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doi: 10.16382/j.cnki.1000-5560.2020.12.008
Abstract
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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.
Reviewing and Reappraising: Piaget’s Genetic Constructivism and Learning Theory from his Perspective
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doi: 10.16382/j.cnki.1000-5560.2020.03.010
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In genetic theory, Piaget’s genetic constructivism of knowledge concept can be explained from two perspectives: From the perspective of the occurrence and construction of knowledge, knowledge and thinking are concomitant and develop together, with internal consistency. Knowledge is subordinate to thinking, and thinking is based on knowledge. In fact, they are two aspects of the state and process of the occurrence of knowledge. From the perspective of the occurrence and construction of structure, the occurrence of knowledge is the occurrence of knowledge structure which is caused by the occurrence of thinking. While knowledge structure is subordinate to thinking structure, the level of thinking determines the status and level of knowledge structure, and the realization of thinking is based on the knowledge structure. It’s found that constructivism learning theory only inherited Piaget’s “construction”, but missed the essence of “genetic”, thus ignoring the process of knowledge occurrence for learning theory, and eventually missing the in-depth understanding of the generation and development of knowledge. Re-examining the learning theory in the light of Piaget's genetic constructivism helps to gain new enlightenment on the concept of knowledge, learning and teaching.
In genetic theory, Piaget’s genetic constructivism of knowledge concept can be explained from two perspectives: From the perspective of the occurrence and construction of knowledge, knowledge and thinking are concomitant and develop together, with internal consistency. Knowledge is subordinate to thinking, and thinking is based on knowledge. In fact, they are two aspects of the state and process of the occurrence of knowledge. From the perspective of the occurrence and construction of structure, the occurrence of knowledge is the occurrence of knowledge structure which is caused by the occurrence of thinking. While knowledge structure is subordinate to thinking structure, the level of thinking determines the status and level of knowledge structure, and the realization of thinking is based on the knowledge structure. It’s found that constructivism learning theory only inherited Piaget’s “construction”, but missed the essence of “genetic”, thus ignoring the process of knowledge occurrence for learning theory, and eventually missing the in-depth understanding of the generation and development of knowledge. Re-examining the learning theory in the light of Piaget's genetic constructivism helps to gain new enlightenment on the concept of knowledge, learning and teaching.
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doi: 10.16382/j.cnki.1000-5560.2018.04.001
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China has achieved sustained economic growth, thanks to its great policy decision to reform and open up forty years ago. Meanwhile, persistent efforts have been made in China to pursue education mod-ernization. All this has contributed to the unprecedented education development, consolidating a population of nearly 1. 4 billion into a powerful human resource-centered nation and creating favorable interaction with social and economic development. In this study, we sought to answer how these achievements were gained and how the interaction came about. Also, we revealed that the greatest secret to China's education development was its dual priority model (DPM), whereby the government prioritized education development, which in turn fo-cused predominantly on promoting national development. Furthermore, we examined the background, charac-teristics, reasons, and mechanisms of the DPM.
China has achieved sustained economic growth, thanks to its great policy decision to reform and open up forty years ago. Meanwhile, persistent efforts have been made in China to pursue education mod-ernization. All this has contributed to the unprecedented education development, consolidating a population of nearly 1. 4 billion into a powerful human resource-centered nation and creating favorable interaction with social and economic development. In this study, we sought to answer how these achievements were gained and how the interaction came about. Also, we revealed that the greatest secret to China's education development was its dual priority model (DPM), whereby the government prioritized education development, which in turn fo-cused predominantly on promoting national development. Furthermore, we examined the background, charac-teristics, reasons, and mechanisms of the DPM.
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doi: 10.16382/j.cnki.1000-5560.2018.01.001
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Educational development mode refers to the methods, means and patterns of promoting educational development. In the 21st century, the dramatic changes in society have triggered the upgrading of educational goals, among which cultivating students' key competencies rather than examination skills is seen as the main goal. The upgraded educational goal has made it imperative to transform educational development mode. This transformation is discussed from the following five aspects:adjusting educational structure, transforming student cultivation mode, transforming educational administration mode, strengthening the construction of teaching force, and improving educational research. The first three aspects involve three paths to transforming development mode, namely structural path, technical path and institutional path. The last two aspects relate to the endogenous development of education, which provides the support of human and intellectual resources for educational development.
Educational development mode refers to the methods, means and patterns of promoting educational development. In the 21st century, the dramatic changes in society have triggered the upgrading of educational goals, among which cultivating students' key competencies rather than examination skills is seen as the main goal. The upgraded educational goal has made it imperative to transform educational development mode. This transformation is discussed from the following five aspects:adjusting educational structure, transforming student cultivation mode, transforming educational administration mode, strengthening the construction of teaching force, and improving educational research. The first three aspects involve three paths to transforming development mode, namely structural path, technical path and institutional path. The last two aspects relate to the endogenous development of education, which provides the support of human and intellectual resources for educational development.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.001
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To celebrate the 40th anniversary of reform and opening-up, this paper presents a text analysis to examine the educational institution change and innovation in the setting of the economic, political and social reform in China in the past 40 years. It reviews, summarizes and reflects on the complicated change and innovation process of China's educational institution. The study finds that in the past 40 years of reform and opening-up, the educational institution reform has undergone different stages of development, including the restoration and reconstruction of the educational institution, the comprehensive educational system reform, the experiment of market-based institutional change to promote the educational development, the shift of the educational policy focus from efficiency to equality, and promoting the comprehensive reform in the field of education to accelerate the modernization of the system and capacity of the education governance. This paper is a holistic examination of the change process of China's educational institution, as well as its achievements and pitfalls. This examination helps to offer some implications from a historical perspective for the optimization of the education institution with Chinese characteristics and the new development of China's education in the future.
To celebrate the 40th anniversary of reform and opening-up, this paper presents a text analysis to examine the educational institution change and innovation in the setting of the economic, political and social reform in China in the past 40 years. It reviews, summarizes and reflects on the complicated change and innovation process of China's educational institution. The study finds that in the past 40 years of reform and opening-up, the educational institution reform has undergone different stages of development, including the restoration and reconstruction of the educational institution, the comprehensive educational system reform, the experiment of market-based institutional change to promote the educational development, the shift of the educational policy focus from efficiency to equality, and promoting the comprehensive reform in the field of education to accelerate the modernization of the system and capacity of the education governance. This paper is a holistic examination of the change process of China's educational institution, as well as its achievements and pitfalls. This examination helps to offer some implications from a historical perspective for the optimization of the education institution with Chinese characteristics and the new development of China's education in the future.
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doi: 10.16382/j.cnki.1000-5560.2018.04.011
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The emerging forms of science education in the world have challenged the ideas and practice of scientific inquiry. However, scientific inquiry, aiming at developing students' scientific understanding by their engaging in science practice, is still the essential approach to science education for the 21st century. From the socio-cultural perspective of learning, and using a cross-culturally contextual thinking, the authors conduct two interrelated sub-studies to track the instructional process of nine middle school science teachers in city W. The study describes the overall features of their inquiry-based science teaching, and demonstrates the underlying process structure and detailed characteristics. Moreover, the study reveals that science classroom in middle schools has the general structure of scientific inquiry process, and the teacher-led collective dialogic inquiry-session has shown positive effect, but at the expense of students' active experience and autonomy gen-erally. For teachers, partial understanding of scientific inquiry, lack of pedagogical strategies and tools to support students' inquiries, as well as external influences from organized evaluating-class and trainings, could possibly impede them to conduct an authentic inquiry-based science teaching.
The emerging forms of science education in the world have challenged the ideas and practice of scientific inquiry. However, scientific inquiry, aiming at developing students' scientific understanding by their engaging in science practice, is still the essential approach to science education for the 21st century. From the socio-cultural perspective of learning, and using a cross-culturally contextual thinking, the authors conduct two interrelated sub-studies to track the instructional process of nine middle school science teachers in city W. The study describes the overall features of their inquiry-based science teaching, and demonstrates the underlying process structure and detailed characteristics. Moreover, the study reveals that science classroom in middle schools has the general structure of scientific inquiry process, and the teacher-led collective dialogic inquiry-session has shown positive effect, but at the expense of students' active experience and autonomy gen-erally. For teachers, partial understanding of scientific inquiry, lack of pedagogical strategies and tools to support students' inquiries, as well as external influences from organized evaluating-class and trainings, could possibly impede them to conduct an authentic inquiry-based science teaching.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.001
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Gaokao (National College Entrance Examination) in China has been changing since its resumption in 1977. Guided by the principles of voluntary application and merit-based admission, the Gaokao system with Chinese characteristics values Chinese examination tradition and cultural psychology, as well as celebrates the orientation towards modernization and future. The system has greatly improved through continuous reform explorations, involving the change from the state-level organizing of national examination to the provincial, from Gaokao once a year to twice a year, from paper-based testing and enrollment to computer-based, from one-size-fit-all examined subjects to personalized selection scenario. In addition, the undifferentiated examination has shifted to a differentiated one targeting various types of higher education institutions; and the enrollment policies now focus on applicants' comprehensive qualities rather than their examination results alone.
Gaokao (National College Entrance Examination) in China has been changing since its resumption in 1977. Guided by the principles of voluntary application and merit-based admission, the Gaokao system with Chinese characteristics values Chinese examination tradition and cultural psychology, as well as celebrates the orientation towards modernization and future. The system has greatly improved through continuous reform explorations, involving the change from the state-level organizing of national examination to the provincial, from Gaokao once a year to twice a year, from paper-based testing and enrollment to computer-based, from one-size-fit-all examined subjects to personalized selection scenario. In addition, the undifferentiated examination has shifted to a differentiated one targeting various types of higher education institutions; and the enrollment policies now focus on applicants' comprehensive qualities rather than their examination results alone.
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doi: 10.16382/j.cnki.1000-5560.2018.01.012
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With the attention and concern of leaders at all levels, the education informatization in China have been achieved remarkable results, especially have been formatting the mechanism and path of education informatization development with Chinese characteristics. At the same time, there are many difficulties and problems in practices, for example, no paying enough attention on it in some districts, not in depth application to teaching, the Innovation practice being not enough.Facing the requirements of the national social development in the new era, we should pay more attention and concerns on creating the new models of teaching and learning, providing services and educational governing. The following three changes should be made from the development of application of educational resources to more extensions than education, from improving the application ability of information technology to the thinking and character of information technology, from the fusion development of education and information technology to the creative development.
With the attention and concern of leaders at all levels, the education informatization in China have been achieved remarkable results, especially have been formatting the mechanism and path of education informatization development with Chinese characteristics. At the same time, there are many difficulties and problems in practices, for example, no paying enough attention on it in some districts, not in depth application to teaching, the Innovation practice being not enough.Facing the requirements of the national social development in the new era, we should pay more attention and concerns on creating the new models of teaching and learning, providing services and educational governing. The following three changes should be made from the development of application of educational resources to more extensions than education, from improving the application ability of information technology to the thinking and character of information technology, from the fusion development of education and information technology to the creative development.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.007
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With the increasing popularity of student key competencies and discipline key competencies, key competencies are becoming a wind vane in Chinese educational reform. In this paper, we discussed the key questions of how to grasp its essence and put it into practice. We argued that, on the one hand, the essence of key competencies is a new way to interpret educational objectives in terms of all-round development and lifelong development. On the other hand, the hierarchical structure is a desirable framework to analyze key competencies, as it can integrate the educational theory and practice in support of all-round development and lifelong development.
With the increasing popularity of student key competencies and discipline key competencies, key competencies are becoming a wind vane in Chinese educational reform. In this paper, we discussed the key questions of how to grasp its essence and put it into practice. We argued that, on the one hand, the essence of key competencies is a new way to interpret educational objectives in terms of all-round development and lifelong development. On the other hand, the hierarchical structure is a desirable framework to analyze key competencies, as it can integrate the educational theory and practice in support of all-round development and lifelong development.
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doi: 10.16382/j.cnki.1000-5560.2018.03.004
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Since the pilot reform of the college entrance examination (CEE) in Zhejiang and Shanghai, the decreasing number of students choosing physics subject has become a major concern. Based on the data of the chosen subjects for CEE from 2003 and 2008 in Y city, Jiangsu province, this article analyzes the similar phenomenon caused by the reform of CEE schemes in Jiangsu province, where two different CEE schemes were carried out respectively. The analysis focuses on the deficiency of the two schemes in Jiangsu, revealing the consequent immediate and long-term effects, which can provide some implications for the new reform of CEE.
Since the pilot reform of the college entrance examination (CEE) in Zhejiang and Shanghai, the decreasing number of students choosing physics subject has become a major concern. Based on the data of the chosen subjects for CEE from 2003 and 2008 in Y city, Jiangsu province, this article analyzes the similar phenomenon caused by the reform of CEE schemes in Jiangsu province, where two different CEE schemes were carried out respectively. The analysis focuses on the deficiency of the two schemes in Jiangsu, revealing the consequent immediate and long-term effects, which can provide some implications for the new reform of CEE.
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doi: 10.16382/j.cnki.1000-5560.2018.01.003
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Self-regulated learning, cooperative learning and inquiry learning are highlighted in the new curriculum reform as the direction of learning styletransformation in China. This study, based on a stratified survey of sampled 440 teachers and 14, 406 students, attempted to investigate the status quo and influential factors of learning style transformation in primary and secondary schools. The findings show that, despite the changed learning styles, self-regulated learning and inquiry learning still need to be improved. The transformation of learning styles among girls, lower-graders and urban students are relatively better. In addition, obtained teaching support, teaching autonomy and teaching styles have significant positive effects on learning style transformation, while examination oriented teaching ability has a significant negative effect. Also, mother's education, peer relationship, teacher-student relationship and learning motivation have significant positive impact on learning style transformation. However, higher academic pressure is not conducive to the transformation of learning styles.Therefore, it is necessary to promote teacher professional development, enhance democracy in educational management, improve the relevance of learning activities, and establish a good learning environment.
Self-regulated learning, cooperative learning and inquiry learning are highlighted in the new curriculum reform as the direction of learning styletransformation in China. This study, based on a stratified survey of sampled 440 teachers and 14, 406 students, attempted to investigate the status quo and influential factors of learning style transformation in primary and secondary schools. The findings show that, despite the changed learning styles, self-regulated learning and inquiry learning still need to be improved. The transformation of learning styles among girls, lower-graders and urban students are relatively better. In addition, obtained teaching support, teaching autonomy and teaching styles have significant positive effects on learning style transformation, while examination oriented teaching ability has a significant negative effect. Also, mother's education, peer relationship, teacher-student relationship and learning motivation have significant positive impact on learning style transformation. However, higher academic pressure is not conducive to the transformation of learning styles.Therefore, it is necessary to promote teacher professional development, enhance democracy in educational management, improve the relevance of learning activities, and establish a good learning environment.
Scientific Literacy Development in CEE Context: Dilemma and Solution—A Case of CEE Reform in Jiangsu
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doi: 10.16382/j.cnki.1000-5560.2018.03.003
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Scientific literacy, a reflection of national overall strength, is essential for the national implementation of innovation for development. K-12 science education is a main channel to develop scientific literacy, and the college entrance examination (CEE)has a guiding effecton K-12 education. Based on the practice of CEE in Jiangsu province, this article analyzes the utilitarian tendency in the current CEE model, which causes the decreased number of applicants in science subjects, making science courses "marginalized". It then argues that a scientific and fair system of examination and enrollment should be established, including granting colleges and universities the autonomy in enrollment, updating the concept of education and teaching and improving evaluation mechanism. This will help promote the development of scientific literacy and offer some policy implications for the CEE reform.
Scientific literacy, a reflection of national overall strength, is essential for the national implementation of innovation for development. K-12 science education is a main channel to develop scientific literacy, and the college entrance examination (CEE)has a guiding effecton K-12 education. Based on the practice of CEE in Jiangsu province, this article analyzes the utilitarian tendency in the current CEE model, which causes the decreased number of applicants in science subjects, making science courses "marginalized". It then argues that a scientific and fair system of examination and enrollment should be established, including granting colleges and universities the autonomy in enrollment, updating the concept of education and teaching and improving evaluation mechanism. This will help promote the development of scientific literacy and offer some policy implications for the CEE reform.
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doi: 10.16382/j.cnki.1000-5560.2018.03.008
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The score comparability of different subjects in Gaokao reform has always been a big concern in recent years. Experience in some provinces shows that standard score reform is not a proper solution to this problem because of its technical flaws in the process of score conversion. Percentile band score, despite some restrictions like using total raw score in admission, seems a compromised choice. To some extent, percentile band score, as a kind of simplified standard score, makes it possible to compare the scores of different subjects before adding them together while leaving some negative influence on teaching and learning. However, technically, percentile band score still needs improving given the existing practice of using Gaokao scores.
The score comparability of different subjects in Gaokao reform has always been a big concern in recent years. Experience in some provinces shows that standard score reform is not a proper solution to this problem because of its technical flaws in the process of score conversion. Percentile band score, despite some restrictions like using total raw score in admission, seems a compromised choice. To some extent, percentile band score, as a kind of simplified standard score, makes it possible to compare the scores of different subjects before adding them together while leaving some negative influence on teaching and learning. However, technically, percentile band score still needs improving given the existing practice of using Gaokao scores.
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doi: 10.16382/j.cnki.1000-5560.2018.02.001
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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.
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doi: 10.16382/j.cnki.1000-5560.2018.02.007
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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.
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doi: 10.16382/j.cnki.1000-5560.2018.04.003
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, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.02.002
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, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.002
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Based on 2017 placement data from a national survey of 33 higher education institutions in 21 provinces of China, this paper studies the employment of graduates and its influencing factors. The empirical research results show that, first, the overall employment of college graduates in 2017 is relatively stable, with relatively high job-major correlation and job satisfaction. Second, the overall placement rate of college graduates is 84.6%. Compared with the data in 2015, the proportion of graduates who have signed employment agreements is higher, and the proportion of graduates taking advanced studies either domestically or abroad has been significantly increased. Third, when it comes to the locations of employment, graduates still prefer the eastern or other large cities, and enterprises are the most important units employing graduates. Finally, human capital attributes (such as high academic performance, experience of working as a student cadre, a higher degree and career-related certificates) get better return on investment in the labor market. Besides, family background is an important influencing factor, while labor market conditions in different places and industries are also significant determinants of graduates' job-hunting outcomes, starting salary levels and job satisfaction.
Based on 2017 placement data from a national survey of 33 higher education institutions in 21 provinces of China, this paper studies the employment of graduates and its influencing factors. The empirical research results show that, first, the overall employment of college graduates in 2017 is relatively stable, with relatively high job-major correlation and job satisfaction. Second, the overall placement rate of college graduates is 84.6%. Compared with the data in 2015, the proportion of graduates who have signed employment agreements is higher, and the proportion of graduates taking advanced studies either domestically or abroad has been significantly increased. Third, when it comes to the locations of employment, graduates still prefer the eastern or other large cities, and enterprises are the most important units employing graduates. Finally, human capital attributes (such as high academic performance, experience of working as a student cadre, a higher degree and career-related certificates) get better return on investment in the labor market. Besides, family background is an important influencing factor, while labor market conditions in different places and industries are also significant determinants of graduates' job-hunting outcomes, starting salary levels and job satisfaction.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.006
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In this paper, the author articulated the concept of core competencies(key competencies), and explored the importance of theoretical foundation and school education cultivation of core competencies.Based on the three international organisations of UNESCO, OECD and EU, the author conducted an international trend study of core competencies. Then, the author investigated five disciplinary approaches of core competencies as a basis to build a theorectical foundation of core competencies. And finally, the author discussed the importance of school edcucation and curriculum guideline in the cultivation of core competencies.
In this paper, the author articulated the concept of core competencies(key competencies), and explored the importance of theoretical foundation and school education cultivation of core competencies.Based on the three international organisations of UNESCO, OECD and EU, the author conducted an international trend study of core competencies. Then, the author investigated five disciplinary approaches of core competencies as a basis to build a theorectical foundation of core competencies. And finally, the author discussed the importance of school edcucation and curriculum guideline in the cultivation of core competencies.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.015
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The increasing sexual harassment on campus has become a widespread legislative and judicial concern. However, there is still no agreed definition of the term sexual harassment in China's academic com-munity and very little has been studied on sexual harassment on campus, which is unfavorable for the intro-duction of related prevention measures. This article argues that a clear definition of sexual harassment on cam-pus is a necessary prerequisite for effective governance. Besides, it should be distinguished from similar con-cepts likes sexual harassment in the workplace, sex violence on campus, and school sex trading. And the con-notation of sexual harassment on campus should be understood in the narrow sense that the knowledge of cam-pus relationship is the most important. Therefore, it should be required that the harassing person's objective behavior exert a substantial impact on sex and a negative impact on the victim. Finally, it is necessary to fur-ther limit the subjective psychology to achieve an accurate definition of sexual harassment on campus. The le-gal definition of this concept can provide theoretical support for relevant legislation and lay a necessary theoret-ical foundation for effective governance of sexual harassment on campus.
The increasing sexual harassment on campus has become a widespread legislative and judicial concern. However, there is still no agreed definition of the term sexual harassment in China's academic com-munity and very little has been studied on sexual harassment on campus, which is unfavorable for the intro-duction of related prevention measures. This article argues that a clear definition of sexual harassment on cam-pus is a necessary prerequisite for effective governance. Besides, it should be distinguished from similar con-cepts likes sexual harassment in the workplace, sex violence on campus, and school sex trading. And the con-notation of sexual harassment on campus should be understood in the narrow sense that the knowledge of cam-pus relationship is the most important. Therefore, it should be required that the harassing person's objective behavior exert a substantial impact on sex and a negative impact on the victim. Finally, it is necessary to fur-ther limit the subjective psychology to achieve an accurate definition of sexual harassment on campus. The le-gal definition of this concept can provide theoretical support for relevant legislation and lay a necessary theoret-ical foundation for effective governance of sexual harassment on campus.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.002
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Some science subjects like physics and chemistry, played an important role in China's early Gaokao system. However, in new Gaokao, the importance of science subjects has been greatly weakened, which has become a great concern. It's understood that China's development has a lot to do with science education. Nowadays, the number of registered students for science examination has decreased significantly. The main reason is that unscientific scoring methods have put those students at a disadvantage. Solutions to this problem are sought by different stake-holders. Based on its analysis of the advantages and disadvantages of these solutions, this paper argues that, considering the current Gaokao's policy framework, three measures should be taken to solve this problem.
Some science subjects like physics and chemistry, played an important role in China's early Gaokao system. However, in new Gaokao, the importance of science subjects has been greatly weakened, which has become a great concern. It's understood that China's development has a lot to do with science education. Nowadays, the number of registered students for science examination has decreased significantly. The main reason is that unscientific scoring methods have put those students at a disadvantage. Solutions to this problem are sought by different stake-holders. Based on its analysis of the advantages and disadvantages of these solutions, this paper argues that, considering the current Gaokao's policy framework, three measures should be taken to solve this problem.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.02.008
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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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.002
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According to self-determination theory, teachers' autonomy support refers to teachers' specific teaching styles, which help to reduce the control and pressure of students in support of students' self-development. In this study, autonomy support is addressed from three dimensions:encouraging independent thinking, establishing meaningful relevance, and supporting development of interest. Using the quantitative research method to investigate the status quo of teachers' level of autonymsupport, we explored the influential factors through regression analysis. The findings indicated an overall high level of autonomy support in teaching, but relatively poor performance in development of interest. Different teachers had significantly different scores, depending on their locations, genders and teaching abilities. Besides, teaching efficacy, teaching autonomy, opportunities of professional development and participation in decision-making can significantly affect teachers' level of autonomy support.Finally, this study put forward some suggestions regarding improving teachers' level of autonomy support, such as putting emphasis on teacher professional development, reforming evaluation system, protecting teachers' autonomy.
According to self-determination theory, teachers' autonomy support refers to teachers' specific teaching styles, which help to reduce the control and pressure of students in support of students' self-development. In this study, autonomy support is addressed from three dimensions:encouraging independent thinking, establishing meaningful relevance, and supporting development of interest. Using the quantitative research method to investigate the status quo of teachers' level of autonymsupport, we explored the influential factors through regression analysis. The findings indicated an overall high level of autonomy support in teaching, but relatively poor performance in development of interest. Different teachers had significantly different scores, depending on their locations, genders and teaching abilities. Besides, teaching efficacy, teaching autonomy, opportunities of professional development and participation in decision-making can significantly affect teachers' level of autonomy support.Finally, this study put forward some suggestions regarding improving teachers' level of autonomy support, such as putting emphasis on teacher professional development, reforming evaluation system, protecting teachers' autonomy.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.014
Abstract:
There used to be unified regulations and requirements in China's K-12 education, as well as enforced school management and efficiency. This has resulted in the relatively single mode of senior high schools, a phenomenon of "the same look of one thousand schools". Most senior high schools tend to pay more attention to intellectual development than moral education, to test scores than students' development, thus neglecting students' individualized needs and leaving little space for students' independent learning. This was why the pilot reform of college entrance examination system was carried out in Zhejiang and Shanghai in 2014. While deepening the curriculum reform of senior high schools in 2012, Zhejiang Province conducted a series of exploration based on the concept of selective education, creating a "Zhejiang Model" for the comprehensive reform of national education.Focusing on the main contents and tasks of Zhejiang college entrance examination reform, this paper further analyzes the difficulties and challenges in Zhejiang's innovative practice and exploration ofthe new college entrance examination.
There used to be unified regulations and requirements in China's K-12 education, as well as enforced school management and efficiency. This has resulted in the relatively single mode of senior high schools, a phenomenon of "the same look of one thousand schools". Most senior high schools tend to pay more attention to intellectual development than moral education, to test scores than students' development, thus neglecting students' individualized needs and leaving little space for students' independent learning. This was why the pilot reform of college entrance examination system was carried out in Zhejiang and Shanghai in 2014. While deepening the curriculum reform of senior high schools in 2012, Zhejiang Province conducted a series of exploration based on the concept of selective education, creating a "Zhejiang Model" for the comprehensive reform of national education.Focusing on the main contents and tasks of Zhejiang college entrance examination reform, this paper further analyzes the difficulties and challenges in Zhejiang's innovative practice and exploration ofthe new college entrance examination.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.009
Abstract:
There is a tradition in pedagogy since Herbart that education is understood as a process of shaping children and students. This kind of educational view is built on the theory of the original sin of Christianity, and has a complex relationship between inheritance and participation in the history of the isolation and transformation of children. Behaviorism has provided a strong support for the modelling concept of education in the 20th century, and the two are consistent in denying and reconstructing the subjectivity of children. With the advent of modern information technology and post-figurative culture, and the gradual elimination of the "knowledge gap" between children and adults, the schools, which are established on the modelling concept of education, are finding it hard to deal with the situation. To get out of this dilemma, we must first rethink the Herbart tradition of pedagogy, recognize the subject status of children in theory, and restore education from "shaping" to "nurturing" and "service", from "burning oneself" to "igniting others", from "designing the future for the children" to "helping children to create the future". The so-called modelling of children is the original sin of pedagogy rather than principal crime, implying that this is not a condemnation, but a deep vision of and a theoretical reflection on the problem.
There is a tradition in pedagogy since Herbart that education is understood as a process of shaping children and students. This kind of educational view is built on the theory of the original sin of Christianity, and has a complex relationship between inheritance and participation in the history of the isolation and transformation of children. Behaviorism has provided a strong support for the modelling concept of education in the 20th century, and the two are consistent in denying and reconstructing the subjectivity of children. With the advent of modern information technology and post-figurative culture, and the gradual elimination of the "knowledge gap" between children and adults, the schools, which are established on the modelling concept of education, are finding it hard to deal with the situation. To get out of this dilemma, we must first rethink the Herbart tradition of pedagogy, recognize the subject status of children in theory, and restore education from "shaping" to "nurturing" and "service", from "burning oneself" to "igniting others", from "designing the future for the children" to "helping children to create the future". The so-called modelling of children is the original sin of pedagogy rather than principal crime, implying that this is not a condemnation, but a deep vision of and a theoretical reflection on the problem.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.005
Abstract:
Inspired by learner-centered and evidence-based evaluation in higher education quality assur-ance, investigations on college student experience and engagement become increasingly popular in China. However, with self-reported survey as a major instrument, the quality of data collected in such investigations is vulnerable to bias caused by socially desirable responses. Using data from the China College Student Survey (CCSS) in 2014-2016, the authors found that indicators constructed from student self-reported data on learn-ing activities and perceptions are subject to a social desirability response bias of 5-10%, while the bias in ob-jective information reported in the survey (such as GPA) is negligible. What's more, the higher the students' social desirability level, the larger the bias. It's also found that the size of social desirability bias shows its correlation with the content of the question items and indicators. These findings have methodological signifi-cance for quantitative investigations in social sciences. Further, implications for survey instrument develop-ment are discussed.
Inspired by learner-centered and evidence-based evaluation in higher education quality assur-ance, investigations on college student experience and engagement become increasingly popular in China. However, with self-reported survey as a major instrument, the quality of data collected in such investigations is vulnerable to bias caused by socially desirable responses. Using data from the China College Student Survey (CCSS) in 2014-2016, the authors found that indicators constructed from student self-reported data on learn-ing activities and perceptions are subject to a social desirability response bias of 5-10%, while the bias in ob-jective information reported in the survey (such as GPA) is negligible. What's more, the higher the students' social desirability level, the larger the bias. It's also found that the size of social desirability bias shows its correlation with the content of the question items and indicators. These findings have methodological signifi-cance for quantitative investigations in social sciences. Further, implications for survey instrument develop-ment are discussed.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.005
Abstract:
This paper analyzes how college education promotes intergenerational mobility from the perspective of city level. Using the 2017 national college graduates' employment survey data, it analyzes the direction, rate, level, and influencing factors of college students' intergenerational mobility at city levels of their birth, college and job. The study finds that college education significantly enables students to enter higher-level cities for work than their cities of birth, especially the key universities education and postgraduate education; the lower the level of their birth cities, the higher the proportion and opportunities to enter higher-level cities. Further research reveals that there are mainly two ways in which college education promotes intergenerational mobility:first, college institutions are predominantly located at higher-level cities in China; second, college education increases human capital, which helps college graduates find jobs at higher-level cities.
This paper analyzes how college education promotes intergenerational mobility from the perspective of city level. Using the 2017 national college graduates' employment survey data, it analyzes the direction, rate, level, and influencing factors of college students' intergenerational mobility at city levels of their birth, college and job. The study finds that college education significantly enables students to enter higher-level cities for work than their cities of birth, especially the key universities education and postgraduate education; the lower the level of their birth cities, the higher the proportion and opportunities to enter higher-level cities. Further research reveals that there are mainly two ways in which college education promotes intergenerational mobility:first, college institutions are predominantly located at higher-level cities in China; second, college education increases human capital, which helps college graduates find jobs at higher-level cities.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.012
Abstract:
Since the resumption of college entrance examination forty years ago, the Chinese government has gradually granted some enrollment autonomy to different types of higher education institutions (HEIs)at different levels in the reform of examination and enrollment system. Despite many years of exploration, there are still extensive debates among theorists and practitioners about the nature, content and allocation of college enrollment autonomy. In essence, college enrollment autonomy involves a kind of combined public and private power(right) and in its operation process, the administrative power and academic power of HEIs should be rationally allocated. In enlarging college enrollment autonomy, there exist many problems, such as the interference of educational authority, HEIs' lack of awareness and ability of independent enrollment, misplacement of power allocation, and lack of supervision.In the context of new college entrance examination reform, we should gradually expand the college enrollment autonomy based on China's national conditions, improve the professional ability of HEIs exercising enrollment autonomy, and ensure the proper application of enrollment rights through mechanisms.
Since the resumption of college entrance examination forty years ago, the Chinese government has gradually granted some enrollment autonomy to different types of higher education institutions (HEIs)at different levels in the reform of examination and enrollment system. Despite many years of exploration, there are still extensive debates among theorists and practitioners about the nature, content and allocation of college enrollment autonomy. In essence, college enrollment autonomy involves a kind of combined public and private power(right) and in its operation process, the administrative power and academic power of HEIs should be rationally allocated. In enlarging college enrollment autonomy, there exist many problems, such as the interference of educational authority, HEIs' lack of awareness and ability of independent enrollment, misplacement of power allocation, and lack of supervision.In the context of new college entrance examination reform, we should gradually expand the college enrollment autonomy based on China's national conditions, improve the professional ability of HEIs exercising enrollment autonomy, and ensure the proper application of enrollment rights through mechanisms.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.007
Abstract:
In the context of industrial upgrading and institutional transformation, applied colleges attach great importance to practice learning to develop students' vocational skills. Drawing on China College Student Survey (CCSS), this study conducted an empirical analysis of the effect of practice learning on vocational skills development. The findings reveal a significant correlation between practice learning and the dimensions of students' vocational skills. The effect of different links of practice learning on different dimensions of voca-tional skills presents a network structure. Besides, the regression analysis shows that practice learning plays a vital role in general skills and that students' interaction with materials influence their professional quality, ca-reer identity, professional knowledge and skills most.
In the context of industrial upgrading and institutional transformation, applied colleges attach great importance to practice learning to develop students' vocational skills. Drawing on China College Student Survey (CCSS), this study conducted an empirical analysis of the effect of practice learning on vocational skills development. The findings reveal a significant correlation between practice learning and the dimensions of students' vocational skills. The effect of different links of practice learning on different dimensions of voca-tional skills presents a network structure. Besides, the regression analysis shows that practice learning plays a vital role in general skills and that students' interaction with materials influence their professional quality, ca-reer identity, professional knowledge and skills most.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.009
Abstract:
While the new round of curriculum reform aims at the development of students' key competencies, the challenge is how to change teachers' rigidly unidirectional use of textbooks (following in most cases), so as to meet students' diversified and personalized learning needs. The inter-relationship between teachers and textbooks is defined based on two dimensions:teachers' satisfaction with textbook design and teachers' fidelity in textbook use. In this study, 1 279 mathematic teachers from Chinese mainland, Taiwan and Hong Kong SAR were surveyed to investigate teachers' general inter-relationship with textbooks. The results presented three patterns of relationship. For mainland teachers, even though the textbooks fail to meet students' learning needs, they still choose to follow the books. On the other hand, Hong Kong teachers choose to adapt, supplement or even reject textbook content to create their own teaching materials. Finally, Taiwan teachers are satisfied with the quality of their textbooks, therefore they feel there is no need to adjust the textbooks.
While the new round of curriculum reform aims at the development of students' key competencies, the challenge is how to change teachers' rigidly unidirectional use of textbooks (following in most cases), so as to meet students' diversified and personalized learning needs. The inter-relationship between teachers and textbooks is defined based on two dimensions:teachers' satisfaction with textbook design and teachers' fidelity in textbook use. In this study, 1 279 mathematic teachers from Chinese mainland, Taiwan and Hong Kong SAR were surveyed to investigate teachers' general inter-relationship with textbooks. The results presented three patterns of relationship. For mainland teachers, even though the textbooks fail to meet students' learning needs, they still choose to follow the books. On the other hand, Hong Kong teachers choose to adapt, supplement or even reject textbook content to create their own teaching materials. Finally, Taiwan teachers are satisfied with the quality of their textbooks, therefore they feel there is no need to adjust the textbooks.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.002
Abstract:
Quality improvement through learner-centered education is the core of the sustainable develop-ment in higher education. This study is based on a review of some related theories and researches on college student learning and the experience of China College Student Survey (CCSS) over the past decade in educa-tional research and practice. Additionally, a holistic analytical framework of student learning with Chinese characteristics is developed and the policy and academic implications of the study have been discussed in the paper.
Quality improvement through learner-centered education is the core of the sustainable develop-ment in higher education. This study is based on a review of some related theories and researches on college student learning and the experience of China College Student Survey (CCSS) over the past decade in educa-tional research and practice. Additionally, a holistic analytical framework of student learning with Chinese characteristics is developed and the policy and academic implications of the study have been discussed in the paper.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.013
Abstract:
The vocational education policy in China since 1978 has undergone three stages:adjustment of secondary education structure(1978-1995), exploration of vocational education (1996-2010), and establishment of modern vocational education system (2010). Using different orientation analysis models, the authors argue that the evolution logic in the development of vocational education policy can be summarized as follows:the dynamic mechanism by means of management system adjustment, the policy value orientation of vocational education goals, the process assurance of the implementation of vocational education policy based on specification of people and property, the cultural rules of vocational education policy discourse dominated by economic discourse. Finally, the paper discusses the future trend of vocational education policy. First, the formation mechanism should be changed from "ambiguity of power and duties" to "unified coordination". Second, the value orientation should be changed from "single utility" to "multi orientation". Third, the policy of vocational education should be changed from "lack of supervision"to"strict supervision". Fourth, the policy discourse should be changed from "government-oriented" to "public participation".
The vocational education policy in China since 1978 has undergone three stages:adjustment of secondary education structure(1978-1995), exploration of vocational education (1996-2010), and establishment of modern vocational education system (2010). Using different orientation analysis models, the authors argue that the evolution logic in the development of vocational education policy can be summarized as follows:the dynamic mechanism by means of management system adjustment, the policy value orientation of vocational education goals, the process assurance of the implementation of vocational education policy based on specification of people and property, the cultural rules of vocational education policy discourse dominated by economic discourse. Finally, the paper discusses the future trend of vocational education policy. First, the formation mechanism should be changed from "ambiguity of power and duties" to "unified coordination". Second, the value orientation should be changed from "single utility" to "multi orientation". Third, the policy of vocational education should be changed from "lack of supervision"to"strict supervision". Fourth, the policy discourse should be changed from "government-oriented" to "public participation".
Comprehensive Quality Evaluation in the New CEE Context: Implication, Implementation and Application
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.006
Abstract:
In the New CEE (college entrance examination)context, the application of the comprehensive quality evaluation in colleges and universities enrollment reflects not just the spirit of the reform, but also the need to promote the reform process. Based on the understanding of comprehensive quality evaluation, this article focuses on why and how the evaluation should and can be used or implemented, what risks are involved, and what guarantee conditions are needed. Then, in a systematic way, it deals with the values and implications, international experiences and practical feasibility, programming and implementation, possible risks and guarantee conditions. In conclusion, the article attempts to respond theoretically and practically to the application of comprehensive quality evaluation in colleges and universities enrollment.
In the New CEE (college entrance examination)context, the application of the comprehensive quality evaluation in colleges and universities enrollment reflects not just the spirit of the reform, but also the need to promote the reform process. Based on the understanding of comprehensive quality evaluation, this article focuses on why and how the evaluation should and can be used or implemented, what risks are involved, and what guarantee conditions are needed. Then, in a systematic way, it deals with the values and implications, international experiences and practical feasibility, programming and implementation, possible risks and guarantee conditions. In conclusion, the article attempts to respond theoretically and practically to the application of comprehensive quality evaluation in colleges and universities enrollment.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.009
Abstract:
The validity of Gaokao(Chinese college entrance examination), a selective test of academic evaluation, depends on its identification of the variability of students' transferable ability in problem-solving. However, the raw score in academic evaluation does not reflect the actual level of students' ability, which is a latent variable. In order to make the results of academic evaluation more valid, this study constructs a moderated model based on latent variable by treating a student with full score in ability as a reference. Raw score of a particular question is re-weighed according to the difficulty of the question. The moderated model based on the latent variable was applied to the data analysis of an 11-school-league examination, with a total of 9, 008 high school students participating in 10 subjects tests. The results show that:a) the adjusted score is more normal than the raw score; b) the ability score is more stable than the raw score; c) the total score has a high correlation with the ability score; d) individually, there is a big difference between the raw score and the ability score.
The validity of Gaokao(Chinese college entrance examination), a selective test of academic evaluation, depends on its identification of the variability of students' transferable ability in problem-solving. However, the raw score in academic evaluation does not reflect the actual level of students' ability, which is a latent variable. In order to make the results of academic evaluation more valid, this study constructs a moderated model based on latent variable by treating a student with full score in ability as a reference. Raw score of a particular question is re-weighed according to the difficulty of the question. The moderated model based on the latent variable was applied to the data analysis of an 11-school-league examination, with a total of 9, 008 high school students participating in 10 subjects tests. The results show that:a) the adjusted score is more normal than the raw score; b) the ability score is more stable than the raw score; c) the total score has a high correlation with the ability score; d) individually, there is a big difference between the raw score and the ability score.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.018
Abstract:
Since the beginning of this century, France has successively issued two versions of Common Base of Knowledge and Skills as legal goals for compulsory education to cultivate key competences of primary and middle school students. To achieve these goals, France has organized an assessment system based on Common Base to assess students' key competences. One type of the assessment is school-based and carried out in three stages to diagnose, feedback and improve students' key competences throughout compulsory education. Another named CEDRE is held regularly by DEPP to monitor the progress of students' level of key competences. This article focuses on the provisions of Common Base, the contents of and approaches to assessment, and the highlights and trends in the innovation of assessment in France. One purpose of the article is to offer reference for the cultivation and development of Chinese students'core literacy.
Since the beginning of this century, France has successively issued two versions of Common Base of Knowledge and Skills as legal goals for compulsory education to cultivate key competences of primary and middle school students. To achieve these goals, France has organized an assessment system based on Common Base to assess students' key competences. One type of the assessment is school-based and carried out in three stages to diagnose, feedback and improve students' key competences throughout compulsory education. Another named CEDRE is held regularly by DEPP to monitor the progress of students' level of key competences. This article focuses on the provisions of Common Base, the contents of and approaches to assessment, and the highlights and trends in the innovation of assessment in France. One purpose of the article is to offer reference for the cultivation and development of Chinese students'core literacy.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.011
Abstract:
Since 2006, Fudan University has been exploring a scientific method of evaluating and enrolling creative candidates to support student development. In the reform context, Fudan is seeking a practicable way of comprehensive admissions, while changing the situation of assessing students based on scores alone. After years of exploration, Fudan has created its own method, combing written examinations, applications and interview. It turns out that the method is both scientific and practicable, and has been introduced into many other universities, which has promoted the reform of undergraduate education. Besides, it serves as a valuable guidance for all-round development in quality education.
Since 2006, Fudan University has been exploring a scientific method of evaluating and enrolling creative candidates to support student development. In the reform context, Fudan is seeking a practicable way of comprehensive admissions, while changing the situation of assessing students based on scores alone. After years of exploration, Fudan has created its own method, combing written examinations, applications and interview. It turns out that the method is both scientific and practicable, and has been introduced into many other universities, which has promoted the reform of undergraduate education. Besides, it serves as a valuable guidance for all-round development in quality education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.005
Abstract:
Focusing on quality and equityin admission, the paper takes Zhejiang Normal University as the research object and compares the performances of the students enrolled through "Trinity" Comprehensive Evaluation in the college entrance examination. The findings show that, despite the gaps between programs and grades, the performance of students enrolled through "Trinity" Evaluation as a whole is better than the reference group in terms of program identity, GPA, participation in the Party and student unions, as well as awards and honors. The data also reveal that "Trinity" Comprehensive Evaluation and enrollment are more favorable to urban students. The paper concludes that "Trinity" Comprehensive Evaluation and enrollment should be employed more cautiously and improved.
Focusing on quality and equityin admission, the paper takes Zhejiang Normal University as the research object and compares the performances of the students enrolled through "Trinity" Comprehensive Evaluation in the college entrance examination. The findings show that, despite the gaps between programs and grades, the performance of students enrolled through "Trinity" Evaluation as a whole is better than the reference group in terms of program identity, GPA, participation in the Party and student unions, as well as awards and honors. The data also reveal that "Trinity" Comprehensive Evaluation and enrollment are more favorable to urban students. The paper concludes that "Trinity" Comprehensive Evaluation and enrollment should be employed more cautiously and improved.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.003
Abstract:
In the context of the popularization of higher education, the objective of internship for undergraduate students is no longer limited to applying theory and knowledge learned from the classroom, it also serves as a necessary part to get familiar with the environment for future employment. In this study, we divide internship opportunities into two categories. First, uniform internship means that the internship is arranged uniformly by the university; and second, individual internship means that the internship opportunities are obtained by the individual student. Considering the fact that student participation in both types of internship is common, this study attempts to investigate the status of college student participation in both types of internship, as well as its influence on their employment. The outcome of this research helps to understand the relationship between different types of internship and employment.
