economic and educational development of peasant households in the core areas of the north-west poverty-stricken areas reveals that the income/consumption structure is single, that the economic burden of investment in education is heavy, and that the increasing educational level of peasant households members will obviously promote the benefit of peasant households economic development. Poor families have weak potential for sustained development of human resources, and the problem of population aging is severe. There are obvious differences between the development of poor families and that of non-poor families. There is a high demand for specific education to get rid of poverty, and the distribution is more concentrated. We need to combine the way of economical poverty alleviation and educational poverty alleviation, accelerate the inclusive reform of rural education, carry out the program of “Education Moving Down”, push education into the peasant households and provide targeted service.
Poor families are unable to get rid of poverty and return to poverty due to the lack of cultural and human capital. Promoting the development of rural education and increasing the cultural and human capital of poor families is an effective way to get rid of poverty and block the intergenerational transmission, which has fundamental and long-term effects. The empirical analysis on the economic and educational development of peasant households in the core areas of the north-west poverty-stricken areas reveals that the income/consumption structure is single, that the economic burden of investment in education is heavy, and that the increasing educational level of peasant households members will obviously promote the benefit of peasant households economic development. Poor families have weak potential for sustained development of human resources, and the problem of population aging is severe. There are obvious differences between the development of poor families and that of non-poor families. There is a high demand for specific education to get rid of poverty, and the distribution is more concentrated. We need to combine the way of economical poverty alleviation and educational poverty alleviation, accelerate the inclusive reform of rural education, carry out the program of “Education Moving Down”, push education into the peasant households and provide targeted service.
2020, 38(12): 121-129.
doi: 10.16382/j.cnki.1000-5560.2020.12.011
Abstract:
The development of adequate reading skills at an early age has an enormous influence on the academic achievement of students throughout the course of their educational career. This study explores the status quo of reading teaching in rural primary schools in China from the perspective of schools and teachers, and its findings could help promote the development of early reading for rural students. The survey in 150 rural primary schools in Guizhou and Jiangxi and the results of PIRLS show that teaching of reading still needs to improve.The sample rural teachers had lower level of education, and had not received sufficient reading trainings. The reading materials for teaching were quite single and the schools did not develop students’ reading skills in time. The regression results show that there were significantly positive correlations between teaching of reading and student reading achievement in rural China. And education levels of rural teachers and reading training are especially important for reading development. In order to develop student reading, it is necessary to improve reading training and reading environment, and enrich reading resources for teachers in rural primary schools.
The development of adequate reading skills at an early age has an enormous influence on the academic achievement of students throughout the course of their educational career. This study explores the status quo of reading teaching in rural primary schools in China from the perspective of schools and teachers, and its findings could help promote the development of early reading for rural students. The survey in 150 rural primary schools in Guizhou and Jiangxi and the results of PIRLS show that teaching of reading still needs to improve.The sample rural teachers had lower level of education, and had not received sufficient reading trainings. The reading materials for teaching were quite single and the schools did not develop students’ reading skills in time. The regression results show that there were significantly positive correlations between teaching of reading and student reading achievement in rural China. And education levels of rural teachers and reading training are especially important for reading development. In order to develop student reading, it is necessary to improve reading training and reading environment, and enrich reading resources for teachers in rural primary schools.
2020, 38(12): 130-138.
doi: 10.16382/j.cnki.1000-5560.2020.12.012
Abstract:
Helen Parkhurst, one of the greatest American educators in the 20th Century, visited China to promote the Dalton Plan in 1925. Her visit to China was a big event in the history of educational exchange between the US and China, promoting the research and experimentation of the Dalton Plan in China and advanced Sino-American intellectual exchange in education and culture. However, due to the lack of historical records, Parkhurst’s complete journey remains unknown. Referring to archival holdings in the Dalton School and Yale University and other historical records in China, this article focuses on investigating Parkhurst’s complete itinerary in China, which could make the history of the Dalton Plan clearer and shed light on research on the Dalton Plan in China.
Helen Parkhurst, one of the greatest American educators in the 20th Century, visited China to promote the Dalton Plan in 1925. Her visit to China was a big event in the history of educational exchange between the US and China, promoting the research and experimentation of the Dalton Plan in China and advanced Sino-American intellectual exchange in education and culture. However, due to the lack of historical records, Parkhurst’s complete journey remains unknown. Referring to archival holdings in the Dalton School and Yale University and other historical records in China, this article focuses on investigating Parkhurst’s complete itinerary in China, which could make the history of the Dalton Plan clearer and shed light on research on the Dalton Plan in China.