In the context of the popularization of higher education, the objective of internship for undergraduate students is no longer limited to applying theory and knowledge learned from the classroom, it also serves as a necessary part to get familiar with the environment for future employment. In this study, we divide internship opportunities into two categories. First, uniform internship means that the internship is arranged uniformly by the university; and second, individual internship means that the internship opportunities are obtained by the individual student. Considering the fact that student participation in both types of internship is common, this study attempts to investigate the status of college student participation in both types of internship, as well as its influence on their employment. The outcome of this research helps to understand the relationship between different types of internship and employment.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.007
Abstract:
It's required that students' comprehensive quality assessment should be included as a reference in university admission, according to China's new university entrance examination reform. In theory, comprehensive quality means individual's ability to solve complex tasks in specific contexts, which is characterized by integrity, comprehensiveness and individuality. The assessment of students' comprehensive quality should focus on how they solve problems in real life. At the policy level, comprehensive quality is divided into different dimensions and high schools are required to keep a record, which will be used for reference in the admission process. In practice, on the other hand, some universities in Shanghai are exploring how to assess the comprehensive quality by means of university activities, referring to the report by high schools and examination score to improve the reform. To strength capacity-building of admission, universities should strive to improve the professionalism of assessment by providing sufficient resource in support of the admission processes.
It's required that students' comprehensive quality assessment should be included as a reference in university admission, according to China's new university entrance examination reform. In theory, comprehensive quality means individual's ability to solve complex tasks in specific contexts, which is characterized by integrity, comprehensiveness and individuality. The assessment of students' comprehensive quality should focus on how they solve problems in real life. At the policy level, comprehensive quality is divided into different dimensions and high schools are required to keep a record, which will be used for reference in the admission process. In practice, on the other hand, some universities in Shanghai are exploring how to assess the comprehensive quality by means of university activities, referring to the report by high schools and examination score to improve the reform. To strength capacity-building of admission, universities should strive to improve the professionalism of assessment by providing sufficient resource in support of the admission processes.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.001
Abstract:
Brain development during the first 1000 days of life is critical and has the greatest return to investment. This paper describes the challenges for cognitive, language and social emotional development, as well as health, for children 0-3 years old in rural China. Based on the result of randomized control trials on early childhood development, we also offer some possible solutions to address these challenges. We find that almost half of the children surveyed in rural China are at risk for cognitive delays, and the risk of delay increases over time. The reason behind this is that caregivers in poor rural areas overall do not engage in interactive parenting practices; they are also at risk for depression and do not engage in proper feeding practices. Only 13 percent of the caregivers tell stories to their children using story books. In addition, 23.5 percent of caregivers experience depression. Most of the caregivers also lack knowledge of proper feeding practices for young children. Based on these findings, this study proposes that policy makers implement home visiting programs, establish early childhood development centers and develop other policy solutions to address these problems. It's hoped that the government can consider the circumstances of rural children and increase investment in early childhood development, which can help solve the high rates of developmental delays among rural children and promote human capital development.
Brain development during the first 1000 days of life is critical and has the greatest return to investment. This paper describes the challenges for cognitive, language and social emotional development, as well as health, for children 0-3 years old in rural China. Based on the result of randomized control trials on early childhood development, we also offer some possible solutions to address these challenges. We find that almost half of the children surveyed in rural China are at risk for cognitive delays, and the risk of delay increases over time. The reason behind this is that caregivers in poor rural areas overall do not engage in interactive parenting practices; they are also at risk for depression and do not engage in proper feeding practices. Only 13 percent of the caregivers tell stories to their children using story books. In addition, 23.5 percent of caregivers experience depression. Most of the caregivers also lack knowledge of proper feeding practices for young children. Based on these findings, this study proposes that policy makers implement home visiting programs, establish early childhood development centers and develop other policy solutions to address these problems. It's hoped that the government can consider the circumstances of rural children and increase investment in early childhood development, which can help solve the high rates of developmental delays among rural children and promote human capital development.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.004
Abstract:
In the era of globalization, it's important for China to cultivate more international talents, es-pecially the international competency of Chinese young people. This research aims to explore the factors af-fecting the teenager's international competency. With over 3, 000 freshman from a certain research university as a full sample in a questionnaire survey, OLS linear regression and mediating effect test are used to analyze the influence of family background, employment expectation and experience of senior high school as explana-tory variables on teenagers' international competency. Moreover, this paper attempts to explore whether high-ly competitive middle schools play a mediating role between family background and international competency. According to the results, family background, employment expectation and experience of senior high school significantly affect teenagers' international competency.
In the era of globalization, it's important for China to cultivate more international talents, es-pecially the international competency of Chinese young people. This research aims to explore the factors af-fecting the teenager's international competency. With over 3, 000 freshman from a certain research university as a full sample in a questionnaire survey, OLS linear regression and mediating effect test are used to analyze the influence of family background, employment expectation and experience of senior high school as explana-tory variables on teenagers' international competency. Moreover, this paper attempts to explore whether high-ly competitive middle schools play a mediating role between family background and international competency. According to the results, family background, employment expectation and experience of senior high school significantly affect teenagers' international competency.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.009
Abstract:
Love of wisdom can be described as the soul of Socrates' educational practice. The art of ed-ucation is about how to inspire individual's soul and change their addiction to fortune or fame to love of wis-dom. Closeness to beauty through friendly interaction can lead to love of wisdom. In guiding individual's love, education needs to be based on one's aspirations, goes beyond physical body and towards love of soul. Friendship, as a form of life, motivates individual's rising love. And it is the companionship of friendship that activates young people's potential love for knowledge and wisdom. The onward individual's soul is a process where the individual self lives their days to the fullest. "Know yourself", as Socrates held, involves the meaning of "be the master of your own" and grow to a sound and complete "self".
Love of wisdom can be described as the soul of Socrates' educational practice. The art of ed-ucation is about how to inspire individual's soul and change their addiction to fortune or fame to love of wis-dom. Closeness to beauty through friendly interaction can lead to love of wisdom. In guiding individual's love, education needs to be based on one's aspirations, goes beyond physical body and towards love of soul. Friendship, as a form of life, motivates individual's rising love. And it is the companionship of friendship that activates young people's potential love for knowledge and wisdom. The onward individual's soul is a process where the individual self lives their days to the fullest. "Know yourself", as Socrates held, involves the meaning of "be the master of your own" and grow to a sound and complete "self".
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.03.010
Abstract:
The new system of college entrance examination differs from the old one in that colleges and universities can act as the subject in enrolling students, This change from passive admission to active enrollment enables college admission criteria as a guideline to promote students' healthy growth. If admission agencies in colleges and universities cannot transform their functions and still enroll students based only on scores, the current "exam-oriented training" and "only test scores matter" will likely be further aggravated. And the pre-reform dead hand in admission may lead to more problems with grade assignment, the conversion and comparison of multiple calculation methods, equivalence and so on. On the other hand, if the admission agencies transform their duties by truly implementing the spirit of two basics and one reference, it is likely to achieve the goal of strengthening moral education and that problems like profit-seeking in the pilot reform can also be easily solved.
The new system of college entrance examination differs from the old one in that colleges and universities can act as the subject in enrolling students, This change from passive admission to active enrollment enables college admission criteria as a guideline to promote students' healthy growth. If admission agencies in colleges and universities cannot transform their functions and still enroll students based only on scores, the current "exam-oriented training" and "only test scores matter" will likely be further aggravated. And the pre-reform dead hand in admission may lead to more problems with grade assignment, the conversion and comparison of multiple calculation methods, equivalence and so on. On the other hand, if the admission agencies transform their duties by truly implementing the spirit of two basics and one reference, it is likely to achieve the goal of strengthening moral education and that problems like profit-seeking in the pilot reform can also be easily solved.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.001
Abstract:
The rapid development of modern technology not only fully demonstrates its magical power to the world, but opens its encyclopedic in the inner world. The emerging perspectives of technology, such as "technology as artificial things", "technology as a process", "technology as knowledge", " technology as will", "technology as ideology", have constantly adapted and updated people's understanding of the dimension of technology. From the modern dimension of technology, we can grasp it from the aspects of material, human nature, activity, knowledge and so on. In China, the technical education at all levels should reexamine the modern dimension of technology and reconstruct the system of educational values, so as to improve students' technical literacy comprehensively, meet the national strategical needs and realize the educational reform that matches the new round of technological revolution.
The rapid development of modern technology not only fully demonstrates its magical power to the world, but opens its encyclopedic in the inner world. The emerging perspectives of technology, such as "technology as artificial things", "technology as a process", "technology as knowledge", " technology as will", "technology as ideology", have constantly adapted and updated people's understanding of the dimension of technology. From the modern dimension of technology, we can grasp it from the aspects of material, human nature, activity, knowledge and so on. In China, the technical education at all levels should reexamine the modern dimension of technology and reconstruct the system of educational values, so as to improve students' technical literacy comprehensively, meet the national strategical needs and realize the educational reform that matches the new round of technological revolution.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.001
Abstract:
The issue of interest is the major concern that Dewey and pragmatism strived to maintain in between of the stereotyped dogmatism and the romance of the new education, which combined objective and subjective, practice and thinking, potential and reality to cultivate children's character. However, the practice of progressivism education fell into the "internal negativism" of social improvement. How can the abstract dualistic principles be transformed into simple and feasible education? This is not only Dewey's perplexity but also the problem with education reform ever since. In this study, the author placed Dewey's text in the academic context, the ideological source of progressive education and the development of practice. Also, in the context of social reforms, the author analyzed the intricate relationship between educational theory and educational practice, social improvement, discussed ideological criticism, scientific experiments, social reformations, and explored the possibility and limitation of its implementation in education.
The issue of interest is the major concern that Dewey and pragmatism strived to maintain in between of the stereotyped dogmatism and the romance of the new education, which combined objective and subjective, practice and thinking, potential and reality to cultivate children's character. However, the practice of progressivism education fell into the "internal negativism" of social improvement. How can the abstract dualistic principles be transformed into simple and feasible education? This is not only Dewey's perplexity but also the problem with education reform ever since. In this study, the author placed Dewey's text in the academic context, the ideological source of progressive education and the development of practice. Also, in the context of social reforms, the author analyzed the intricate relationship between educational theory and educational practice, social improvement, discussed ideological criticism, scientific experiments, social reformations, and explored the possibility and limitation of its implementation in education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.002
Abstract:
John Dewey's historic visit to China during the period of May Fourth Movement in 1919 greatly promoted the democratization of Chinese society and education. He himself participated in the reform of new school system and new curriculum, and the New Education Movement. When China encountered the key moment of two historic themes Enlightenment and Salvation, Dewey's choices were:laying Enlightenment as the eternal aim, striving for Salvation, thinking like the Chinese people, and seeking eastern democracy of education. Confronting the fierce conflicts between conservatism and radicalism, Dewey chose "the third philosophy", which phenomenally promoted the development of Chinese liberalism. Dewey's thought of democracy and educational philosophy has inherent connection to the 100 years' historic development of Chinese educational reform. Dewey is still "alive" in today's China. The significance of creative interpretation of Dewey is to realize the ideals of eastern Enlightenment and eastern democracy of education in China of the information age.
John Dewey's historic visit to China during the period of May Fourth Movement in 1919 greatly promoted the democratization of Chinese society and education. He himself participated in the reform of new school system and new curriculum, and the New Education Movement. When China encountered the key moment of two historic themes Enlightenment and Salvation, Dewey's choices were:laying Enlightenment as the eternal aim, striving for Salvation, thinking like the Chinese people, and seeking eastern democracy of education. Confronting the fierce conflicts between conservatism and radicalism, Dewey chose "the third philosophy", which phenomenally promoted the development of Chinese liberalism. Dewey's thought of democracy and educational philosophy has inherent connection to the 100 years' historic development of Chinese educational reform. Dewey is still "alive" in today's China. The significance of creative interpretation of Dewey is to realize the ideals of eastern Enlightenment and eastern democracy of education in China of the information age.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.007
Abstract:
Drawing on the test data from Programme for International Student Assessment (PISA) in 2015, this paper attempts to examine the impact of extended compulsory education on the development of basic education from an international perspective. Duration of compulsory education is one of the key indicators to measure the development level of compulsory education. Compared with the age of enrollment, the stipulations of the years of compulsory education are quite different. Based on the analysis of survey data, it is found that extending compulsory education to 12 years had the greatest positive effect on students' science, mathematics and reading literacy scores, while admission age at 6 had significant and positive effect on students' literacy. Among the countries and economies whose cumulative expenditure per student is under USD 50, 000, higher spending on education is significantly associated with higher student achievement.
Drawing on the test data from Programme for International Student Assessment (PISA) in 2015, this paper attempts to examine the impact of extended compulsory education on the development of basic education from an international perspective. Duration of compulsory education is one of the key indicators to measure the development level of compulsory education. Compared with the age of enrollment, the stipulations of the years of compulsory education are quite different. Based on the analysis of survey data, it is found that extending compulsory education to 12 years had the greatest positive effect on students' science, mathematics and reading literacy scores, while admission age at 6 had significant and positive effect on students' literacy. Among the countries and economies whose cumulative expenditure per student is under USD 50, 000, higher spending on education is significantly associated with higher student achievement.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.004
Abstract:
Participatory democracy is the goal and direction of the transformation of school management styles. This study, based on a survey of 99 principals and 4, 890 teachers in 103 schools, considers the status quo and influential factors of the democratic transformation in public primary and secondary schools.The results show that the current democratic participation in school management is kind of surface participation, and there exist such problems as insufficient participation, unequal participation and limited participation.Factors affecting the democratic transformation of school management include hindrance in administration, system, concept and idea. Therefore, it's suggested that education authorities should transform their governing modes by scientific decentralization. Primary and secondary schools should strive to build a sound democratic system by improving the internal governance structures. In addition, principals should change their authoritarian style and establish effective partnership between managers and participants.
Participatory democracy is the goal and direction of the transformation of school management styles. This study, based on a survey of 99 principals and 4, 890 teachers in 103 schools, considers the status quo and influential factors of the democratic transformation in public primary and secondary schools.The results show that the current democratic participation in school management is kind of surface participation, and there exist such problems as insufficient participation, unequal participation and limited participation.Factors affecting the democratic transformation of school management include hindrance in administration, system, concept and idea. Therefore, it's suggested that education authorities should transform their governing modes by scientific decentralization. Primary and secondary schools should strive to build a sound democratic system by improving the internal governance structures. In addition, principals should change their authoritarian style and establish effective partnership between managers and participants.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.012
Abstract:
Ethics of responsibility that would emphasize responsibility for the consequences of one's be-havior is absent in current school education. Therefore, it is necessary for schools to strengthen ethics of re-sponsibility education. Based on principles of responsibility, we designed questionnaires to investigate the cur-rent situation of ethics of responsibility education in middle school and high schools from Eastern, Central Chi-na and Western China. Our analysis of the data led us to the four conclusions. First, the overall level of students' responsibility is high. Students' responsibility awareness and behavior are improving grade by grade. However, the level of responsibility, teaching method of responsibility education, and specific approa-ches show significant differences between middle school students, high school students and teachers. Second, internal consistency reliability of the seven dimensions in ethic responsibility is between 0. 8-0. 9. Students tend to undertake responsibilities according to their personal interests. Third, the students' understanding level of future responsibility varies with the academic pressure in different learning phases. Finally, Grade 2 in middle school is the sensitive period for ethics of responsibility education. We therefore suggest that there should be more educational activities, which need to be specific, practical and externally disciplined.
Ethics of responsibility that would emphasize responsibility for the consequences of one's be-havior is absent in current school education. Therefore, it is necessary for schools to strengthen ethics of re-sponsibility education. Based on principles of responsibility, we designed questionnaires to investigate the cur-rent situation of ethics of responsibility education in middle school and high schools from Eastern, Central Chi-na and Western China. Our analysis of the data led us to the four conclusions. First, the overall level of students' responsibility is high. Students' responsibility awareness and behavior are improving grade by grade. However, the level of responsibility, teaching method of responsibility education, and specific approa-ches show significant differences between middle school students, high school students and teachers. Second, internal consistency reliability of the seven dimensions in ethic responsibility is between 0. 8-0. 9. Students tend to undertake responsibilities according to their personal interests. Third, the students' understanding level of future responsibility varies with the academic pressure in different learning phases. Finally, Grade 2 in middle school is the sensitive period for ethics of responsibility education. We therefore suggest that there should be more educational activities, which need to be specific, practical and externally disciplined.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.006
Abstract:
Based on the statistical data of eight sample surveys of college graduates conducted by the Institute of Economics of Education of Peking University in 2003, 2005, 2007, 2009, 2011, 2013, 2015 and 2017, this study aims to describe the situation and trends of college graduates grass-root employment. It has summarizes seven characteristics and trends of primary employment of college graduates in China, and provides some corresponding policy implications.
Based on the statistical data of eight sample surveys of college graduates conducted by the Institute of Economics of Education of Peking University in 2003, 2005, 2007, 2009, 2011, 2013, 2015 and 2017, this study aims to describe the situation and trends of college graduates grass-root employment. It has summarizes seven characteristics and trends of primary employment of college graduates in China, and provides some corresponding policy implications.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.010
Abstract:
Rapid urbanization in China has led to the "greatest migration in human history". And it's imperative for the governments, educational institutions, and educators to consider how to support the integration of rural migrants by adjusting and revising both curriculum and teaching to respond to the sociocultural background of rural migrant students and achieve equal education opportunities and quality. This study tries to shed new light on the cultural appropriateness of current curriculum by examining the following questions. What is the cultural difference between rurality and urbanity? What kinds of cultural factors influence the urbanization of human and society? What kinds of cultural differences do rural migrant students experience? How should we respond to cultural background and differences in curriculum and pedagogy? Based on literature review and teaching examples, this study examines the rural-urban cultural differences, and introduces the theories and strategies of culturally responsive curriculum and pedagogy.
Rapid urbanization in China has led to the "greatest migration in human history". And it's imperative for the governments, educational institutions, and educators to consider how to support the integration of rural migrants by adjusting and revising both curriculum and teaching to respond to the sociocultural background of rural migrant students and achieve equal education opportunities and quality. This study tries to shed new light on the cultural appropriateness of current curriculum by examining the following questions. What is the cultural difference between rurality and urbanity? What kinds of cultural factors influence the urbanization of human and society? What kinds of cultural differences do rural migrant students experience? How should we respond to cultural background and differences in curriculum and pedagogy? Based on literature review and teaching examples, this study examines the rural-urban cultural differences, and introduces the theories and strategies of culturally responsive curriculum and pedagogy.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.014
Abstract:
As the longest public law lawsuit in the world, Ienaga textbook case solved the complex history textbook issues in legal ways, and it is typical of "legal settlement of political issues". The case involves a series of cross-cutting issues of constitution, administrative law and educational law, providing good material for the study of comparative law. During the trial of the court, the plaintiff and the defendant had a heated debate over the legal issues, such as the ownership of educational rights, the relationship between the system of textbook authorization and the right to education, academic freedom and freedom of expression, the judicial review method of discretion in the field of education, the application of the principle of due process in the administrative procedure, rule for avoiding constitutional questions, special benefits of suit. Still, there are a series of problems that need to be clarified in the research of public law and educational law in China. The jurisprudence embodied in Ienaga textbook case can provide some reference for us.
As the longest public law lawsuit in the world, Ienaga textbook case solved the complex history textbook issues in legal ways, and it is typical of "legal settlement of political issues". The case involves a series of cross-cutting issues of constitution, administrative law and educational law, providing good material for the study of comparative law. During the trial of the court, the plaintiff and the defendant had a heated debate over the legal issues, such as the ownership of educational rights, the relationship between the system of textbook authorization and the right to education, academic freedom and freedom of expression, the judicial review method of discretion in the field of education, the application of the principle of due process in the administrative procedure, rule for avoiding constitutional questions, special benefits of suit. Still, there are a series of problems that need to be clarified in the research of public law and educational law in China. The jurisprudence embodied in Ienaga textbook case can provide some reference for us.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.008
Abstract:
Educational justice is not only a system construction, but also a reconstruction of life value. Conscience is a core category in Chinese traditional culture, which means both universe noumenon and virtue foundation. As a pursuit of universal justice and public reason, the reconstruction of Chinese educational jus-tice is very important to solve modern educational problems. Reconstruction of justice of conscience is a ra-tional awareness of re-thinking China and a direction of transcending modernity. Essentially, the reconstruc-tion of Chinese educational justice theory is a reconstruction of a given perspective of ethics.
Educational justice is not only a system construction, but also a reconstruction of life value. Conscience is a core category in Chinese traditional culture, which means both universe noumenon and virtue foundation. As a pursuit of universal justice and public reason, the reconstruction of Chinese educational jus-tice is very important to solve modern educational problems. Reconstruction of justice of conscience is a ra-tional awareness of re-thinking China and a direction of transcending modernity. Essentially, the reconstruc-tion of Chinese educational justice theory is a reconstruction of a given perspective of ethics.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.012
Abstract:
The paper offers a theoretical framework for approximating geographic cost of teacher index (GCTI) by taking into account of (un) desirabilities of teachers' working conditions. Hedonic price theory serves as the theoretical underpinning for interpreting of earning function in poor and remote neighborhoods. It argues that compensating wage differentials can be estimated and adjusted by numbers of teachers recruited within each geographic region, then aggregated at higher administrative levels. Also, GCTI provides both conceptual framework and empirical strategy for financing education service of comparable quality across different geographic spaces. In addition, the GCTI-weighted formula makes it technically feasible to evaluate current policies targeting at providing equal accesses to quality education for residents dwelling in hard-to-teach areas.
The paper offers a theoretical framework for approximating geographic cost of teacher index (GCTI) by taking into account of (un) desirabilities of teachers' working conditions. Hedonic price theory serves as the theoretical underpinning for interpreting of earning function in poor and remote neighborhoods. It argues that compensating wage differentials can be estimated and adjusted by numbers of teachers recruited within each geographic region, then aggregated at higher administrative levels. Also, GCTI provides both conceptual framework and empirical strategy for financing education service of comparable quality across different geographic spaces. In addition, the GCTI-weighted formula makes it technically feasible to evaluate current policies targeting at providing equal accesses to quality education for residents dwelling in hard-to-teach areas.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.004
Abstract:
Assessment of technological literacy remains an urgent issue to be addressed in technology education. Typical instruments such as PISA science literacy framework, NAEP science and technology literacy framework, TIMSS framework are widely used internationally. Through an analysis of the frameworks, this paper summarizes the ideas pertaining to technology-related literacy framework design, common connotations and their applications. It then sketches a preliminary technological literacy framework applicable to Chinese secondary and primary education. The pilot study, based on a large sample, reveals that the major dimensions of the instrument developed possess acceptable to good reliability and validity.
Assessment of technological literacy remains an urgent issue to be addressed in technology education. Typical instruments such as PISA science literacy framework, NAEP science and technology literacy framework, TIMSS framework are widely used internationally. Through an analysis of the frameworks, this paper summarizes the ideas pertaining to technology-related literacy framework design, common connotations and their applications. It then sketches a preliminary technological literacy framework applicable to Chinese secondary and primary education. The pilot study, based on a large sample, reveals that the major dimensions of the instrument developed possess acceptable to good reliability and validity.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.017
Abstract:
In recent researches, the piecewise growth mixture model (PGMM) has been used in longitudinal studies to detect the non-continued growing trend and heterogeneous population simultaneously. The present study used the data from Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K) as an example to illustrate the use of PGMM. An ideal model of PGMN is a two-piece growing model, with the turning point at Grade One, linear trajectory in the first period and quadratic trajectory in the second. The result showed that there should be a crucial turning point in the development of reading ability, with a rapid growing rate from kindergarten to Grade One and then a sharp-decline rate after entering the primary school. Furthermore, a three-class model was selected where the heterogeneous sample-based population was essential in describing the growing pattern. Finally, the result indicated the teachers' assessment of children's behavior was more likely to predict the latent class than that of the parents' with the control of the background effects.
In recent researches, the piecewise growth mixture model (PGMM) has been used in longitudinal studies to detect the non-continued growing trend and heterogeneous population simultaneously. The present study used the data from Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K) as an example to illustrate the use of PGMM. An ideal model of PGMN is a two-piece growing model, with the turning point at Grade One, linear trajectory in the first period and quadratic trajectory in the second. The result showed that there should be a crucial turning point in the development of reading ability, with a rapid growing rate from kindergarten to Grade One and then a sharp-decline rate after entering the primary school. Furthermore, a three-class model was selected where the heterogeneous sample-based population was essential in describing the growing pattern. Finally, the result indicated the teachers' assessment of children's behavior was more likely to predict the latent class than that of the parents' with the control of the background effects.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.014
Abstract:
In order to comprehend China's industrial demand for modern apprenticeship, expert meeting approach is adopted in this research. Experts from cultural creative industry, high-end manufacturing industry and modern service industry made presentations at the meeting respectively. Based on the in-depth analysis of their statements, we draw the following conclusions. Firstly, whether the industry needs modern apprenticeship is not determined by the industry type or technical level, but influenced by the industry operation mode and manufacturing organization mode. Secondly, the industry's demand for apprenticeship is negatively correlated with the certainty of the products and the standardization level of the manufacturing. Thirdly, the demand of different industries for modern apprenticeship has its own characteristics. Modern apprenticeship in transformed traditional industry puts more emphasis on inheritance and innovation. High-end manufacturing industry attaches more importance to judging and decision making. Resource accumulation is a major concern in modern service industry. Finally, learning from the operation mode of the German industry will be conducive to the pilot reform of China's modern apprenticeship.
In order to comprehend China's industrial demand for modern apprenticeship, expert meeting approach is adopted in this research. Experts from cultural creative industry, high-end manufacturing industry and modern service industry made presentations at the meeting respectively. Based on the in-depth analysis of their statements, we draw the following conclusions. Firstly, whether the industry needs modern apprenticeship is not determined by the industry type or technical level, but influenced by the industry operation mode and manufacturing organization mode. Secondly, the industry's demand for apprenticeship is negatively correlated with the certainty of the products and the standardization level of the manufacturing. Thirdly, the demand of different industries for modern apprenticeship has its own characteristics. Modern apprenticeship in transformed traditional industry puts more emphasis on inheritance and innovation. High-end manufacturing industry attaches more importance to judging and decision making. Resource accumulation is a major concern in modern service industry. Finally, learning from the operation mode of the German industry will be conducive to the pilot reform of China's modern apprenticeship.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.006
Abstract:
Surveys on minority students' access to higher education tend to involve little pre-college ex-perience and policy data. Based on existing theory and data from the China College Student Survey (CCSS, 2011-2016), this study developed a new framework to analyze minority students' access to higher education. Related factors are grouped into three dimensions:family background, pre-college educational experience and educational policy. Using the higher education stratification mobility rate, logistic regression model and the Sheaf Coefficients, the authors found that, with equal opportunity policy in place, pre-college educational ex-periences are the main factors influencing minority students' access to higher education, especially in elite u-niversities enrollment. Moreover, the lower average level of education an ethnic group received, the less bal-anced level of their access to higher education caused by their parents' occupation differentiation. This means that the influence of family background on access to elite university opportunity is still significant. National education policy can effectively balance the access to elite universities in inhabited and non-inhabited areas of minority.
Surveys on minority students' access to higher education tend to involve little pre-college ex-perience and policy data. Based on existing theory and data from the China College Student Survey (CCSS, 2011-2016), this study developed a new framework to analyze minority students' access to higher education. Related factors are grouped into three dimensions:family background, pre-college educational experience and educational policy. Using the higher education stratification mobility rate, logistic regression model and the Sheaf Coefficients, the authors found that, with equal opportunity policy in place, pre-college educational ex-periences are the main factors influencing minority students' access to higher education, especially in elite u-niversities enrollment. Moreover, the lower average level of education an ethnic group received, the less bal-anced level of their access to higher education caused by their parents' occupation differentiation. This means that the influence of family background on access to elite university opportunity is still significant. National education policy can effectively balance the access to elite universities in inhabited and non-inhabited areas of minority.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.004
Abstract:
In recent years, noncognitive development has played a more important role in research studies on economics of education. In China there is more and more empirical research regarding how noncognitive development affects individual's salaries. Based on a Chinese National Undergraduate Survey conducted by Graduate School of Education, Peking University, this study examines relations between noncognitive development and salaries of college students' first job. The authors find that both cognitive and noncognitive development play significant roles in college students' first job salaries, but the effects of noncognitive development were more remarkable.
In recent years, noncognitive development has played a more important role in research studies on economics of education. In China there is more and more empirical research regarding how noncognitive development affects individual's salaries. Based on a Chinese National Undergraduate Survey conducted by Graduate School of Education, Peking University, this study examines relations between noncognitive development and salaries of college students' first job. The authors find that both cognitive and noncognitive development play significant roles in college students' first job salaries, but the effects of noncognitive development were more remarkable.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.013
Abstract:
Quality compulsory education plays a crucial role in the development of rural areas in China. The key to quality education is to motivate teachers and guarantee their welfare and interests. The study is based on a survey of 216 schools in rural areas, involving 350 math teachers and 10, 768 students, to examine the effect of performance incentive on education quality. In a randomized intervention trial, 237 mathematics teachers and 7, 357 students in the sixth grade participated in the first investigation, and 113 mathematics teachers and 3, 411 students of the fifth grade participated in the second investigation. The findings show that percentile incentives based on increased students' performance help to encourage teachers to improve their teaching performance. Their students' academic performance was increased by 0. 10 to 0. 15 standard devia-tion, and below-average students show remarkable improvement. The results suggest the percentile incentives based on students' academic performance effectively promote performance of all students. Finally, we put for-ward strategies to improve teacher performance by percentile incentives, which is expected to encourage teach-ers to address the learning needs of all students.
Quality compulsory education plays a crucial role in the development of rural areas in China. The key to quality education is to motivate teachers and guarantee their welfare and interests. The study is based on a survey of 216 schools in rural areas, involving 350 math teachers and 10, 768 students, to examine the effect of performance incentive on education quality. In a randomized intervention trial, 237 mathematics teachers and 7, 357 students in the sixth grade participated in the first investigation, and 113 mathematics teachers and 3, 411 students of the fifth grade participated in the second investigation. The findings show that percentile incentives based on increased students' performance help to encourage teachers to improve their teaching performance. Their students' academic performance was increased by 0. 10 to 0. 15 standard devia-tion, and below-average students show remarkable improvement. The results suggest the percentile incentives based on students' academic performance effectively promote performance of all students. Finally, we put for-ward strategies to improve teacher performance by percentile incentives, which is expected to encourage teach-ers to address the learning needs of all students.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.008
Abstract:
Bloom's taxonomy of educational objectives has been criticized frequently, but most of the criticism focuses on the perspective of pedagogy, rather than a holistic vision or insight. This paper attempts to offer comprehensive criticism from four aspects:taxonomy, pedagogy, psychology and epistemology. From taxonomy angle, the generation mechanism of "category" is not given, so it can only be called the "classification framework", not "taxonomy". From the aspect of education, the person who should have been developed as a whole is cut into a number of independent parts (fields), causing misunderstanding in theory and misleading in teaching practice. From psychological angle, its superficial depiction fails to touch the very nature of learners' development. From the aspect of epistemology, the epistemological basis of cognitive psychology, which serves as the direct theoretical basis of Bloom's taxonomy, is very confusing, lack of self-consciousness to explore the essence of cognition philosophically. This does not inherit the core thought of the high-level genetic epistemology, which is the root of all the above problems.
Bloom's taxonomy of educational objectives has been criticized frequently, but most of the criticism focuses on the perspective of pedagogy, rather than a holistic vision or insight. This paper attempts to offer comprehensive criticism from four aspects:taxonomy, pedagogy, psychology and epistemology. From taxonomy angle, the generation mechanism of "category" is not given, so it can only be called the "classification framework", not "taxonomy". From the aspect of education, the person who should have been developed as a whole is cut into a number of independent parts (fields), causing misunderstanding in theory and misleading in teaching practice. From psychological angle, its superficial depiction fails to touch the very nature of learners' development. From the aspect of epistemology, the epistemological basis of cognitive psychology, which serves as the direct theoretical basis of Bloom's taxonomy, is very confusing, lack of self-consciousness to explore the essence of cognition philosophically. This does not inherit the core thought of the high-level genetic epistemology, which is the root of all the above problems.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.010
Abstract:
It is far from a self-evident truth that education should be just. The combination of education and justice requires a critical examination. Education means the understanding of the actors. The first understanding of the actors is their infinite richness. Review of the richness is based on the revaluation of educational justice:highlighting the original meaning of education. In the original meaning of education, the two factors of the existing world and the people should be first highlighted as the actors. Authentic education is manifested by the interaction between the people and the world, i.e, appreciating the good, which is the manifestation of human being. That is to say, education means human justice. Achieving educational justice demands world justice, understanding justice and practicing justice.
It is far from a self-evident truth that education should be just. The combination of education and justice requires a critical examination. Education means the understanding of the actors. The first understanding of the actors is their infinite richness. Review of the richness is based on the revaluation of educational justice:highlighting the original meaning of education. In the original meaning of education, the two factors of the existing world and the people should be first highlighted as the actors. Authentic education is manifested by the interaction between the people and the world, i.e, appreciating the good, which is the manifestation of human being. That is to say, education means human justice. Achieving educational justice demands world justice, understanding justice and practicing justice.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.013
Abstract:
China's implementation of the "excellent teacher" project aims to cultivate high-quality teachers. The implementation of the project needs effective and scientific monitoring and evaluating mechanism. The traditional evaluation which focused on the selection of excellent teachers is difficult to monitor the developing process and the overall change of the students. However, value-added evaluation, as the measurement and evaluation of the evaluating object's change or enhancement over a period of time can be used to monitor and evaluate student teacher's development. This research tries to find out the problems in the student teacher's developing process. It concludes with some suggestions on promoting the quality of teacher training.
China's implementation of the "excellent teacher" project aims to cultivate high-quality teachers. The implementation of the project needs effective and scientific monitoring and evaluating mechanism. The traditional evaluation which focused on the selection of excellent teachers is difficult to monitor the developing process and the overall change of the students. However, value-added evaluation, as the measurement and evaluation of the evaluating object's change or enhancement over a period of time can be used to monitor and evaluate student teacher's development. This research tries to find out the problems in the student teacher's developing process. It concludes with some suggestions on promoting the quality of teacher training.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.008
Abstract:
Teaching students in accordance with their aptitude is a classical education principle in China. Despite its advantages, there exist such problems as studentstereotypes by their teachers or classmates over the 6-year fixed placement in the same elementary school. Therefore, it's necessary to break up the fixed placement of students beyond the principle of teaching students in accordance with their aptitude. This may introduce new values in schools from eight aspects. First, the entrance examination and interview for kindergarten children to enter the elementary school would be useless and harmful. Second, the Chinese metaphor of Never lose at the starting line could be semantically and practically dispelled. Third, there would be little chance for teachers to label certain students underachievers. Fourth, more authentic, frequent changes could take place in primaryschools, which could enable students to learn in a changing world. Fifth, it is possible for students to get out of the small fixed circle of friends into a large circle of friends in schools.Sixth, teaching resources could be allocated more impartially. Seventh, breaking up the fixed placement of students could liberate the students, who would otherwise be the hostage of their teachers. Finally, parents would have no intention of class choice on their children's behalf.
Teaching students in accordance with their aptitude is a classical education principle in China. Despite its advantages, there exist such problems as studentstereotypes by their teachers or classmates over the 6-year fixed placement in the same elementary school. Therefore, it's necessary to break up the fixed placement of students beyond the principle of teaching students in accordance with their aptitude. This may introduce new values in schools from eight aspects. First, the entrance examination and interview for kindergarten children to enter the elementary school would be useless and harmful. Second, the Chinese metaphor of Never lose at the starting line could be semantically and practically dispelled. Third, there would be little chance for teachers to label certain students underachievers. Fourth, more authentic, frequent changes could take place in primaryschools, which could enable students to learn in a changing world. Fifth, it is possible for students to get out of the small fixed circle of friends into a large circle of friends in schools.Sixth, teaching resources could be allocated more impartially. Seventh, breaking up the fixed placement of students could liberate the students, who would otherwise be the hostage of their teachers. Finally, parents would have no intention of class choice on their children's behalf.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.011
Abstract:
In an era of pluralism, the prevailing value conflict exists in every aspect of society, like in education. Value conflict refers to conflict in value logic, which includes valuation logic and obligation logic. Thus, value conflict can be divided into three types:valuation logics conflict, obligation logics conflict, and conflict between valuation logic and obligation logic. In theory, value conflict can be resolved either by following a better behavior model or by reinforcing an obligation law. However, value conflict resolution in practice needs a precondition, such as the "good will" and "sense of responsibility" of the actors. Therefore, to resolve the value conflict in education, it's essential to cultivate and promote the "good will" and "sense of responsibility" in education.
In an era of pluralism, the prevailing value conflict exists in every aspect of society, like in education. Value conflict refers to conflict in value logic, which includes valuation logic and obligation logic. Thus, value conflict can be divided into three types:valuation logics conflict, obligation logics conflict, and conflict between valuation logic and obligation logic. In theory, value conflict can be resolved either by following a better behavior model or by reinforcing an obligation law. However, value conflict resolution in practice needs a precondition, such as the "good will" and "sense of responsibility" of the actors. Therefore, to resolve the value conflict in education, it's essential to cultivate and promote the "good will" and "sense of responsibility" in education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.001
Abstract:
Through a comprehensible analysis of the causes of anxieties on education in contemporary China, this paper locates its deepest cause at the development of artificial intelligence, which rapidly increases the risk of the "investment on education". Education faces two prospects in the coming posthuman condition:either the end of education, or the lifelong education. The latter does not merely refer to the educational practice outside school education, but also two radicals renewals of educational practice:first, the posthumanist framework of actor-network replacing the linear framework of progressivism and representationalism; second, the intra-actions between all actors including non-humans replacing the one-way disciplinary indoctrination from adults to children. The posthuman condition also provides us with the opportunity to rethink education:is education merely a humanist enterprise? This paper concludes with a re-interpretation of pre-Qin educational thought through a Deleuzean approach.
Through a comprehensible analysis of the causes of anxieties on education in contemporary China, this paper locates its deepest cause at the development of artificial intelligence, which rapidly increases the risk of the "investment on education". Education faces two prospects in the coming posthuman condition:either the end of education, or the lifelong education. The latter does not merely refer to the educational practice outside school education, but also two radicals renewals of educational practice:first, the posthumanist framework of actor-network replacing the linear framework of progressivism and representationalism; second, the intra-actions between all actors including non-humans replacing the one-way disciplinary indoctrination from adults to children. The posthuman condition also provides us with the opportunity to rethink education:is education merely a humanist enterprise? This paper concludes with a re-interpretation of pre-Qin educational thought through a Deleuzean approach.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.005
Abstract:
The educational administrative mode involves the issues of who should be the main subject, which way should be adopted, and what educational affairs need to be addressed. The study finds that in traditional educational administration, the government tends to be the single subject, with the top-down management of the total factor and processes of education. Educational modernization calls for innovation in educational administrative modes, and shared governance should be the direction of the transformation of educational administrative modes. There are three factors that affect the transformation of educational administrative modes:multi-layered administrative contracts which have caused deviated targets in educational administration; non-cooperation among different departments which restricts the educational administrative performance; lack of affiliation and identity in educational participation which limits participant enthusiasm of multi-subjects. To transform the traditional mode of educational administration and better serve education development, we need to expand the consultation and cooperation to ensure the participation of multiple subjects in the basic educational administration from the four aspects of concept establishment, rule-making, organization cultivation and system guarantee.
The educational administrative mode involves the issues of who should be the main subject, which way should be adopted, and what educational affairs need to be addressed. The study finds that in traditional educational administration, the government tends to be the single subject, with the top-down management of the total factor and processes of education. Educational modernization calls for innovation in educational administrative modes, and shared governance should be the direction of the transformation of educational administrative modes. There are three factors that affect the transformation of educational administrative modes:multi-layered administrative contracts which have caused deviated targets in educational administration; non-cooperation among different departments which restricts the educational administrative performance; lack of affiliation and identity in educational participation which limits participant enthusiasm of multi-subjects. To transform the traditional mode of educational administration and better serve education development, we need to expand the consultation and cooperation to ensure the participation of multiple subjects in the basic educational administration from the four aspects of concept establishment, rule-making, organization cultivation and system guarantee.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.007
Abstract:
Disciplinary key competences are high-order abilities and humanistic abilities in disciplines, with disciplinary understanding or thinking as their core. They are the basic goals of subject education in information era. They essentially embody the fundamental change of disciplinary epistemology:from fact-basedness to understanding-orientation. The first meaning of subject education in information era is to choose few and important disciplinary core ideas, construct dynamic relationships among them, change curriculum structure from the type of "coverage of disciplinary facts" to the one of "understanding disciplinary ideas", and root all the disciplinary core ideas into real problematic situations so that students can continuously investigate the ideas and deepen their disciplinary understanding progressively across their ages or grades. The second meaning of subject education in information era is to help students learn disciplines through disciplinary practices, and experience the birth of disciplinary knowledge, so that they can understand the nature of disciplines and develop the practical abilities of disciplines. The important feature of the new subject education is the dual-directions of disciplinary world and life world, disciplinary practice and life practice. The urgent task for the reform of Chinese subject education is to give up "the view of indirect experience" and "the view of basic knowledge and skills", and introduce "the vision of direct experience" and "the vision of key competences".
Disciplinary key competences are high-order abilities and humanistic abilities in disciplines, with disciplinary understanding or thinking as their core. They are the basic goals of subject education in information era. They essentially embody the fundamental change of disciplinary epistemology:from fact-basedness to understanding-orientation. The first meaning of subject education in information era is to choose few and important disciplinary core ideas, construct dynamic relationships among them, change curriculum structure from the type of "coverage of disciplinary facts" to the one of "understanding disciplinary ideas", and root all the disciplinary core ideas into real problematic situations so that students can continuously investigate the ideas and deepen their disciplinary understanding progressively across their ages or grades. The second meaning of subject education in information era is to help students learn disciplines through disciplinary practices, and experience the birth of disciplinary knowledge, so that they can understand the nature of disciplines and develop the practical abilities of disciplines. The important feature of the new subject education is the dual-directions of disciplinary world and life world, disciplinary practice and life practice. The urgent task for the reform of Chinese subject education is to give up "the view of indirect experience" and "the view of basic knowledge and skills", and introduce "the vision of direct experience" and "the vision of key competences".
, Available online ,
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.
, Available online ,
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.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.006
Abstract:
Pedagogy, with its distinctive cultural characteristics and attributes of discipline, is not only a social science, but also a spiritual science. This paper explores the differences between the phenomenological educational research and the educational research of positivism from the theoretical perspective of seeing and thinking. "Seeing" the "probability" theory and "ductility" theory help distinguish the essential difference between "essence intuition" and objective gaze. After comparing the technical orientation and spiritual growth orientation of thinking, the authors elaborate the thinking path of education research under the guidance of phenomenological theory. And from the triple structure of ego-cogito-cogitatum, the authors argue that phenomenological paradigm focuses on the subject's thinking of existence and thinking of freedom, which will strengthen its own non-reflective self-consciousness and eventually pull off from the objectification vision of the wrong path.
Pedagogy, with its distinctive cultural characteristics and attributes of discipline, is not only a social science, but also a spiritual science. This paper explores the differences between the phenomenological educational research and the educational research of positivism from the theoretical perspective of seeing and thinking. "Seeing" the "probability" theory and "ductility" theory help distinguish the essential difference between "essence intuition" and objective gaze. After comparing the technical orientation and spiritual growth orientation of thinking, the authors elaborate the thinking path of education research under the guidance of phenomenological theory. And from the triple structure of ego-cogito-cogitatum, the authors argue that phenomenological paradigm focuses on the subject's thinking of existence and thinking of freedom, which will strengthen its own non-reflective self-consciousness and eventually pull off from the objectification vision of the wrong path.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.010
Abstract:
Students' justice experience is an important factor to evaluate the fairness of school education process. This paper explores the current situation and influencing factors of students' justice experience in compulsory education, utilizing the major projects of Internal Fairness of School from the Faculty of Education of East China Normal University. Conclusions are drawn as follows. First, the overall condition of students' justice experience is at the intermediate level, while there is a big difference of students' justice experience between areas, schools, classes and individuals in the process of education. Second, background factors have a certain influence on students' justice experience, but the process factors are the core factors that influence the students' fair experience, of which equal treatment is the key factor. Finally, some suggestions are made to the government, schools and teachers in this paper.
Students' justice experience is an important factor to evaluate the fairness of school education process. This paper explores the current situation and influencing factors of students' justice experience in compulsory education, utilizing the major projects of Internal Fairness of School from the Faculty of Education of East China Normal University. Conclusions are drawn as follows. First, the overall condition of students' justice experience is at the intermediate level, while there is a big difference of students' justice experience between areas, schools, classes and individuals in the process of education. Second, background factors have a certain influence on students' justice experience, but the process factors are the core factors that influence the students' fair experience, of which equal treatment is the key factor. Finally, some suggestions are made to the government, schools and teachers in this paper.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.011
Abstract:
This paper addresses the new problems and challenges of the physical exercise and graduate students' health. It deals with an investigation and evaluation among 8, 208 graduate students from 171 universities, including the universities on the list of "Double First-Class" project. By using the quantitative and qualitative methods, the authors analyze the physical exercise behavior of the graduate students in the following aspects:behavioral intentions (attitude and will), features (stage partition, mode, motivation, knowledge, activation level and obstacle factor) and exterior resources (software and hardware). The results show that for the graduate students, the situation of the physical exercise is not optimistic. The positive attitude and will do not enhance physical exercise behavior. The activation level of physical exercise is low, which cannot contribute to the health of graduate students. Also, the universities have not attached much importance to the physical exercise of graduate students. In conclusion, suggestions are made to improve the physical exercise behavior and students' health, and universities should pay more attention to the problems of the physical exercise and health.
This paper addresses the new problems and challenges of the physical exercise and graduate students' health. It deals with an investigation and evaluation among 8, 208 graduate students from 171 universities, including the universities on the list of "Double First-Class" project. By using the quantitative and qualitative methods, the authors analyze the physical exercise behavior of the graduate students in the following aspects:behavioral intentions (attitude and will), features (stage partition, mode, motivation, knowledge, activation level and obstacle factor) and exterior resources (software and hardware). The results show that for the graduate students, the situation of the physical exercise is not optimistic. The positive attitude and will do not enhance physical exercise behavior. The activation level of physical exercise is low, which cannot contribute to the health of graduate students. Also, the universities have not attached much importance to the physical exercise of graduate students. In conclusion, suggestions are made to improve the physical exercise behavior and students' health, and universities should pay more attention to the problems of the physical exercise and health.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.016
Abstract:
After the Industry Revolution, emphasis was placed on educating the working class in British adult education, which met their needs for education to a certain extent. From the beginning of 20th century to 1956, British adult education was shaped by the competition among three main actors:Labour Colleges, the Workers' Education Association, University Adult Education. The independent working class education offered by Labour Colleges turned into the training means of Trade Unions' executives while the liberal adult education led by the Workers' Education Association and challenged by university adult education, graduated into mass adult education from working class education. Meanwhile, general higher adult education dominated by the universities, achieved its own institutionalization by competing against the Workers' Education Association and ended up with thriving. The changes in the three forces were closely related to the changes in the British labor movement at the same time. The change of the natureof labor movement directly affected the development of adult education in the first half of the 20th century and it contributed to the evolution of adult education from working class education to mass adult education.
After the Industry Revolution, emphasis was placed on educating the working class in British adult education, which met their needs for education to a certain extent. From the beginning of 20th century to 1956, British adult education was shaped by the competition among three main actors:Labour Colleges, the Workers' Education Association, University Adult Education. The independent working class education offered by Labour Colleges turned into the training means of Trade Unions' executives while the liberal adult education led by the Workers' Education Association and challenged by university adult education, graduated into mass adult education from working class education. Meanwhile, general higher adult education dominated by the universities, achieved its own institutionalization by competing against the Workers' Education Association and ended up with thriving. The changes in the three forces were closely related to the changes in the British labor movement at the same time. The change of the natureof labor movement directly affected the development of adult education in the first half of the 20th century and it contributed to the evolution of adult education from working class education to mass adult education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.05.008
Abstract:
Based on the assumption of integrating pre-school year education into compulsory education, the paper proposes a three-step strategy to implement this policy. First, the rural areas in the central and western China will take the lead in implementing pre-school compulsory education in 2020. Second, in 2025, midwest regions and rural areas in eastern China will include pre-school year education into compulsory education. And third, pre-school compulsory education will be achieved all over China in 2030. Meanwhile, drawing on the measured results of urban and rural school-age population of preschool education in different provinces in different years, we measure the required educational fund in achieving pre-school year compulsory education at different phrases. The results show that educational fund needed in China will be 276.6 billion yuan, 390.5 billion yuan and 440.2 billion yuan respectively in the three years respectively. Given the implementation of this policy, the educational fund we need will be increased by 10 billion yuan, 27 billion yuan and 88 billion yuan respectively.
Based on the assumption of integrating pre-school year education into compulsory education, the paper proposes a three-step strategy to implement this policy. First, the rural areas in the central and western China will take the lead in implementing pre-school compulsory education in 2020. Second, in 2025, midwest regions and rural areas in eastern China will include pre-school year education into compulsory education. And third, pre-school compulsory education will be achieved all over China in 2030. Meanwhile, drawing on the measured results of urban and rural school-age population of preschool education in different provinces in different years, we measure the required educational fund in achieving pre-school year compulsory education at different phrases. The results show that educational fund needed in China will be 276.6 billion yuan, 390.5 billion yuan and 440.2 billion yuan respectively in the three years respectively. Given the implementation of this policy, the educational fund we need will be increased by 10 billion yuan, 27 billion yuan and 88 billion yuan respectively.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.01.015
Abstract:
To promote the open development of regional education, it's important to tackle the problem of internal and external linkage at micro, meso and macro levels through the exchange and sharing of such educational factors as resources, knowledge, technology, information, talent, capital and so on. At the micro level, local educational authorities should strive to reform school cooperation through open development, so as to achieve the linkage between school and its community.At the meso level, it's suggested that interregional linkage model should be built to achieve the linkage among several regions. At the macro level, it's essential to promote the internationalization of regional education to achieve the linkage between home and abroad. To push the open development of regional education, educational administrative departments need to implement the strategy of top-level design, systematic support and overall promotion so that the three logical approaches can produce synergies to promote the development of regional education.
To promote the open development of regional education, it's important to tackle the problem of internal and external linkage at micro, meso and macro levels through the exchange and sharing of such educational factors as resources, knowledge, technology, information, talent, capital and so on. At the micro level, local educational authorities should strive to reform school cooperation through open development, so as to achieve the linkage between school and its community.At the meso level, it's suggested that interregional linkage model should be built to achieve the linkage among several regions. At the macro level, it's essential to promote the internationalization of regional education to achieve the linkage between home and abroad. To push the open development of regional education, educational administrative departments need to implement the strategy of top-level design, systematic support and overall promotion so that the three logical approaches can produce synergies to promote the development of regional education.
, Available online ,
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.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.04.014
Abstract:
Disciplinization impulsion refers to the courses or programs, driven by impulsion and appeal, seeking to be recognized as independent disciplines. The impulsion may result from the instinct of organiza-tional expansion and professionals' sense of belonging in the field. On the other hand, it is incurred by the administrative characteristics of China's higher education system. Under the relatively rigid system, disciplin-ization impulsion even leads to the competition among colleges and universities for a higher level of higher ed-ucation. In this context, it is necessary to continue the reform and open policy and stick to the guiding spirit of promoting sustainable development of higher education. In addition, more effective measures should be in place to reduce disciplinization impulsion and promote the healthy development of some weak and marginal disciplines and programs.
Disciplinization impulsion refers to the courses or programs, driven by impulsion and appeal, seeking to be recognized as independent disciplines. The impulsion may result from the instinct of organiza-tional expansion and professionals' sense of belonging in the field. On the other hand, it is incurred by the administrative characteristics of China's higher education system. Under the relatively rigid system, disciplin-ization impulsion even leads to the competition among colleges and universities for a higher level of higher ed-ucation. In this context, it is necessary to continue the reform and open policy and stick to the guiding spirit of promoting sustainable development of higher education. In addition, more effective measures should be in place to reduce disciplinization impulsion and promote the healthy development of some weak and marginal disciplines and programs.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.012
Abstract:
What kinds of knowledge discourses and social contexts make research possible on teacher practical knowledge as an independent field? This article, from the perspective of sociology of knowledge in the methodology of history of ideas, scrutinizes the research on teacher practical knowledge in the past half century. The fundamental appeal of this research field is to pursue the legitimation of teaching as a profession. Social-political discourses and academic-technic discourses affected the emergence and development of various approaches to researching teacher practical knowledge. Educationists' transitional understandings of teaching and education enriched the inner dimensions of teacher practical knowledge. The research focus of teacher practical knowledge changed from observable professional practices to professional knowledge structures, and then to teacher ethic and morality as essentials for teacher profession. Through depicting the complex genealogy of research on teacher practical knowledge, this article is significant for understanding the historical mapping of teacher professionalization.
What kinds of knowledge discourses and social contexts make research possible on teacher practical knowledge as an independent field? This article, from the perspective of sociology of knowledge in the methodology of history of ideas, scrutinizes the research on teacher practical knowledge in the past half century. The fundamental appeal of this research field is to pursue the legitimation of teaching as a profession. Social-political discourses and academic-technic discourses affected the emergence and development of various approaches to researching teacher practical knowledge. Educationists' transitional understandings of teaching and education enriched the inner dimensions of teacher practical knowledge. The research focus of teacher practical knowledge changed from observable professional practices to professional knowledge structures, and then to teacher ethic and morality as essentials for teacher profession. Through depicting the complex genealogy of research on teacher practical knowledge, this article is significant for understanding the historical mapping of teacher professionalization.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.003
Abstract:
In modern society, many countries have established their K-12 technology education system to cultivate students' technological literacy. A questionnaire survey was conducted to investigate the status quo of students' technological literacy in primary and secondary schools from eight provinces in China. SPSS 21.0 software was used for data statistics and analysis. The survey shows that the Chinese students' technological literacy in compulsory education is not satisfactory. For example, students' understanding of technology has a certain degree of concreteness; students have few opportunities to enter technical places and their technical ability is generally weak. This means students' technological literacy falls behind the technology-oriented social development and educational development. Based on the international experience of technology education in primary and secondary schools, this paper suggests that the concept of "building a strong technological country from a baby" be established; technical course be offered to promote technological literacy; and the integration of technical courses with other subjects be strengthened.
In modern society, many countries have established their K-12 technology education system to cultivate students' technological literacy. A questionnaire survey was conducted to investigate the status quo of students' technological literacy in primary and secondary schools from eight provinces in China. SPSS 21.0 software was used for data statistics and analysis. The survey shows that the Chinese students' technological literacy in compulsory education is not satisfactory. For example, students' understanding of technology has a certain degree of concreteness; students have few opportunities to enter technical places and their technical ability is generally weak. This means students' technological literacy falls behind the technology-oriented social development and educational development. Based on the international experience of technology education in primary and secondary schools, this paper suggests that the concept of "building a strong technological country from a baby" be established; technical course be offered to promote technological literacy; and the integration of technical courses with other subjects be strengthened.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.010
Abstract:
It's based on the following understanding that the science of Chinese aesthetic education is established as an independent discipline. Firstly, as the object for research of science of Chinese aesthetic education, the Chinese aesthetic education, whether at the static or dynamic level, has potential, both academically and educationally, to be a subject. Secondly, the science of Chinese aesthetic education has the element of "dis-embedding" of modern discipline system, and its knowledge system presents unique academic logic of modernity. The science of Chinese aesthetic education is not only a subject, but also an effective way to cultivate students' Chinese core literacy.
It's based on the following understanding that the science of Chinese aesthetic education is established as an independent discipline. Firstly, as the object for research of science of Chinese aesthetic education, the Chinese aesthetic education, whether at the static or dynamic level, has potential, both academically and educationally, to be a subject. Secondly, the science of Chinese aesthetic education has the element of "dis-embedding" of modern discipline system, and its knowledge system presents unique academic logic of modernity. The science of Chinese aesthetic education is not only a subject, but also an effective way to cultivate students' Chinese core literacy.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.002
Abstract:
This paper explores the knowledge essence of technology from the perspective of thick epistemology and analyzes the importance of revealing the technology knowledge characteristics from the tacit dimension. Perspective of tacit epistemology, together with the characteristics of technology knowledge itself, can provide strategies and methods for the tacit knowing of technology and its pragmatic knowing through the analysis of the technology tacit knowledge's cognitive characteristics of embodiment, knowledge by acquaintance and dynamic awareness. Situation and practice are the right settings for the tacit knowing of technology. Sensory and experience are the awareness path for the tacit knowing of technology. Examples and integrity are the pattern recognition for the tacit knowing of technology. Demonstration and exercise are the prior strategy for the tacit knowing of technology.
This paper explores the knowledge essence of technology from the perspective of thick epistemology and analyzes the importance of revealing the technology knowledge characteristics from the tacit dimension. Perspective of tacit epistemology, together with the characteristics of technology knowledge itself, can provide strategies and methods for the tacit knowing of technology and its pragmatic knowing through the analysis of the technology tacit knowledge's cognitive characteristics of embodiment, knowledge by acquaintance and dynamic awareness. Situation and practice are the right settings for the tacit knowing of technology. Sensory and experience are the awareness path for the tacit knowing of technology. Examples and integrity are the pattern recognition for the tacit knowing of technology. Demonstration and exercise are the prior strategy for the tacit knowing of technology.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.005
Abstract:
In premodern societies, childhood was dominated by the certainty of adulthood. According to Rousseau, it was only in modern societies that we lost this certainty and "we don't know what nature allows us to become". Future has now become something with fundamental uncertainty and openness, not only for children themselves but also for adults. Therefore, modern democracy allows adults to negotiate future; education must be correspondingly supportive to children, recognize their uncertain plasticity and promote their autonomy. The existence of childhood is a necessary and empirical hypothesis. Announcing the disappearance of childhood or adulthood has no empirical proof and is therefore meaningless. The essential problem is how to give children educational and social support in order to develop their autonomy.
In premodern societies, childhood was dominated by the certainty of adulthood. According to Rousseau, it was only in modern societies that we lost this certainty and "we don't know what nature allows us to become". Future has now become something with fundamental uncertainty and openness, not only for children themselves but also for adults. Therefore, modern democracy allows adults to negotiate future; education must be correspondingly supportive to children, recognize their uncertain plasticity and promote their autonomy. The existence of childhood is a necessary and empirical hypothesis. Announcing the disappearance of childhood or adulthood has no empirical proof and is therefore meaningless. The essential problem is how to give children educational and social support in order to develop their autonomy.
The Essence and Practice of Analytic Philosophy of Education: From a Personal Teaching Point of View
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.005
Abstract:
In 1919, when Dewey arrived in China, the time was not ripe for a dialogue on equal terms between his ideas and those from Confucian tradition. Dewey's reputation was on the rise; Confucianism was in sharp decline. Dewey was welcomed with open arms by China's leading intellectuals, while a popular slogan of the day proclaimed " Down with Confucius!" Today, by contrast, China is a great world power, and the Confucian tradition is once again ascending. It is now time to place Dewey and Confucius in dialogue, and to investigate how each can contribute to educational revitalization. In this paper I argue that the Confucian ideal of moral self-cultivation can supplement Dewey's educational program, while Dewey's active learning strategies can fill a gap in Confucian learning in science and technology, fields that occupied Dewey in his lectures in China.
In 1919, when Dewey arrived in China, the time was not ripe for a dialogue on equal terms between his ideas and those from Confucian tradition. Dewey's reputation was on the rise; Confucianism was in sharp decline. Dewey was welcomed with open arms by China's leading intellectuals, while a popular slogan of the day proclaimed " Down with Confucius!" Today, by contrast, China is a great world power, and the Confucian tradition is once again ascending. It is now time to place Dewey and Confucius in dialogue, and to investigate how each can contribute to educational revitalization. In this paper I argue that the Confucian ideal of moral self-cultivation can supplement Dewey's educational program, while Dewey's active learning strategies can fill a gap in Confucian learning in science and technology, fields that occupied Dewey in his lectures in China.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.009
Abstract:
As an important component of new think-tank with Chinese characteristics, education think-tank plays an important role in the national education decision-making and promoting education reform and development. The new education think-tank is not only a think-tank for educational decision-making and educational reform, but also a commentator for educational policy and a guide for educational practice. Furthermore, it serves as an evaluator of educational development, a high-end talent pool, a contact for educational exchange, and a source of positive public opinion. Also, plays the role of counseling advice, theoretical innovation, leading practice, personnel training, data storage, media guidance and so on. Therefore, it's essential to clarify the construction path and operating mechanism of the new education think-tank.
As an important component of new think-tank with Chinese characteristics, education think-tank plays an important role in the national education decision-making and promoting education reform and development. The new education think-tank is not only a think-tank for educational decision-making and educational reform, but also a commentator for educational policy and a guide for educational practice. Furthermore, it serves as an evaluator of educational development, a high-end talent pool, a contact for educational exchange, and a source of positive public opinion. Also, plays the role of counseling advice, theoretical innovation, leading practice, personnel training, data storage, media guidance and so on. Therefore, it's essential to clarify the construction path and operating mechanism of the new education think-tank.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.004
Abstract:
One hundred years ago, Hu Shi and others wanted to initiate China's new education reform with the help of Dewey. Dewey's visit to China brought forth the discourse of pragmatistic pedagogy penetrated into the context of China's education reform. The interest in Dewey's educational thought promoted the folk educational reform activities in China, which resulted in some significant events of educational reform and experiment. Dewey heat lasted in China for five or six years. After that, Dewey heat quickly subsided. On the occasion of Dewey's centennial visit to China, it can be seen that the rise and fall of Dewey heat has always been accompanied by the misunderstanding and misuse of Dewey's thought.
One hundred years ago, Hu Shi and others wanted to initiate China's new education reform with the help of Dewey. Dewey's visit to China brought forth the discourse of pragmatistic pedagogy penetrated into the context of China's education reform. The interest in Dewey's educational thought promoted the folk educational reform activities in China, which resulted in some significant events of educational reform and experiment. Dewey heat lasted in China for five or six years. After that, Dewey heat quickly subsided. On the occasion of Dewey's centennial visit to China, it can be seen that the rise and fall of Dewey heat has always been accompanied by the misunderstanding and misuse of Dewey's thought.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.014
Abstract:
The legislative power of compulsory education in Germany belongs to the state. The legislative body includes the state parliament and the state government. The effective legal sources of compulsory education in Germany include not only the school law or the compulsory education law enacted by the legislature, but also the compulsory education regulations issued by the state governments under the authorization of the school law. The compulsory education law mainly regulates the object of compulsory education, the age and duration of compulsory education, the type and form of compulsory education, and the legal responsibility of compulsory education. Germany's compulsory education law focuses on the adjustment of behavior, the setting of obligations, and the standard procedures.
The legislative power of compulsory education in Germany belongs to the state. The legislative body includes the state parliament and the state government. The effective legal sources of compulsory education in Germany include not only the school law or the compulsory education law enacted by the legislature, but also the compulsory education regulations issued by the state governments under the authorization of the school law. The compulsory education law mainly regulates the object of compulsory education, the age and duration of compulsory education, the type and form of compulsory education, and the legal responsibility of compulsory education. Germany's compulsory education law focuses on the adjustment of behavior, the setting of obligations, and the standard procedures.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.014
Abstract:
In China, the revitalization of rural vocational education should be the core of the rural revitalization and construction. From the perspective Targeted Poverty Alleviation (TPA) of vocational education, this study deals with the vision and reality in Chinese rural vocational education and five proposed strategies. Based on the idea of the integration of general education, vocational education and adult education, and the combination of agriculture, technology and education, the study proposes a comprehensive secondary school model. This model would help prepare rural students with solid knowledge and skills when they graduate, to ensure other students are competent in farming and other jobs. Furthermore, the model also reflects the idea of "generalized vocational education" and "vocationalized general education", the idea of comprehensive based education and lifelong vocational education.
In China, the revitalization of rural vocational education should be the core of the rural revitalization and construction. From the perspective Targeted Poverty Alleviation (TPA) of vocational education, this study deals with the vision and reality in Chinese rural vocational education and five proposed strategies. Based on the idea of the integration of general education, vocational education and adult education, and the combination of agriculture, technology and education, the study proposes a comprehensive secondary school model. This model would help prepare rural students with solid knowledge and skills when they graduate, to ensure other students are competent in farming and other jobs. Furthermore, the model also reflects the idea of "generalized vocational education" and "vocationalized general education", the idea of comprehensive based education and lifelong vocational education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.009
Abstract:
Discipline, the basic component of human knowledge system, is the result of the continuous development of scientific knowledge and the deepening division of disciplines. With the advent of modernity, research universities, modern university systems, and discipline systems have been established. As a product of modernity, discipline has a variety of functions. Meanwhile, the development of disciplines is confronted with such realistic dilemmas as the stratification of organizational structure of disciplines, cataloguing of the discipline professional management, utilitarianism of production of disciplines knowledge, standardization of personnel training, the symbolization of disciplines and professional diplomas, and the quantification of discipline evaluation. Therefore, to achieve high-level governance and sustainable development of the discipline, it is urgent to adjust the organization system, break down the barriers, improve the management system, and optimize the evaluation system.
Discipline, the basic component of human knowledge system, is the result of the continuous development of scientific knowledge and the deepening division of disciplines. With the advent of modernity, research universities, modern university systems, and discipline systems have been established. As a product of modernity, discipline has a variety of functions. Meanwhile, the development of disciplines is confronted with such realistic dilemmas as the stratification of organizational structure of disciplines, cataloguing of the discipline professional management, utilitarianism of production of disciplines knowledge, standardization of personnel training, the symbolization of disciplines and professional diplomas, and the quantification of discipline evaluation. Therefore, to achieve high-level governance and sustainable development of the discipline, it is urgent to adjust the organization system, break down the barriers, improve the management system, and optimize the evaluation system.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.006
Abstract:
Human capital is an important driving force for economic development. Early infant development is crucial to the improvement of human capital. Using the Bayley Scales of Infant and Toddler Development Ⅰ (BSID Ⅰ) and the Bayley Scales of Infant and Toddler Development Ⅲ (BSID Ⅲ), as well as measures of family environment, we examined rates of developmental delays among 3, 991 children aged 0-3 years old and the parenting practice of their caregivers in rural areas of three provinces in China. We used OLS analysis to examine the relationship between parental behavior and developmental delays. Our analysis shows the following results. First, there is a general lack of positive parenting behavior in rural infant and young children. The proportion of parent-child interactions (e.g. storytelling, singing, reading) was less than 40%, and the incidence of negative parenting behaviors (e.g. shouting or roaring or taking away toys while disciplining the child) was more than 40%. Second, whether the mother is the primary caregiver, mother's age, mother's education level and family asset value significantly are significantly correlated with parenting behaviors. Third, rural infants show high rates of developmental delay. 41% of infants in the total sample have cognitive delays, 58% have language delays, 29% have motor delays, and 58% have social emotional delays. These delays are negatively correlated with positive parenting behaviors and positively correlated with negative parenting behaviors. Based on these findings, primary caregivers for infants should adopt positive parenting behaviors and engage in parent-child interaction activities with infants to provide a high-quality parenting environment. Also, policy makers should increase investment in early development for infants in poor rural areas of China.
Human capital is an important driving force for economic development. Early infant development is crucial to the improvement of human capital. Using the Bayley Scales of Infant and Toddler Development Ⅰ (BSID Ⅰ) and the Bayley Scales of Infant and Toddler Development Ⅲ (BSID Ⅲ), as well as measures of family environment, we examined rates of developmental delays among 3, 991 children aged 0-3 years old and the parenting practice of their caregivers in rural areas of three provinces in China. We used OLS analysis to examine the relationship between parental behavior and developmental delays. Our analysis shows the following results. First, there is a general lack of positive parenting behavior in rural infant and young children. The proportion of parent-child interactions (e.g. storytelling, singing, reading) was less than 40%, and the incidence of negative parenting behaviors (e.g. shouting or roaring or taking away toys while disciplining the child) was more than 40%. Second, whether the mother is the primary caregiver, mother's age, mother's education level and family asset value significantly are significantly correlated with parenting behaviors. Third, rural infants show high rates of developmental delay. 41% of infants in the total sample have cognitive delays, 58% have language delays, 29% have motor delays, and 58% have social emotional delays. These delays are negatively correlated with positive parenting behaviors and positively correlated with negative parenting behaviors. Based on these findings, primary caregivers for infants should adopt positive parenting behaviors and engage in parent-child interaction activities with infants to provide a high-quality parenting environment. Also, policy makers should increase investment in early development for infants in poor rural areas of China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.002
Abstract:
With the rapid aging population and economic globalization, cognitive capital has become critical for sustainable economic development in China. Early childhood cognitive development has a lasting impact later in life, which is vital to China's national development. The current study used the Bayley Scale of Infant and Toddler Development Ⅲ to study a sample of children in impoverished areas of western China. We used this data to describe the status of early childhood development in China and analyze determinants of cognitive development during early childhood. The results show that cognitive developmental delays are common among rural children in underdeveloped areas. The proportion of children showing developmental delays is 40% and above. It also reveals significant rural-urban differences, with urban children tending to show higher levels of cognitive development (The proportion of children showing developmental delays is 25.53% in urban areas and 43.78% in rural areas). Our findings also show that parenting behavior and parenting knowledge of caregivers are closely related to the level of infants' cognitive development. However, when controlling for Hukou type, the relationship between parenting behavior and cognitive development becomes insignificant. We believe this may be due to the difference between urban and rural areas in both the "quality and quantity" of parenting behaviors. To bridge this gap, it's suggested that the Chinese government not only strengthen and improve public policies and service systems for the development of children aged 0-3, but also invest in education and parenting training to ensure that caregivers pay more attention to cultivating awareness, knowledge, and good behavior in their children. All this can help to effectively improve the status of children's early cognitive development in rural areas.
With the rapid aging population and economic globalization, cognitive capital has become critical for sustainable economic development in China. Early childhood cognitive development has a lasting impact later in life, which is vital to China's national development. The current study used the Bayley Scale of Infant and Toddler Development Ⅲ to study a sample of children in impoverished areas of western China. We used this data to describe the status of early childhood development in China and analyze determinants of cognitive development during early childhood. The results show that cognitive developmental delays are common among rural children in underdeveloped areas. The proportion of children showing developmental delays is 40% and above. It also reveals significant rural-urban differences, with urban children tending to show higher levels of cognitive development (The proportion of children showing developmental delays is 25.53% in urban areas and 43.78% in rural areas). Our findings also show that parenting behavior and parenting knowledge of caregivers are closely related to the level of infants' cognitive development. However, when controlling for Hukou type, the relationship between parenting behavior and cognitive development becomes insignificant. We believe this may be due to the difference between urban and rural areas in both the "quality and quantity" of parenting behaviors. To bridge this gap, it's suggested that the Chinese government not only strengthen and improve public policies and service systems for the development of children aged 0-3, but also invest in education and parenting training to ensure that caregivers pay more attention to cultivating awareness, knowledge, and good behavior in their children. All this can help to effectively improve the status of children's early cognitive development in rural areas.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.003
Abstract:
In the past hundred years, Chinese scholars have translated the booktitle of Dewey's Democracy and Education into almost ten different versions, which resulted in many faces of Dewey's democractic education thought. From the popular Chinese version "ping min zhu yi yu jiao yu"in the 1910s-1920s to "min ben zhu yi yu jiao yu" in the 1930s and "min zhu zhu yi yu jiao yu" in the 1940s till now, the Chinese translation of Dewey's Democracy and Education has been changing under the influence of social transformation in different times, in response to social development. Generally speaking, the translating and dissemination process of Democracy and Education in the past century is not only creating a more and more lifelike repetition of Dewey's text thought, but re-creating a stronger interpretation with the changing social contexts of time and space. In the new era, Dewey's Democracy and Education still needs to be translated into a transformative interpretation to adapt to the new change of the times and reveal its contemporary implications.
In the past hundred years, Chinese scholars have translated the booktitle of Dewey's Democracy and Education into almost ten different versions, which resulted in many faces of Dewey's democractic education thought. From the popular Chinese version "ping min zhu yi yu jiao yu"in the 1910s-1920s to "min ben zhu yi yu jiao yu" in the 1930s and "min zhu zhu yi yu jiao yu" in the 1940s till now, the Chinese translation of Dewey's Democracy and Education has been changing under the influence of social transformation in different times, in response to social development. Generally speaking, the translating and dissemination process of Democracy and Education in the past century is not only creating a more and more lifelike repetition of Dewey's text thought, but re-creating a stronger interpretation with the changing social contexts of time and space. In the new era, Dewey's Democracy and Education still needs to be translated into a transformative interpretation to adapt to the new change of the times and reveal its contemporary implications.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.014
Abstract:
Going to college is an important way for rural students to change their destiny. However, as a vulnerable student group, how can rural students change their lives through higher education and narrow the gap with their urban peers? Based on the "Beijing College Students Panel Survey", this article attempts to give an answer by examining enrollment, growth at university, and employment development in a dynamic research perspective. The study finds that rural students have notable disadvantages in family background, which significantly affects their national college entrance examination scores and creates a gap when they enter the colleges. However, rural students have higher academic performance than urban students through their hard work. Therefore they obtain competitive employment results with urban students. This is achieved through rural students' hard-work, greater efforts and accumulated human capital, which make up for the disadvantages in family background. The study suggests that colleges and universities should help them through "counterattacks" of life by addressing the over-exiting mentality, focusing on the non-cognitive development, providing developmental financial funding, as well as employment guidance for rural students.
Going to college is an important way for rural students to change their destiny. However, as a vulnerable student group, how can rural students change their lives through higher education and narrow the gap with their urban peers? Based on the "Beijing College Students Panel Survey", this article attempts to give an answer by examining enrollment, growth at university, and employment development in a dynamic research perspective. The study finds that rural students have notable disadvantages in family background, which significantly affects their national college entrance examination scores and creates a gap when they enter the colleges. However, rural students have higher academic performance than urban students through their hard work. Therefore they obtain competitive employment results with urban students. This is achieved through rural students' hard-work, greater efforts and accumulated human capital, which make up for the disadvantages in family background. The study suggests that colleges and universities should help them through "counterattacks" of life by addressing the over-exiting mentality, focusing on the non-cognitive development, providing developmental financial funding, as well as employment guidance for rural students.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.011
Abstract:
As a means to alleviate poverty, the Chinese government has been investing in education by increasing financial resources for schools. However, scholarship on the relationship between school resources and student academic performance has not reached a consensus. This study examines the relationship between school-level expenditures, a key aspect of school resources, and student academic performance Using data collected in 94 rural primary school in designated poverty areas of western rural China, the empirical study found that school expenditures on students and teachers account for only 12% of total expenditures, while expenditures on school administration is as high as 72%. Expenditures on students and teachers ("software") is positively correlated with student academic performance. However, expenditures on school administration ("hardware") were negatively correlated with academic performance. These findings have strong implications for the structure of school spending and rural education.
As a means to alleviate poverty, the Chinese government has been investing in education by increasing financial resources for schools. However, scholarship on the relationship between school resources and student academic performance has not reached a consensus. This study examines the relationship between school-level expenditures, a key aspect of school resources, and student academic performance Using data collected in 94 rural primary school in designated poverty areas of western rural China, the empirical study found that school expenditures on students and teachers account for only 12% of total expenditures, while expenditures on school administration is as high as 72%. Expenditures on students and teachers ("software") is positively correlated with student academic performance. However, expenditures on school administration ("hardware") were negatively correlated with academic performance. These findings have strong implications for the structure of school spending and rural education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.015
Abstract:
Towards the development of diversified higher education, it is imperative to explore the education modes in support of quality improvement. The mode of structured education is the result of combining psychology, experience from home and abroad with future needs. It is based on the competence structure beyond knowledge structure, supported by knowledge, skills and thinking. With theory and practiced combined together, the education mode is to establish a four-level curriculum system, which involves developing thinking skills as well as teaching knowledge. Using fuzzy evaluation as a tool, this education mode will construct an competence-oriented instruction model.
Towards the development of diversified higher education, it is imperative to explore the education modes in support of quality improvement. The mode of structured education is the result of combining psychology, experience from home and abroad with future needs. It is based on the competence structure beyond knowledge structure, supported by knowledge, skills and thinking. With theory and practiced combined together, the education mode is to establish a four-level curriculum system, which involves developing thinking skills as well as teaching knowledge. Using fuzzy evaluation as a tool, this education mode will construct an competence-oriented instruction model.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.017
Abstract:
How to effectively coordinate the economic and educational functions, reasonably determine the basic positioning and future direction of vocational education arouses great interest both in China and Japan academia. Through the comparison of vocational education development and realistic dilemmas between China and Japan, this paper presents the following findings. While there are phase variations in vocational education development in the two countries, both pay attention to the common direction——advanced vocational education and vocational career education. From the four-dimensional analysis framework of vocational education system, the government-led diversified cooperation relationship construction and the key competence oriented target and course structure are rooted in Confucianism culture education as the main evaluation criteria of east Asian countries in vocational education. It presents common characteristics whose vocational education is based on qualifications framework in European and American countries, which provides reference for China to solve practical problems.
How to effectively coordinate the economic and educational functions, reasonably determine the basic positioning and future direction of vocational education arouses great interest both in China and Japan academia. Through the comparison of vocational education development and realistic dilemmas between China and Japan, this paper presents the following findings. While there are phase variations in vocational education development in the two countries, both pay attention to the common direction——advanced vocational education and vocational career education. From the four-dimensional analysis framework of vocational education system, the government-led diversified cooperation relationship construction and the key competence oriented target and course structure are rooted in Confucianism culture education as the main evaluation criteria of east Asian countries in vocational education. It presents common characteristics whose vocational education is based on qualifications framework in European and American countries, which provides reference for China to solve practical problems.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.003
Abstract:
The overall improved quality of the population is a critical factor of sustained economic development. It is of great significance to improve the level of social emotional development of infants in rural China. Social emotion, as an important component of early childhood development, is the basis for human capital development. In this study, which focuses on the social-emotional development of children in rural China, infants 6-24 months old were randomly selected. Using Age and Stages Questionnaires:Social-Emotion, we study the current and future development and factors affecting the development of infants' social emotion in poor rural China. The results show that 44.18% of the infants have social emotional developmental delays in baseline, and the proportion of children with such delays increases to 63.38% in the following-up data. The level of social emotional development of girls is better than that of boys. We also discovered that mothers played an important role in promoting social emotional development of infants both in baseline and following-up survey. In addition, good parenting behavior plays an important role in promoting the social development of infants. In order to promote the development of infants and young children in poor rural areas, the government needs to increase investment in early childhood development, disseminate relevant information in rural areas to increase awareness, fundamentally change parenting in rural areas, provide more local employment opportunities for mothers in rural areas, and ultimately promote the healthy development of infants' social emotion. Finally, it is advisable to strengthen the assessment of early childhood development projects and explore an intervention model suitable for families in rural China.
The overall improved quality of the population is a critical factor of sustained economic development. It is of great significance to improve the level of social emotional development of infants in rural China. Social emotion, as an important component of early childhood development, is the basis for human capital development. In this study, which focuses on the social-emotional development of children in rural China, infants 6-24 months old were randomly selected. Using Age and Stages Questionnaires:Social-Emotion, we study the current and future development and factors affecting the development of infants' social emotion in poor rural China. The results show that 44.18% of the infants have social emotional developmental delays in baseline, and the proportion of children with such delays increases to 63.38% in the following-up data. The level of social emotional development of girls is better than that of boys. We also discovered that mothers played an important role in promoting social emotional development of infants both in baseline and following-up survey. In addition, good parenting behavior plays an important role in promoting the social development of infants. In order to promote the development of infants and young children in poor rural areas, the government needs to increase investment in early childhood development, disseminate relevant information in rural areas to increase awareness, fundamentally change parenting in rural areas, provide more local employment opportunities for mothers in rural areas, and ultimately promote the healthy development of infants' social emotion. Finally, it is advisable to strengthen the assessment of early childhood development projects and explore an intervention model suitable for families in rural China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.007
Abstract:
Herbart regarded morality as the "whole purpose" of human, and moral education is realized through character formation. Herbart overcame Kant's dualism of character, regarded human character as an educable character, and established educational action and moral judgment on an aesthetic causality. Through these two efforts, Herbart developed the moral judgment concepts of the ethic. On the other hand, he constructed a systematic educational theory to explain how the practical concepts influence education and pointed out the ways to achieve morality through education. In this way, Herbart formed a mutual and interacting relationship between educational action and practical ideas at the perceptual-aesthetic level in his theory about the formation of adolescents' character.
Herbart regarded morality as the "whole purpose" of human, and moral education is realized through character formation. Herbart overcame Kant's dualism of character, regarded human character as an educable character, and established educational action and moral judgment on an aesthetic causality. Through these two efforts, Herbart developed the moral judgment concepts of the ethic. On the other hand, he constructed a systematic educational theory to explain how the practical concepts influence education and pointed out the ways to achieve morality through education. In this way, Herbart formed a mutual and interacting relationship between educational action and practical ideas at the perceptual-aesthetic level in his theory about the formation of adolescents' character.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.007
Abstract:
In the early 1920s, to call John Dewey an internationalist would be to state the obvious. He had travelled to Japan, Russia, Mexico, Turkey and China. Of all these places, he stayed in China the longest-two years and two months (May 1919 to July 1921)-and wrote the most about his experiences there. Unfortunately, too much of the literature addresses how Dewey influenced China. What the author focuses on in this article is how China influenced Dewey instead. Specifically, he explains how Dewey conceived experience-offering an account of his so-called "metaphysics of experience"-in order to then appreciate how Dewey appreciated his own China experience.
In the early 1920s, to call John Dewey an internationalist would be to state the obvious. He had travelled to Japan, Russia, Mexico, Turkey and China. Of all these places, he stayed in China the longest-two years and two months (May 1919 to July 1921)-and wrote the most about his experiences there. Unfortunately, too much of the literature addresses how Dewey influenced China. What the author focuses on in this article is how China influenced Dewey instead. Specifically, he explains how Dewey conceived experience-offering an account of his so-called "metaphysics of experience"-in order to then appreciate how Dewey appreciated his own China experience.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.012
Abstract:
Transfer of training is an important indicator of the effect of school-based training. Through the SEM analysis of a training transfer model using a sample of 817 teachers who have participated in school-based training, we found several results. The influence of training transfer design on training transfer result is not direct but through the chain mediating role of "learning outcome→transfer motivation". Teachers' self-efficacy positively moderated the effect of learning outcome on transfer motivation while teachers' stress from heavy workload negatively moderated it. In conclusion, the authors suggest it's necessary to put emphasis on transfer motivation so as to facilitate transformative learning, and the increase of teachers' self-efficacy and the decrease of teachers stress from heavy workload is an entry point to enhance teachers' transfer motivation. Moreover, "transfer motivation" needs to be included as a dimension of the assessment of school-based training.
Transfer of training is an important indicator of the effect of school-based training. Through the SEM analysis of a training transfer model using a sample of 817 teachers who have participated in school-based training, we found several results. The influence of training transfer design on training transfer result is not direct but through the chain mediating role of "learning outcome→transfer motivation". Teachers' self-efficacy positively moderated the effect of learning outcome on transfer motivation while teachers' stress from heavy workload negatively moderated it. In conclusion, the authors suggest it's necessary to put emphasis on transfer motivation so as to facilitate transformative learning, and the increase of teachers' self-efficacy and the decrease of teachers stress from heavy workload is an entry point to enhance teachers' transfer motivation. Moreover, "transfer motivation" needs to be included as a dimension of the assessment of school-based training.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.006
Abstract:
From 1919 to 1921, at the invitation of a group of Chinese scholars, John Dewey intensively traveled and lectured in China. During his two-year trip, Dewey contributed over 200 lectures on the diversity of topics in China. Since he left for the U.S, his speeches were translated and published by his Chinese devotees as the book titled Five Major Lectures from John Dewey. During the Republican period in Chinese history, in particular throughout the 1920s and the 1930s, Dewey's educational philosophy had a tremendous influence on Chinese education. It is important to note that educational encounter between China and John Dewey is an evolving process of two-way cultural communication. When Chinese educational reformers embraced Dewey's legacy wholeheartedly, in return Dewey's perception of cultural diversity and democracy had been shaped by his understanding of the May Fourth Movement.
From 1919 to 1921, at the invitation of a group of Chinese scholars, John Dewey intensively traveled and lectured in China. During his two-year trip, Dewey contributed over 200 lectures on the diversity of topics in China. Since he left for the U.S, his speeches were translated and published by his Chinese devotees as the book titled Five Major Lectures from John Dewey. During the Republican period in Chinese history, in particular throughout the 1920s and the 1930s, Dewey's educational philosophy had a tremendous influence on Chinese education. It is important to note that educational encounter between China and John Dewey is an evolving process of two-way cultural communication. When Chinese educational reformers embraced Dewey's legacy wholeheartedly, in return Dewey's perception of cultural diversity and democracy had been shaped by his understanding of the May Fourth Movement.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.013
Abstract:
Parsons's social theory and AGIL model provide an important framework for analyzing the targeted poverty alleviation system of compulsory education in contiguous destitute areas. In fact, a sound targeted poverty alleviation system of compulsory education in contiguous destitute areas is not in place in China, and the "AGIL model" does not function as expected. Namely, the system design fails to adapt to the external environment of contiguous destitute areas(A).The targeted goal is not clear enough, owing to the misunderstanding of education and lack of self-awareness among the public (G).The targeted poverty alleviation system of compulsory education is not integrated(I). Lack of incentive mechanism to promote projects (L). Therefore, it's necessary to create an "AGIL" model for the system. This involves adapting to the external environment, establishing a demand-oriented system framework of targeted poverty alleviation, setting clear development goals and policies, and effectively integrating resources to promote the implementation in a coherent and orderly supportive system.
Parsons's social theory and AGIL model provide an important framework for analyzing the targeted poverty alleviation system of compulsory education in contiguous destitute areas. In fact, a sound targeted poverty alleviation system of compulsory education in contiguous destitute areas is not in place in China, and the "AGIL model" does not function as expected. Namely, the system design fails to adapt to the external environment of contiguous destitute areas(A).The targeted goal is not clear enough, owing to the misunderstanding of education and lack of self-awareness among the public (G).The targeted poverty alleviation system of compulsory education is not integrated(I). Lack of incentive mechanism to promote projects (L). Therefore, it's necessary to create an "AGIL" model for the system. This involves adapting to the external environment, establishing a demand-oriented system framework of targeted poverty alleviation, setting clear development goals and policies, and effectively integrating resources to promote the implementation in a coherent and orderly supportive system.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.012
Abstract:
In rural backwards areas teacher recruitment and retention remains a major problem in many countries. In order to improve the overall quality of rural teachers, the Chinese government has issued a number of important policy documents to attract, retain and encourage outstanding teachers in recent years. Among them, teacher's salary is an important policy tool, and its effect remains to be observed. In this paper, we used questionnaire survey data from five counties in Liaoning, Yunnan, Guizhou, Chongqing and Guangxi Provinces in 2016, and using investment model and compensatory wage difference theory to explore the relationship between teachers' salary and their turnover intention in rural primary and secondary schools. The results show that about 20% of the rural teachers tended to leave. The average salary of rural teachers in five counties was lower than that of urban employees in the same period. Teachers' salary level is the primary factor that affects teachers' turnover intention, and existing rural teachers' subsidies (153 yuan monthly) are too low to retain teacher. Non-monetary factors, such as students' group characteristics and teacher professional development activities, also have significant impact on teacher turnover intention. Male and unmarried teachers are more likely to leave. Also, the related policies of retaining rural teachers are discussed.
In rural backwards areas teacher recruitment and retention remains a major problem in many countries. In order to improve the overall quality of rural teachers, the Chinese government has issued a number of important policy documents to attract, retain and encourage outstanding teachers in recent years. Among them, teacher's salary is an important policy tool, and its effect remains to be observed. In this paper, we used questionnaire survey data from five counties in Liaoning, Yunnan, Guizhou, Chongqing and Guangxi Provinces in 2016, and using investment model and compensatory wage difference theory to explore the relationship between teachers' salary and their turnover intention in rural primary and secondary schools. The results show that about 20% of the rural teachers tended to leave. The average salary of rural teachers in five counties was lower than that of urban employees in the same period. Teachers' salary level is the primary factor that affects teachers' turnover intention, and existing rural teachers' subsidies (153 yuan monthly) are too low to retain teacher. Non-monetary factors, such as students' group characteristics and teacher professional development activities, also have significant impact on teacher turnover intention. Male and unmarried teachers are more likely to leave. Also, the related policies of retaining rural teachers are discussed.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.016
Abstract:
Throughout his long professional career, Mr. Zhang Ruifan, a historian of education, developed his own unique learning and teaching style, and devoted to the basic research of educational history in a rigorous and pragmatic manner. He was a pioneer in educational history, leading the development of the discipline. In particular, he succeeded in creating the academic pattern of comparative research on educational history in China and abroad, making outstanding contribution to the construction of education discipline.
Throughout his long professional career, Mr. Zhang Ruifan, a historian of education, developed his own unique learning and teaching style, and devoted to the basic research of educational history in a rigorous and pragmatic manner. He was a pioneer in educational history, leading the development of the discipline. In particular, he succeeded in creating the academic pattern of comparative research on educational history in China and abroad, making outstanding contribution to the construction of education discipline.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.015
Abstract:
A number of research results show that early childhood development has a long-term impact on individual physical development, brain development, mental health, and even affects the health and well-being of the next generation. Data show that nearly 250 million children in low and middle-income countries around the world are at risk-in extreme poverty or underdevelopment -and that their development is key to economic growth, social equity and the well-being of all people. Nursing during pregnancy and lactation, popularization of feeding knowledge, implementation of responsive nursing care and attention to mental health can effectively improve the nutrition and health status of pregnant women and infants. This paper, first deals with the early childhood brain development rules and the risk involved, then systematically describes the effective early childhood development intervention from the aspect of content of the intervention, government involvement and intervention cost effectiveness. In conclusion, it points out the importance of government involvement in early childhood development, thus providing new inspiration for future research.
A number of research results show that early childhood development has a long-term impact on individual physical development, brain development, mental health, and even affects the health and well-being of the next generation. Data show that nearly 250 million children in low and middle-income countries around the world are at risk-in extreme poverty or underdevelopment -and that their development is key to economic growth, social equity and the well-being of all people. Nursing during pregnancy and lactation, popularization of feeding knowledge, implementation of responsive nursing care and attention to mental health can effectively improve the nutrition and health status of pregnant women and infants. This paper, first deals with the early childhood brain development rules and the risk involved, then systematically describes the effective early childhood development intervention from the aspect of content of the intervention, government involvement and intervention cost effectiveness. In conclusion, it points out the importance of government involvement in early childhood development, thus providing new inspiration for future research.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.015
Abstract:
In this interview, Professor Louise Wilkinson, an internationally renowned expert in mathematical linguistics, analyzed the frontiers of mathematical register in mathematics learning. Mathematics has its unique professional language system. It is a very important ability for students to give correct and reasonable expression in the context of mathematics. It includes not only the oral language, but also the written language. Mathematics learning is a system based on multivariate representation, so teachers should provide with students with sufficient opportunities to use their own mathematical register in teaching, and these expressions offer teachers some insights into the students' understanding of mathematics.
In this interview, Professor Louise Wilkinson, an internationally renowned expert in mathematical linguistics, analyzed the frontiers of mathematical register in mathematics learning. Mathematics has its unique professional language system. It is a very important ability for students to give correct and reasonable expression in the context of mathematics. It includes not only the oral language, but also the written language. Mathematics learning is a system based on multivariate representation, so teachers should provide with students with sufficient opportunities to use their own mathematical register in teaching, and these expressions offer teachers some insights into the students' understanding of mathematics.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.003
Abstract:
Influenced by economic and social reform and entrepreneurship education, construction of entrepreneurship curriculum ecological system in universities and colleges takes quality improvement as a core mission to promote curricula transformation and upgrading. The endogenous system of entrepreneurship curriculum should shift from external expansion to connotation so that curricula quality can be improved from subjectivity structure and indemnificatory structure. The support system of entrepreneurship curriculum should transform from other organization to self-organization and give full play to the internal drive of each support system to form a mutual cycle of benefit and win-win results.
Influenced by economic and social reform and entrepreneurship education, construction of entrepreneurship curriculum ecological system in universities and colleges takes quality improvement as a core mission to promote curricula transformation and upgrading. The endogenous system of entrepreneurship curriculum should shift from external expansion to connotation so that curricula quality can be improved from subjectivity structure and indemnificatory structure. The support system of entrepreneurship curriculum should transform from other organization to self-organization and give full play to the internal drive of each support system to form a mutual cycle of benefit and win-win results.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.016
Abstract:
Wolfgang Brezinka's meta-pedagogy emerged in Germany in the 1970s. Its introduction into China resulted from the promotion of pedagogical consciousness in pedagogy and the enhancement of subject consciousness. Since its introduction into China in 1993, the dissemination of contents, influences, subjects and features showed different characteristics in different stages. This dissemination requires a full understanding of the original text, and for the construction of China pedagogy, it also requires a rational critical reflection and creative exploration.
Wolfgang Brezinka's meta-pedagogy emerged in Germany in the 1970s. Its introduction into China resulted from the promotion of pedagogical consciousness in pedagogy and the enhancement of subject consciousness. Since its introduction into China in 1993, the dissemination of contents, influences, subjects and features showed different characteristics in different stages. This dissemination requires a full understanding of the original text, and for the construction of China pedagogy, it also requires a rational critical reflection and creative exploration.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.011
Abstract:
In the process of new urbanization, education and training have brought migrant workers not only monetary benefits such as an increase in income, but also non-monetized benefits such as the promotion of the level of citizenization. Based on the self-designed questionnaire and data collected among migrant workers working in Suzhou City, this paper constructs the evaluation index system of migrant workers' citizenization, and verifies the positive effect of education and training on the creation of non-monetized benefit by improving the level of migrant workers' citizenization. The study draws the following four conclusions. First, migrant workers' citizenization can be measured from four dimensions of citizenization willingness, economic life condition, social relations, and political participation. Second, migrant workers' citizenization is in the moderate upward level, but there are great differences between the four dimensions. Third, school education has a positive effect on the citizenization of migrant workers, which excludes the dimension of political participation. And only the migrant workers who have received high school education or above will improve their citizenization level with the increase of education. Fourth, training has also a significant positive effect on the citizenization of migrant workers. And the number of training has significant positive effects on the citizenization. Training cycle and effect have significant positive effects on the citizenization, which excludes the dimension of political participation, and the positive effect of training effect is the strongest.
In the process of new urbanization, education and training have brought migrant workers not only monetary benefits such as an increase in income, but also non-monetized benefits such as the promotion of the level of citizenization. Based on the self-designed questionnaire and data collected among migrant workers working in Suzhou City, this paper constructs the evaluation index system of migrant workers' citizenization, and verifies the positive effect of education and training on the creation of non-monetized benefit by improving the level of migrant workers' citizenization. The study draws the following four conclusions. First, migrant workers' citizenization can be measured from four dimensions of citizenization willingness, economic life condition, social relations, and political participation. Second, migrant workers' citizenization is in the moderate upward level, but there are great differences between the four dimensions. Third, school education has a positive effect on the citizenization of migrant workers, which excludes the dimension of political participation. And only the migrant workers who have received high school education or above will improve their citizenization level with the increase of education. Fourth, training has also a significant positive effect on the citizenization of migrant workers. And the number of training has significant positive effects on the citizenization. Training cycle and effect have significant positive effects on the citizenization, which excludes the dimension of political participation, and the positive effect of training effect is the strongest.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.005
Abstract:
How to implement entrepreneurial support strategy is a systematic project for a university. It requires the cooperation and support of different departments within the university as well as the complementary and combined efforts of the university and the external resources. Through cooperation, Columbia University adopts an all-encompassing entrepreneurial support strategy, focusing on the cultivation of entrepreneurial human capital and the incubation guarantee in the process of entrepreneurship. Besides, the university actively integrates into the New York City entrepreneurial ecosystem. To cultivate entrepreneurial human capital, Columbia seeks to raise the entrepreneurial awareness of the students and faculty and improve their entrepreneurial ability. And the incubation guarantee focuses on the support of various elements of the entrepreneurial process. All these form the university entrepreneurial support system.
How to implement entrepreneurial support strategy is a systematic project for a university. It requires the cooperation and support of different departments within the university as well as the complementary and combined efforts of the university and the external resources. Through cooperation, Columbia University adopts an all-encompassing entrepreneurial support strategy, focusing on the cultivation of entrepreneurial human capital and the incubation guarantee in the process of entrepreneurship. Besides, the university actively integrates into the New York City entrepreneurial ecosystem. To cultivate entrepreneurial human capital, Columbia seeks to raise the entrepreneurial awareness of the students and faculty and improve their entrepreneurial ability. And the incubation guarantee focuses on the support of various elements of the entrepreneurial process. All these form the university entrepreneurial support system.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.013
Abstract:
Educational fairness varies historically in its manifestation and governance in different times. In the new era, the main contradiction in education has become the one between the eager expectation of the masses to receive high quality education and the serious shortage and uneven development of education. This transformation requires a new idea of education fairness that is people-centered and beyond the traditional view of education equity based on economic development or political rights. New educational fairness advocates new education development concept which focuses on the sustainable development and educational quality. It adheres to the new view of educational justice, which recognizes human dignity; and a new view of educational fairness evaluation which aims to enhance people's sense of educational fairness.
Educational fairness varies historically in its manifestation and governance in different times. In the new era, the main contradiction in education has become the one between the eager expectation of the masses to receive high quality education and the serious shortage and uneven development of education. This transformation requires a new idea of education fairness that is people-centered and beyond the traditional view of education equity based on economic development or political rights. New educational fairness advocates new education development concept which focuses on the sustainable development and educational quality. It adheres to the new view of educational justice, which recognizes human dignity; and a new view of educational fairness evaluation which aims to enhance people's sense of educational fairness.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.004
Abstract:
Undergraduates' entrepreneurial risk decisions can be influenced by individual psychological regulatory focus and external information feature. Prevention-oriented undergraduates have the tendency to mitigate risks, while promotion-oriented undergraduates tend to face risks. Under fuzzy representation, undergraduates have the preference for mitigating risks, while they tend to face the risks under precise representation. External information feature and individual physical regulatory orientation interactively affect risk decisions. Entrepreneurship education in higher education institutions should focus on individual psychological diversity and information feature diversity, improving effectiveness of entrepreneurship education.
Undergraduates' entrepreneurial risk decisions can be influenced by individual psychological regulatory focus and external information feature. Prevention-oriented undergraduates have the tendency to mitigate risks, while promotion-oriented undergraduates tend to face risks. Under fuzzy representation, undergraduates have the preference for mitigating risks, while they tend to face the risks under precise representation. External information feature and individual physical regulatory orientation interactively affect risk decisions. Entrepreneurship education in higher education institutions should focus on individual psychological diversity and information feature diversity, improving effectiveness of entrepreneurship education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.004
Abstract:
Language acquisition is a key component of early childhood development (ECD) during the first three years of a child's life, when most brain development occurs. Speech and language development are good indicators of overall cognitive development, academic performance, education level, work performance and physical, mental health, and non-cognitive ability in the future. The current study selected a sample of children in impoverished areas of Northwest China and used the Bayley Scale of Infant and Toddler Development Ⅲ to measure the level of early childhood language development. It also examined the relevance of other language scales to the Bayley Scale of Infant and Toddler Development Ⅲ in order to find a cost-effective scale to measure early childhood language development. The early language development delay risks were common among 6-36 months sample children, and 57% of the sample infants had language development delay. Moreover, there was a significant gap between the rural and urban area. Gender, premature birth, economic conditions and Hukou type were the risk factors which were related to early childhood language development. Besides, parenting knowledge and parenting behavior were significantly positively correlated with early childhood language development.We also found that both Putonghua Communicative Development Inventory-Short Form and Age & stage Questionnaires-3 (communication) had significantly positive correlations with Bayley-Ⅲ language domain.
Language acquisition is a key component of early childhood development (ECD) during the first three years of a child's life, when most brain development occurs. Speech and language development are good indicators of overall cognitive development, academic performance, education level, work performance and physical, mental health, and non-cognitive ability in the future. The current study selected a sample of children in impoverished areas of Northwest China and used the Bayley Scale of Infant and Toddler Development Ⅲ to measure the level of early childhood language development. It also examined the relevance of other language scales to the Bayley Scale of Infant and Toddler Development Ⅲ in order to find a cost-effective scale to measure early childhood language development. The early language development delay risks were common among 6-36 months sample children, and 57% of the sample infants had language development delay. Moreover, there was a significant gap between the rural and urban area. Gender, premature birth, economic conditions and Hukou type were the risk factors which were related to early childhood language development. Besides, parenting knowledge and parenting behavior were significantly positively correlated with early childhood language development.We also found that both Putonghua Communicative Development Inventory-Short Form and Age & stage Questionnaires-3 (communication) had significantly positive correlations with Bayley-Ⅲ language domain.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.008
Abstract:
Rural textbooks, starting from the beginning of the 20th century, reflected the development of Chinese society, especially the rural society over the century, documented the special contribution to preserving local culture and inspiring patriotism. In the 21th century, rural textbooks are in trouble in reality. Rural textbooks, as a proper name and textbooks themselves, tend to decline, reflecting the gradually worsening rural problems. Therefore, the 19th CPC National Congress proposed the rural vitalization strategy, which is a huge systematic project and rural education can play important roles. Rural textbook is the core of rural education. Rural textbooks can preserve, inherit and identify the declining rural culture; inspire students' spirit of loving their hometown and motherland; strengthening rural youth's barren spiritual home. To vitalize rural areas, we need to restart and develop rural textbooks to improve their quality.
Rural textbooks, starting from the beginning of the 20th century, reflected the development of Chinese society, especially the rural society over the century, documented the special contribution to preserving local culture and inspiring patriotism. In the 21th century, rural textbooks are in trouble in reality. Rural textbooks, as a proper name and textbooks themselves, tend to decline, reflecting the gradually worsening rural problems. Therefore, the 19th CPC National Congress proposed the rural vitalization strategy, which is a huge systematic project and rural education can play important roles. Rural textbook is the core of rural education. Rural textbooks can preserve, inherit and identify the declining rural culture; inspire students' spirit of loving their hometown and motherland; strengthening rural youth's barren spiritual home. To vitalize rural areas, we need to restart and develop rural textbooks to improve their quality.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.008
Abstract:
Faced with different educational justice theories, it's essential that we study Marx's theory of educational justice in order to choose and use it to guide the education practice. Although Marx did not write articles and works on educational justice, he devoted himself to studying the law of social development and created the theory of all-round development of human being. This is the pre-conditional thought of educational justice theory. A clear boundary between Marx's theory of educational justice and other educational justice theories is presented in this paper. It involves the premise of educational justice, the evaluation of educational justice and path to the realization of educational justice.
Faced with different educational justice theories, it's essential that we study Marx's theory of educational justice in order to choose and use it to guide the education practice. Although Marx did not write articles and works on educational justice, he devoted himself to studying the law of social development and created the theory of all-round development of human being. This is the pre-conditional thought of educational justice theory. A clear boundary between Marx's theory of educational justice and other educational justice theories is presented in this paper. It involves the premise of educational justice, the evaluation of educational justice and path to the realization of educational justice.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.006
Abstract:
Entrepreneurship education in South Korean higher education institutions since the 1980s has marched into high-quality development, which is driven by government-led guidance, industry-university collaboration and self-reform promotion. In the past 40 years of cultivation, it has designed three entrepreneurship education models with its own feature in knowledge teaching, resource developing and achievement transforming. Its social practice education is based on Entrepreneurship Support Center; its specialized education is guided by entrepreneurship discipline development and ecological entrepreneurship education is dependent on industry-university collaboration. Higher education institutions in China can learn from the entrepreneurship education in South Korea by attaching importance to integration of production and education, with the optimization of entrepreneurship education development system, as well as establishing inclusive evaluation and transformation mechanism towards entrepreneurship education achievements.
Entrepreneurship education in South Korean higher education institutions since the 1980s has marched into high-quality development, which is driven by government-led guidance, industry-university collaboration and self-reform promotion. In the past 40 years of cultivation, it has designed three entrepreneurship education models with its own feature in knowledge teaching, resource developing and achievement transforming. Its social practice education is based on Entrepreneurship Support Center; its specialized education is guided by entrepreneurship discipline development and ecological entrepreneurship education is dependent on industry-university collaboration. Higher education institutions in China can learn from the entrepreneurship education in South Korea by attaching importance to integration of production and education, with the optimization of entrepreneurship education development system, as well as establishing inclusive evaluation and transformation mechanism towards entrepreneurship education achievements.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.014
Abstract:
Investments in early childhood have significant economic benefits in the future labor market. This paper tries to find out the ways to improve family investment in early childhood development by analyzing the characteristics of human capital formation and reasons why families may not adequately invest in early childhood development. It also introduces the background, intervention methods and effects of the Lena Initiative for Early Childhood Development. Based on the results of existing investment projects, it's hoped that the Chinese government can further increase its investment in the field of early childhood development, promote the comprehensive development of children, and foster the human capital development of children in poor rural areas.
Investments in early childhood have significant economic benefits in the future labor market. This paper tries to find out the ways to improve family investment in early childhood development by analyzing the characteristics of human capital formation and reasons why families may not adequately invest in early childhood development. It also introduces the background, intervention methods and effects of the Lena Initiative for Early Childhood Development. Based on the results of existing investment projects, it's hoped that the Chinese government can further increase its investment in the field of early childhood development, promote the comprehensive development of children, and foster the human capital development of children in poor rural areas.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.002
Abstract:
Efficiency of entrepreneurial curriculum is the key to improving the quality of entrepreneurship education. Taking MOOC Course Introduction to Entrepreneurship in Zhejiang University as a sample, this research seeks to analyze the efficiency of MOOC course for entrepreneurship education. There are totally 1, 111 student participants in the experiment and questionnaire, centering on the process evaluation and impact assessment of entrepreneurial curriculum. The findings suggest that students make positive remarks on the process evaluation of MOOC curriculum, which greatly changes students' entrepreneurial cognition, emotion and intention. However, there are some problems needed to be addressed. In the future, instructional design of entrepreneurship education curriculum shall be further optimized from the perspective of teaching content and teaching methods. Teacher-student interaction mechanism and student-student interaction mechanism should be improved. Besides, the crucial curriculum assessment would be more scientific and the teaching efficiency could be enhanced with a more consummated curriculum assessment mechanism in combination with reasonably allocated process evaluation and outcome assessment.
Efficiency of entrepreneurial curriculum is the key to improving the quality of entrepreneurship education. Taking MOOC Course Introduction to Entrepreneurship in Zhejiang University as a sample, this research seeks to analyze the efficiency of MOOC course for entrepreneurship education. There are totally 1, 111 student participants in the experiment and questionnaire, centering on the process evaluation and impact assessment of entrepreneurial curriculum. The findings suggest that students make positive remarks on the process evaluation of MOOC curriculum, which greatly changes students' entrepreneurial cognition, emotion and intention. However, there are some problems needed to be addressed. In the future, instructional design of entrepreneurship education curriculum shall be further optimized from the perspective of teaching content and teaching methods. Teacher-student interaction mechanism and student-student interaction mechanism should be improved. Besides, the crucial curriculum assessment would be more scientific and the teaching efficiency could be enhanced with a more consummated curriculum assessment mechanism in combination with reasonably allocated process evaluation and outcome assessment.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.010
Abstract:
Since 2014, based on the tools created by the China Institute for Educational Finance Research, some counties have launched pilot reforms on the classifications of expenditures by function. In this paper, the author presents three aspects of work:a) compare the setting of the subjects in the United States and China, and put forward the balance of fineness, accuracy, and cost as the basic principles for future adjustment of subjects; b) taking the design of small-scale rural school funding mechanism as an example, explore the value of functional classification for the formulation of educational policies. At present, a school with 101-150 people is the most difficult to operate, and the public funding mechanism for small-scale schools needs to be adjusted accordingly; c) take education production research as an example to explore the value of classifications of expenditures by function for academic research. There is a positive statistical relationship between school-based curriculum expenditures, support service expenditures, and school academic performance. The effectiveness of unified teaching, school management, and education technology expenditures needs to be examined. The classifications of expenditures by function will provide a new paradigm for the related research on education production.
Since 2014, based on the tools created by the China Institute for Educational Finance Research, some counties have launched pilot reforms on the classifications of expenditures by function. In this paper, the author presents three aspects of work:a) compare the setting of the subjects in the United States and China, and put forward the balance of fineness, accuracy, and cost as the basic principles for future adjustment of subjects; b) taking the design of small-scale rural school funding mechanism as an example, explore the value of functional classification for the formulation of educational policies. At present, a school with 101-150 people is the most difficult to operate, and the public funding mechanism for small-scale schools needs to be adjusted accordingly; c) take education production research as an example to explore the value of classifications of expenditures by function for academic research. There is a positive statistical relationship between school-based curriculum expenditures, support service expenditures, and school academic performance. The effectiveness of unified teaching, school management, and education technology expenditures needs to be examined. The classifications of expenditures by function will provide a new paradigm for the related research on education production.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.009
Abstract:
Children in China at present are beginning a new stage, from survival to development, driven by the economic growth and social development. As there is a common understanding of the concept of early child development (ECD), we analyzed the current situation of ECD in China based on the national conditions and international experiences. Great progress in several fields of ECD has been made, including policy support, service system and projects. The number of high-risk children has fallen sharply and gaps in health indicators have been bridged between western and eastern China in the past few years. However, imbalance of development between urban and rural children still exists, especially in poor areas. Compared to the developed countries, there are several gaps of ECD in China, like family nurturing. It's suggested that, in the future, working orientation of ECD should be clarified and the service system, including coordination, financing, incentives and information construction, should be improved in order to promote ECD in China.
Children in China at present are beginning a new stage, from survival to development, driven by the economic growth and social development. As there is a common understanding of the concept of early child development (ECD), we analyzed the current situation of ECD in China based on the national conditions and international experiences. Great progress in several fields of ECD has been made, including policy support, service system and projects. The number of high-risk children has fallen sharply and gaps in health indicators have been bridged between western and eastern China in the past few years. However, imbalance of development between urban and rural children still exists, especially in poor areas. Compared to the developed countries, there are several gaps of ECD in China, like family nurturing. It's suggested that, in the future, working orientation of ECD should be clarified and the service system, including coordination, financing, incentives and information construction, should be improved in order to promote ECD in China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.02.015
Abstract:
In order to understand the characteristics of American research universities governance process, we not only need to concern the distribution of power, but also focus on the governance level. In general, the governance process of American research university possess the characteristics of polity, ambiguity and the rule of law, which is closely related to American social culture of individualism (community tradition), weak uncertainty avoidance and "the human nature is evil" respectively. In order to achieve effective university governance, besides perfecting governance structure, the university should consider the behavior features of university decision makers under specific culture context.
In order to understand the characteristics of American research universities governance process, we not only need to concern the distribution of power, but also focus on the governance level. In general, the governance process of American research university possess the characteristics of polity, ambiguity and the rule of law, which is closely related to American social culture of individualism (community tradition), weak uncertainty avoidance and "the human nature is evil" respectively. In order to achieve effective university governance, besides perfecting governance structure, the university should consider the behavior features of university decision makers under specific culture context.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2018.06.013
Abstract:
The article, employing population ecology rationale and institutional logic, examined the origin of independent colleges as a unique organizational form of higher education in China. The rise of independent colleges was due to the interplay among the following factors. Firstly, the imbalance between supply and demand and the shortage of funds in Chinese higher education were the typical resource constraints. Secondly, the diffusion of market mechanism in the economic sphere provided the cognitive inspiration of the ideas and methods. Thirdly, the public-benefit nature of education prevented completely educational marketization. Finally, the specific building blocks were from the decentralization reform of public higher education and the efforts of breaking through the marginalized status from private higher education. Then, that it's diffusing across the country and getting the approval of central government is mainly caused by the policy of the expansion of higher education admission and the investment shift of the business.
The article, employing population ecology rationale and institutional logic, examined the origin of independent colleges as a unique organizational form of higher education in China. The rise of independent colleges was due to the interplay among the following factors. Firstly, the imbalance between supply and demand and the shortage of funds in Chinese higher education were the typical resource constraints. Secondly, the diffusion of market mechanism in the economic sphere provided the cognitive inspiration of the ideas and methods. Thirdly, the public-benefit nature of education prevented completely educational marketization. Finally, the specific building blocks were from the decentralization reform of public higher education and the efforts of breaking through the marginalized status from private higher education. Then, that it's diffusing across the country and getting the approval of central government is mainly caused by the policy of the expansion of higher education admission and the investment shift of the business.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.010
Abstract:
In order to build the national innovation system, research institutions and universities need to improve their research productivity. Existing research focus on the characteristics of the researchers themselves, and few studies examine the effects of support staff. We use data from the statistical yearbook of the Chinese Academy of Sciences to examine the effects of support staff (administrative cadres and workers) on scientific research productivity through the method of dynamic panel system GMM. Our study finds that the effects of support staff on scientific research output (international and domestic publications) have an inverted u-shape. Compared with the research findings, the number of support staff employed by CAS is still insufficient. More attention should be given to the appropriate number of ratio of support staff to research staff in the future.
In order to build the national innovation system, research institutions and universities need to improve their research productivity. Existing research focus on the characteristics of the researchers themselves, and few studies examine the effects of support staff. We use data from the statistical yearbook of the Chinese Academy of Sciences to examine the effects of support staff (administrative cadres and workers) on scientific research productivity through the method of dynamic panel system GMM. Our study finds that the effects of support staff on scientific research output (international and domestic publications) have an inverted u-shape. Compared with the research findings, the number of support staff employed by CAS is still insufficient. More attention should be given to the appropriate number of ratio of support staff to research staff in the future.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.011
Abstract:
International organizations play an increasingly important role in global educational governance. It is necessary to clarify the path, content and rationale some main international organizations take in educational governance to achieve Education 2030. International organizations seem to be multilateral collaboration reinforced by international dialogues, communication and cooperation. And there is always the tension between humanism and instrumental rationality in its operation. Thus, in global educational governance, international organizations should be based on systemic design and implementation, and motivate local government to promote human development.
International organizations play an increasingly important role in global educational governance. It is necessary to clarify the path, content and rationale some main international organizations take in educational governance to achieve Education 2030. International organizations seem to be multilateral collaboration reinforced by international dialogues, communication and cooperation. And there is always the tension between humanism and instrumental rationality in its operation. Thus, in global educational governance, international organizations should be based on systemic design and implementation, and motivate local government to promote human development.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.010
Abstract:
One of the primary goals of Early Childhood Development (ECD) initiatives is to prepare children for their eventual participation in elementary school and beyond. It is well known that a large share of ECD's benefits is realized through higher enrollment, less dropout and higher performance. Governments in low and middle-income countries, however, often do not know the value of such investments and are seeking knowledge of the returns to state-supported ECD programs. This paper uses a World Bank-produced ECD calculator to estimate the economic benefits of early child development (ECD) programs in China. According to our findings, which utilize high quality data that are shown in the paper supported by academic research or government source of information, the returns to investment in economic terms are high. We find that the benefit-cost ratio is from 4.2 to 8.4. Such returns are shown to be higher than many other government-supported initiatives and are equally as high as those found in many other countries.
One of the primary goals of Early Childhood Development (ECD) initiatives is to prepare children for their eventual participation in elementary school and beyond. It is well known that a large share of ECD's benefits is realized through higher enrollment, less dropout and higher performance. Governments in low and middle-income countries, however, often do not know the value of such investments and are seeking knowledge of the returns to state-supported ECD programs. This paper uses a World Bank-produced ECD calculator to estimate the economic benefits of early child development (ECD) programs in China. According to our findings, which utilize high quality data that are shown in the paper supported by academic research or government source of information, the returns to investment in economic terms are high. We find that the benefit-cost ratio is from 4.2 to 8.4. Such returns are shown to be higher than many other government-supported initiatives and are equally as high as those found in many other countries.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.008
Abstract:
Depression is a common psychological disorder among caregivers of young children, which can adversely affect their parenting behavior and disrupt healthy early child development. In order to assess the prevalence of caregiver depression and analyze its effects on parenting behavior, we conducted a large-scale survey with 1, 798 caregivers with children aged 6-24 months in China's Qinba Mountain region. Participants were asked to complete both the Depression Anxiety and Stress Scale (DASS-21) as well as household surveys describing their socioeconomic backgrounds and caregiving behaviors. We had three main findings. First, the overall depression rate of caregivers is 22.90%, with depression among grandmothers as the principal caregivers 10.11% higher than that of mothers as principal caregivers. Second, the education level and family assets of caregivers were significantly negatively correlated with depression, and the age of caregivers was significantly positively correlated with depression. Children who were male, older, or had lagging language development were also significantly more likely to have caregivers who had depression. Third, caregiver depression significantly reduced positive parenting behaviors and increased negative parenting behaviors. Our results confirm the high prevalence of caregiver depression and its effects on caregiver behaviors, which may have significant consequences on early child development in China. Thus, policies and strategies comprehensively addressing the varied socioeconomic risk factors for caregiver depression, especially age and education, are needed.
Depression is a common psychological disorder among caregivers of young children, which can adversely affect their parenting behavior and disrupt healthy early child development. In order to assess the prevalence of caregiver depression and analyze its effects on parenting behavior, we conducted a large-scale survey with 1, 798 caregivers with children aged 6-24 months in China's Qinba Mountain region. Participants were asked to complete both the Depression Anxiety and Stress Scale (DASS-21) as well as household surveys describing their socioeconomic backgrounds and caregiving behaviors. We had three main findings. First, the overall depression rate of caregivers is 22.90%, with depression among grandmothers as the principal caregivers 10.11% higher than that of mothers as principal caregivers. Second, the education level and family assets of caregivers were significantly negatively correlated with depression, and the age of caregivers was significantly positively correlated with depression. Children who were male, older, or had lagging language development were also significantly more likely to have caregivers who had depression. Third, caregiver depression significantly reduced positive parenting behaviors and increased negative parenting behaviors. Our results confirm the high prevalence of caregiver depression and its effects on caregiver behaviors, which may have significant consequences on early child development in China. Thus, policies and strategies comprehensively addressing the varied socioeconomic risk factors for caregiver depression, especially age and education, are needed.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.007
Abstract:
The early years of children's life is the most critical period that determines their health and ability development, and will have lasting effects on their survival, growth, development, human capital accumulation and adulthood income levels. In this study, we used baseline and follow-up survey data of 1, 802 children aged 6-30 months old and their families from rural areas of Qinba Mountain, and analyzed the status and determinants of the feeding practices of primary caregivers of the sample children by descriptive analysis and a logistic regression model. We found that rural caregivers in the Qinba mountain stopped breastfeeding too early and relied too much on formula feeding. Regarding the complementary feeding, the proportion of the children who achieved the minimum food diversity in the sample area was 36%, which is lower than the average value of rural areas in other East Asian and Pacific countries (56.7%), but much higher than the average value of rural areas in Africa and South Asia (14.1%-23.7%). One possible reason for the poor feeding practices is that the rural caregivers lacked reliable sources of knowledge and information. In addition, there was a significant positive correlation between feeding practices and caregivers' education levels. It is thus a necessary and important research direction to explore the ways to provide knowledge and guidance on children's feeding practices for rural caregivers, especially those with lower education levels.
The early years of children's life is the most critical period that determines their health and ability development, and will have lasting effects on their survival, growth, development, human capital accumulation and adulthood income levels. In this study, we used baseline and follow-up survey data of 1, 802 children aged 6-30 months old and their families from rural areas of Qinba Mountain, and analyzed the status and determinants of the feeding practices of primary caregivers of the sample children by descriptive analysis and a logistic regression model. We found that rural caregivers in the Qinba mountain stopped breastfeeding too early and relied too much on formula feeding. Regarding the complementary feeding, the proportion of the children who achieved the minimum food diversity in the sample area was 36%, which is lower than the average value of rural areas in other East Asian and Pacific countries (56.7%), but much higher than the average value of rural areas in Africa and South Asia (14.1%-23.7%). One possible reason for the poor feeding practices is that the rural caregivers lacked reliable sources of knowledge and information. In addition, there was a significant positive correlation between feeding practices and caregivers' education levels. It is thus a necessary and important research direction to explore the ways to provide knowledge and guidance on children's feeding practices for rural caregivers, especially those with lower education levels.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.017
Abstract:
The right to receive education has been included in the constitution. With the development of education and the advent of lifelong education era, learning as an important human right came into being and it's required that citizens' freedom of learning should be protected throughout their life. The ultimate goal of learning society is to protect citizens' right to learn, bridge the gap between different social classes to meet people's learning needs, especially the vulnerable groups. Protecting learning rights is the core of lifelong education legislation, which should be rights-based, while adhering to the principle of equal opportunity, choice and compensation.
The right to receive education has been included in the constitution. With the development of education and the advent of lifelong education era, learning as an important human right came into being and it's required that citizens' freedom of learning should be protected throughout their life. The ultimate goal of learning society is to protect citizens' right to learn, bridge the gap between different social classes to meet people's learning needs, especially the vulnerable groups. Protecting learning rights is the core of lifelong education legislation, which should be rights-based, while adhering to the principle of equal opportunity, choice and compensation.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.012
Abstract:
The beginning of living systems sets the stage for every aspect of an organism's internal and external functioning throughout the lifespan and is the period when the brain has the greatest plasticity. Early childhood investments have the highest individual and social returns compared to later investments. Countries around the world have recognized the importance of establishing public policies for early childhood development (ECD). Among the middle-income countries, Brazil is one of the pioneers in such policies. Brazilian government launched a pioneering ECD program, PIM program, followed by a national ECD program, the Happy Child Program, and has set up a dedicated government department to fund and promote the program. This paper summarizes the lessons learned from Brazilian government's 15 years of experience in ECD projects, particularly its experiences in the home-visiting and the cross-sectoral collaboration. Specifically, there are three pillars for the program. First, the alliance of national and local governments. Such alliances are based on specific local characteristics and needs, with the long-term technical and financial support from the state, and through coordination of actions. The cross-sectoral collaboration strengthens the program by promoting the exchange and dissemination of successful experiences in specific areas. Second, community participation is critical. Community involvement promotes family involvement, awareness of the importance of ECD, and a network of joint efforts. Third, the family is the core element of the successful implementation of ECD projects.
The beginning of living systems sets the stage for every aspect of an organism's internal and external functioning throughout the lifespan and is the period when the brain has the greatest plasticity. Early childhood investments have the highest individual and social returns compared to later investments. Countries around the world have recognized the importance of establishing public policies for early childhood development (ECD). Among the middle-income countries, Brazil is one of the pioneers in such policies. Brazilian government launched a pioneering ECD program, PIM program, followed by a national ECD program, the Happy Child Program, and has set up a dedicated government department to fund and promote the program. This paper summarizes the lessons learned from Brazilian government's 15 years of experience in ECD projects, particularly its experiences in the home-visiting and the cross-sectoral collaboration. Specifically, there are three pillars for the program. First, the alliance of national and local governments. Such alliances are based on specific local characteristics and needs, with the long-term technical and financial support from the state, and through coordination of actions. The cross-sectoral collaboration strengthens the program by promoting the exchange and dissemination of successful experiences in specific areas. Second, community participation is critical. Community involvement promotes family involvement, awareness of the importance of ECD, and a network of joint efforts. Third, the family is the core element of the successful implementation of ECD projects.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.013
Abstract:
The first 1, 000 days are crucial for brain development and the investment in this period of time has the greatest return relative to other life stages. In Latin American countries such as Mexico and Peru, although children's health and nutrition have greatly improved, they have not sufficiently developed in terms of cognition, language and social-emotional, and there has been a high rate of delay in early childhood development (ECD). In order to solve this problem, Latin American countries have been making continuous efforts to promote the early childhood development, such as the "Home Visit Program". Based on the experience of ECD programs conducted in Latin American countries (Jamaica Project, which was a pilot ECD program, and Peru SAF Project, which was a model of ECD policy promotion), this paper makes a in-depth analysis of the impact evaluation of ECD program and provides some revelation for Chinese government to make ECD polices in rural China.
The first 1, 000 days are crucial for brain development and the investment in this period of time has the greatest return relative to other life stages. In Latin American countries such as Mexico and Peru, although children's health and nutrition have greatly improved, they have not sufficiently developed in terms of cognition, language and social-emotional, and there has been a high rate of delay in early childhood development (ECD). In order to solve this problem, Latin American countries have been making continuous efforts to promote the early childhood development, such as the "Home Visit Program". Based on the experience of ECD programs conducted in Latin American countries (Jamaica Project, which was a pilot ECD program, and Peru SAF Project, which was a model of ECD policy promotion), this paper makes a in-depth analysis of the impact evaluation of ECD program and provides some revelation for Chinese government to make ECD polices in rural China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.03.005
Abstract:
This study analyzed the occurrence and influencing factors of iron deficiency anemia among 4, 722 infants aged 6-37 months from poor rural areas of Western China. The data show that infant anemia is still a high incidence problem in poor rural areas of Western China, with an average of 44.4% of infants suffering from anemia. For infants aged 6-12 months, the anemia rate is even as high as 49.7%, but mainly mild anemia. The anemia status of infants and young children did not improve with the age of month, yet showed a slight upward trend in different years. Research suggests that anemia at 6-12 months of age is significantly correlated with their subsequent development. All of these facts indicate that interventions are needed to improve anemia of infants and young children in poor rural areas of Western China. The analysis of influencing factors shows that the most important factor is the feeding behavior of the caregivers. We should actively seek and establish effective channels to provide nutritional and health knowledge to infant and child's caregivers, provide social support for infant and child feeding environment, and improve the feeding behavior of caregivers, so as to promote the healthy growth of infants and children.
This study analyzed the occurrence and influencing factors of iron deficiency anemia among 4, 722 infants aged 6-37 months from poor rural areas of Western China. The data show that infant anemia is still a high incidence problem in poor rural areas of Western China, with an average of 44.4% of infants suffering from anemia. For infants aged 6-12 months, the anemia rate is even as high as 49.7%, but mainly mild anemia. The anemia status of infants and young children did not improve with the age of month, yet showed a slight upward trend in different years. Research suggests that anemia at 6-12 months of age is significantly correlated with their subsequent development. All of these facts indicate that interventions are needed to improve anemia of infants and young children in poor rural areas of Western China. The analysis of influencing factors shows that the most important factor is the feeding behavior of the caregivers. We should actively seek and establish effective channels to provide nutritional and health knowledge to infant and child's caregivers, provide social support for infant and child feeding environment, and improve the feeding behavior of caregivers, so as to promote the healthy growth of infants and children.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.01.009
Abstract:
In schoolbooks, expository text is supposed to objectively describe how things work, in order to equip readers with scientific knowledge and methods to understand things scientifically. But in fact expository text contains something richer. Any exposition is based on the expositor's own perspective. What's more, the world we exposit is not a natural existence, exposition itself creates the world to a large extent, and thus all objective expositions are based on subjective construction, the world itself is essentially a symbolic one. No one can teach expository text well without understanding this point, otherwise students would be left to exposit the world objectively, ignoring themselves, or theory and thought, and believing that the world is a natural reality beyond human's will. This could eventually make people enmeshed in the web of their own overcautious spinning.
In schoolbooks, expository text is supposed to objectively describe how things work, in order to equip readers with scientific knowledge and methods to understand things scientifically. But in fact expository text contains something richer. Any exposition is based on the expositor's own perspective. What's more, the world we exposit is not a natural existence, exposition itself creates the world to a large extent, and thus all objective expositions are based on subjective construction, the world itself is essentially a symbolic one. No one can teach expository text well without understanding this point, otherwise students would be left to exposit the world objectively, ignoring themselves, or theory and thought, and believing that the world is a natural reality beyond human's will. This could eventually make people enmeshed in the web of their own overcautious spinning.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.001
Abstract:
Abstract: This article starts with the philosophical questions of whether there are laws, whether laws can be understood and and how to understand them. It first presents a historical review of First Philosophy sought by ancient philosophers, the success of empirical science and rationalism, the challenges posed by irrationalism and phenomenology . Then it argues that rules are the unity of certainty and probability, of universality and specificity, of free will and group choice. Pavlov’s research on learning, Dewey’s educational experiments from man-made situation to real-life situation and Piaget’s research on genetic epistemology, show that understanding laws of education is a process of progressive improvement. A deeper understanding of laws of education results from the interaction between ideas and evidence, as well as the breakthrough of empirical research methodology.
Abstract: This article starts with the philosophical questions of whether there are laws, whether laws can be understood and and how to understand them. It first presents a historical review of First Philosophy sought by ancient philosophers, the success of empirical science and rationalism, the challenges posed by irrationalism and phenomenology . Then it argues that rules are the unity of certainty and probability, of universality and specificity, of free will and group choice. Pavlov’s research on learning, Dewey’s educational experiments from man-made situation to real-life situation and Piaget’s research on genetic epistemology, show that understanding laws of education is a process of progressive improvement. A deeper understanding of laws of education results from the interaction between ideas and evidence, as well as the breakthrough of empirical research methodology.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.003
Abstract:
Educational punishment is a negative intervention measure implemented by schools or teachers to help students recognize their mistakes and correct their behavior. Even though the current education law is not explicitly stated, teachers’ right to education and teaching can provide a legal basis for teachers to carry out punishment. Regulations can regulate school disciplinary behavior, but not teachers’ disciplinary behavior. It may be a possible regulatory choice to learn from overseas experience and use administrative guidance or administrative orders to guide schools to make disciplinary rules for teachers, or directly authorize schools to make disciplinary rules for teachers. It conforms to the educational behavior attribute of teachers’ punishment and respects teachers’ professional rights.
Educational punishment is a negative intervention measure implemented by schools or teachers to help students recognize their mistakes and correct their behavior. Even though the current education law is not explicitly stated, teachers’ right to education and teaching can provide a legal basis for teachers to carry out punishment. Regulations can regulate school disciplinary behavior, but not teachers’ disciplinary behavior. It may be a possible regulatory choice to learn from overseas experience and use administrative guidance or administrative orders to guide schools to make disciplinary rules for teachers, or directly authorize schools to make disciplinary rules for teachers. It conforms to the educational behavior attribute of teachers’ punishment and respects teachers’ professional rights.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.002
Abstract:
The legislation of students discipline is coming, however its jurisprudence needs to be reassessed. Theoretical paradigm should be based on Chinese education legislation, justice and administration. As the mainstream paradigm of state power expands, it faces difficulties and the paradigm of society power can offer further explanation more. The power of discipline is not from the policy of state developing education in Article 19 of the Chinese Constitution but from the right to education in Article 46 and the right of special protection in Article 49.
The legislation of students discipline is coming, however its jurisprudence needs to be reassessed. Theoretical paradigm should be based on Chinese education legislation, justice and administration. As the mainstream paradigm of state power expands, it faces difficulties and the paradigm of society power can offer further explanation more. The power of discipline is not from the policy of state developing education in Article 19 of the Chinese Constitution but from the right to education in Article 46 and the right of special protection in Article 49.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.04.001
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.004
Abstract:
The discipline is a blamable punishment for a person within a special status relationship. It can be divided into social punishment, administrative punishment, and disciplinary measures. In civil law countries, public universities are positioned as public installations or public corporations. Therefore, educational discipline is characterized as a disciplinary measure. In China, education law legislation positions universities as social subjects. So, in judicial practice, educational discipline is characterized as an administrative penalty authorized by law for universities. However, it cannot be explained why education punishment other than expulsion from school is not within the scope of administrative litigation. Educational discipline in universities should be classified as a (similar to) corporate punishment. The state can regulate the education discipline of colleges and universities through interventional legislation of severe discipline and prohibition of improper discipline.
The discipline is a blamable punishment for a person within a special status relationship. It can be divided into social punishment, administrative punishment, and disciplinary measures. In civil law countries, public universities are positioned as public installations or public corporations. Therefore, educational discipline is characterized as a disciplinary measure. In China, education law legislation positions universities as social subjects. So, in judicial practice, educational discipline is characterized as an administrative penalty authorized by law for universities. However, it cannot be explained why education punishment other than expulsion from school is not within the scope of administrative litigation. Educational discipline in universities should be classified as a (similar to) corporate punishment. The state can regulate the education discipline of colleges and universities through interventional legislation of severe discipline and prohibition of improper discipline.
, Available online ,
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.
Reviewing and Reappraising: Piaget’s Genetic Constructivism and Learning Theory from his Perspective
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.010
Abstract:
In genetic theory, Piaget’s genetic constructivism of knowledge concept can be explained from two perspectives: From the perspective of the occurrence and construction of knowledge, knowledge and thinking are concomitant and develop together, with internal consistency. Knowledge is subordinate to thinking, and thinking is based on knowledge. In fact, they are two aspects of the state and process of the occurrence of knowledge. From the perspective of the occurrence and construction of structure, the occurrence of knowledge is the occurrence of knowledge structure which is caused by the occurrence of thinking. While knowledge structure is subordinate to thinking structure, the level of thinking determines the status and level of knowledge structure, and the realization of thinking is based on the knowledge structure. It’s found that constructivism learning theory only inherited Piaget’s “construction”, but missed the essence of “genetic”, thus ignoring the process of knowledge occurrence for learning theory, and eventually missing the in-depth understanding of the generation and development of knowledge. Re-examining the learning theory in the light of Piaget's genetic constructivism helps to gain new enlightenment on the concept of knowledge, learning and teaching.
In genetic theory, Piaget’s genetic constructivism of knowledge concept can be explained from two perspectives: From the perspective of the occurrence and construction of knowledge, knowledge and thinking are concomitant and develop together, with internal consistency. Knowledge is subordinate to thinking, and thinking is based on knowledge. In fact, they are two aspects of the state and process of the occurrence of knowledge. From the perspective of the occurrence and construction of structure, the occurrence of knowledge is the occurrence of knowledge structure which is caused by the occurrence of thinking. While knowledge structure is subordinate to thinking structure, the level of thinking determines the status and level of knowledge structure, and the realization of thinking is based on the knowledge structure. It’s found that constructivism learning theory only inherited Piaget’s “construction”, but missed the essence of “genetic”, thus ignoring the process of knowledge occurrence for learning theory, and eventually missing the in-depth understanding of the generation and development of knowledge. Re-examining the learning theory in the light of Piaget's genetic constructivism helps to gain new enlightenment on the concept of knowledge, learning and teaching.
, Available online ,
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".
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.004
Abstract:
Emerging from the fast-growing discussions about key competences are a few misconceptions and improper claims.Some consider key competences as key abilities, essential characters or important values; some view domain-specific key competences as the decomposed lower-level realization of the cross-disciplinary key competences; others argue that key competences can be cultivated beyond any specific domain and situations and promoting competence development must go through the cognitive hierarchy as specified in Bloom’s taxonomy of learning outcome, etc. Such misconceptions or claims are primarily due to lack of proper understanding of the epistemology and conceptualization underlying the concept of key competence as well as the new learning perspectives it implies. This article discusses such issues critically based on the relevant theoretical perspectives.
Emerging from the fast-growing discussions about key competences are a few misconceptions and improper claims.Some consider key competences as key abilities, essential characters or important values; some view domain-specific key competences as the decomposed lower-level realization of the cross-disciplinary key competences; others argue that key competences can be cultivated beyond any specific domain and situations and promoting competence development must go through the cognitive hierarchy as specified in Bloom’s taxonomy of learning outcome, etc. Such misconceptions or claims are primarily due to lack of proper understanding of the epistemology and conceptualization underlying the concept of key competence as well as the new learning perspectives it implies. This article discusses such issues critically based on the relevant theoretical perspectives.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.001
Abstract:
Taking vocational education as a type of education is the logical starting point of all policy designs in the State Council document “National Reform Implementation Plan for Vocational Education”. The pursuit of type attributes in vocational education has taken place throughout the history of vocational education. At present, the demand for type attributes in vocational education is so urgent, because the change in vocational structure in the era of intellectualization has produced the demand for the construction of vocational education system. The theoretical basis for establishing the type attributes of vocational education is the independence of the content of technical knowledge, the complexity of the formation process of technical knowledge and the diversity of the sources of technical knowledge. The practical strategies include ensuring the stability of the vocational education system and the fairness of policies, to establish more diversified forms of vocational education for the training of skilled personnel, to rationalize the internal links of vocational education, to manage vocational education according to the characteristics of vocational education and to improve the social status of skilled personnel.
Taking vocational education as a type of education is the logical starting point of all policy designs in the State Council document “National Reform Implementation Plan for Vocational Education”. The pursuit of type attributes in vocational education has taken place throughout the history of vocational education. At present, the demand for type attributes in vocational education is so urgent, because the change in vocational structure in the era of intellectualization has produced the demand for the construction of vocational education system. The theoretical basis for establishing the type attributes of vocational education is the independence of the content of technical knowledge, the complexity of the formation process of technical knowledge and the diversity of the sources of technical knowledge. The practical strategies include ensuring the stability of the vocational education system and the fairness of policies, to establish more diversified forms of vocational education for the training of skilled personnel, to rationalize the internal links of vocational education, to manage vocational education according to the characteristics of vocational education and to improve the social status of skilled personnel.
, Available online ,
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.
, Available online ,
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.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.001
Abstract:
How to use technology to unlock future education and learning? How to use the network to upgrade the current education system for digital natives to move from the original Project-Based Program to the current Challenge-Based Program? This is the future education topic that the academic circles of Chinese and American are concerned about. By comparing the historical traces and the actual dilemmas of education reform between China and America, it is found that the main reasons for the different forms of education reform between the two countries are culture and policy systems, but even so, the social and educational concerns of the two countries are changing from “teaching” to “learning”, education reform is becoming more and more dependent on people. Future education will develop towards educational ecosystem, integrated educational resources inside and outside the school, and constructing multi-learning centers. Constantly improving modern learning content and finding the best learning effect points is of great significance to promoting the development of future education and learning in China.
How to use technology to unlock future education and learning? How to use the network to upgrade the current education system for digital natives to move from the original Project-Based Program to the current Challenge-Based Program? This is the future education topic that the academic circles of Chinese and American are concerned about. By comparing the historical traces and the actual dilemmas of education reform between China and America, it is found that the main reasons for the different forms of education reform between the two countries are culture and policy systems, but even so, the social and educational concerns of the two countries are changing from “teaching” to “learning”, education reform is becoming more and more dependent on people. Future education will develop towards educational ecosystem, integrated educational resources inside and outside the school, and constructing multi-learning centers. Constantly improving modern learning content and finding the best learning effect points is of great significance to promoting the development of future education and learning in China.
, Available online ,
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.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.05.001
Abstract:
This chapter reviews some of the changes in the demand for knowledge and skills that are placed on young people to be successful in their future, and then examines what this entails for teaching, teachers and the work organisation in education. The chapter also acknowledges that the laws, regulations, structures and institutions on which educational leaders tend to focus are just like the small visible tip of an iceberg. The reason why it is so hard to move school systems is that there is a much larger invisible part under the waterline. This invisible part is about the interests, beliefs, motivations and fears of the people who are involved in education, parents and teachers included. To address this, the final part of the chapter examines issues around the political economy of changes in education to facilitate this, including incentives to encourage innovation and the need to redesign assessment.
This chapter reviews some of the changes in the demand for knowledge and skills that are placed on young people to be successful in their future, and then examines what this entails for teaching, teachers and the work organisation in education. The chapter also acknowledges that the laws, regulations, structures and institutions on which educational leaders tend to focus are just like the small visible tip of an iceberg. The reason why it is so hard to move school systems is that there is a much larger invisible part under the waterline. This invisible part is about the interests, beliefs, motivations and fears of the people who are involved in education, parents and teachers included. To address this, the final part of the chapter examines issues around the political economy of changes in education to facilitate this, including incentives to encourage innovation and the need to redesign assessment.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.001
Abstract:
This article discusses a number of challenging issues in educational assessment, including multiplicity and incompatibility of educational outcomes, the desire and need to assess all outcomes, and personalization of educational outcomes. These are issues that educational assessment must deal with properly. Thus, the article argues that the future of educational assessment should focus more on long-term educational outcomes and reduce attention on short-term instructional outcomes. It should also focus on personalizing educational assessment so as to help individuals discover and develop their unique strengths and passions.
This article discusses a number of challenging issues in educational assessment, including multiplicity and incompatibility of educational outcomes, the desire and need to assess all outcomes, and personalization of educational outcomes. These are issues that educational assessment must deal with properly. Thus, the article argues that the future of educational assessment should focus more on long-term educational outcomes and reduce attention on short-term instructional outcomes. It should also focus on personalizing educational assessment so as to help individuals discover and develop their unique strengths and passions.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.006
Abstract:
The article makes the proposition of urgency and necessity of building the classroom culture in support of the education reform. It first constructs the connotation of the classroom culture, then discusses the values of building the classroom culture, and finally puts forwards the approaches to building culture of the classroom.
The article makes the proposition of urgency and necessity of building the classroom culture in support of the education reform. It first constructs the connotation of the classroom culture, then discusses the values of building the classroom culture, and finally puts forwards the approaches to building culture of the classroom.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.002
Abstract:
Since the establishment and organization of the National Educational Empirical Research Forum for five consecutive years, the number of participants has been growing. Does the prosperity of academic exchanges mean that empirical methods are more and more widely used in educational research in China? Which institutions, scholars and fields is empirical research more widely used in? In response to the above questions, the study selected 15 high-level educational journals as samples based on the empirical research on clearly defined education, and conducted a bibliometric analysis of 3808 papers published between 2015 and 2019.The result shows that in the past five years, empirical research on education in China continues to grow and is more widely used. However, there is still a huge gap compared with the universal use in developed countries. The number of empirical research papers published by normal universities is larger than that of other institutions, and the proportion of empirical research papers in the total number is growing rapidly, but it is at the lowest level of different types of institutions. In the empirical studies on education, more than half of the papers were co-completed by multiple institutions, and the proportion of papers published independently decreased from 63.4% to 57.8%, while the proportion of co-published papers increased by 5.6 percentage. The core authors of the empirical study on education are getting younger. More than half of the core authors of empirical studies on education in the past five years have interdisciplinary backgrounds other than pedagogy. From the perspective of the changes in the professional background distribution of the annual core authors, the proportion of interdisciplinary authors continues to rise. In the past five years, the subjects of empirical research on education have been rich and diverse, with obvious differences among different types of institutions. For the future development of empirical research on education in China, we believe that in view of the dominant position of normal universities in education research, the acceleration of empirical transformation will fundamentally change the paradigm of education research in China. Collaborative research across disciplines and institutions will continue to grow and advance empirical research in education. Young scholars' preference for empirical research on education will become the endogenous driving force to promote empirical transformation. Comprehensively promoting international cooperation in scientific research will help accelerate the transformation of empirical research on education in China.
Since the establishment and organization of the National Educational Empirical Research Forum for five consecutive years, the number of participants has been growing. Does the prosperity of academic exchanges mean that empirical methods are more and more widely used in educational research in China? Which institutions, scholars and fields is empirical research more widely used in? In response to the above questions, the study selected 15 high-level educational journals as samples based on the empirical research on clearly defined education, and conducted a bibliometric analysis of 3808 papers published between 2015 and 2019.The result shows that in the past five years, empirical research on education in China continues to grow and is more widely used. However, there is still a huge gap compared with the universal use in developed countries. The number of empirical research papers published by normal universities is larger than that of other institutions, and the proportion of empirical research papers in the total number is growing rapidly, but it is at the lowest level of different types of institutions. In the empirical studies on education, more than half of the papers were co-completed by multiple institutions, and the proportion of papers published independently decreased from 63.4% to 57.8%, while the proportion of co-published papers increased by 5.6 percentage. The core authors of the empirical study on education are getting younger. More than half of the core authors of empirical studies on education in the past five years have interdisciplinary backgrounds other than pedagogy. From the perspective of the changes in the professional background distribution of the annual core authors, the proportion of interdisciplinary authors continues to rise. In the past five years, the subjects of empirical research on education have been rich and diverse, with obvious differences among different types of institutions. For the future development of empirical research on education in China, we believe that in view of the dominant position of normal universities in education research, the acceleration of empirical transformation will fundamentally change the paradigm of education research in China. Collaborative research across disciplines and institutions will continue to grow and advance empirical research in education. Young scholars' preference for empirical research on education will become the endogenous driving force to promote empirical transformation. Comprehensively promoting international cooperation in scientific research will help accelerate the transformation of empirical research on education in China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.003
Abstract:
Since the “National Educational Empirical Research Forum” was first held in 2015, the application of quantitative methods in the field of education science in China has been popular. However, due to the limitation of research level and research environment, investigating the methodology of quantitative methods and applying quantitative methods in quantitative or mixed research are still a weak point in educational research in China. The academic community has not formed a comprehensive and objective understanding of the application of quantitative methods in education empirical research. Even though some scholars review the application of quantitative methods in education empirical research in China, they only describe and summarize the statistical data, and there is limited analysis on the specific problems with the application. Moreover, there is no correction for the misuse of quantitative methods, which cannot help the applicators effectively. Therefore, efforts to analyze the practical application of quantitative methods in China and give more specific suggestions on its shortcomings are of great significance for the development of quantitative methods in China. This paper examined the articles published in 11 comprehensive education journals included in the Chinese Social Science Citation Index (CSSCI) from 2015 to 2019 as the objects. It summarized the application of quantitative methods in educational empirical research in China in the past five years, and provided suggested solutions to some specific issues. Also, it presented the misuse of some widely used quantitative methods, and made the correct application suggestions; analyzed the future trend of applying quantitative methods in educational empirical research in China.
Since the “National Educational Empirical Research Forum” was first held in 2015, the application of quantitative methods in the field of education science in China has been popular. However, due to the limitation of research level and research environment, investigating the methodology of quantitative methods and applying quantitative methods in quantitative or mixed research are still a weak point in educational research in China. The academic community has not formed a comprehensive and objective understanding of the application of quantitative methods in education empirical research. Even though some scholars review the application of quantitative methods in education empirical research in China, they only describe and summarize the statistical data, and there is limited analysis on the specific problems with the application. Moreover, there is no correction for the misuse of quantitative methods, which cannot help the applicators effectively. Therefore, efforts to analyze the practical application of quantitative methods in China and give more specific suggestions on its shortcomings are of great significance for the development of quantitative methods in China. This paper examined the articles published in 11 comprehensive education journals included in the Chinese Social Science Citation Index (CSSCI) from 2015 to 2019 as the objects. It summarized the application of quantitative methods in educational empirical research in China in the past five years, and provided suggested solutions to some specific issues. Also, it presented the misuse of some widely used quantitative methods, and made the correct application suggestions; analyzed the future trend of applying quantitative methods in educational empirical research in China.
, Available online ,
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.
, Available online ,
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.
, Available online ,
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.
, Available online ,
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.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.002
Abstract:
This paper reviews research on private supplementary tutoring, widely known as shadow education during the first two decades of the present century. It takes as its starting point the first global study of the phenomenon, published in 1999, despite some scattered national and subnational literature before 1999. During the initial two decades, great expansion of the research on shadow education brought more depth and stronger awareness of commonalities and differences in different cultures. From initial mapping and identification of factors shaping demand came work on ecosystems with deeper sociological and economic analyses, together with greater attention to research methods. The agenda ahead will need to keep up with the changing times, e.g., through the impact of technology, and develop stronger interdisciplinarity to explore additional domains. It will also need continued attention to definitions and methods.
This paper reviews research on private supplementary tutoring, widely known as shadow education during the first two decades of the present century. It takes as its starting point the first global study of the phenomenon, published in 1999, despite some scattered national and subnational literature before 1999. During the initial two decades, great expansion of the research on shadow education brought more depth and stronger awareness of commonalities and differences in different cultures. From initial mapping and identification of factors shaping demand came work on ecosystems with deeper sociological and economic analyses, together with greater attention to research methods. The agenda ahead will need to keep up with the changing times, e.g., through the impact of technology, and develop stronger interdisciplinarity to explore additional domains. It will also need continued attention to definitions and methods.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.001
Abstract:
In order to fully understand the online teaching of colleges and universities in China during the coronavirus pneumonia epidemic in 2020, the online teaching research group of the Teacher Development Center of Xiamen University launched a questionnaire survey on online teaching. A total of 334 universities, 13,997 teachers and 256,504 students participated in the survey. The survey results show that the first large-scale online teaching in China has achieved or its intended purpose. It is a successful online teaching practice, which has important reference for the construction of colleges and universities in the post-epidemic era and the realization of blended teaching. However, due to the epidemic situation, the current large-scale online teaching, has shown many stage-specific characteristics in teachers’ and students’ preparation, teaching platform support, online services provided by the university, online teaching modes and features, online teaching effectiveness, the main factors affecting online teaching, the problems of online teaching, the challenges faced by teachers and students, and the suggestions for teachers and students to improve their online teaching and learning. In the long run, these staged characteristics leave room for promoting the subsequent teaching reform. Drawing on these phased features, this article proposes five relationships that need to be dealt with correctly from the perspective of education informatization in the post-epidemic era: the relationship between planning and market allocation of online teaching resources, hardware construction and teaching beliefs, fairness and efficiency, the understanding and practice of different subjects, and domestic practice and international experience.
In order to fully understand the online teaching of colleges and universities in China during the coronavirus pneumonia epidemic in 2020, the online teaching research group of the Teacher Development Center of Xiamen University launched a questionnaire survey on online teaching. A total of 334 universities, 13,997 teachers and 256,504 students participated in the survey. The survey results show that the first large-scale online teaching in China has achieved or its intended purpose. It is a successful online teaching practice, which has important reference for the construction of colleges and universities in the post-epidemic era and the realization of blended teaching. However, due to the epidemic situation, the current large-scale online teaching, has shown many stage-specific characteristics in teachers’ and students’ preparation, teaching platform support, online services provided by the university, online teaching modes and features, online teaching effectiveness, the main factors affecting online teaching, the problems of online teaching, the challenges faced by teachers and students, and the suggestions for teachers and students to improve their online teaching and learning. In the long run, these staged characteristics leave room for promoting the subsequent teaching reform. Drawing on these phased features, this article proposes five relationships that need to be dealt with correctly from the perspective of education informatization in the post-epidemic era: the relationship between planning and market allocation of online teaching resources, hardware construction and teaching beliefs, fairness and efficiency, the understanding and practice of different subjects, and domestic practice and international experience.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.009
Abstract:
From the perspective of learning and teaching strategies, and based on a large-scale evaluation data of a province in eastern China, this paper explores what kind of teaching and learning strategies can more effectively improve the academic performance of primary and secondary school students. The results of the multi-level linear regression models show that cognitive strategies (CS), metacognitive strategies (MS) and inquiry strategies (IS) can significantly improve students' performance, among which CS have the greatest effect; individualized teaching strategies (ITS), participatory teaching strategies (PTS) and guided-inquiry teaching strategies (GTS) can significantly improve students’ performance, and GTS have the greatest effect. The quasi-experimental design of CEM shows that teaching strategies can significantly promote the improvement of various learning strategies, especially for primary students’ CS and MS and junior students' MS.
From the perspective of learning and teaching strategies, and based on a large-scale evaluation data of a province in eastern China, this paper explores what kind of teaching and learning strategies can more effectively improve the academic performance of primary and secondary school students. The results of the multi-level linear regression models show that cognitive strategies (CS), metacognitive strategies (MS) and inquiry strategies (IS) can significantly improve students' performance, among which CS have the greatest effect; individualized teaching strategies (ITS), participatory teaching strategies (PTS) and guided-inquiry teaching strategies (GTS) can significantly improve students’ performance, and GTS have the greatest effect. The quasi-experimental design of CEM shows that teaching strategies can significantly promote the improvement of various learning strategies, especially for primary students’ CS and MS and junior students' MS.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.010
Abstract:
To cure poverty first, to cure foolishness is a long-term strategy in the battle against poverty. In order to promote the development of children in poverty-stricken areas and explore effective ways to block the intergenerational transmission of poverty, China Development Research Foundation (CDRF), with the support of local governments and Administration Bureau, carried out an early childhood development project for children in poverty-stricken areas in Ledu County in 2009, including two projects of one village one preschool and nutrition package. With the continuous expansion of scale, improvement of quality and vigorous promotion by the local government, the one village one preschool project was scaling-up in 2016. Over the past 10 years since the implementation of the “One Village One Preschool project” program, a village-level preschool education service system has been put in place, significantly increasing the three-year gross enrollment rate of preschool education in poor areas. By the end of 2019, the three-year gross enrollment rate of preschool schools in Ledu District had exceeded 98 percent. Over the past 10 years, 8705 children in Ledu have graduated from mountain kindergartens and entered the compulsory education stage, benefiting more than 5400 families. The mountain village kindergartens have guaranteed nearly 30% of the poor rural students in the county, and the total per capita cost is only 1/6—1/8 of that of county-level public kindergartens. By the end of 2019, the “One Village One Preschool” program had been widely implemented in 33 counties in 11 central and western provinces, with more than 80000 children enrolled and more than 210000 people benefiting from it. The quality and effect of the "One Village One Preschool" program are ideal and practical. The development level, psychological characteristics, intelligence and learning ability of the children who benefit from the program are generally better than those who do not go to kindergartens and children in towns and villages, and some aspects are close to those in county-level public kindergartens. In terms of benefits, cost effectiveness, educational effect and social impact, the “One Village One Preschool” plan is an excellent project of targeted poverty alleviation through education, which embodies the basic public service value orientation of social justice.
To cure poverty first, to cure foolishness is a long-term strategy in the battle against poverty. In order to promote the development of children in poverty-stricken areas and explore effective ways to block the intergenerational transmission of poverty, China Development Research Foundation (CDRF), with the support of local governments and Administration Bureau, carried out an early childhood development project for children in poverty-stricken areas in Ledu County in 2009, including two projects of one village one preschool and nutrition package. With the continuous expansion of scale, improvement of quality and vigorous promotion by the local government, the one village one preschool project was scaling-up in 2016. Over the past 10 years since the implementation of the “One Village One Preschool project” program, a village-level preschool education service system has been put in place, significantly increasing the three-year gross enrollment rate of preschool education in poor areas. By the end of 2019, the three-year gross enrollment rate of preschool schools in Ledu District had exceeded 98 percent. Over the past 10 years, 8705 children in Ledu have graduated from mountain kindergartens and entered the compulsory education stage, benefiting more than 5400 families. The mountain village kindergartens have guaranteed nearly 30% of the poor rural students in the county, and the total per capita cost is only 1/6—1/8 of that of county-level public kindergartens. By the end of 2019, the “One Village One Preschool” program had been widely implemented in 33 counties in 11 central and western provinces, with more than 80000 children enrolled and more than 210000 people benefiting from it. The quality and effect of the "One Village One Preschool" program are ideal and practical. The development level, psychological characteristics, intelligence and learning ability of the children who benefit from the program are generally better than those who do not go to kindergartens and children in towns and villages, and some aspects are close to those in county-level public kindergartens. In terms of benefits, cost effectiveness, educational effect and social impact, the “One Village One Preschool” plan is an excellent project of targeted poverty alleviation through education, which embodies the basic public service value orientation of social justice.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.002
Abstract:
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.01.001
Abstract:
Despite the Coleman Report half a century ago, there is no consensus on which is more important, parenting or schooling, for students’ academic performance. Based on the large-scale assessment data from primary and secondary schools in 16 cities of 5 provinces in eastern and central China, this study used generalized educational production function and established the hierarchical linear model (HLM) to analyze the impact of parenting and schooling on students’ standardized test scores. In addition, we employed Shapley and Owen decomposition method to identify the input factors that have a greater impact on school output and drew the following conclusions. Firstly, in addition to the student-teacher ratio, school input factors such as school conditions and teacher quality have significantly positive effects on students’ academic performance. Secondly, parental participation and parental educational expectations have significantly positive effects on students’ academic performance. Thirdly, parenting factors are more important for primary school students while schooling factors are more important for secondary ones. Finally, compared with school conditions, teacher quality contributes more to the variance of average academic performance in primary and secondary schools. Moreover, compared with primary schools, teacher quality has greater contribution to the variance of average academic performance in secondary schools. Based on the empirical research conclusions, we put forward five suggestions to improve the productivity of primary and secondary education in China. Firstly, the government should adjust the allocation of resources for compulsory education and give priority to funding for secondary school education. Secondly, the government should raise teachers’ salary and improve the work environment to attract high-quality labor into compulsory education. Thirdly, the government and schools should enhance teachers’ teaching through teacher training and cooperation. Fourthly, the government should make rules and regulations about family education to enhance parents’ responsibility in their children’s education. Finally, schools and communities should organize some lectures on family education to promote effective cooperating between schooling and parenting.
Despite the Coleman Report half a century ago, there is no consensus on which is more important, parenting or schooling, for students’ academic performance. Based on the large-scale assessment data from primary and secondary schools in 16 cities of 5 provinces in eastern and central China, this study used generalized educational production function and established the hierarchical linear model (HLM) to analyze the impact of parenting and schooling on students’ standardized test scores. In addition, we employed Shapley and Owen decomposition method to identify the input factors that have a greater impact on school output and drew the following conclusions. Firstly, in addition to the student-teacher ratio, school input factors such as school conditions and teacher quality have significantly positive effects on students’ academic performance. Secondly, parental participation and parental educational expectations have significantly positive effects on students’ academic performance. Thirdly, parenting factors are more important for primary school students while schooling factors are more important for secondary ones. Finally, compared with school conditions, teacher quality contributes more to the variance of average academic performance in primary and secondary schools. Moreover, compared with primary schools, teacher quality has greater contribution to the variance of average academic performance in secondary schools. Based on the empirical research conclusions, we put forward five suggestions to improve the productivity of primary and secondary education in China. Firstly, the government should adjust the allocation of resources for compulsory education and give priority to funding for secondary school education. Secondly, the government should raise teachers’ salary and improve the work environment to attract high-quality labor into compulsory education. Thirdly, the government and schools should enhance teachers’ teaching through teacher training and cooperation. Fourthly, the government should make rules and regulations about family education to enhance parents’ responsibility in their children’s education. Finally, schools and communities should organize some lectures on family education to promote effective cooperating between schooling and parenting.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.08.001
Abstract:
Since the late 20th century, educational research has continued to intersect with such disciplines as economics, medicine, psychology, and computer science. As typical multidisciplinary research methods, randomized controlled trials (RCTs) have gradually become a key step in making developmental policies worldwide, especially in the fields of education and social policy. Since 2003, the Abdul Latif Jameel Poverty Action Lab (J-PAL) and Innovations for Poverty Action (IPA) have conducted nearly 300 RCTs in education in 44 countries around the world, whose empirical findings have been utilized to facilitate educational policies in developing countries such as South Asia, Africa, and Latin America. Owing to their enormous contribution to global poverty reduction, the founders of J-PAL also won the 2019 Nobel Prize in Economics. Although a large number of international studies have corroborated the positive roles of RCTs in promoting educational output and raising the incomes of poor groups, similar research efforts in the field of targeted poverty alleviation in education in China underestimated. This paper is a comprehensive review of literature that involves more than 30 publicly available RCTs on targeted poverty alleviation in education from 2007 to 2019. It is found that the RCTs in education conducted in poor rural China focus on four areas: teachers and education, information technology and education, nutrition & health and education, as well as early childhood development. The overarching topic discussed in these four areas is the intergenerational trap of human capital in poor rural China, followed by the exploration of more cost-effective and feasible solutions to issues existing regarding rural education. We further summarize the development of applying RCTs in promoting quality rural education in poor areas in terms of its developmental pathway, status quo, and practical experiences, so as to provide operable ways for the implementers of rural education, data-based empirical support for the decision-makers, as well as effective strategies verified by RCTs for national designers of targeted poverty alleviation policy in education. In addition, this paper also introduces the application of quasi-experimental methods to facilitate making targeted poverty alleviation policies in education in situations where RCTs may not be applicable.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.010
Abstract:
The dual pressures of employment and the COVID-19 have made the employment of new college graduates unprecedentedly difficult. The research group conducted a comprehensive survey on the employment of university and college graduates in 34 provinces of China, autonomous regions and municipalities during the epidemic from April to June, 2020. Based on the collected data, we have the following research findings. Half of the after-tax salary was concentrated at 3001 to 5000 RMB, and the stability of the job on arrival was relatively high.The subjective factors of unemployed graduates and the objective epidemic situation increased the difficulty of employment. Job location and salary were the most valued by the new graduates. The epidemic did not significantly changed the employment expectations of unemployed graduates. The expected job type offers a poor match with the employers’ main job type, at the same time, the expected salary of the unemployed graduates was usually higher than the actual salary of the employed graduates and the national monthly disposable income. Graduates' satisfaction evaluation of college employment guidance service was generally positive. However, the issues such as small scale of full-time teachers, professional level was not high etc. Through a logistic regression analysis, it was found that gender, place of origin, family economic status, school type, school level, subject type, subject level, educational background, academic performance, foreign language level, expected salary, job-hunting cost and entrepreneurial consideration had significant differences in influencing employment among different groups. Meanwhile, the four employment problems tend to be ignored and need to be taken seriously. Greater attention must be paid to unemployed graduates from rural areas, the precise assistance of graduates who face financial difficulties in finding jobs; concealed and unavoidable employment discrimination against rural graduates; the issue of substantively helping graduates start businesses to promote employment.
The dual pressures of employment and the COVID-19 have made the employment of new college graduates unprecedentedly difficult. The research group conducted a comprehensive survey on the employment of university and college graduates in 34 provinces of China, autonomous regions and municipalities during the epidemic from April to June, 2020. Based on the collected data, we have the following research findings. Half of the after-tax salary was concentrated at 3001 to 5000 RMB, and the stability of the job on arrival was relatively high.The subjective factors of unemployed graduates and the objective epidemic situation increased the difficulty of employment. Job location and salary were the most valued by the new graduates. The epidemic did not significantly changed the employment expectations of unemployed graduates. The expected job type offers a poor match with the employers’ main job type, at the same time, the expected salary of the unemployed graduates was usually higher than the actual salary of the employed graduates and the national monthly disposable income. Graduates' satisfaction evaluation of college employment guidance service was generally positive. However, the issues such as small scale of full-time teachers, professional level was not high etc. Through a logistic regression analysis, it was found that gender, place of origin, family economic status, school type, school level, subject type, subject level, educational background, academic performance, foreign language level, expected salary, job-hunting cost and entrepreneurial consideration had significant differences in influencing employment among different groups. Meanwhile, the four employment problems tend to be ignored and need to be taken seriously. Greater attention must be paid to unemployed graduates from rural areas, the precise assistance of graduates who face financial difficulties in finding jobs; concealed and unavoidable employment discrimination against rural graduates; the issue of substantively helping graduates start businesses to promote employment.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.012
Abstract:
This study selects 124 empirical-research papers published from 2015 to 2019 that focus on the development of preschool education in China and that have a certain academic impact, and compares with non-empirical research papers on similar topics. It offers a quantitative analysis of their quantity distribution, authors, hot topics, research paradigms and methods, theoretical application, influence, etc. Through a content analysis of the core conclusions of the papers, we identify the main knowledge production, and thus reveal the empirical research’s value guidance for the development of preschool education in China and promotion to it. It is found that in recent years, empirical research has produced four kinds of knowledge: description, explanation, improvement and prediction, involving the comprehensive development status of preschool education, resource supply and allocation, teaching staff construction, investment and guarantee, government supervision and administration, quality of nursery and education, etc. Empirical research promotes the development of preschool education by presenting basic facts, proving basic concepts, discovering basic principles and proposing basic strategies. This study also puts forward some suggestions to promote the development of empirical research on preschool education in China.
This study selects 124 empirical-research papers published from 2015 to 2019 that focus on the development of preschool education in China and that have a certain academic impact, and compares with non-empirical research papers on similar topics. It offers a quantitative analysis of their quantity distribution, authors, hot topics, research paradigms and methods, theoretical application, influence, etc. Through a content analysis of the core conclusions of the papers, we identify the main knowledge production, and thus reveal the empirical research’s value guidance for the development of preschool education in China and promotion to it. It is found that in recent years, empirical research has produced four kinds of knowledge: description, explanation, improvement and prediction, involving the comprehensive development status of preschool education, resource supply and allocation, teaching staff construction, investment and guarantee, government supervision and administration, quality of nursery and education, etc. Empirical research promotes the development of preschool education by presenting basic facts, proving basic concepts, discovering basic principles and proposing basic strategies. This study also puts forward some suggestions to promote the development of empirical research on preschool education in China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.004
Abstract:
Inquiry into the teaching epistemology for competence development aims to clarify the relationship between knowledge and competence, and the epistemology principles and teaching mechanism of their transformation. Competence is the moral ability of using knowledge to solve complex problems, and this learning outcome is based on knowledge and beyond, and depends on the fact that learners could transfer and utilize knowledge morally in complex situation. The nature of competence is practice which implies the epistemological meaning of the unity of knowledge and action, intellect and morality. This implication demands that teaching epistemology should handle well with the integration between ‘learning’ and ‘utilizing’. Although traditional teaching epistemology consistently advocates ‘learning for utilizing’, clamped by the knowledge creed of firm belief in rationalism, it struggled with the dualism cruces including the time sequence view, instrumental theory and mechanism in dealing with the relationship between knowledge and action, ‘learning’ and ‘utilizing’. The crux of dualism not only split the inherent unity of ‘learning’ and ‘utilizing’, but made it difficult to ensure the practicality of learners’ learning outcomes. ‘Utilizing for learning’ adjusts the sequence between ‘learning’ and ‘utilizing’ and aims to re-evaluate the epistemology meaning of action and practice, so as to promote ‘learning for utilizing’. ‘Utilizing for learning’ as the practice-oriented teaching epistemology, not only outlines the teaching mechanism of turning knowledge into competence, but reflects the practical turn of modern and contemporary epistemology research, the newest development of learning science and the action-based epistemology tradition implied in Chinese culture.
Inquiry into the teaching epistemology for competence development aims to clarify the relationship between knowledge and competence, and the epistemology principles and teaching mechanism of their transformation. Competence is the moral ability of using knowledge to solve complex problems, and this learning outcome is based on knowledge and beyond, and depends on the fact that learners could transfer and utilize knowledge morally in complex situation. The nature of competence is practice which implies the epistemological meaning of the unity of knowledge and action, intellect and morality. This implication demands that teaching epistemology should handle well with the integration between ‘learning’ and ‘utilizing’. Although traditional teaching epistemology consistently advocates ‘learning for utilizing’, clamped by the knowledge creed of firm belief in rationalism, it struggled with the dualism cruces including the time sequence view, instrumental theory and mechanism in dealing with the relationship between knowledge and action, ‘learning’ and ‘utilizing’. The crux of dualism not only split the inherent unity of ‘learning’ and ‘utilizing’, but made it difficult to ensure the practicality of learners’ learning outcomes. ‘Utilizing for learning’ adjusts the sequence between ‘learning’ and ‘utilizing’ and aims to re-evaluate the epistemology meaning of action and practice, so as to promote ‘learning for utilizing’. ‘Utilizing for learning’ as the practice-oriented teaching epistemology, not only outlines the teaching mechanism of turning knowledge into competence, but reflects the practical turn of modern and contemporary epistemology research, the newest development of learning science and the action-based epistemology tradition implied in Chinese culture.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.003
Abstract:
China Education Innovation Institute of Beijing Normal University and the Partnership for Twenty-first Century Learning (P21) cooperated on the research of Twenty-first Century Key Competences. On the basis of the 4Cs framework proposed by P21 (critical thinking, creativity, communication and collaboration), cultural understanding and inheritance competence was added to form the 5Cs framework. Through in-depth literature review, discussion and comprehensive argumentation, the 5Cs framework including five first-level dimensions and sixteen second-level dimensions is established. Through extensive investigation and further in-depth elaboration, we completed the establishment of 5C framework, connotation interpretation and behavioral performance, hoping to provide a set of feasible competences framework for promoting the implementation of Twenty-first Century Competencies education.
China Education Innovation Institute of Beijing Normal University and the Partnership for Twenty-first Century Learning (P21) cooperated on the research of Twenty-first Century Key Competences. On the basis of the 4Cs framework proposed by P21 (critical thinking, creativity, communication and collaboration), cultural understanding and inheritance competence was added to form the 5Cs framework. Through in-depth literature review, discussion and comprehensive argumentation, the 5Cs framework including five first-level dimensions and sixteen second-level dimensions is established. Through extensive investigation and further in-depth elaboration, we completed the establishment of 5C framework, connotation interpretation and behavioral performance, hoping to provide a set of feasible competences framework for promoting the implementation of Twenty-first Century Competencies education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.005
Abstract:
Pre-service teacher education is a core issue in the field of teacher education policy, practice and research. In China, with the transition of teacher education, the gradual diversification of paradigms in the field of education research, and the focus on evidence-based policy decision-making and educational practice, the research outcomes of pre-service teacher education are gradually enriched. Based on the analysis framework of “teacher education research as a social practice”, this study comprehensively reviewed the empirical studies on pre-service teacher education published in Chinese journals during 2015—2019. It summarized explicit content of pre-service teacher education research, including research participants, research methods, researcher identity, research topics, research findings, etc. And the study further analyzes the underlying assumptions, logic of argument, micropolitics, quality of evidence and assumed implications in the researches. As revealed, in the past five year, the empirical research on pre-service teacher education and policy reform in China has relatively been fragmented, and there is a lack of response to changes in the social, political and economic environment and the demand for educational reform. On the whole, although the current research on pre-service teacher education highlights “practice”, it also suffers from an insufficiency in the theoretical teacher education curriculum. The existing research has the limits of repetitive research content, insufficient localised exploration and varied research quality. For example, apart from the weak standard of designs, the prominent single method and insufficient ethical concern, the logic of argument needs to be strengthened. In the future, we should enrich the topics of pre-service teacher education research, expand the team of researchers, and broaden the types of research methods.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.003
Abstract:
College students are the major subject of online learning, and to some extent, their online learning experience reflects teaching results and satisfactions. This study is based on the online teaching survey (student paper) compiled by the online teaching task group of the Teacher Development Center of Xiamen University. With a sample of 209099 valid student questionnaires from 334 universities in China the study presents a one-way analysis of variance, cluster analysis and multivariate linear regression analysis supplemented by collecting and collating qualitative data, interviewing ten students with different backgrounds. It finds that both students’ genders, disciplines, grades, regions, types of university and instructors' flexibility in using various platforms and students' proficiency in teaching tools during online teaching have become the significant factors affecting college students' online learning experience. Also, classroom live broadcast effects and mutual discussion among classmates can help improve the online learning experience. Universities, instructors and students are the major subjects of online learning, and they bear important responsibility in improving online learning experience. Therefore, universities should upgrade course platforms and offer more technical support, instructors should improve their IT skills, and students should change traditional learning methods and develop good learning habits.
College students are the major subject of online learning, and to some extent, their online learning experience reflects teaching results and satisfactions. This study is based on the online teaching survey (student paper) compiled by the online teaching task group of the Teacher Development Center of Xiamen University. With a sample of 209099 valid student questionnaires from 334 universities in China the study presents a one-way analysis of variance, cluster analysis and multivariate linear regression analysis supplemented by collecting and collating qualitative data, interviewing ten students with different backgrounds. It finds that both students’ genders, disciplines, grades, regions, types of university and instructors' flexibility in using various platforms and students' proficiency in teaching tools during online teaching have become the significant factors affecting college students' online learning experience. Also, classroom live broadcast effects and mutual discussion among classmates can help improve the online learning experience. Universities, instructors and students are the major subjects of online learning, and they bear important responsibility in improving online learning experience. Therefore, universities should upgrade course platforms and offer more technical support, instructors should improve their IT skills, and students should change traditional learning methods and develop good learning habits.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.001
Abstract:
The dominant research approach to student engagement in higher education follows a behavioral perspective, which neglects the possible discrepancies between students’ behavioral engagement and psychological status, making largely invisible the links between student engagement and specific socio-cultural contexts. Therefore, there is an urgent need for the research on student engagement in higher education to shift its views and include diverse perspectives. The Motivation and Engagement Wheel, a psychological perspective of student engagement, provides a more appropriate conceptual framework and research tools. Targeting Chinese university students, three empirical studies based on the Motivation and Engagement Wheel revealed a series of findings. First, there were four types of learners among Chinese university students according to their motivation and engagement, and two of them showed some discrepancies between their internal motivation and external behaviors. Those “maladaptive but engaged learners” typically reflect the influence of Chinese cultural and educational traditions on student engagement. Second, although the relationships between motivation and engagement largely echoed Anglo-American researchers’ previous findings, maladaptive motivation was found to sometimes facilitate, rather than impair Chinese university students’ engagement. These findings reflect the cultural specificity of student engagement in higher education. Third, students’ course experiences significantly influenced their motivation and engagement. According to the nature of effects, these course experience factors can be classified as ideal, paradoxical and weird indicators. The paradoxical and weird indicators mirror some characteristics and long-standing problems of university teaching and learning in China. To improve the quality of university teaching, academic affairs administrators and instructors should clarify the connotations of good teaching in higher education, attach more importance to the cultivation of students’ independence and self-regulated learning, and promote assessment for learning in university teaching. They also need to pay attention to the double-edge effects of Chinese cultural and pedagogical traditions on learning and teaching in higher education. Meanwhile, although the three studies follow a psychological perspective, they can not only help us identify the close associations between student engagement and the socio-cultural context in China, but also take account of students’ engagement behaviors, which makes it possible for researchers to conduct student engagement research from a holistic perspective in future.
The dominant research approach to student engagement in higher education follows a behavioral perspective, which neglects the possible discrepancies between students’ behavioral engagement and psychological status, making largely invisible the links between student engagement and specific socio-cultural contexts. Therefore, there is an urgent need for the research on student engagement in higher education to shift its views and include diverse perspectives. The Motivation and Engagement Wheel, a psychological perspective of student engagement, provides a more appropriate conceptual framework and research tools. Targeting Chinese university students, three empirical studies based on the Motivation and Engagement Wheel revealed a series of findings. First, there were four types of learners among Chinese university students according to their motivation and engagement, and two of them showed some discrepancies between their internal motivation and external behaviors. Those “maladaptive but engaged learners” typically reflect the influence of Chinese cultural and educational traditions on student engagement. Second, although the relationships between motivation and engagement largely echoed Anglo-American researchers’ previous findings, maladaptive motivation was found to sometimes facilitate, rather than impair Chinese university students’ engagement. These findings reflect the cultural specificity of student engagement in higher education. Third, students’ course experiences significantly influenced their motivation and engagement. According to the nature of effects, these course experience factors can be classified as ideal, paradoxical and weird indicators. The paradoxical and weird indicators mirror some characteristics and long-standing problems of university teaching and learning in China. To improve the quality of university teaching, academic affairs administrators and instructors should clarify the connotations of good teaching in higher education, attach more importance to the cultivation of students’ independence and self-regulated learning, and promote assessment for learning in university teaching. They also need to pay attention to the double-edge effects of Chinese cultural and pedagogical traditions on learning and teaching in higher education. Meanwhile, although the three studies follow a psychological perspective, they can not only help us identify the close associations between student engagement and the socio-cultural context in China, but also take account of students’ engagement behaviors, which makes it possible for researchers to conduct student engagement research from a holistic perspective in future.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.004
Abstract:
The number of qualitative education research has mounted since the mid of 1990’s when Professor Chen Xiangming at Peking University introduced it into China. In 2015, the Faculty of Education of East China Normal University launched a national “Educational Empirical Research Forum”, which accelerated the development of qualitative research and mixed research with qualitative design. This paper first draws on the Chinese traditional concepts of “Dao” and “Qi” to distinguish the scientific pursuit of the scholarly community and the forms of qualitative research, and proposes to revisit the “scientific” mission of the Chinese education research. Then, this paper scrutinizes the qualitative research papers published in the 37 key Chinese education journals in 2015—2019, focusing on the research design, sampling method, qualitative data source, qualitative data analysis, credibility and ethics. By comparing those qualitative research papers published in 2004—2014 with English qualitative papers published in 2015—2019 in four top education journals in the United Kingdom, the United States and Europe, this review reveals the patterns and features of the qualitative education research in China in the past five years. Finally, this paper concludes by encouraging the Chinese scholarly community to consolidate their consensus and further the internationalization, localization and diversification of Chinese education research.
The number of qualitative education research has mounted since the mid of 1990’s when Professor Chen Xiangming at Peking University introduced it into China. In 2015, the Faculty of Education of East China Normal University launched a national “Educational Empirical Research Forum”, which accelerated the development of qualitative research and mixed research with qualitative design. This paper first draws on the Chinese traditional concepts of “Dao” and “Qi” to distinguish the scientific pursuit of the scholarly community and the forms of qualitative research, and proposes to revisit the “scientific” mission of the Chinese education research. Then, this paper scrutinizes the qualitative research papers published in the 37 key Chinese education journals in 2015—2019, focusing on the research design, sampling method, qualitative data source, qualitative data analysis, credibility and ethics. By comparing those qualitative research papers published in 2004—2014 with English qualitative papers published in 2015—2019 in four top education journals in the United Kingdom, the United States and Europe, this review reveals the patterns and features of the qualitative education research in China in the past five years. Finally, this paper concludes by encouraging the Chinese scholarly community to consolidate their consensus and further the internationalization, localization and diversification of Chinese education research.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.004
Abstract:
Dewey’s philosophy of curriculum is the core of his whole philosophy of education. Dewey’s view of children’s curriculum is the basis of his whole philosophy of curriculum. The basic problem of philosophy of curriculum is the problem of relationship between subject-matter logic and psychological experience. Subject-matter logic itself is not children’s curriculum, but it has intrinsic connections to children’s psychological experience: both share one reality; both have the nature of experience. If the appropriate environment and conditions are provided, children’s psychological experience can grow up into subject-matter logic. Children’s psychological experience and subject-matter logic form “two limits” of instructional process. The process of growing from the former to the latter is a continuous reconstruction of experience. The meaning of children’s curriculum is subject-matter elements in children’s present experience and the psychological aspect of subject-matters, which are mutually related. The classification of children’s curriculum is based on the principle of differentiation of subject-matters from social life. The subject of psychologizing subject-matters is teachers. Teachers’ arts of curriculum development are mainly interpretation and guidance. In today’s information age, Dewey’s view of children’s curriculum is still vital and vigorous.
Dewey’s philosophy of curriculum is the core of his whole philosophy of education. Dewey’s view of children’s curriculum is the basis of his whole philosophy of curriculum. The basic problem of philosophy of curriculum is the problem of relationship between subject-matter logic and psychological experience. Subject-matter logic itself is not children’s curriculum, but it has intrinsic connections to children’s psychological experience: both share one reality; both have the nature of experience. If the appropriate environment and conditions are provided, children’s psychological experience can grow up into subject-matter logic. Children’s psychological experience and subject-matter logic form “two limits” of instructional process. The process of growing from the former to the latter is a continuous reconstruction of experience. The meaning of children’s curriculum is subject-matter elements in children’s present experience and the psychological aspect of subject-matters, which are mutually related. The classification of children’s curriculum is based on the principle of differentiation of subject-matters from social life. The subject of psychologizing subject-matters is teachers. Teachers’ arts of curriculum development are mainly interpretation and guidance. In today’s information age, Dewey’s view of children’s curriculum is still vital and vigorous.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.002
Abstract:
To understand the quality of basic education, people should develop its descriptive definition instead of a prescriptive or programmatic definition. First, the connotation of educational quality is multi-element, multi-faceted, and it is necessary to establish a systematic view about the quality of education. Second, the core of education quality is the quality of students' development. Third, students’ development should be all-round. Finally, the quality of student development is the result of multiple factors. The theoretical model of basic education quality monitoring and evaluation is a structured presentation of the connotation. It employs CIPO (Context-Input-Process-Output) as the framework, defines educational output from the perspective of students’ development, selects key influencing factors to investigate the various aspects of the quality of education and their relationship, and finally presents the effectiveness of educational factors as the quality of education. China needs to define the quality of basic education by standards, improve the monitoring of key influencing factors, strengthen the follow-up investigation and experimental research on the quality of basic education and construct indexes for the quality of basic education.
To understand the quality of basic education, people should develop its descriptive definition instead of a prescriptive or programmatic definition. First, the connotation of educational quality is multi-element, multi-faceted, and it is necessary to establish a systematic view about the quality of education. Second, the core of education quality is the quality of students' development. Third, students’ development should be all-round. Finally, the quality of student development is the result of multiple factors. The theoretical model of basic education quality monitoring and evaluation is a structured presentation of the connotation. It employs CIPO (Context-Input-Process-Output) as the framework, defines educational output from the perspective of students’ development, selects key influencing factors to investigate the various aspects of the quality of education and their relationship, and finally presents the effectiveness of educational factors as the quality of education. China needs to define the quality of basic education by standards, improve the monitoring of key influencing factors, strengthen the follow-up investigation and experimental research on the quality of basic education and construct indexes for the quality of basic education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.008
Abstract:
The report series of How People Learn incorporate insights gained from research conducted in the past decades and inspire researchers of science of learning all over the world. To examine the veins in recent two decades, analyze the change of its focus, and understand the trend of science of learning, this paper conducts a textual analysis of the two editions of How People Learn. The analysis produced data of more than a thousand word frequency. The result is presented in tables and “Word-Cloud” picture. Based on the analysis, we conclude that the newer report answering How People Learn in a wider dimension than the older, expanding the category of learners, transcending single learning space, reflecting technological development, highlighting the inter-disciplinary feature, and further exploring the nature of learning.
The report series of How People Learn incorporate insights gained from research conducted in the past decades and inspire researchers of science of learning all over the world. To examine the veins in recent two decades, analyze the change of its focus, and understand the trend of science of learning, this paper conducts a textual analysis of the two editions of How People Learn. The analysis produced data of more than a thousand word frequency. The result is presented in tables and “Word-Cloud” picture. Based on the analysis, we conclude that the newer report answering How People Learn in a wider dimension than the older, expanding the category of learners, transcending single learning space, reflecting technological development, highlighting the inter-disciplinary feature, and further exploring the nature of learning.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.008
Abstract:
Educational production activities are interrelated. Educational output is affected by many input factors, such as families and schools, among which the relationship among input factors is complex. There is always a gap between theoretical construction and practical observation in educational production and the empirical research methods and conclusions are quite controversial. The impact of educational input on educational output is a “black box” that hasn’t been solved for a long time in the research of economics of education. The study of educational production function perfectly integrates the theories and methods of economics and pedagogy. It is the core topic of education economics to discuss the relationship between the allocation of scarce educational resources and the output of human educational activities, and it is also a useful and powerful tool to crack the “black box” of educational production. This study examines the empirical research on education production function and introduces the types of education production function. It then analyzes the empirical research results of family input and school input education production function, summarizes and rethinks the basic trend and existing problems of the empirical research on education production function in the past five years. Finally, it puts forward the prospects of the future empirical research on educational production function.
Educational production activities are interrelated. Educational output is affected by many input factors, such as families and schools, among which the relationship among input factors is complex. There is always a gap between theoretical construction and practical observation in educational production and the empirical research methods and conclusions are quite controversial. The impact of educational input on educational output is a “black box” that hasn’t been solved for a long time in the research of economics of education. The study of educational production function perfectly integrates the theories and methods of economics and pedagogy. It is the core topic of education economics to discuss the relationship between the allocation of scarce educational resources and the output of human educational activities, and it is also a useful and powerful tool to crack the “black box” of educational production. This study examines the empirical research on education production function and introduces the types of education production function. It then analyzes the empirical research results of family input and school input education production function, summarizes and rethinks the basic trend and existing problems of the empirical research on education production function in the past five years. Finally, it puts forward the prospects of the future empirical research on educational production function.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.06.001
Abstract:
The emergence of big data and the development of smart technology have promoted the intelligent educational practice and the systematic change of its research paradigm. The development of computing theories, technology and big data in education laid the foundations for computational education. Based on the analysis framework of subject construction, computational education is a new subject which use computing technology on quantified educational data to explore the real problems in education. It values practices and cross-disciplinary research. It has a unique research paradigm, based on computing techniques, shifting from top-down research tradition to combined research methods. Nowadays, the main research methods include both computing simulation experiments and data-intensive scientific discovery. This paper argues that computational education still lacks knowledge construction and social construction of the subject. It then puts forward a framework for systematized construction of subject knowledge from the aspects of breakthrough in subject theory and key technologies, research paradigm and generation of subject knowledge, interactive environment and construction of teaching application, and also from the aspects of building professional societies, personnel training plans and academic evaluation. Finally, some constructional suggestions on the subject development of computational education in China are put forward. It is not limited to the development of educational research paradigm based on data science. As an independent, emerging and application-oriented interdisciplinary discipline, computational education needs to systematically strengthen basic theoretical research, applied research, establish professional societies and an integrated platform of production, learning, research and use, and gather the strength of all sectors of society to promote the development of this subject.
The emergence of big data and the development of smart technology have promoted the intelligent educational practice and the systematic change of its research paradigm. The development of computing theories, technology and big data in education laid the foundations for computational education. Based on the analysis framework of subject construction, computational education is a new subject which use computing technology on quantified educational data to explore the real problems in education. It values practices and cross-disciplinary research. It has a unique research paradigm, based on computing techniques, shifting from top-down research tradition to combined research methods. Nowadays, the main research methods include both computing simulation experiments and data-intensive scientific discovery. This paper argues that computational education still lacks knowledge construction and social construction of the subject. It then puts forward a framework for systematized construction of subject knowledge from the aspects of breakthrough in subject theory and key technologies, research paradigm and generation of subject knowledge, interactive environment and construction of teaching application, and also from the aspects of building professional societies, personnel training plans and academic evaluation. Finally, some constructional suggestions on the subject development of computational education in China are put forward. It is not limited to the development of educational research paradigm based on data science. As an independent, emerging and application-oriented interdisciplinary discipline, computational education needs to systematically strengthen basic theoretical research, applied research, establish professional societies and an integrated platform of production, learning, research and use, and gather the strength of all sectors of society to promote the development of this subject.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.001
Abstract:
With China’s higher education entering the stage of popularization, its future development has become a widespread concern. Combining the dimensions of supply and demand, this paper employs the statistical and econometric regression models to predict the scale and structure of higher education and public educational funding in China from 2021 to 2035. According to the empirical results, it is appropriate for the gross enrolment ratio of higher education in China to reach about 60% in 2025, 67% in 2030, and 75% in 2035. For the proportion of graduate enrolment, it is suitable to reach about 16% in 2025, 18% in 2030, and 20% in 2035. For the government expenditure on education as a percentage of GDP, it is suitable to reach about 4.4% in 2025, 4.5% in 2030, and 4.6% in 2035.
With China’s higher education entering the stage of popularization, its future development has become a widespread concern. Combining the dimensions of supply and demand, this paper employs the statistical and econometric regression models to predict the scale and structure of higher education and public educational funding in China from 2021 to 2035. According to the empirical results, it is appropriate for the gross enrolment ratio of higher education in China to reach about 60% in 2025, 67% in 2030, and 75% in 2035. For the proportion of graduate enrolment, it is suitable to reach about 16% in 2025, 18% in 2030, and 20% in 2035. For the government expenditure on education as a percentage of GDP, it is suitable to reach about 4.4% in 2025, 4.5% in 2030, and 4.6% in 2035.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.001
Abstract:
Based on the sample data from 2019 National Survey of 32 universities in 17 provinces and cities, this paper conducts an empirical analysis on the employment of college graduates. It is found that: (1) The overall placement rate of college graduates in 2019 is 80.1%. Compared with 2017, the proportion of graduates in employment declines, while proportions of waiting for employment and going to college increase, making employment more difficult. (2) From the perspective of employment distribution, graduates still prefer to work in Beijing, Shanghai, Guangzhou and other cities in eastern China. The proportion working in large and medium-sized cities exceeds 80%. Education and private enterprises absorb the most graduates. (3) Human capital is still an important factor affecting college graduates' job-hunting outcomes and starting salary. Meanwhile, family background, school background and labor market differences between regions and industries also have a significant impact on graduates' job hunting, starting salary and job satisfaction.
Based on the sample data from 2019 National Survey of 32 universities in 17 provinces and cities, this paper conducts an empirical analysis on the employment of college graduates. It is found that: (1) The overall placement rate of college graduates in 2019 is 80.1%. Compared with 2017, the proportion of graduates in employment declines, while proportions of waiting for employment and going to college increase, making employment more difficult. (2) From the perspective of employment distribution, graduates still prefer to work in Beijing, Shanghai, Guangzhou and other cities in eastern China. The proportion working in large and medium-sized cities exceeds 80%. Education and private enterprises absorb the most graduates. (3) Human capital is still an important factor affecting college graduates' job-hunting outcomes and starting salary. Meanwhile, family background, school background and labor market differences between regions and industries also have a significant impact on graduates' job hunting, starting salary and job satisfaction.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.006
Abstract:
In the past five years, empirical research has become more and more important in the field of rural education with the growing number and enhancing standardization of empirical studies. Driven by public decision-making issues, empirical research on rural education has formed the basic paradigms of large-scale investigation, relational research, intervention experiment research, predictive research and constructive research. For rural education researches, these research paradigms enrich the methodology, expand the problem domain, promote the theoretical development, and respond in a scientific way to major decision-making issues in rural education, such as the allocation of rural education resources, the construction of rural teachers and the development of rural students. In the future, the shift in rural education research issues, the rise of “causal inference”, the use of educational big data and the urgent need for theoretical development will continue to promote the transformation and upgrading of rural education empirical research paradigms, and further promote the scientific public decision-making of rural education.
In the past five years, empirical research has become more and more important in the field of rural education with the growing number and enhancing standardization of empirical studies. Driven by public decision-making issues, empirical research on rural education has formed the basic paradigms of large-scale investigation, relational research, intervention experiment research, predictive research and constructive research. For rural education researches, these research paradigms enrich the methodology, expand the problem domain, promote the theoretical development, and respond in a scientific way to major decision-making issues in rural education, such as the allocation of rural education resources, the construction of rural teachers and the development of rural students. In the future, the shift in rural education research issues, the rise of “causal inference”, the use of educational big data and the urgent need for theoretical development will continue to promote the transformation and upgrading of rural education empirical research paradigms, and further promote the scientific public decision-making of rural education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.010
Abstract:
Due to the international attention to quality assurance of higher education, the enrollment expansion policy in China, and the global rise of “evidence-based” educational research, there has been a worldwide growth and prosperity of research into college students’ learning and development. This study comprehensively reviewed the empirical studies on college students’ learning and development published in Chinese journals in 2015—2019. It summarized the various themes emerging from these empirical studies, and analyzed the features and defects in their research methodology and design. As revealed, in the past five year, eight themes have emerged from the empirical studies on college students’ learning and development in China and quantitative, qualitative, and mixed-methods designs have been widely used. Researchers from 15 “Double First-Class” universities take the leading role in the empirical research into college students’ learning and development. Based on these findings, we suggest that the “Pyramid Model” of Chinese college students’ growth should be further enhanced by embedding students’ multi-layer growth into a nested contexts consisting of the individual, instructional, institutional, and policy factors which influence college students’ learning and development. These empirical studies, with varied themes, methods, and scholars’ increasing awareness of methodology, have deepened our understanding. However, some notable defects are also revealed, such as unbalanced application of research methods, unjustified research designs and procedures, lack of accumulations, and insufficient theoretical awareness, etc. These shortcomings point out the directions for future improvement.
Due to the international attention to quality assurance of higher education, the enrollment expansion policy in China, and the global rise of “evidence-based” educational research, there has been a worldwide growth and prosperity of research into college students’ learning and development. This study comprehensively reviewed the empirical studies on college students’ learning and development published in Chinese journals in 2015—2019. It summarized the various themes emerging from these empirical studies, and analyzed the features and defects in their research methodology and design. As revealed, in the past five year, eight themes have emerged from the empirical studies on college students’ learning and development in China and quantitative, qualitative, and mixed-methods designs have been widely used. Researchers from 15 “Double First-Class” universities take the leading role in the empirical research into college students’ learning and development. Based on these findings, we suggest that the “Pyramid Model” of Chinese college students’ growth should be further enhanced by embedding students’ multi-layer growth into a nested contexts consisting of the individual, instructional, institutional, and policy factors which influence college students’ learning and development. These empirical studies, with varied themes, methods, and scholars’ increasing awareness of methodology, have deepened our understanding. However, some notable defects are also revealed, such as unbalanced application of research methods, unjustified research designs and procedures, lack of accumulations, and insufficient theoretical awareness, etc. These shortcomings point out the directions for future improvement.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.010
Abstract:
The ability of coping with public crises is an important consideration for measuring the modernization level of education governance. Systematically, there are three links of action paradigm in education’s response to public crisis: execution and introspection and a six-dimensional action scale: professional degree, recognition degree, synergy degree, innovation degree, awareness degree and promotion degree. In response to the outbreak of COVID-19 crisis, education encounters challenges in design, execution and introspection, such as the consensus crisis like “keeping on studying while schools are closed”, the absence of cognition and ability of online teaching and the lack of imagination of “epidemic education”. In the post epidemic era,to improve the ability of coping with public crises, it's necessary to build a normalized public crisis response mechanism, establish a timely public crisis information communication mechanism and a diversified public crisis governance participation mechanism. Also it's important to implement a precise improving mechanism of online-education quality, develop a multidimensional public crisis reflection mechanism and implement a capacity building mechanism of progressive public crisis.
The ability of coping with public crises is an important consideration for measuring the modernization level of education governance. Systematically, there are three links of action paradigm in education’s response to public crisis: execution and introspection and a six-dimensional action scale: professional degree, recognition degree, synergy degree, innovation degree, awareness degree and promotion degree. In response to the outbreak of COVID-19 crisis, education encounters challenges in design, execution and introspection, such as the consensus crisis like “keeping on studying while schools are closed”, the absence of cognition and ability of online teaching and the lack of imagination of “epidemic education”. In the post epidemic era,to improve the ability of coping with public crises, it's necessary to build a normalized public crisis response mechanism, establish a timely public crisis information communication mechanism and a diversified public crisis governance participation mechanism. Also it's important to implement a precise improving mechanism of online-education quality, develop a multidimensional public crisis reflection mechanism and implement a capacity building mechanism of progressive public crisis.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.006
Abstract:
The article considers the school as a special institutionalized place with a special logic of action related to teaching and learning. The task of the school is not limited to the reproduction of social functions and socialization, or in the transformation of social issues and problems in educational field. Rather, the self-logic of pedagogical action in the school is itself productive in an active relationship to other social fields and practices. From an institution-theoretical perspective, first of all, Hegel defines the school as a place in which an independently institutionalized and artificially organized educational practice takes place. At school, there is a special pedagogical logic of action that differs from other social spheres, institutions and practices. Secondly, from the perspective of the theory of education and Bildung, this practice, is described by Martinus Langeveldas artificial and artistic didactic action, in which extrinsic pedagogical questions and problems are transformed into a timely, spatial and social pedagogical order. Thirdly, according to Eugen Fink, school practice is viewed from a social theoretical perspective and determined as mutual consultations under the conditions of a powerful and conflict-oriented, pluralistic (post) democracy.
The article considers the school as a special institutionalized place with a special logic of action related to teaching and learning. The task of the school is not limited to the reproduction of social functions and socialization, or in the transformation of social issues and problems in educational field. Rather, the self-logic of pedagogical action in the school is itself productive in an active relationship to other social fields and practices. From an institution-theoretical perspective, first of all, Hegel defines the school as a place in which an independently institutionalized and artificially organized educational practice takes place. At school, there is a special pedagogical logic of action that differs from other social spheres, institutions and practices. Secondly, from the perspective of the theory of education and Bildung, this practice, is described by Martinus Langeveldas artificial and artistic didactic action, in which extrinsic pedagogical questions and problems are transformed into a timely, spatial and social pedagogical order. Thirdly, according to Eugen Fink, school practice is viewed from a social theoretical perspective and determined as mutual consultations under the conditions of a powerful and conflict-oriented, pluralistic (post) democracy.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.009
Abstract:
This paper presents a comprehensive research and systematic analysis on the empirical research literature of learning sciences in the mainland of China in the past five years. It points out that learning sciences have attracted researchers of cognitive science, educational psychology, educational technology and other disciplines in the past few years. Scholars have made great achievements in the research of basic learning mechanism, learning environment design and learning analysis technology, and also made a keen exploration in terms of research methods. However, the depth and breadth of research and the understanding of learning sciences need to be strengthened. The research work of learning sciences needs to be comprehensively promoted in the future, especially the research topics, such as study on neural mechanism: influencing factors and cultivation strategies of cognition and learning for infants, children and adolescents; dialogue analysis, teacher-student interaction, learning evaluation and other learning analysis research based on classroom teaching; study on cognitive tool design based on simulation, emulation, game, VR/AR and other new technologies; study on intelligent learning environment design; and study on online learning and hybrid learning; etc.
This paper presents a comprehensive research and systematic analysis on the empirical research literature of learning sciences in the mainland of China in the past five years. It points out that learning sciences have attracted researchers of cognitive science, educational psychology, educational technology and other disciplines in the past few years. Scholars have made great achievements in the research of basic learning mechanism, learning environment design and learning analysis technology, and also made a keen exploration in terms of research methods. However, the depth and breadth of research and the understanding of learning sciences need to be strengthened. The research work of learning sciences needs to be comprehensively promoted in the future, especially the research topics, such as study on neural mechanism: influencing factors and cultivation strategies of cognition and learning for infants, children and adolescents; dialogue analysis, teacher-student interaction, learning evaluation and other learning analysis research based on classroom teaching; study on cognitive tool design based on simulation, emulation, game, VR/AR and other new technologies; study on intelligent learning environment design; and study on online learning and hybrid learning; etc.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.008
Abstract:
The internal governance model (IGM) is one of the key issues for university governance. Against the background of emphasizing the improvement of internal university governance for contemporary Chinese universities, this paper systematically reviews the evolution of IGMs for western universities. Generally, there are four governance models that have emerged chronologically, and they are collegial governance, bureaucratic governance, managerial governance and entrepreneurial governance. The four IGMs have to some extent reflected on the four different kinds of context where western universities operate. The four chronological models have not been replaced by each other; rather, they have coexisted for a period of time. The evolution of IGMs for western universities has characterized the following two trends. Firstly, academic power has been ensured to some extent. Secondly, the execution of administrative power has been increasingly professional. Undoubtedly, the reform of IGMs for western universities is still ongoing. Network governance is therefore regarded as a possible solution to the weaknesses of the existing four IGMs theoretically; however, it deserves more practical examination. The evolution of IGMs for western universities could offer some solutions for the governance reform of China’s higher education institutions.
The internal governance model (IGM) is one of the key issues for university governance. Against the background of emphasizing the improvement of internal university governance for contemporary Chinese universities, this paper systematically reviews the evolution of IGMs for western universities. Generally, there are four governance models that have emerged chronologically, and they are collegial governance, bureaucratic governance, managerial governance and entrepreneurial governance. The four IGMs have to some extent reflected on the four different kinds of context where western universities operate. The four chronological models have not been replaced by each other; rather, they have coexisted for a period of time. The evolution of IGMs for western universities has characterized the following two trends. Firstly, academic power has been ensured to some extent. Secondly, the execution of administrative power has been increasingly professional. Undoubtedly, the reform of IGMs for western universities is still ongoing. Network governance is therefore regarded as a possible solution to the weaknesses of the existing four IGMs theoretically; however, it deserves more practical examination. The evolution of IGMs for western universities could offer some solutions for the governance reform of China’s higher education institutions.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.007
Abstract:
Based on the survey of education quality in high schools in S province in China, a quantitative method is applied in this research to explore the ideal matching pattern between sleep time and high academic performance of high-school students. A multi-level warning mechanism is established for schools that sacrifice students’ sleep time in pursuit of high academic achievement. The results show that “students with the highest scores when they slept for eight hours or more” was the ideal matching pattern for high-schools to ensure the healthy development of students and maintain a sound educational environment; more than 60% of schools in S province have unbalanced relationship between academic performance and sleep time. It’s suggested that the administrative bodies, schools and teachers and parents should hold positive values and understand the relationship between students’ sleep time and academic performance. Multi-level warning mechanisms should be in place to supervise and warn schools that blindly pursue high scores at the cost of students’ sleep time.
Based on the survey of education quality in high schools in S province in China, a quantitative method is applied in this research to explore the ideal matching pattern between sleep time and high academic performance of high-school students. A multi-level warning mechanism is established for schools that sacrifice students’ sleep time in pursuit of high academic achievement. The results show that “students with the highest scores when they slept for eight hours or more” was the ideal matching pattern for high-schools to ensure the healthy development of students and maintain a sound educational environment; more than 60% of schools in S province have unbalanced relationship between academic performance and sleep time. It’s suggested that the administrative bodies, schools and teachers and parents should hold positive values and understand the relationship between students’ sleep time and academic performance. Multi-level warning mechanisms should be in place to supervise and warn schools that blindly pursue high scores at the cost of students’ sleep time.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.05.002
Abstract:
Teacher professional development is one of the key factors to ensure the quality of school education and student achievement. With the increasing emphasis on teacher professional development, policymakers around the world have paid more and more attention to the effectiveness study of teacher professional development. Using high school student achievement and transcript data linked to their subject teachers and school from Haidian district in Beijing during 2016—2019, this study applied the Value-Added Model, Hierarchical Linear Modeling (HLM), and Structural Equation Modeling (SEM) to examine the effects of teachers’ participation in district-level and school-level teaching-research activities on teaching practice, teachers’ self-efficacy, and student achievement in standardized high-stakes testing. The findings show that: (a) the degree of teachers’ participation in district level teaching-research activities has a significant positive impact on students’ performance, in which the effects of activities focusing on the subject and curriculum content knowledge is particularly significant; (b) teachers with a higher degree of participation in district-level teaching-research activities have a higher sense of self-efficacy, and they tend to use more inquiry-based, student-centered teaching practice and adopting more diversified evaluation strategies; (c) the degree of teachers’ participation in school-based teaching and research activities also has a significant positive impact on students’ performance, and the role of informal communication between teachers is also important; (4) district-level teaching-research activities also affect classroom teaching practices indirectly by improving teachers’ participation in school-based teaching-research activities.
Teacher professional development is one of the key factors to ensure the quality of school education and student achievement. With the increasing emphasis on teacher professional development, policymakers around the world have paid more and more attention to the effectiveness study of teacher professional development. Using high school student achievement and transcript data linked to their subject teachers and school from Haidian district in Beijing during 2016—2019, this study applied the Value-Added Model, Hierarchical Linear Modeling (HLM), and Structural Equation Modeling (SEM) to examine the effects of teachers’ participation in district-level and school-level teaching-research activities on teaching practice, teachers’ self-efficacy, and student achievement in standardized high-stakes testing. The findings show that: (a) the degree of teachers’ participation in district level teaching-research activities has a significant positive impact on students’ performance, in which the effects of activities focusing on the subject and curriculum content knowledge is particularly significant; (b) teachers with a higher degree of participation in district-level teaching-research activities have a higher sense of self-efficacy, and they tend to use more inquiry-based, student-centered teaching practice and adopting more diversified evaluation strategies; (c) the degree of teachers’ participation in school-based teaching and research activities also has a significant positive impact on students’ performance, and the role of informal communication between teachers is also important; (4) district-level teaching-research activities also affect classroom teaching practices indirectly by improving teachers’ participation in school-based teaching-research activities.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.004
Abstract:
Since the 21st century, the pursuit of high-quality preschool education has become the global consensus, and the international community has regarded preschool education as one of the important symbols of building the wealth of nations. China’s Education Modernization 2035 also clearly puts forward the development goal of “universal quality preschool education”. With an integration of objectivist and relativist approaches in defining quality, this paper expounds three levels of value appeal and five dimensions of core elements of preschool education quality in China, and proposes a government-organisation-family dialogue mechanism and a quality framework including curriculum, teachers, educational system and monitoring. It sorts out the realistic dilemmas in the development of China’s quality preschool education from affordability, equitability and sustainability. Then, the paper advises to reconstruct early childhood development goals, enhance the quality of preschool curriculum and teachers, and improve the public service system of early childhood education and care.
Since the 21st century, the pursuit of high-quality preschool education has become the global consensus, and the international community has regarded preschool education as one of the important symbols of building the wealth of nations. China’s Education Modernization 2035 also clearly puts forward the development goal of “universal quality preschool education”. With an integration of objectivist and relativist approaches in defining quality, this paper expounds three levels of value appeal and five dimensions of core elements of preschool education quality in China, and proposes a government-organisation-family dialogue mechanism and a quality framework including curriculum, teachers, educational system and monitoring. It sorts out the realistic dilemmas in the development of China’s quality preschool education from affordability, equitability and sustainability. Then, the paper advises to reconstruct early childhood development goals, enhance the quality of preschool curriculum and teachers, and improve the public service system of early childhood education and care.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.002
Abstract:
The online teaching survey conducted by the Teacher Development Center of Xiamen University during the epidemic period shows that the large-scale practice of online teaching in colleges and universities during the epidemic period has injected new tools, new ideas and new vitality into the traditional teaching, promoting a profound ideological innovation to the view of time and space, teaching , knowledge and governance of school education and teaching, and showed the light of hope of the classroom revolution in colleges and universities. At the same time, there are still many inherent limitations of online teaching in the classroom revolution, such as the hinderance of traditional teaching, the fragmentation of online learning, the dispelling of one-way education to spiritual growth, etc., which restrict the value release of online teaching in colleges and universities to the classroom revolution. Looking ahead, colleges and universities should grasp the trend of the vigorous development of internet information technology, comprehensively deepen the integration of information technology and school education, promote the reconstruction of school education and teaching ecology, promote the deep reform of teaching paradigm, and realize the revolution of teaching, learning and governance.
The online teaching survey conducted by the Teacher Development Center of Xiamen University during the epidemic period shows that the large-scale practice of online teaching in colleges and universities during the epidemic period has injected new tools, new ideas and new vitality into the traditional teaching, promoting a profound ideological innovation to the view of time and space, teaching , knowledge and governance of school education and teaching, and showed the light of hope of the classroom revolution in colleges and universities. At the same time, there are still many inherent limitations of online teaching in the classroom revolution, such as the hinderance of traditional teaching, the fragmentation of online learning, the dispelling of one-way education to spiritual growth, etc., which restrict the value release of online teaching in colleges and universities to the classroom revolution. Looking ahead, colleges and universities should grasp the trend of the vigorous development of internet information technology, comprehensively deepen the integration of information technology and school education, promote the reconstruction of school education and teaching ecology, promote the deep reform of teaching paradigm, and realize the revolution of teaching, learning and governance.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.001
Abstract:
The sudden outbreak of an epidemic in 2020 has aroused unprecedented attention to educational technology. From a historical viewpoint, there is indeed an interactive relationship between technological progress and school education. While technology promotes the transformation of teaching forms and methods, it constantly seeks development space from the social needs of education. However, technology has never fundamentally shaken the relationship configuration of tutor-student dialogue in education. Due to certain characteristics of contemporary information technology, some people expect to deconstruct and even subvert all traditional models, but its effect in reality is not ideal. At least for the present and foreseeable future, the information technology revolution may not necessarily bring about a pedagogy revolution. The main factor causing various current paradoxes and dilemmas of modern education lies in the education systematism which embody social structure rather than technology. Technology does not necessarily manifest itself as an emancipatory force. It may promote the amplification and involution of the existing functions of education, and may also cause the attenuation and alienation of the inherent value attributes of education. Therefore, we need to be open and cautiously optimistic about technological intervention and application.
The sudden outbreak of an epidemic in 2020 has aroused unprecedented attention to educational technology. From a historical viewpoint, there is indeed an interactive relationship between technological progress and school education. While technology promotes the transformation of teaching forms and methods, it constantly seeks development space from the social needs of education. However, technology has never fundamentally shaken the relationship configuration of tutor-student dialogue in education. Due to certain characteristics of contemporary information technology, some people expect to deconstruct and even subvert all traditional models, but its effect in reality is not ideal. At least for the present and foreseeable future, the information technology revolution may not necessarily bring about a pedagogy revolution. The main factor causing various current paradoxes and dilemmas of modern education lies in the education systematism which embody social structure rather than technology. Technology does not necessarily manifest itself as an emancipatory force. It may promote the amplification and involution of the existing functions of education, and may also cause the attenuation and alienation of the inherent value attributes of education. Therefore, we need to be open and cautiously optimistic about technological intervention and application.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.011
Abstract:
Providing vision care to students in rural areas may serve the purpose of poverty alleviation by improving education and health. This study aims to provide a comprehensive review of myopia studies among rural students in China and offer policy recommendations for the national myopia prevention and control plan under “Targeted poverty alleviation through education”. The results show that in rural China, 25% of primary school students and 50% of lower secondary school students are myopic. Moreover, more than 70% of rural myopic students suffer from uncorrected vision, which negatively affects student academic performance and mental health. Correcting myopia also has a significant positive impact on student academic achievement. Studies show that vision screening is an effective way to identify myopia among rural students. Providing subsidies for the families of myopic students to obtain eyeglasses, and providing incentives to teachers, can significantly improve the uptake and usage rates of eyeglasses. A county hospital-based vision center may be an effective platform for reducing children’s visual impairment in rural China.
Providing vision care to students in rural areas may serve the purpose of poverty alleviation by improving education and health. This study aims to provide a comprehensive review of myopia studies among rural students in China and offer policy recommendations for the national myopia prevention and control plan under “Targeted poverty alleviation through education”. The results show that in rural China, 25% of primary school students and 50% of lower secondary school students are myopic. Moreover, more than 70% of rural myopic students suffer from uncorrected vision, which negatively affects student academic performance and mental health. Correcting myopia also has a significant positive impact on student academic achievement. Studies show that vision screening is an effective way to identify myopia among rural students. Providing subsidies for the families of myopic students to obtain eyeglasses, and providing incentives to teachers, can significantly improve the uptake and usage rates of eyeglasses. A county hospital-based vision center may be an effective platform for reducing children’s visual impairment in rural China.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.009
Abstract:
In recent years, preschool education in China has made remarkable progress. However, the gaps among different regions are still wide, and many children still lack access to preschools in the rural areas of western China. The CPC Central Committee and the State Council attached great importance to preschool education and develops several important guidelines and measures. During the implementation of Preschool Education Three-Year Action Plan, the provincial authorities in western China have explored and enacted local policies based on the local situation. At the same time, many social organizations also made a lot of useful explorations in rural preschool education development. All the measures have effectively promoted the popularization and quality of preschool education. This report summarizes the current situation and the challenges of preschool education in western China. By sorting out the policies and measures of the CPC Central Committee and the State Council, local authorities, and some social organizations as well, this report proposes policy recommendations. This report consists of five parts: (1) the significance of the development of preschool education in western China; (2) the achievements and challenges of preschool education development in western China; (3) the formulation and implementation of preschool education policies and measures; (4) international experience and several projects for preschool education in the rural areas of western China; (5) the policy recommendations for the development of preschool education in western China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.06.008
Abstract:
On February 27, 2020, Mr. He Huaihong was interviewed by Mr. Ma Guochuan, exploring the life philosophy under COVID-19. The interview, titled Always Prioritizing Life Principle, soon became popular online. The topic is closely related to education. Rethinking school education, we can see quite a few drawbacks. Therefore, the Journal of East China Normal University (Educational Sciences) invites Prof. Gao Desheng to join Mr. Ma and Mr. He in a further and detailed dialogue based on the interview, and thus the article, which is published here to enhance the practice and thinking on life principle and education in the education community and beyond.
On February 27, 2020, Mr. He Huaihong was interviewed by Mr. Ma Guochuan, exploring the life philosophy under COVID-19. The interview, titled Always Prioritizing Life Principle, soon became popular online. The topic is closely related to education. Rethinking school education, we can see quite a few drawbacks. Therefore, the Journal of East China Normal University (Educational Sciences) invites Prof. Gao Desheng to join Mr. Ma and Mr. He in a further and detailed dialogue based on the interview, and thus the article, which is published here to enhance the practice and thinking on life principle and education in the education community and beyond.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.007
Abstract:
Many schools and teachers claim that they stress students’ learning and endeavor to achieve the transitioning from teaching-centeredness to learning-centeredness in the classroom. So do teachers truly have a learning-centered professional vision? How can videos be used to promote the development of teachers’ professional vision? This study uses the video club approach to explore answers to the above questions. The results show that professional vision of teachers studied are more oriented towards superficial learning activities, and less oriented towards such key dimensions as creating a safe learning environment, designing challenging tasks, triggering higher-order thinking and peer arguments, and paying attention to individual differences. By analyzing three groups videos of varying degrees of learning-centeredness, it is also found that the average scores of the “focus on student” criteria and the “shared understanding” criteria are significantly different, while those of the “substantive discussion” criteria show no significant difference.
Many schools and teachers claim that they stress students’ learning and endeavor to achieve the transitioning from teaching-centeredness to learning-centeredness in the classroom. So do teachers truly have a learning-centered professional vision? How can videos be used to promote the development of teachers’ professional vision? This study uses the video club approach to explore answers to the above questions. The results show that professional vision of teachers studied are more oriented towards superficial learning activities, and less oriented towards such key dimensions as creating a safe learning environment, designing challenging tasks, triggering higher-order thinking and peer arguments, and paying attention to individual differences. By analyzing three groups videos of varying degrees of learning-centeredness, it is also found that the average scores of the “focus on student” criteria and the “shared understanding” criteria are significantly different, while those of the “substantive discussion” criteria show no significant difference.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.05.005
Abstract:
Based on the four-year mixed cross-section data of the Peking University Chinese Family Tracking Survey in 2010, 2012, 2014, and 2016, a structural equation model was used to test the intermediary effect of private tutoring and the quality of general high schools between family capital and higher education opportunities. The findings show that: (1) participating in private tutoring can help high school students get into college, but it cannot help them to further into undergraduate colleges; studying in general high schools with high teaching quality can help high school students go to college and get into undergraduate college; (2) high school students’ participation in private tutoring and school quality differences play a part of the intermediary role between family capital and whether they are admitted to university. The intermediary role of participating in private tutoring is slightly greater than that of school quality differences; The difference in school quality between general high schools played an intermediary role between family capital and whether they were promoted to undergraduate colleges, while private tutoring did not play an intermediary role between family capital and whether they were promoted to undergraduate colleges.
Based on the four-year mixed cross-section data of the Peking University Chinese Family Tracking Survey in 2010, 2012, 2014, and 2016, a structural equation model was used to test the intermediary effect of private tutoring and the quality of general high schools between family capital and higher education opportunities. The findings show that: (1) participating in private tutoring can help high school students get into college, but it cannot help them to further into undergraduate colleges; studying in general high schools with high teaching quality can help high school students go to college and get into undergraduate college; (2) high school students’ participation in private tutoring and school quality differences play a part of the intermediary role between family capital and whether they are admitted to university. The intermediary role of participating in private tutoring is slightly greater than that of school quality differences; The difference in school quality between general high schools played an intermediary role between family capital and whether they were promoted to undergraduate colleges, while private tutoring did not play an intermediary role between family capital and whether they were promoted to undergraduate colleges.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.01.009
Abstract:
The purpose of this study is to explore the developmental levels of students’ equity preferences and influence factors by using stakeholder and spectator game in experimental economic. The result shows that student’s equity preferences change with age, peer relationship, cognition and social experience, from egalitarianism to meritocratism and efficiency. Students can accept more and more inequity allocation based on luck, merit and efficiency difference. Family background and schooling are important factors to impact students' equity preferences. The implication of this study is that educators should consider the different educational equity strategies for different students of ages in schools and families.
The purpose of this study is to explore the developmental levels of students’ equity preferences and influence factors by using stakeholder and spectator game in experimental economic. The result shows that student’s equity preferences change with age, peer relationship, cognition and social experience, from egalitarianism to meritocratism and efficiency. Students can accept more and more inequity allocation based on luck, merit and efficiency difference. Family background and schooling are important factors to impact students' equity preferences. The implication of this study is that educators should consider the different educational equity strategies for different students of ages in schools and families.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.005
Abstract:
Non-academic impact of scientific research is assessed by their contribution outside academia to the whole society, economy, culture, public policy, health care, environment and life quality of citizens etc. In recent years, some international cases have demonstrated the transformation of evaluation paradigm of scientific research, with a new dimension of impact assessment which focuses on comprehensive impact involving both academic and non-academic. With the evolution of science and society, impact assessment of scientific research is increasingly valued which follows the logic of knowledge production, facilitates public accountability, and helps strengthen social responsibility of researchers. So far, the three main methods of impact assessment are metrics (e.g. econometrics, altermetrics), filed investigations (e.g. survey, interview) and case studies which complement to one anther. We recommend involving non-academic impact assessment in China's reforming evaluation system of scientific research so that more diverse contribution of research to the whole economy and society can be made, together with increased awareness of social responsibility of researchers and improved research environment.
Non-academic impact of scientific research is assessed by their contribution outside academia to the whole society, economy, culture, public policy, health care, environment and life quality of citizens etc. In recent years, some international cases have demonstrated the transformation of evaluation paradigm of scientific research, with a new dimension of impact assessment which focuses on comprehensive impact involving both academic and non-academic. With the evolution of science and society, impact assessment of scientific research is increasingly valued which follows the logic of knowledge production, facilitates public accountability, and helps strengthen social responsibility of researchers. So far, the three main methods of impact assessment are metrics (e.g. econometrics, altermetrics), filed investigations (e.g. survey, interview) and case studies which complement to one anther. We recommend involving non-academic impact assessment in China's reforming evaluation system of scientific research so that more diverse contribution of research to the whole economy and society can be made, together with increased awareness of social responsibility of researchers and improved research environment.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.009
Abstract:
In the stage of compulsory education, the actual school entrance age in the same school year is different due to the cut-off date for school admission. Based on the sample survey of primary and secondary school students in Shanghai, the effect of school entrance age on school performance was analyzed and the relative-age effect was discussed. The results showed that the relative-age effect in primary schools was significant, which gradually weakened or even disappeared after junior middle schools.But the school performance of summer-born children was more disadvantageous than those who were born in autumn from primary to the junior middle schools.The relative-age effect was significant on the academic achievement of both boys and girls, as well as on the social interaction of girls. Family resources can moderate the relative-age effect.
In the stage of compulsory education, the actual school entrance age in the same school year is different due to the cut-off date for school admission. Based on the sample survey of primary and secondary school students in Shanghai, the effect of school entrance age on school performance was analyzed and the relative-age effect was discussed. The results showed that the relative-age effect in primary schools was significant, which gradually weakened or even disappeared after junior middle schools.But the school performance of summer-born children was more disadvantageous than those who were born in autumn from primary to the junior middle schools.The relative-age effect was significant on the academic achievement of both boys and girls, as well as on the social interaction of girls. Family resources can moderate the relative-age effect.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.001
Abstract:
To basically realize modernization by 2035 is an important strategic deployment made by the 19th National Congress of the Communist Party of China. In order to achieve this goal, what is the most lacking for vocational education? What should be the focus of the next stage of development? How to develop? The analysis of the development process in the past 40 years and current situation of vocational education tells us that the key factor hindering our vocational education system to a higher level is the imperfection of the basic national institution of vocational education, so the development focus of vocational education in the next stage should be shifted from the construction of schools and colleges to the formation of the basic national institution. The demand of the development of vocational education in China for the national institution involves six levels: coordination level, structure level, demand level, content level, implementation level and evaluation level. The function of the national institution at the coordination level is to coordinate the management function of vocational education of relevant departments; the function of the national institution at the structural level is to link all components of vocational education into a system; the function of the national institution at the demand level is to provide demand information for the development of vocational education; the function of the national institution at the content level is to provide standard for the construction of vocational education curriculum; the function of the national institution at the implementation level is to guarantee the stable supply of the necessary conditions for the operation of vocational education; the function of the national institution of the evaluation level is to make an evaluation of the skill level with social credibility and to ensure its value of employment. The construction of the basic national institution of vocational education is difficult and need a long cycle, which requires a scientific design and long-term planning.
To basically realize modernization by 2035 is an important strategic deployment made by the 19th National Congress of the Communist Party of China. In order to achieve this goal, what is the most lacking for vocational education? What should be the focus of the next stage of development? How to develop? The analysis of the development process in the past 40 years and current situation of vocational education tells us that the key factor hindering our vocational education system to a higher level is the imperfection of the basic national institution of vocational education, so the development focus of vocational education in the next stage should be shifted from the construction of schools and colleges to the formation of the basic national institution. The demand of the development of vocational education in China for the national institution involves six levels: coordination level, structure level, demand level, content level, implementation level and evaluation level. The function of the national institution at the coordination level is to coordinate the management function of vocational education of relevant departments; the function of the national institution at the structural level is to link all components of vocational education into a system; the function of the national institution at the demand level is to provide demand information for the development of vocational education; the function of the national institution at the content level is to provide standard for the construction of vocational education curriculum; the function of the national institution at the implementation level is to guarantee the stable supply of the necessary conditions for the operation of vocational education; the function of the national institution of the evaluation level is to make an evaluation of the skill level with social credibility and to ensure its value of employment. The construction of the basic national institution of vocational education is difficult and need a long cycle, which requires a scientific design and long-term planning.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.05.001
Abstract:
The Chinese term jiaoyan literally means “study of teaching”, but this article argues that it is a notion that encompasses teachers’ professional characteristics. The article attempts to analyse the Chinese system of jiaoyan using a framework that is commonly understood in the west, in English speaking communities in particular. Systems of education are everywhere, but systemic institution for teaching is rather unique to China. It is where teachers realise their professional identity and fulfil their professional needs – professional knowledge, professional development, professional ethics, and so on. It is also virtually a Chinese version of the General Teaching Council where teachers assume their professional status. The inclusion of research in jiaoyan is also rather unusual, which is a drive for teachers’ continuous self-renewal. It is a treasure that should not be taken lightly, and should look forward to new levels of development.
The Chinese term jiaoyan literally means “study of teaching”, but this article argues that it is a notion that encompasses teachers’ professional characteristics. The article attempts to analyse the Chinese system of jiaoyan using a framework that is commonly understood in the west, in English speaking communities in particular. Systems of education are everywhere, but systemic institution for teaching is rather unique to China. It is where teachers realise their professional identity and fulfil their professional needs – professional knowledge, professional development, professional ethics, and so on. It is also virtually a Chinese version of the General Teaching Council where teachers assume their professional status. The inclusion of research in jiaoyan is also rather unusual, which is a drive for teachers’ continuous self-renewal. It is a treasure that should not be taken lightly, and should look forward to new levels of development.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.007
Abstract:
This paper analyzes 932 academic papers published in CSSCI databank and explores the development of educational equity research in China in recent ten years and analyzes the transformation of educational equity research paradigm through content analysis and coding research. Research findings: (1) the research topics of education equity shift from macro-equity research to micro-equity research; (2) the research method of education equity shift from philosophical research to empirical research; (3) looking at the correlation between research topics and methods, empirical research is strongly related to resources distribution in input equity, context factors in access equity, curriculum and pedagogical materials in process equity, and individual output in education output equity. The new education equity research methods include experimental economics, geographic information system, educational ethnography, and information technology in education, etc.
This paper analyzes 932 academic papers published in CSSCI databank and explores the development of educational equity research in China in recent ten years and analyzes the transformation of educational equity research paradigm through content analysis and coding research. Research findings: (1) the research topics of education equity shift from macro-equity research to micro-equity research; (2) the research method of education equity shift from philosophical research to empirical research; (3) looking at the correlation between research topics and methods, empirical research is strongly related to resources distribution in input equity, context factors in access equity, curriculum and pedagogical materials in process equity, and individual output in education output equity. The new education equity research methods include experimental economics, geographic information system, educational ethnography, and information technology in education, etc.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.004
Abstract:
Since the reform and opening up, China’s basic education quality monitoring and evaluation system has experienced three periods: the germination period relying on supervision and evaluation (1978—2001), the exploration and pilot period for education quality monitoring (2002—2014), and the construction and improvement period of the monitoring and evaluation system (from 2015 to present). Some basic experience has been obtained in value positioning, monitoring content, organization and implementation, application of results, operating system, etc., but there are also some problems and challenges in the construction of monitoring and evaluation systems. Based on the analysis of historical evolution, basic experience and existing problems, in future, the monitoring and evaluation system needs to fully embody and implement the Party’s education policy, exert the monitoring function through macro-control education supervision positioning, strengthen the connotation construction of monitoring systems at all levels, and to promote the deep integration of information technology and the monitoring system.
Since the reform and opening up, China’s basic education quality monitoring and evaluation system has experienced three periods: the germination period relying on supervision and evaluation (1978—2001), the exploration and pilot period for education quality monitoring (2002—2014), and the construction and improvement period of the monitoring and evaluation system (from 2015 to present). Some basic experience has been obtained in value positioning, monitoring content, organization and implementation, application of results, operating system, etc., but there are also some problems and challenges in the construction of monitoring and evaluation systems. Based on the analysis of historical evolution, basic experience and existing problems, in future, the monitoring and evaluation system needs to fully embody and implement the Party’s education policy, exert the monitoring function through macro-control education supervision positioning, strengthen the connotation construction of monitoring systems at all levels, and to promote the deep integration of information technology and the monitoring system.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.006
Abstract:
The contribution of non-governmental education to the development of national education has so far been limited to the scope of resource contribution, but its unique institutional contribution has not attracted the attention of academic circles. The research in this paper shows that non-governmental education has three unique contributions to the development of national education. Firstly, it has promoted the return of the right to education (the right to hold a school) from government monopoly to the sharing between government and society, so as to establish the right basis of the legitimacy of non-governmental education. Secondly, the characteristics of "Pareto improvement" and free choice possessed by non-government funded education have opened up a new vision to improve educational fairness. Thirdly, the theoretical hypothesis of “non-governmental education is better than public education” has been preliminarily verified in the field of education, which provides a logical basis in line with instrumental rationality and practical rationality for the development of non-governmental education and the priority development of non-governmental education.
The contribution of non-governmental education to the development of national education has so far been limited to the scope of resource contribution, but its unique institutional contribution has not attracted the attention of academic circles. The research in this paper shows that non-governmental education has three unique contributions to the development of national education. Firstly, it has promoted the return of the right to education (the right to hold a school) from government monopoly to the sharing between government and society, so as to establish the right basis of the legitimacy of non-governmental education. Secondly, the characteristics of "Pareto improvement" and free choice possessed by non-government funded education have opened up a new vision to improve educational fairness. Thirdly, the theoretical hypothesis of “non-governmental education is better than public education” has been preliminarily verified in the field of education, which provides a logical basis in line with instrumental rationality and practical rationality for the development of non-governmental education and the priority development of non-governmental education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.001
Abstract:
The Administrative Procedure Law has been enacted for 30 years, and educational administrative disputes are characterized by diversified types, diversified subjects and complicated cases. Correspondingly, a multi-disciplinary dispute resolution mechanism including intra-school appeals, off-campus appeals, administrative reconsideration and administrative litigation has also taken shape. At the same time, judicial practice has gradually established the principles of due process, proportionality, self-sponsorship and rights protection, highlighting judicial activism. However, compared with various legal disputes and multiple claims for rights, there is still room for improvement in the design of relevant systems and judicial practice. This involves weak effectiveness and cohesion of dispute resolution, lack of legal basis for due process principle. Also, the scope of judicial review is relatively narrow and its intensity is relatively weak. In order to effectively prevent and properly resolve the administrative disputes in education, we should establish an academic review mechanism that returns to knowledge rationality, respects the law of education and the ontological characteristics of different disciplines, promotes the academic evaluation back to academic logic and strengthens the administrative procedure legislation in the field of education. At the same time, it is necessary to effectively integrate different educational administrative dispute resolution mechanisms, clarify the boundaries between school autonomy and judicial review, and enable rights claims to be expressed through institutionalized, standardized, and rule of law channels, so as to properly resolve conflicts.
The Administrative Procedure Law has been enacted for 30 years, and educational administrative disputes are characterized by diversified types, diversified subjects and complicated cases. Correspondingly, a multi-disciplinary dispute resolution mechanism including intra-school appeals, off-campus appeals, administrative reconsideration and administrative litigation has also taken shape. At the same time, judicial practice has gradually established the principles of due process, proportionality, self-sponsorship and rights protection, highlighting judicial activism. However, compared with various legal disputes and multiple claims for rights, there is still room for improvement in the design of relevant systems and judicial practice. This involves weak effectiveness and cohesion of dispute resolution, lack of legal basis for due process principle. Also, the scope of judicial review is relatively narrow and its intensity is relatively weak. In order to effectively prevent and properly resolve the administrative disputes in education, we should establish an academic review mechanism that returns to knowledge rationality, respects the law of education and the ontological characteristics of different disciplines, promotes the academic evaluation back to academic logic and strengthens the administrative procedure legislation in the field of education. At the same time, it is necessary to effectively integrate different educational administrative dispute resolution mechanisms, clarify the boundaries between school autonomy and judicial review, and enable rights claims to be expressed through institutionalized, standardized, and rule of law channels, so as to properly resolve conflicts.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.06.005
Abstract:
Compared with the method of traditional subjective literature review, meta-analysis is more objective, normative, and can effectively sort out general conclusion from existing empirical researches. Therefore, it has become an important method to identify the “best evidence” in the process of evidence-based educational reform. So far there are few educational studies in China using the meta-analysis method to review the empirical literatures. In view of this, this research analyzes the impact of STEM education on students’ academic achievement as an example of how to use meta-analysis to synthesise existing empirical research. We found: 1) STEM education is conductive to students academic achievements (d=0.410); 2) factors like educational methods, students’ educational stage, location and sample size can affect the effects. The study provides the general evidence of effects of STEM education and explores how to obtain reliable evidence through a literature review to support educational reform.
Compared with the method of traditional subjective literature review, meta-analysis is more objective, normative, and can effectively sort out general conclusion from existing empirical researches. Therefore, it has become an important method to identify the “best evidence” in the process of evidence-based educational reform. So far there are few educational studies in China using the meta-analysis method to review the empirical literatures. In view of this, this research analyzes the impact of STEM education on students’ academic achievement as an example of how to use meta-analysis to synthesise existing empirical research. We found: 1) STEM education is conductive to students academic achievements (d=0.410); 2) factors like educational methods, students’ educational stage, location and sample size can affect the effects. The study provides the general evidence of effects of STEM education and explores how to obtain reliable evidence through a literature review to support educational reform.
The Crisis and Outlet of China’s Enlightenment about the Prominent Morality and the Weakening Ethics
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.008
Abstract:
Morality mainly directs one’s spiritual order, while ethics primarily point to the extrinsic social order, so they are not unified, and the appropriate way is keeping balance between morality and ethics. However, in modern enlightenment of our country, morality is increasingly prominent, ethics is gradually weakening. The enlightenment of ethical retreat deviates from the essential pursuit of education, which contributes to the disappearance of individual freedom and the confusion of the spirit, and easily leads to ethical disorder and community decline. To resolve the crisis while fully respecting the achievements of moral education, this study suggests that our country should regard modern ethic community as the starting point of moral education, and take the cultivation of modern ethical people as the goal, using human relations and customs as the main content and means of education to carry out enlightenment.
Morality mainly directs one’s spiritual order, while ethics primarily point to the extrinsic social order, so they are not unified, and the appropriate way is keeping balance between morality and ethics. However, in modern enlightenment of our country, morality is increasingly prominent, ethics is gradually weakening. The enlightenment of ethical retreat deviates from the essential pursuit of education, which contributes to the disappearance of individual freedom and the confusion of the spirit, and easily leads to ethical disorder and community decline. To resolve the crisis while fully respecting the achievements of moral education, this study suggests that our country should regard modern ethic community as the starting point of moral education, and take the cultivation of modern ethical people as the goal, using human relations and customs as the main content and means of education to carry out enlightenment.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.005
Abstract:
Before John Dewey’s reception of coming to China, Hu Shi had launched the moments of new cultural education in college liberal arts, pedagogy, and basic education. The arrival of Dewey provided Hu Shi, who suffered troubles caused by the outside political interference, with strong supports to carry forward his enterprise. Dewey was interested in Chinese democratic movement against the warlord government, hoping Chinese educators to seek for new ideal of the modern cultural education based on their own understanding of political situation and social progress. Hu Shi’s expectation for Dewey, however, was to escape the political reality, and to transmit the pragmatism in the Dewey’s educational, and social political philosophy. Meanwhile, Marxism also had begun to spread since Li Dazhao published a series of articles. Hu Shi provoked ideal conflicts to unify the new cultural education. Dewey had to help Hu Shi to expand the influence of pragmatism. It was not until the end of his journey in China that Dewey could express his real and kind concern of Chinese social political progress, before his pragmatism shaped by Hu Shi was erased by the rise of Marxism in the field of new cultural education in 1948.
Before John Dewey’s reception of coming to China, Hu Shi had launched the moments of new cultural education in college liberal arts, pedagogy, and basic education. The arrival of Dewey provided Hu Shi, who suffered troubles caused by the outside political interference, with strong supports to carry forward his enterprise. Dewey was interested in Chinese democratic movement against the warlord government, hoping Chinese educators to seek for new ideal of the modern cultural education based on their own understanding of political situation and social progress. Hu Shi’s expectation for Dewey, however, was to escape the political reality, and to transmit the pragmatism in the Dewey’s educational, and social political philosophy. Meanwhile, Marxism also had begun to spread since Li Dazhao published a series of articles. Hu Shi provoked ideal conflicts to unify the new cultural education. Dewey had to help Hu Shi to expand the influence of pragmatism. It was not until the end of his journey in China that Dewey could express his real and kind concern of Chinese social political progress, before his pragmatism shaped by Hu Shi was erased by the rise of Marxism in the field of new cultural education in 1948.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.003
Abstract:
The development of basic education quality index can provide scientific and effective evaluation for education quality. This paper first reviewed the related explorations on educational indicator systems and educational indices to provide insight into the construction of the basic education quality index of China. Based on the goal of improving education quality and the specific requirements for the construction of the basic education quality index proposed by the trend of educational evaluation system reform in this new age, this paper proposed a possible approach to constructing the educational indicator system based on the CIPP framework, selecting input, process and product indicators according to validity evidence, building a comprehensive evaluation system allowing the participation of multiple sides, using and interpreting the index based on the quality standards, and considering equity and quality simultaneously. Meanwhile, to facilitate the construction of the basic education quality index, there is a need for a series of educational empirical studies in the areas such as data linking and imputation, the local validation of quality indicators, validation of indices of different levels, the index construction at the age of “Internet +”, comparison of different aggregation methods, case study of index application with quality standards, and the construction of index merging quality level and equality.
The development of basic education quality index can provide scientific and effective evaluation for education quality. This paper first reviewed the related explorations on educational indicator systems and educational indices to provide insight into the construction of the basic education quality index of China. Based on the goal of improving education quality and the specific requirements for the construction of the basic education quality index proposed by the trend of educational evaluation system reform in this new age, this paper proposed a possible approach to constructing the educational indicator system based on the CIPP framework, selecting input, process and product indicators according to validity evidence, building a comprehensive evaluation system allowing the participation of multiple sides, using and interpreting the index based on the quality standards, and considering equity and quality simultaneously. Meanwhile, to facilitate the construction of the basic education quality index, there is a need for a series of educational empirical studies in the areas such as data linking and imputation, the local validation of quality indicators, validation of indices of different levels, the index construction at the age of “Internet +”, comparison of different aggregation methods, case study of index application with quality standards, and the construction of index merging quality level and equality.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.004
Abstract:
This study based on online teaching survey conducted by the Teacher Development Center of Xiamen University during the epidemic period, investigated the attitudes to post-pandemic online teaching of 13997 college teachers during the pandemic, and used statistical methods to analyze the differences in online teaching attitudes among teachers with different backgrounds and online teaching experiences. The study found that more than three fourths of college teachers are willing to adopt the “online + offline” hybrid teaching after the pandemic and online teaching experience is an important factor that affects teachers’ attitudes to post-pandemic online teaching; teachers from different types, levels, regions of universities and with different teaching ages and disciplines have significant differences in their willingness to improve online teaching. Teachers from different backgrounds unanimously ranked student improvement opinions as the most important factor to continue online teaching. The research discussion points out that the experience of online teaching during the pandemic is very beneficial to teachers’ online teaching after the pandemic; the differences in teaching improvement opinions reflect the differences in college teachers, universities conditions,teaching levels and disciplines, and the inertia of traditional teaching is an obstacle to online teaching; teachers should be clearer about their responsibilities as students’ learning guides. Finally, it puts forward suggestions to encourage more teachers to recognize and carry out post-pandemic online teaching after the pandemic from three aspects: college system, technical support and individual teachers.
This study based on online teaching survey conducted by the Teacher Development Center of Xiamen University during the epidemic period, investigated the attitudes to post-pandemic online teaching of 13997 college teachers during the pandemic, and used statistical methods to analyze the differences in online teaching attitudes among teachers with different backgrounds and online teaching experiences. The study found that more than three fourths of college teachers are willing to adopt the “online + offline” hybrid teaching after the pandemic and online teaching experience is an important factor that affects teachers’ attitudes to post-pandemic online teaching; teachers from different types, levels, regions of universities and with different teaching ages and disciplines have significant differences in their willingness to improve online teaching. Teachers from different backgrounds unanimously ranked student improvement opinions as the most important factor to continue online teaching. The research discussion points out that the experience of online teaching during the pandemic is very beneficial to teachers’ online teaching after the pandemic; the differences in teaching improvement opinions reflect the differences in college teachers, universities conditions,teaching levels and disciplines, and the inertia of traditional teaching is an obstacle to online teaching; teachers should be clearer about their responsibilities as students’ learning guides. Finally, it puts forward suggestions to encourage more teachers to recognize and carry out post-pandemic online teaching after the pandemic from three aspects: college system, technical support and individual teachers.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.010
Abstract:
The concept of science capital is derived from technological capital on basis of Bourdieu’s cultural reproduction theory. It was first introduced into education in China. In this paper, we try to explore the mechanism of how science capital influences ninth grade students’ science career aspiration, using the monitoring data of education quality from 107 middle schools in western China. The results show that students with high level of science capital are more likely to choose science career than those with middle or low level. In terms of their career aspiration, the former are more influenced by family cultural capital (be determined) while the latter are more influenced by their own educational expectation (self-selection). In addition, there are significant group differences in science career aspiration. Students with high level of science capital are more influenced by self-science attitude and science confidence. In conclusion, it’s suggested that we should increase science capital of middle school students to help cultivate high-quality talents of science and technology innovation.
The concept of science capital is derived from technological capital on basis of Bourdieu’s cultural reproduction theory. It was first introduced into education in China. In this paper, we try to explore the mechanism of how science capital influences ninth grade students’ science career aspiration, using the monitoring data of education quality from 107 middle schools in western China. The results show that students with high level of science capital are more likely to choose science career than those with middle or low level. In terms of their career aspiration, the former are more influenced by family cultural capital (be determined) while the latter are more influenced by their own educational expectation (self-selection). In addition, there are significant group differences in science career aspiration. Students with high level of science capital are more influenced by self-science attitude and science confidence. In conclusion, it’s suggested that we should increase science capital of middle school students to help cultivate high-quality talents of science and technology innovation.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.005
Abstract:
What general education has been pursuing is “rational freedom”, which requires to transcend the conception “liberal” from “liberal education”. However, due to the intersection of definitions and historical facts, general education and liberal education are regarded as two conceptions with plenty of similarities and interactions by some scholars. Dewey criticized the “class nature”, “political symbol” and“cultural symbol” of liberal education from the perspective of educational democracy, pointing out its “traps of illiberality”. Therefore, general education must transcend the logical framework of liberal education to achieve its own goal of “liberty”. Under the ideological framework of educational constructivism and empiricism, Dewey provided the theoretical basis for his core educational concept by “construction-deconstruction-reconstruction”. This special liberal education is different from the traditional one, offering a leading direction for the modern general education in university, which is expected to solve a series of problems faced by general education.
What general education has been pursuing is “rational freedom”, which requires to transcend the conception “liberal” from “liberal education”. However, due to the intersection of definitions and historical facts, general education and liberal education are regarded as two conceptions with plenty of similarities and interactions by some scholars. Dewey criticized the “class nature”, “political symbol” and“cultural symbol” of liberal education from the perspective of educational democracy, pointing out its “traps of illiberality”. Therefore, general education must transcend the logical framework of liberal education to achieve its own goal of “liberty”. Under the ideological framework of educational constructivism and empiricism, Dewey provided the theoretical basis for his core educational concept by “construction-deconstruction-reconstruction”. This special liberal education is different from the traditional one, offering a leading direction for the modern general education in university, which is expected to solve a series of problems faced by general education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.009
Abstract:
China has experienced a century-long process of western learning and takes the word “Pädagogik” as “Pedagogy”. However, we have been unaware of the similarities and differences between “Pädagogik” and “Pedagogy” for a long time. As a result, it is not uncommon to see the heated debates on “pedagogy” issues from foreign perspective and local as well as the criticism on the achievements of Chinese “Pedagogy” from the perspective of “Pädagogik”. This study tries to reveal the crux in the construction of “Padagogik” by the comparison of Chinese and western education culture, so as to improve the confidence of educational culture in China to some degree and understand the “Pädagogik” and western learning in a way which differs from “Pedagogy”.
China has experienced a century-long process of western learning and takes the word “Pädagogik” as “Pedagogy”. However, we have been unaware of the similarities and differences between “Pädagogik” and “Pedagogy” for a long time. As a result, it is not uncommon to see the heated debates on “pedagogy” issues from foreign perspective and local as well as the criticism on the achievements of Chinese “Pedagogy” from the perspective of “Pädagogik”. This study tries to reveal the crux in the construction of “Padagogik” by the comparison of Chinese and western education culture, so as to improve the confidence of educational culture in China to some degree and understand the “Pädagogik” and western learning in a way which differs from “Pedagogy”.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.05.002
Abstract:
Adolescents’ reading literacy is affected by both ascribed and self-achieved characteristics, while the research on the heterogeneity effects of the ascribed and self-achieved factors is insufficient. Based on the data from Programme for International Student Assessment (PISA) in the four provinces/municipalities of Beijing, Shanghai, Jiangsu and Zhejiang in 2018, this paper used the methods of Shapley value decomposition, quantile regression model, and structural equation model, aimed to examine the impact of ascribed and self-achieved factors on students’ reading literacy. The study finds that: (1) the effect of ascribed factors on the students’ reading literacy is significantly lower than the self-achieved factors. Using effective reading meta-cognitive strategies, keeping positive self-expectations and strong enjoyment of reading are the key elements of higher reading performance of students in the four provinces/municipalities of China. (2) The impact of family background on students’ reading literacy is heterogeneous at different stages of education, different types of schools, and different regions. (3) Self-achieved factors such as meta-cognitive strategies and reading enjoyment are more significant for students’ reading performance in upper secondary level, vocational schools, and rural areas. (4) The effects of family background on students’ reading literacy in different quantiles is lower at both ends and higher at the middle, especially for students in the 50th quantile who have the greatest influence on reading literacy. (5) Compared to understanding and remembering strategies and summarizing strategies, assess credibility strategies had a higher positive effect on students’ reading literacy in low quantiles. (6) Obsessed with digital reading or paranoid about printed reading is not the most effective reading habit. Read books equally often in paper format and on digital devices were more conducive to improving students’ reading literacy, and significantly reduced the effects of family background. These findings indicate that the key to improving adolescents’ reading literacy lies in cultivating adolescents to grasp diversified meta-cognitive strategies, strengthen the construction of communities with home-school cooperation, and promote the deep integration of digital reading and printed reading.
Adolescents’ reading literacy is affected by both ascribed and self-achieved characteristics, while the research on the heterogeneity effects of the ascribed and self-achieved factors is insufficient. Based on the data from Programme for International Student Assessment (PISA) in the four provinces/municipalities of Beijing, Shanghai, Jiangsu and Zhejiang in 2018, this paper used the methods of Shapley value decomposition, quantile regression model, and structural equation model, aimed to examine the impact of ascribed and self-achieved factors on students’ reading literacy. The study finds that: (1) the effect of ascribed factors on the students’ reading literacy is significantly lower than the self-achieved factors. Using effective reading meta-cognitive strategies, keeping positive self-expectations and strong enjoyment of reading are the key elements of higher reading performance of students in the four provinces/municipalities of China. (2) The impact of family background on students’ reading literacy is heterogeneous at different stages of education, different types of schools, and different regions. (3) Self-achieved factors such as meta-cognitive strategies and reading enjoyment are more significant for students’ reading performance in upper secondary level, vocational schools, and rural areas. (4) The effects of family background on students’ reading literacy in different quantiles is lower at both ends and higher at the middle, especially for students in the 50th quantile who have the greatest influence on reading literacy. (5) Compared to understanding and remembering strategies and summarizing strategies, assess credibility strategies had a higher positive effect on students’ reading literacy in low quantiles. (6) Obsessed with digital reading or paranoid about printed reading is not the most effective reading habit. Read books equally often in paper format and on digital devices were more conducive to improving students’ reading literacy, and significantly reduced the effects of family background. These findings indicate that the key to improving adolescents’ reading literacy lies in cultivating adolescents to grasp diversified meta-cognitive strategies, strengthen the construction of communities with home-school cooperation, and promote the deep integration of digital reading and printed reading.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.002
Abstract:
Higher vocational education in China has ushered in a period of development opportunities. However, the basic positioning of higher vocational and technical education is still a pain point, especially for the definition of “higher trait”, which affects the growth of higher vocational and technical education to some extent. It’s essential to understand the connotation of “higher character”. The confusion of the connotation of “higher trait” is one of the inborn particularities in China, which is also accordant with the trend of the development of higher education. The connotation of “higher trait” has experienced three doctrines including “equal cultural level”,“technical education position” and “high skills”. In the present era, those three doctrines are all out of date. It is of importance to build up a new connotation of “higher trait” of higher vocational and technical education based on the notion of “Type Education”. Through the new connotation, the higher vocational and technical education will present a complete new pattern.
Higher vocational education in China has ushered in a period of development opportunities. However, the basic positioning of higher vocational and technical education is still a pain point, especially for the definition of “higher trait”, which affects the growth of higher vocational and technical education to some extent. It’s essential to understand the connotation of “higher character”. The confusion of the connotation of “higher trait” is one of the inborn particularities in China, which is also accordant with the trend of the development of higher education. The connotation of “higher trait” has experienced three doctrines including “equal cultural level”,“technical education position” and “high skills”. In the present era, those three doctrines are all out of date. It is of importance to build up a new connotation of “higher trait” of higher vocational and technical education based on the notion of “Type Education”. Through the new connotation, the higher vocational and technical education will present a complete new pattern.
An Issue of Teaching Critical Thinking: Argument or Inquiry？Insights from Russell, Dewey and Toulmin
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.006
Abstract:
Russell’s critique against Dewey’s new logic in the early 20th century is a symbol of some controversy over the orientation of critical thinking training. This article sets out from a conception of argument popular in earlier analytic philosophy, exemplified by the Principle of Clifford, and thereby examines the historical quarrel over “inquiry” between Russell and Dewey and its embarrassing outcome. After introducing the new conception of argument propounded eminently by Stephen Toulmin and embedding it in Dewey’s theory of inquiry, it is showed in what sense Russell’s criticism against Dewey was based upon some serious misunderstanding of Dewey’s methodology as well as of his key texts. At last, for the viewpoint of philosophy of education, this article suggests that the conception of argument-as-inquiry has the advantage of emphasizing arguers’ engaging in a variety of living experience and warning them against converting academic arguments into some sort of linguistic games.
Russell’s critique against Dewey’s new logic in the early 20th century is a symbol of some controversy over the orientation of critical thinking training. This article sets out from a conception of argument popular in earlier analytic philosophy, exemplified by the Principle of Clifford, and thereby examines the historical quarrel over “inquiry” between Russell and Dewey and its embarrassing outcome. After introducing the new conception of argument propounded eminently by Stephen Toulmin and embedding it in Dewey’s theory of inquiry, it is showed in what sense Russell’s criticism against Dewey was based upon some serious misunderstanding of Dewey’s methodology as well as of his key texts. At last, for the viewpoint of philosophy of education, this article suggests that the conception of argument-as-inquiry has the advantage of emphasizing arguers’ engaging in a variety of living experience and warning them against converting academic arguments into some sort of linguistic games.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.001
Abstract:
Michel Foucault invents biopolitics to illustrate how contemporary society exercises the art of governing through shaping subjects’ subjectivity. Its purpose is to transform people into self-regulators. This governmentality derives from market freedom through which social members can engage in free choices and practice democratic values. This rationalized automation embodies the mechanism of political economy that lets government change its subjects moving from society to population. Creating freedom enables the government to reshape their self-knowledge. Accordingly, neoliberalism becomes the gateway for accomplishing the art of governing. In order to administer their lifestyles, the state devotes itself to creating freedom. According to this principle, both public managerialism and performativity not only perform the ideas of free market logic but also secure the practice of governing technologies. Drawing upon biopolitics, this essay sets out to explore why performativity becomes a prevailing world issue and how it operates. Its analytical focus is how the government employs international competitiveness to broadcast the discourse of collective responsibility commanding teachers to become self-improvers. Considering the regime of performance management, it also sheds light on a related issue on how the state constitutes their self-consciousness through ethics, which turns teachers into the implementers of performativity. As self becomes the site of power struggle, this essay also explores why and how teachers enact education policies.
Michel Foucault invents biopolitics to illustrate how contemporary society exercises the art of governing through shaping subjects’ subjectivity. Its purpose is to transform people into self-regulators. This governmentality derives from market freedom through which social members can engage in free choices and practice democratic values. This rationalized automation embodies the mechanism of political economy that lets government change its subjects moving from society to population. Creating freedom enables the government to reshape their self-knowledge. Accordingly, neoliberalism becomes the gateway for accomplishing the art of governing. In order to administer their lifestyles, the state devotes itself to creating freedom. According to this principle, both public managerialism and performativity not only perform the ideas of free market logic but also secure the practice of governing technologies. Drawing upon biopolitics, this essay sets out to explore why performativity becomes a prevailing world issue and how it operates. Its analytical focus is how the government employs international competitiveness to broadcast the discourse of collective responsibility commanding teachers to become self-improvers. Considering the regime of performance management, it also sheds light on a related issue on how the state constitutes their self-consciousness through ethics, which turns teachers into the implementers of performativity. As self becomes the site of power struggle, this essay also explores why and how teachers enact education policies.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.12.001
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.007
Abstract:
Traditionally, influenced by academic freedom, university autonomy and federalism, the US federal government has been less involved in higher education. In the second half of the 20th century, in the context of a revolutionary change in the relationship between academia and the legal world, the federal government began to actively participate in university governance based on four explicit or implied federal constitutional power forms related to education, including the right to expenditure, taxation, trade, and enforcement of civil rights. At present, American university governance has entered an era of compliance. The strengthening of federal higher education regulations not only promotes the protection of teachers and students' rights and the public interest, but also inevitably breeds a “compliance panic” and a crisis of teacher rights. In recent years, under the influence of a “spiral” compliance culture, the sources of compliance pressure for American universities have continued to increase. As one of the most widely regulated types of institutions, universities are often pulled into different, sometimes conflicting and irreconcilable directions. Now, through the reform of federal higher education regulations, the expansion of university compliance functions, and the re-definition of the role of university legal counsel, the relationship between the federal government and universities is being reshaped, which constitutes the latest trend of American university governance change in the era of compliance.
Traditionally, influenced by academic freedom, university autonomy and federalism, the US federal government has been less involved in higher education. In the second half of the 20th century, in the context of a revolutionary change in the relationship between academia and the legal world, the federal government began to actively participate in university governance based on four explicit or implied federal constitutional power forms related to education, including the right to expenditure, taxation, trade, and enforcement of civil rights. At present, American university governance has entered an era of compliance. The strengthening of federal higher education regulations not only promotes the protection of teachers and students' rights and the public interest, but also inevitably breeds a “compliance panic” and a crisis of teacher rights. In recent years, under the influence of a “spiral” compliance culture, the sources of compliance pressure for American universities have continued to increase. As one of the most widely regulated types of institutions, universities are often pulled into different, sometimes conflicting and irreconcilable directions. Now, through the reform of federal higher education regulations, the expansion of university compliance functions, and the re-definition of the role of university legal counsel, the relationship between the federal government and universities is being reshaped, which constitutes the latest trend of American university governance change in the era of compliance.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.005
Abstract:
The online teaching survey conducted by the Teacher Development Center of Xiamen University during the epidemic period shows that the coronavirus epidemic forced Chinese universities to directly switch from offline teaching to online teaching, leading the future online teaching a breakthroughat the theoretical and practical level. In the post-epidemic era, there will be four changes in online teaching reform: educational resources change from segmentation to sharing, student learning from linear to non-linear, curriculum reform from structured to unstructured, and educational technology from auxiliary means to deep integration and transformation with teaching.The article pointed out that in order to cope with these changes, we must strengthen the construction of infrastructure in the central and western regions, establish a sharing mechanism of higher education resources and a curriculum credit recognition mechanism.Besides, universities should provide students with more flexible learning arrangements; universities must change their narrow professional education thinking, establish a more open curriculum resource sharing mechanism, and comprehensively update and improve the academic evaluation system. Finally,universities must strengthen the construction of teaching platforms, reshape the university learning space, and comprehensively enhance teachers digital literacy .
The online teaching survey conducted by the Teacher Development Center of Xiamen University during the epidemic period shows that the coronavirus epidemic forced Chinese universities to directly switch from offline teaching to online teaching, leading the future online teaching a breakthroughat the theoretical and practical level. In the post-epidemic era, there will be four changes in online teaching reform: educational resources change from segmentation to sharing, student learning from linear to non-linear, curriculum reform from structured to unstructured, and educational technology from auxiliary means to deep integration and transformation with teaching.The article pointed out that in order to cope with these changes, we must strengthen the construction of infrastructure in the central and western regions, establish a sharing mechanism of higher education resources and a curriculum credit recognition mechanism.Besides, universities should provide students with more flexible learning arrangements; universities must change their narrow professional education thinking, establish a more open curriculum resource sharing mechanism, and comprehensively update and improve the academic evaluation system. Finally,universities must strengthen the construction of teaching platforms, reshape the university learning space, and comprehensively enhance teachers digital literacy .
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.05.006
Abstract:
Using national data from 2017 CIEFR-HS, we first examine the full cost of household expenditure on children’s education and the structure of in-school and out-of-school education expenditure. Second, we take advantage of the detailed information about household education expenditures, including those that occurred within and outside schools, to examine how families’ marginal propensity to spend on education-related items and activities varies across household income, mother’s education level, and residency groups. On average, families spend over 10000 yuan on education per student per academic year, covering about 16% of annual household consumption. About one-third of the household spending on education is spent outside school. The analysis of the marginal propensity to spend on education shows that families with higher income, families with better educated mothers, families with only one girl, and families with urban hukou tend to increase their spending on education when the total household consumption increases, especially on in-school developmental spending and private supplementary education. In conclusion, the level and structure of in-school and out-of-school spending for children from different families have become more stratified.
Using national data from 2017 CIEFR-HS, we first examine the full cost of household expenditure on children’s education and the structure of in-school and out-of-school education expenditure. Second, we take advantage of the detailed information about household education expenditures, including those that occurred within and outside schools, to examine how families’ marginal propensity to spend on education-related items and activities varies across household income, mother’s education level, and residency groups. On average, families spend over 10000 yuan on education per student per academic year, covering about 16% of annual household consumption. About one-third of the household spending on education is spent outside school. The analysis of the marginal propensity to spend on education shows that families with higher income, families with better educated mothers, families with only one girl, and families with urban hukou tend to increase their spending on education when the total household consumption increases, especially on in-school developmental spending and private supplementary education. In conclusion, the level and structure of in-school and out-of-school spending for children from different families have become more stratified.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.08.003
Abstract:
Impact evalution aims to understand the impact of policies/interventions on the welfare of participants. The key is to establish a causal relationship between the two (what works) and to understand the mechanism of policies/interventions (why it works). Theory-based impact evaluation (TBIE) is widely believed to help answer the question of “why it works”. TBIE clarifies the intervention mechanisms by establishing a causal chain from input to output and then to impact, and using empirical data to test the validity of the theory and potential hypotheses that may play a role in the causal chain. This paper reviews and summarizes the core concepts and principles of TBIE, and uses examples to illustrate how to apply TBIE when conducting random controlled trials.
Impact evalution aims to understand the impact of policies/interventions on the welfare of participants. The key is to establish a causal relationship between the two (what works) and to understand the mechanism of policies/interventions (why it works). Theory-based impact evaluation (TBIE) is widely believed to help answer the question of “why it works”. TBIE clarifies the intervention mechanisms by establishing a causal chain from input to output and then to impact, and using empirical data to test the validity of the theory and potential hypotheses that may play a role in the causal chain. This paper reviews and summarizes the core concepts and principles of TBIE, and uses examples to illustrate how to apply TBIE when conducting random controlled trials.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.003
Abstract:
“With whom to change the world” is not only a political issue, but also an educational issue. After Confucius, Plato, Rousseau and Marx, Dewey responded to this question and proposed to cultivate modern citizens with reflective thinking, communication, cooperation and creativity as the core to build the great community he advocated. This kind of 4Cs citizen discourse has profound cosmopolitan significance and is also regarded as the theoretical basis of the international 21st century skills-oriented education reform movement. This thinking of John Dewey is helpful to transform the traditional models such as “learning and thinking” and “unity of knowledge and action” in Chinese education into models such as “thinking, communicating and acting” and “cooperative problem solving”, thereby accelerating the cultivation of more competitive Chinese with a global perspective to cope with the uncertainty of the future and build a community with a shared future for mankind.
“With whom to change the world” is not only a political issue, but also an educational issue. After Confucius, Plato, Rousseau and Marx, Dewey responded to this question and proposed to cultivate modern citizens with reflective thinking, communication, cooperation and creativity as the core to build the great community he advocated. This kind of 4Cs citizen discourse has profound cosmopolitan significance and is also regarded as the theoretical basis of the international 21st century skills-oriented education reform movement. This thinking of John Dewey is helpful to transform the traditional models such as “learning and thinking” and “unity of knowledge and action” in Chinese education into models such as “thinking, communicating and acting” and “cooperative problem solving”, thereby accelerating the cultivation of more competitive Chinese with a global perspective to cope with the uncertainty of the future and build a community with a shared future for mankind.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.007
Abstract:
With the development and progress of society, communication competence plays an increasingly important role in individual development, thus becoming one of the core qualities of talents in the 21st century. However, there is no clear definition of the connotation and structure of communication competence. Based on analysis of the international researches on core literacy in the 21st century and related literature, this study proposes that communication competence is a complex literacy that includes language ability, thinking ability and social emotional ability, involving three elements: deep understanding, effective expression and empathy. Among them, deep understanding and effective expression are two important processes of communication, which require language skills, thinking skills and social skills, while empathy is the most important social emotional skill to promote effective communication. Primary and secondary schools provide an important stage to cultivate students’ communication competence. The clarity of the connotation and structure of communication competence in this study will help primary and secondary schools to build a communication competence training system, and provide a reference for the improvement of students’ overall literacy.
With the development and progress of society, communication competence plays an increasingly important role in individual development, thus becoming one of the core qualities of talents in the 21st century. However, there is no clear definition of the connotation and structure of communication competence. Based on analysis of the international researches on core literacy in the 21st century and related literature, this study proposes that communication competence is a complex literacy that includes language ability, thinking ability and social emotional ability, involving three elements: deep understanding, effective expression and empathy. Among them, deep understanding and effective expression are two important processes of communication, which require language skills, thinking skills and social skills, while empathy is the most important social emotional skill to promote effective communication. Primary and secondary schools provide an important stage to cultivate students’ communication competence. The clarity of the connotation and structure of communication competence in this study will help primary and secondary schools to build a communication competence training system, and provide a reference for the improvement of students’ overall literacy.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.002
Abstract:
The comparison of the contribution of human capital and physical capital to economic growth is a core issue of economics of education. We use traditional GDP and green GDP to measure economic growth, adopt panel data from 143 countries and regions from 1990 to 2014, introduce human capital into the Solow model to compare the output elasticity of human capital and physical capital and analyze their elastic ratios at different economic levels and different industrial structures. The result shows that both traditional GDP and green GDP are more flexible to human capital than to physical capital. Also, compared with traditional GDP, green GDP, which reflects the level of sustainable economic development, is more sensitive to the changes of human capital, especially when it is an economy in a more developed stage. This research provides an empirical basis for a deeper understanding of the role of human capital in economic growth.
The comparison of the contribution of human capital and physical capital to economic growth is a core issue of economics of education. We use traditional GDP and green GDP to measure economic growth, adopt panel data from 143 countries and regions from 1990 to 2014, introduce human capital into the Solow model to compare the output elasticity of human capital and physical capital and analyze their elastic ratios at different economic levels and different industrial structures. The result shows that both traditional GDP and green GDP are more flexible to human capital than to physical capital. Also, compared with traditional GDP, green GDP, which reflects the level of sustainable economic development, is more sensitive to the changes of human capital, especially when it is an economy in a more developed stage. This research provides an empirical basis for a deeper understanding of the role of human capital in economic growth.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.002
Abstract:
Under the Belt and Road Initiative, the cross-border ethnic education is endowed with new connotation. It is necessary to construct innovative values for cross-border ethnic education, which is not only to build a regional educational development community to promote the development of cross-border ethnic education or strengthen the multilateral cooperation to drive the development of education, but also to strengthen the common understanding of peace and cooperation to safeguard social prosperity and stability in border areas, maintain social prosperity and stability in border areas or promote interconnection with the people of neighboring countries. With the development of the Belt and Road Initiative, the cross-border ethnic education has changed and presents new characteristics. Firstly, the content system has evolved to diversity. Secondly, the mode of development has become active and advanced. Thirdly, the function of cross-border ethnic education orients to service domestic and aboard. Therefore, in order to further promote the sustainable development of cross border ethnic education in the new era, it is necessary to reconstruct the structural system and enhance the quality of cross border ethnic education and build the education centers along the Belt and Road. Also, various social forces should be united to promote the coordinated development of cross-border ethnic education and society; information technology should be integrated into educational area to support the information exchange and of cross-border ethnic education.
Under the Belt and Road Initiative, the cross-border ethnic education is endowed with new connotation. It is necessary to construct innovative values for cross-border ethnic education, which is not only to build a regional educational development community to promote the development of cross-border ethnic education or strengthen the multilateral cooperation to drive the development of education, but also to strengthen the common understanding of peace and cooperation to safeguard social prosperity and stability in border areas, maintain social prosperity and stability in border areas or promote interconnection with the people of neighboring countries. With the development of the Belt and Road Initiative, the cross-border ethnic education has changed and presents new characteristics. Firstly, the content system has evolved to diversity. Secondly, the mode of development has become active and advanced. Thirdly, the function of cross-border ethnic education orients to service domestic and aboard. Therefore, in order to further promote the sustainable development of cross border ethnic education in the new era, it is necessary to reconstruct the structural system and enhance the quality of cross border ethnic education and build the education centers along the Belt and Road. Also, various social forces should be united to promote the coordinated development of cross-border ethnic education and society; information technology should be integrated into educational area to support the information exchange and of cross-border ethnic education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.002
Abstract:
This article presents a definition and rationale for evidence-based reform in education, and contrasts the development of educational research in the U.S., U.K. and China, world leaders in evidence-based reform. Building the understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy. The article suggests ways in which scholars might improve the worldwide quality of evidence-based reform in education.
This article presents a definition and rationale for evidence-based reform in education, and contrasts the development of educational research in the U.S., U.K. and China, world leaders in evidence-based reform. Building the understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy. The article suggests ways in which scholars might improve the worldwide quality of evidence-based reform in education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.05.003
Abstract:
Against the background of the parallel development of economic inequality, equalization of compulsory education, and growth of online technology, private tutoring enters a new era, characterized by extensive and intensive household participation. It has gradually transformed into a new form of out-of-school learning, provided by the government and the market. Such learning activities are governed by micro-, meso-, and macro-level factors. There are three new trends in this field. First, the equalization policy for basic education and the stratification strategy for tertiary education have jointly pushed the basic education competition out of the school wall. Second, income inequality forces parents to increase their time and financial inputs, and thus the intensive parenting spreads out globally. Third, internet technology removes household’s barriers to participate in after-school learning, and increase their choice. The interactions among the policy, the culture, and the technology facilitate the institutionalization of learning beyond school walls. One significant consequence of such transformation is that the low-level equilibrium, characterized by high within school competition, low outside-school competition, and low-level private tutoring, is replaced by a new high-level equilibrium, characterized by low within school competition, high outside-school competition, and high-level private tutoring. In the post-tutoring era, learning beyond school walls is turning into a major instrument for social mobility and stratification. As such, the government needs to adjust its understanding and take the responsibility of closing the class divide in out-of-school learning opportunities.
Against the background of the parallel development of economic inequality, equalization of compulsory education, and growth of online technology, private tutoring enters a new era, characterized by extensive and intensive household participation. It has gradually transformed into a new form of out-of-school learning, provided by the government and the market. Such learning activities are governed by micro-, meso-, and macro-level factors. There are three new trends in this field. First, the equalization policy for basic education and the stratification strategy for tertiary education have jointly pushed the basic education competition out of the school wall. Second, income inequality forces parents to increase their time and financial inputs, and thus the intensive parenting spreads out globally. Third, internet technology removes household’s barriers to participate in after-school learning, and increase their choice. The interactions among the policy, the culture, and the technology facilitate the institutionalization of learning beyond school walls. One significant consequence of such transformation is that the low-level equilibrium, characterized by high within school competition, low outside-school competition, and low-level private tutoring, is replaced by a new high-level equilibrium, characterized by low within school competition, high outside-school competition, and high-level private tutoring. In the post-tutoring era, learning beyond school walls is turning into a major instrument for social mobility and stratification. As such, the government needs to adjust its understanding and take the responsibility of closing the class divide in out-of-school learning opportunities.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.005
Abstract:
The match between college graduates’ major and job is an essential factor affecting the quality of employment. Based on the national survey data of colleges graduates’ employment in 2015, this paper investigates the major match of the college graduates, as well as the effects of major match on the starting salary of graduates. It uses the Propensity Score Matching (PSM) method to solve the endogenous problem, and reduce the deviation of results caused by self-selection.The main conclusions and findings are: there are 56.1% of graduates’ majors and jobs match, while 11.7% are irrelevant. Using the OLS method, the starting salary of the major match is 3.4% higher than the major mismatch, and after correcting the endogenous problem by using PSM method, the salary effect of the major match is 5%. OLS regression method underestimates the effect of major match on starting salary. Further research finds that, compared with Project 211 universities and vocational colleges, major match has a significant income effect on non-Project 211 graduates. Also, compared with graduates of college degree and master degree or above, major match has a significant income effect on bachelor degree graduates, the starting salary of the major match is about 7% higher than the major mismatch. Major match of economics graduates has a more significantly positive influence on starting salary, and the major match graduates is about 15% higher than the major mismatch. Based on this, colleges and universities should make more accurate judgment on the specialty matching in order to effectively improve the employment quality of college students.
The match between college graduates’ major and job is an essential factor affecting the quality of employment. Based on the national survey data of colleges graduates’ employment in 2015, this paper investigates the major match of the college graduates, as well as the effects of major match on the starting salary of graduates. It uses the Propensity Score Matching (PSM) method to solve the endogenous problem, and reduce the deviation of results caused by self-selection.The main conclusions and findings are: there are 56.1% of graduates’ majors and jobs match, while 11.7% are irrelevant. Using the OLS method, the starting salary of the major match is 3.4% higher than the major mismatch, and after correcting the endogenous problem by using PSM method, the salary effect of the major match is 5%. OLS regression method underestimates the effect of major match on starting salary. Further research finds that, compared with Project 211 universities and vocational colleges, major match has a significant income effect on non-Project 211 graduates. Also, compared with graduates of college degree and master degree or above, major match has a significant income effect on bachelor degree graduates, the starting salary of the major match is about 7% higher than the major mismatch. Major match of economics graduates has a more significantly positive influence on starting salary, and the major match graduates is about 15% higher than the major mismatch. Based on this, colleges and universities should make more accurate judgment on the specialty matching in order to effectively improve the employment quality of college students.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.011
Abstract:
In 2009, the China Development Research Foundation launched the government-supported public intervention, One Village One Preschool (OVOP) project, which provided access to early childhood education (ECE) to disadvantaged rural and minority children in central and western rural China. From 2009 to 2018, OVOP established about 2300 centers in ten provinces, enrolling over 170000 rural young children, free of charge for all. We analyzed longitudinal data collected from a sample of 1962 children in one county (comparing OVOP attendees to children with no ECE, private ECE, and public ECE), using an inverse probability weighting approach to reducing selection bias in evaluating the effects of OVOP on children’s academic achievement during the first 5 years of elementary school. We found that children who attended OVOP centers attained higher scores in elementary grades than children who received no ECE or attended private township ECE. However, OVOP children scored lower than children who went to well-resourced public township ECE. In addition, the OVOP children had similar growth rates to public-ECE children; both groups improved more quickly than children in the non-ECE or private-ECE group. We conclude with a discussion of the value of providing low-cost ECE to rural children in China.
In 2009, the China Development Research Foundation launched the government-supported public intervention, One Village One Preschool (OVOP) project, which provided access to early childhood education (ECE) to disadvantaged rural and minority children in central and western rural China. From 2009 to 2018, OVOP established about 2300 centers in ten provinces, enrolling over 170000 rural young children, free of charge for all. We analyzed longitudinal data collected from a sample of 1962 children in one county (comparing OVOP attendees to children with no ECE, private ECE, and public ECE), using an inverse probability weighting approach to reducing selection bias in evaluating the effects of OVOP on children’s academic achievement during the first 5 years of elementary school. We found that children who attended OVOP centers attained higher scores in elementary grades than children who received no ECE or attended private township ECE. However, OVOP children scored lower than children who went to well-resourced public township ECE. In addition, the OVOP children had similar growth rates to public-ECE children; both groups improved more quickly than children in the non-ECE or private-ECE group. We conclude with a discussion of the value of providing low-cost ECE to rural children in China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.009
Abstract:
In October 2019, the World Bank put forward the concept of “learning poverty”, set the goal of halving the learning poverty rate by 2030, and formulated a detailed working plan. The “Learning Poverty” project has received positive responses from governments of many countries, especially during the Covid-19 pandemic. With the victory in poverty battle, rural revitalization has become a new task for the realization of the great rejuvenation of China. Education poverty-alleviation will also enter into the post-poverty-alleviation era characterized by high-quality, deep cultivation and multiple-subjects. The new concepts and practices of the “Learning Poverty” project will be of great reference value for the promotion of educational poverty alleviation and boosting rural revitalization by education.
In October 2019, the World Bank put forward the concept of “learning poverty”, set the goal of halving the learning poverty rate by 2030, and formulated a detailed working plan. The “Learning Poverty” project has received positive responses from governments of many countries, especially during the Covid-19 pandemic. With the victory in poverty battle, rural revitalization has become a new task for the realization of the great rejuvenation of China. Education poverty-alleviation will also enter into the post-poverty-alleviation era characterized by high-quality, deep cultivation and multiple-subjects. The new concepts and practices of the “Learning Poverty” project will be of great reference value for the promotion of educational poverty alleviation and boosting rural revitalization by education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.09.011
Abstract:
In the five years from 2015 to 2019, driven by the movement of empirical research in education, a field full of theoretical and speculative traditions--university governance--began to attempt evidence-based research. This article examined 77 empirical research papers on university governance from 17 domestic CSSCI educational journals as the research object, and 22 empirical research papers on university governance from 5 foreign SSCI educational journals as the reference object. The multi-dimensional statistical analysis found that in terms of the metrological characteristics in literature, empirical research in China’s university governance research is rising steadily. The co-cited literature reflects that the empirical study of university governance has distinct characteristics of knowledge input. The empirical study of university governance has obvious interdisciplinary characteristics. In terms of the characteristics of knowledge production, the research topic turns from macro to micro, with “university (organization) governance” as the main topic. The research methods adopted are diversified, with qualitative “literature analysis” and “case analysis” as the main methods. The empirical study of university governance takes university as the main unit of analysis. The iterative updating of knowledge production has “policy dependence”. The five years of empirical research on university governance have solved some important problems of governance at the system level, university level and grassroots academic organization level. As the researchers have not fully mastered the methods of empirical research in education, the advantages of this research paradigm in knowledge accumulation have not been brought into play. In the future, it is the mission of university governance researchers to vigorously advocate empirical research paradigm, standardize research methods and improve research quality.
In the five years from 2015 to 2019, driven by the movement of empirical research in education, a field full of theoretical and speculative traditions--university governance--began to attempt evidence-based research. This article examined 77 empirical research papers on university governance from 17 domestic CSSCI educational journals as the research object, and 22 empirical research papers on university governance from 5 foreign SSCI educational journals as the reference object. The multi-dimensional statistical analysis found that in terms of the metrological characteristics in literature, empirical research in China’s university governance research is rising steadily. The co-cited literature reflects that the empirical study of university governance has distinct characteristics of knowledge input. The empirical study of university governance has obvious interdisciplinary characteristics. In terms of the characteristics of knowledge production, the research topic turns from macro to micro, with “university (organization) governance” as the main topic. The research methods adopted are diversified, with qualitative “literature analysis” and “case analysis” as the main methods. The empirical study of university governance takes university as the main unit of analysis. The iterative updating of knowledge production has “policy dependence”. The five years of empirical research on university governance have solved some important problems of governance at the system level, university level and grassroots academic organization level. As the researchers have not fully mastered the methods of empirical research in education, the advantages of this research paradigm in knowledge accumulation have not been brought into play. In the future, it is the mission of university governance researchers to vigorously advocate empirical research paradigm, standardize research methods and improve research quality.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.01.010
Abstract:
Teaching and learning is the most important educational activity for universities to promote the development of students and respond to the needs of society. Based on the framework of learning-oriented assessment, combined with the years of theoretical and data exploration of CCSS, this study constructs eight indicators to assess the quality of undergraduate teaching and learning in universities of China. They are high-order cognitive ability, problem-solving ability, reading and writing ability, active learning, student interaction, instruction, teacher-student interaction and online teaching. This quality evaluation index system is used to analyze the quality level and trend of undergraduate teaching and learning in China in the past ten years.
Teaching and learning is the most important educational activity for universities to promote the development of students and respond to the needs of society. Based on the framework of learning-oriented assessment, combined with the years of theoretical and data exploration of CCSS, this study constructs eight indicators to assess the quality of undergraduate teaching and learning in universities of China. They are high-order cognitive ability, problem-solving ability, reading and writing ability, active learning, student interaction, instruction, teacher-student interaction and online teaching. This quality evaluation index system is used to analyze the quality level and trend of undergraduate teaching and learning in China in the past ten years.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.08.002
Abstract:
In recent years, scholars in the field of education have carried out a large number of randomized controlled trials (RCTs) and provided many evidence-based interventions to improve the academic performance and to increase enrollment rate from different perspectives. However, given limited resources, how can researchers compare among different options of interventions and choose the most effective plan? Such a question can be answered by conducting cost-effectiveness analysis. This paper hereby provides a detailed introduction to basic methods of cost-effectiveness analysis, including cost accounting methods and the interpretation of effectiveness. It also introduces a case to illustrate the steps of conducting a cost-effectiveness analysis. Further, the cost-effectiveness of RCTs in education conducted worldwide are summarized, which provide valuable implications for policy-makers to promote rural education in China. In conclusion, researchers suggest the cost-effectiveness of interventions should be included in the analysis of RCT results, so as to facilitate the comparisons among different projects and to provide more powerful evidence for policy-makers.
In recent years, scholars in the field of education have carried out a large number of randomized controlled trials (RCTs) and provided many evidence-based interventions to improve the academic performance and to increase enrollment rate from different perspectives. However, given limited resources, how can researchers compare among different options of interventions and choose the most effective plan? Such a question can be answered by conducting cost-effectiveness analysis. This paper hereby provides a detailed introduction to basic methods of cost-effectiveness analysis, including cost accounting methods and the interpretation of effectiveness. It also introduces a case to illustrate the steps of conducting a cost-effectiveness analysis. Further, the cost-effectiveness of RCTs in education conducted worldwide are summarized, which provide valuable implications for policy-makers to promote rural education in China. In conclusion, researchers suggest the cost-effectiveness of interventions should be included in the analysis of RCT results, so as to facilitate the comparisons among different projects and to provide more powerful evidence for policy-makers.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.007
Abstract:
The present research constructes the basic mechanism that family environment influences pupils’ learning performance. Data were collected from 770 pupils who engaged in “home-school co-education” and 726 pupils who didn’t engage in “home-school co-education” in New Educational Experiment schools through paired-sampled method. Using the methods such as structural equation model and multiple linear regression analysis, the results showed that the indirect effect of family environment on pupils’ learning performance through mediating variables such as the students’ learning engagement and school environment was significant. School environment had a significantly positive effect on students’ learning engagement and learning performance, and home-school interaction could significantly improve students’ learning performance. The home collections of pupils who engaged in New Education Experiment schools were significantly higher than those in the Non-new Education Experiment schools. The longer the schools participated in the “home-school co-education” of New Educational Experiment, the better the students’ reading performance and mathematics performance were. In order to strengthen the positive influence of the family environment on pupils’ learning performance, while taking basic factors such as students’ gender, age and school location into account, we can learn from the action experience of New Education Experiment to improve the pupils’ learning performance by creating family study, building literary campus, achieving a goal once a month and optimizing home-school cooperation.
The present research constructes the basic mechanism that family environment influences pupils’ learning performance. Data were collected from 770 pupils who engaged in “home-school co-education” and 726 pupils who didn’t engage in “home-school co-education” in New Educational Experiment schools through paired-sampled method. Using the methods such as structural equation model and multiple linear regression analysis, the results showed that the indirect effect of family environment on pupils’ learning performance through mediating variables such as the students’ learning engagement and school environment was significant. School environment had a significantly positive effect on students’ learning engagement and learning performance, and home-school interaction could significantly improve students’ learning performance. The home collections of pupils who engaged in New Education Experiment schools were significantly higher than those in the Non-new Education Experiment schools. The longer the schools participated in the “home-school co-education” of New Educational Experiment, the better the students’ reading performance and mathematics performance were. In order to strengthen the positive influence of the family environment on pupils’ learning performance, while taking basic factors such as students’ gender, age and school location into account, we can learn from the action experience of New Education Experiment to improve the pupils’ learning performance by creating family study, building literary campus, achieving a goal once a month and optimizing home-school cooperation.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.06.002
Abstract:
In 2014, the Chinese government initiated the college entrance examination reform (CEE reform). Aiming at promoting student’s transition from high school to college, the CEE reform tries to reconstruct high school students’ academic experience and strengthen competency-based education. Based on the national college student development survey data, this paper examines the impact of the CEE reform on freshmen's academic adaptation using PSM-DID method. The data analysis found that the academic performance of the freshmen from Zhejiang and Shanghai has slightly declined due to the impact of the CEE reform on their academic foundation in high schools. With the strengthening of career education in the high school, the CEE reform has significantly improved the interest-major congruence of freshmen. In addition, the impact of the CEE reform on freshmen's academic adaptation is heterogeneous. For freshmen from rural areas with weak educational resources, the decline of their academic adaptation is more significant compared to their counterparts.
In 2014, the Chinese government initiated the college entrance examination reform (CEE reform). Aiming at promoting student’s transition from high school to college, the CEE reform tries to reconstruct high school students’ academic experience and strengthen competency-based education. Based on the national college student development survey data, this paper examines the impact of the CEE reform on freshmen's academic adaptation using PSM-DID method. The data analysis found that the academic performance of the freshmen from Zhejiang and Shanghai has slightly declined due to the impact of the CEE reform on their academic foundation in high schools. With the strengthening of career education in the high school, the CEE reform has significantly improved the interest-major congruence of freshmen. In addition, the impact of the CEE reform on freshmen's academic adaptation is heterogeneous. For freshmen from rural areas with weak educational resources, the decline of their academic adaptation is more significant compared to their counterparts.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.010
Abstract:
High-level vocational education is the core of the development of vocational education modernization system. Based on five main indicators which include sixteen secondary indicators of school running level and five core indicators of the “Double High-level Project”, an analysis was made to investigate the development process and the challenges that the higher vocational education in the western ethnic regions would face. We found that higher vocational education in the western ethnic regions had already made outstanding achievements in standardization construction. The gap between the regions has narrowed and the policy goals of the National Education Reform and Development Plan have been achieved. However, the task of building high-level higher vocational education is still arduous, as it also faces challenges such as regional imbalance, insufficient type attributes and insufficient capacity building. To solve the above problems and construct high-level higher vocational education in ethnic regions, it is necessary to reinforce the foundation through top-level design and policy supply, to highlight the “ethnic nature” through differentiated strategies and characteristic development. Also, it’s important to catch up and build up a modern governance system by seizing opportunities to improve capacity-building in order to improve governance efficiency in the future development.
High-level vocational education is the core of the development of vocational education modernization system. Based on five main indicators which include sixteen secondary indicators of school running level and five core indicators of the “Double High-level Project”, an analysis was made to investigate the development process and the challenges that the higher vocational education in the western ethnic regions would face. We found that higher vocational education in the western ethnic regions had already made outstanding achievements in standardization construction. The gap between the regions has narrowed and the policy goals of the National Education Reform and Development Plan have been achieved. However, the task of building high-level higher vocational education is still arduous, as it also faces challenges such as regional imbalance, insufficient type attributes and insufficient capacity building. To solve the above problems and construct high-level higher vocational education in ethnic regions, it is necessary to reinforce the foundation through top-level design and policy supply, to highlight the “ethnic nature” through differentiated strategies and characteristic development. Also, it’s important to catch up and build up a modern governance system by seizing opportunities to improve capacity-building in order to improve governance efficiency in the future development.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.05.004
Abstract:
Teaching-research officers play an important role in teaching reform of basic education, improved quality of regional education and the transformation and development of teaching research. Their competency level can directly affect the teaching-research system, teaching-research theory or teaching-research practice, and determine the construction of teaching-research system with Chinese characteristics. In order to identify the professional characteristics and outstanding professional performance of teaching-research officers, their competency structure was difined, based on mathematical evidence-based thinking and combined with behavioral event interview, questionnaire survey and other methods. Also, a theoretical model of teaching-research officers' competency was constructed, including professional knowledge, curriculum construction, teaching development, scientific research, organizational leadership and professional quality. Then we used this model to explore the development level and function mechanism of teaching-research officers. We find that they are generally competent for teaching and research work, outstanding in professional quality, teaching development and organizational leadership, but with unstable performance in curriculum construction and scientific research. In order to confirm the different performance of the competency development, under the guidance of big data concept and algorithm thinking, we used cluster analysis, correlation analysis, regression analysis and other methods to explore the sample data. It is found that there are obvious differences in competency development among teaching-research officers and there are three types of officers: "passive and survival ", "happy and potential" and "active and strong". In addition, the mechanism of faculty member competency is also clarified. It's found that faculty member self-efficacy has a direct impact on competency, and organizational climate mainly affects competency through faculty member self-efficacy. At present, in order to promote the innovative application of the competency model, we can focus on the construction of teaching-research theory discourse system with Chinese characteristics, meet the development requirements of teaching-research system of basic education in the new era. It's also important to improve the in-out mechanism of “selection, evaluation and appointment” and support the transformation of teaching-research officers with high-quality professional and innovative vision.
Teaching-research officers play an important role in teaching reform of basic education, improved quality of regional education and the transformation and development of teaching research. Their competency level can directly affect the teaching-research system, teaching-research theory or teaching-research practice, and determine the construction of teaching-research system with Chinese characteristics. In order to identify the professional characteristics and outstanding professional performance of teaching-research officers, their competency structure was difined, based on mathematical evidence-based thinking and combined with behavioral event interview, questionnaire survey and other methods. Also, a theoretical model of teaching-research officers' competency was constructed, including professional knowledge, curriculum construction, teaching development, scientific research, organizational leadership and professional quality. Then we used this model to explore the development level and function mechanism of teaching-research officers. We find that they are generally competent for teaching and research work, outstanding in professional quality, teaching development and organizational leadership, but with unstable performance in curriculum construction and scientific research. In order to confirm the different performance of the competency development, under the guidance of big data concept and algorithm thinking, we used cluster analysis, correlation analysis, regression analysis and other methods to explore the sample data. It is found that there are obvious differences in competency development among teaching-research officers and there are three types of officers: "passive and survival ", "happy and potential" and "active and strong". In addition, the mechanism of faculty member competency is also clarified. It's found that faculty member self-efficacy has a direct impact on competency, and organizational climate mainly affects competency through faculty member self-efficacy. At present, in order to promote the innovative application of the competency model, we can focus on the construction of teaching-research theory discourse system with Chinese characteristics, meet the development requirements of teaching-research system of basic education in the new era. It's also important to improve the in-out mechanism of “selection, evaluation and appointment” and support the transformation of teaching-research officers with high-quality professional and innovative vision.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.009
Abstract:
Japan has now entered into a super aged society and high consumption society. Its most obvious characteristics are the super aged population structure and the diversity and immediacy of social values. The development of society makes itself give up the reflexive characteristic based on continuity and consistency, and the social convention and thinking mode of industrial society in the past began to appear. In this kind of society, people’s life style has changed. The connotation of “social participation” and “development” of the aged is also very different from that of the past. Even the “existence” of the aged presents new characteristics, which is a non reflexive existence. In order to adapt to the development of the super aged and high consumption society, and promote the comprehensive development of return education and lifelong learning, the whole society needs to face up to the reconstruction and innovation of the connotation of “the aged”. This is also of great significance for the development of lifelong learning and education for the aged in China.
Japan has now entered into a super aged society and high consumption society. Its most obvious characteristics are the super aged population structure and the diversity and immediacy of social values. The development of society makes itself give up the reflexive characteristic based on continuity and consistency, and the social convention and thinking mode of industrial society in the past began to appear. In this kind of society, people’s life style has changed. The connotation of “social participation” and “development” of the aged is also very different from that of the past. Even the “existence” of the aged presents new characteristics, which is a non reflexive existence. In order to adapt to the development of the super aged and high consumption society, and promote the comprehensive development of return education and lifelong learning, the whole society needs to face up to the reconstruction and innovation of the connotation of “the aged”. This is also of great significance for the development of lifelong learning and education for the aged in China.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.003
Abstract:
Increasing household education expenditure is critical for improving human capital investment and expanding household consumption in China. This study analyzes how information capital embedded in internet usage influences household’s education choice and investment. Based on 2014 and 2016 wave of China Family Panel Survey data, this paper constructs a parent-child matched sample and uses the Coarsened Exact Match method to estimate the causal effect of using internet on human capital investment, and evaluate how inter-household variation in access to internet influences education investment gap. This study shows that mother’s internet use significantly increases the likelihood of a household’s participating in education choice in terms of school choice, school quality choice, and after-school tutoring. Information capital also induces families to spend more money on non-mandatory education expenditure and private tutoring. However, such positive effect disappears as the access to internet expands over time. Moreover, migrant children are less likely to benefit from this kind of digital dividend.
Increasing household education expenditure is critical for improving human capital investment and expanding household consumption in China. This study analyzes how information capital embedded in internet usage influences household’s education choice and investment. Based on 2014 and 2016 wave of China Family Panel Survey data, this paper constructs a parent-child matched sample and uses the Coarsened Exact Match method to estimate the causal effect of using internet on human capital investment, and evaluate how inter-household variation in access to internet influences education investment gap. This study shows that mother’s internet use significantly increases the likelihood of a household’s participating in education choice in terms of school choice, school quality choice, and after-school tutoring. Information capital also induces families to spend more money on non-mandatory education expenditure and private tutoring. However, such positive effect disappears as the access to internet expands over time. Moreover, migrant children are less likely to benefit from this kind of digital dividend.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.005
Abstract:
The application of big data boosts educational changes with broad prospects, but it is far from being omnipotent, instead it has certain boundaries and limits. It is conducive to the rational application and development of big data in education to attain self-reflections on and insights into the limits of the application of big data in education. Ontological limit, epistemic limit, value limit and ethical limit constitute the basic limits of application of big data in education. The ontological limit means that big data in education cannot be equated with a true and complete educational world in an ontological sense. The epistemic limit refers to the flaw of big data as a new angle of understanding education. The value limit refers to the impossibility of the instrumental value of big data in education to cover the cultivation value of education. Finally, the ethical limit means that the application of big data to education is inevitably bound by ethics, in addition to being controlled by the logic of technology.
The application of big data boosts educational changes with broad prospects, but it is far from being omnipotent, instead it has certain boundaries and limits. It is conducive to the rational application and development of big data in education to attain self-reflections on and insights into the limits of the application of big data in education. Ontological limit, epistemic limit, value limit and ethical limit constitute the basic limits of application of big data in education. The ontological limit means that big data in education cannot be equated with a true and complete educational world in an ontological sense. The epistemic limit refers to the flaw of big data as a new angle of understanding education. The value limit refers to the impossibility of the instrumental value of big data in education to cover the cultivation value of education. Finally, the ethical limit means that the application of big data to education is inevitably bound by ethics, in addition to being controlled by the logic of technology.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.05.004
Abstract:
Today, with the institutionalization of shadow education, it is common for pupils to attend supplementary lessons, but the existing literature lacks discussion on the forms of tutoring. This article focuses on famil’s choice of the forms of tutoring, trying to explore the relationship between online tutoring and offline tutoring. The analysis of China Family Online Tutoring Survey conducted by CIEFR in 2018 indicates that, on the one hand, online tutoring and offline tutoring, as supplementary education choices, are subjected to parent’ education levels and expectations. On the other hand, some factors with significant impact on offline tutoring have no significant effect on online tutoring, mainly in terms of distance and income. This reflects the fact that online tutoring can reduce transportation costs and search costs, thereby lowering the threshold of household tutoring consumption and making the distribution of educational resources less uneven. Further analysis shows that, pupils participating in offline tutoring are more likely to attend online tutoring as well, both from a financial-constraint and a demand-satisfaction perspective. In other words, when parents make their tutoring decisions, they do not choose between offline and online . Instead, they choose both, which confirms the popularization of private tutoring.
Today, with the institutionalization of shadow education, it is common for pupils to attend supplementary lessons, but the existing literature lacks discussion on the forms of tutoring. This article focuses on famil’s choice of the forms of tutoring, trying to explore the relationship between online tutoring and offline tutoring. The analysis of China Family Online Tutoring Survey conducted by CIEFR in 2018 indicates that, on the one hand, online tutoring and offline tutoring, as supplementary education choices, are subjected to parent’ education levels and expectations. On the other hand, some factors with significant impact on offline tutoring have no significant effect on online tutoring, mainly in terms of distance and income. This reflects the fact that online tutoring can reduce transportation costs and search costs, thereby lowering the threshold of household tutoring consumption and making the distribution of educational resources less uneven. Further analysis shows that, pupils participating in offline tutoring are more likely to attend online tutoring as well, both from a financial-constraint and a demand-satisfaction perspective. In other words, when parents make their tutoring decisions, they do not choose between offline and online . Instead, they choose both, which confirms the popularization of private tutoring.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.06.004
Abstract:
As a productive way to cultivate innovation, STEM has drawn a lot of attention domestically and abroad. However, there are few research on STEM instructional design and there are also many misunderstandings in practice. In the STEM class, students often face so demanding tasks that failure is inevitable. However, failure provides us a perspective to study STEM instructional design. In this paper, we use a design-based research method to iterate the theoretical prototype in practice and constructe a productive guiding paradigm of STEM. Then we compare three types of teaching, from which it is found that the productive guiding type is significantly better than the unsupervised and guided in the migration effect. At the same time, the four types of behaviors including productive failure, productive success, unproductive failure and unproductive success are coded to further clarify the connotation of different behavior types, thus deepening the understanding of failure and success. Effective class behavior can promote migration, while effective class behavior occurs in the effective guidance type. Our study develops Kapur’s theory of productive failure, and puts forward suggestions for STEM instructional design from the aspects of goal, evaluation and process, which have enlightenments for STEM teaching and the competency-oriented teaching reform at present.
As a productive way to cultivate innovation, STEM has drawn a lot of attention domestically and abroad. However, there are few research on STEM instructional design and there are also many misunderstandings in practice. In the STEM class, students often face so demanding tasks that failure is inevitable. However, failure provides us a perspective to study STEM instructional design. In this paper, we use a design-based research method to iterate the theoretical prototype in practice and constructe a productive guiding paradigm of STEM. Then we compare three types of teaching, from which it is found that the productive guiding type is significantly better than the unsupervised and guided in the migration effect. At the same time, the four types of behaviors including productive failure, productive success, unproductive failure and unproductive success are coded to further clarify the connotation of different behavior types, thus deepening the understanding of failure and success. Effective class behavior can promote migration, while effective class behavior occurs in the effective guidance type. Our study develops Kapur’s theory of productive failure, and puts forward suggestions for STEM instructional design from the aspects of goal, evaluation and process, which have enlightenments for STEM teaching and the competency-oriented teaching reform at present.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.06.007
Abstract:
Human capital is an important driver of economic growth in the process of urbanization. It is important to improve early childhood development (ECD) since ECD is essential for human capital accumulation. In the process of human capital accumulation, parenting practices play a very important role in ECD. Using the Bayley Scales of Infant and Toddler Development III (BSID-III) and household survey form, we examine the rates of developmental delays among 6-36 months old infant/toddler in four major types of rural communities in China. We also explore the relationship between parenting practices and ECD. The results show that: 1) the shares of developmental delays are high in our samples; 2) only a small share of caregivers engages in the interactive parenting practices with their infant/toddler; 3) interactive parenting practices are significantly and negatively associated with developmental delays. Under the background of urbanization, early childhood development in rural communities urgently requires more attention if China hopes to build up enough human capital towards a high-income economy.
Human capital is an important driver of economic growth in the process of urbanization. It is important to improve early childhood development (ECD) since ECD is essential for human capital accumulation. In the process of human capital accumulation, parenting practices play a very important role in ECD. Using the Bayley Scales of Infant and Toddler Development III (BSID-III) and household survey form, we examine the rates of developmental delays among 6-36 months old infant/toddler in four major types of rural communities in China. We also explore the relationship between parenting practices and ECD. The results show that: 1) the shares of developmental delays are high in our samples; 2) only a small share of caregivers engages in the interactive parenting practices with their infant/toddler; 3) interactive parenting practices are significantly and negatively associated with developmental delays. Under the background of urbanization, early childhood development in rural communities urgently requires more attention if China hopes to build up enough human capital towards a high-income economy.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.004
Abstract:
Cultural competence refers to the process and behavior of people’s cognition and understanding, inheritance and aufheben, development and innovation of culture, which is of far-reaching significance to individual development and social harmony. The competence can be further interpreted into three elements: Cultural understanding, cultural identity and cultural practice. The connotation of each element is expounded, and the behaviors of each element are listed as examples. This paper discusses the implementation of cultural competence in educational practice from the aspects of systematic design of curriculum, comprehensive integration into disciplines, carrying out activities in a rich context, and enhancing cultural consciousness.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.006
Abstract:
Learning progressions can describe the trajectory of students’ thinking development and reveal students’ learning patterns, but the development of assessment tool restricts its research and application. This article takes primary school students’ statistical thinking test for example to develop the assessment tool of learning progressions.The methodology involves learning progressions research framework, building the theory hypothesis of primary school students’ learning progressions of statistical thinking , collection of problem sets, item quality analysis, verification by students’ performance. The results indicate that the leaning progressions theory hypothesis of primary school students’ statistical thinking is basically in accordance with the students’ performance, and this paradigm can provide more reference for teaching and students’ thinking. Also, it can help discover new learning patterns from a new perspective .
Learning progressions can describe the trajectory of students’ thinking development and reveal students’ learning patterns, but the development of assessment tool restricts its research and application. This article takes primary school students’ statistical thinking test for example to develop the assessment tool of learning progressions.The methodology involves learning progressions research framework, building the theory hypothesis of primary school students’ learning progressions of statistical thinking , collection of problem sets, item quality analysis, verification by students’ performance. The results indicate that the leaning progressions theory hypothesis of primary school students’ statistical thinking is basically in accordance with the students’ performance, and this paradigm can provide more reference for teaching and students’ thinking. Also, it can help discover new learning patterns from a new perspective .
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.002
Abstract:
Since John Dewey’s visit in China in 1919—1921, pragmatism has become one of influential philosophical trends in modern China. Chinese scholars interpret the concept of pragmatism in many ways in different contexts. Chinese concept of pragmatism has at least six versions. Firstly, it refers to pragmatism educational thought which Huang Yanpei advocated in the 1920’s. Secondly, it means a philosophical movement in USA and modern China. Thirdly, it is John Dewey’s education thought and his Chinese students’ application. Fourthly, it refers to a theory of value which focus on instrumental utility and material effects. Fifthly, it refers to utilitarianism which Jeremy Bentham developed. Sixthly, it means egoism. These versions of pragmatism in modern China indicates six types of identity which reflects the complexity of understanding John Dewey’s pragmatism and sinicized reading of pragmatism in terms of the function of Chinese thoughts.
Since John Dewey’s visit in China in 1919—1921, pragmatism has become one of influential philosophical trends in modern China. Chinese scholars interpret the concept of pragmatism in many ways in different contexts. Chinese concept of pragmatism has at least six versions. Firstly, it refers to pragmatism educational thought which Huang Yanpei advocated in the 1920’s. Secondly, it means a philosophical movement in USA and modern China. Thirdly, it is John Dewey’s education thought and his Chinese students’ application. Fourthly, it refers to a theory of value which focus on instrumental utility and material effects. Fifthly, it refers to utilitarianism which Jeremy Bentham developed. Sixthly, it means egoism. These versions of pragmatism in modern China indicates six types of identity which reflects the complexity of understanding John Dewey’s pragmatism and sinicized reading of pragmatism in terms of the function of Chinese thoughts.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.001
Abstract:
In view of the current hot topics related to undergraduate teaching, this paper draws the following conclusions based on historical investigation and realistic examination. Although college teaching and learning need theoretical research, it depends more on faculty's independent and intellectual practical exploration, individual experience accumulation. Learner-centered instruction is an initiative stimulated by the situation, rather than a teaching mode or paradigm that breaks with the tradition. Relevant evidence shows that the exploration of effective teaching is still inseparable from the teacher's leading and organization, without which the routine instruction will move toward disorder and inefficiency. Learner-centered instruction tends to be limited by certain objective resource constraints, and thus needs something like community's institutional environment and cultural support.
In view of the current hot topics related to undergraduate teaching, this paper draws the following conclusions based on historical investigation and realistic examination. Although college teaching and learning need theoretical research, it depends more on faculty's independent and intellectual practical exploration, individual experience accumulation. Learner-centered instruction is an initiative stimulated by the situation, rather than a teaching mode or paradigm that breaks with the tradition. Relevant evidence shows that the exploration of effective teaching is still inseparable from the teacher's leading and organization, without which the routine instruction will move toward disorder and inefficiency. Learner-centered instruction tends to be limited by certain objective resource constraints, and thus needs something like community's institutional environment and cultural support.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.009
Abstract:
Knowledge and value are both taught in the course of education. But they work differently. Under the influence of Benthamism, intelligence education with the purpose of teaching knowledge is extensively researched and practiced. There is no adequate understanding of rules for value education. This could adversely affect the practice of value education and the impetus of education for holistic development. This paper mainly explains two key conditions to define the value education, and puts forward three value education logics, namely, the significance assignment of behavior as the object, the rational construction with the individual as the carrier, and the value judgment based on history and culture. It also discusses the internal relationship of the three logics and the relationship between them and the two key conditions of defining value education. Finally, how to use the understanding of the rules to carry out the practice of value education is studied.
Knowledge and value are both taught in the course of education. But they work differently. Under the influence of Benthamism, intelligence education with the purpose of teaching knowledge is extensively researched and practiced. There is no adequate understanding of rules for value education. This could adversely affect the practice of value education and the impetus of education for holistic development. This paper mainly explains two key conditions to define the value education, and puts forward three value education logics, namely, the significance assignment of behavior as the object, the rational construction with the individual as the carrier, and the value judgment based on history and culture. It also discusses the internal relationship of the three logics and the relationship between them and the two key conditions of defining value education. Finally, how to use the understanding of the rules to carry out the practice of value education is studied.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.008
Abstract:
In order to study the direct impact of the transformational leadership of the principal on the organizational commitment level of teachers and the mediating effect of teachers’ self-efficacy in the impact mechanism, the transformational leadership and teacher self-efficacy were designed for 520 high school teachers from many provinces and cities. By using AMOS 23.0,we construct a structural equation model to explore the mechanism of interaction between variables, combined with Bootstrap to introduce the teacher self-efficacy as a mediator variable for the empirical analysis. The analysis results show that the principal’s transformational leadership and teacher’s self-efficacy have a significant positive impact on teacher’s organizational commitment; teacher’s self-efficacy plays a partial intermediary role in the relationship between the principal’s transformational leadership and the teacher’s organizational commitment. The principal's transformational leadership influences teachers’ organizational commitment by affecting teachers’ self-efficacy.
In order to study the direct impact of the transformational leadership of the principal on the organizational commitment level of teachers and the mediating effect of teachers’ self-efficacy in the impact mechanism, the transformational leadership and teacher self-efficacy were designed for 520 high school teachers from many provinces and cities. By using AMOS 23.0,we construct a structural equation model to explore the mechanism of interaction between variables, combined with Bootstrap to introduce the teacher self-efficacy as a mediator variable for the empirical analysis. The analysis results show that the principal’s transformational leadership and teacher’s self-efficacy have a significant positive impact on teacher’s organizational commitment; teacher’s self-efficacy plays a partial intermediary role in the relationship between the principal’s transformational leadership and the teacher’s organizational commitment. The principal's transformational leadership influences teachers’ organizational commitment by affecting teachers’ self-efficacy.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.002
Abstract:
The original operational definition of digital divide is the difference in information technology penetration rate among subgroups by social economic background. The recent evolving trend of digital divide is the gradual shift in its primary criteria from the external access to internal engagement. Based on a large sample of 64,949 undergraduates from 39 universities in Shanghai, the current study found that the original digital divide nearly closes, for only the students living in villages or towns purchased more laptops or broadband services than urban students during Covid-19. The new digital divide, however, deserves more attention. Female students more frequently read novels or play games during online courses than males. First-generation college students are more difficult to focus and engage in online learning than second-generation college students. Rural students face more challenges in all above-mentioned six dimensions. After controlling other variables in regression models, the internet access has little impact on the self-evaluation of online learning outcomes, while the usage preference and learning engagement measured as the new digital divide are statistically significant and have relatively larger effect sizes.
The original operational definition of digital divide is the difference in information technology penetration rate among subgroups by social economic background. The recent evolving trend of digital divide is the gradual shift in its primary criteria from the external access to internal engagement. Based on a large sample of 64,949 undergraduates from 39 universities in Shanghai, the current study found that the original digital divide nearly closes, for only the students living in villages or towns purchased more laptops or broadband services than urban students during Covid-19. The new digital divide, however, deserves more attention. Female students more frequently read novels or play games during online courses than males. First-generation college students are more difficult to focus and engage in online learning than second-generation college students. Rural students face more challenges in all above-mentioned six dimensions. After controlling other variables in regression models, the internet access has little impact on the self-evaluation of online learning outcomes, while the usage preference and learning engagement measured as the new digital divide are statistically significant and have relatively larger effect sizes.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.007
Abstract:
Instructional leadership (IL) is considered to be one of those key concepts and classic theoretical models in the field of educational leadership studies. For about forty years since it was launched in the middle of 1980s, this concept and model has guided researchers and even practitioners in their work all around the globe. The authors of this article recently conducted a thematic interview with Philip Hallinger, one of the founding scholars who first developed a clear conceptualization of instructional leadership, and made it possible to look at the process of the development and change of this concept and theory from his own perspective. Besides, this article tries to picture the dynamics of how IL corresponded to challenging leadership concepts, diverse cultural contexts as well as shifting educational reforms and eventually developed into a helpful organizing concept up till now. It concludes with reflections on some key issues concerning the themes, perspectives and interests for knowledge building in this field, discussing matters of historical roots and the future ahead for leadership study in education.
Instructional leadership (IL) is considered to be one of those key concepts and classic theoretical models in the field of educational leadership studies. For about forty years since it was launched in the middle of 1980s, this concept and model has guided researchers and even practitioners in their work all around the globe. The authors of this article recently conducted a thematic interview with Philip Hallinger, one of the founding scholars who first developed a clear conceptualization of instructional leadership, and made it possible to look at the process of the development and change of this concept and theory from his own perspective. Besides, this article tries to picture the dynamics of how IL corresponded to challenging leadership concepts, diverse cultural contexts as well as shifting educational reforms and eventually developed into a helpful organizing concept up till now. It concludes with reflections on some key issues concerning the themes, perspectives and interests for knowledge building in this field, discussing matters of historical roots and the future ahead for leadership study in education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.004
Abstract:
Since 2014, the comprehensive education reform plan of Chinese universities takes the reform of teachers’ personnel system as its breakthrough, hoping to achieve the goal of building a world-class university. The logic of the reform is to start with the hypothesis of economic man, attract talents with high salary and stimulate output, and conduct market competition through performance appraisal and elimination system, so as to stimulate the academic vitality and output efficiency of teachers. This is the ideal picture of academic production projected by the reform of personnel system, and also the typical performance of audit culture entering into higher education. However, through the analysis of teachers’ behavior strategies in the promotion of professional titles, it is found that the incentive of taking benefits as exchange conditions and rewards and punishments as incentives will not only erode teachers’ pure love for learning, but also damage the good academic environment and academic culture, resulting in incalculable and permanent internal injuries. The dislocation between the macro logic of the school and the micro action of the teachers is the collision and competition between the audit culture from the management perspective and the academic culture from the individual perspective. The macro logic of personnel reform policy requires a lot of transparent information, but it destroys the most valuable trust in academic culture. Facing the compulsory accountability of audit culture in higher education, we need to redefine the key concepts of “university quality” and “academic competitiveness” from the perspective of academic culture, so that they can reflect the significance of academic community.
Since 2014, the comprehensive education reform plan of Chinese universities takes the reform of teachers’ personnel system as its breakthrough, hoping to achieve the goal of building a world-class university. The logic of the reform is to start with the hypothesis of economic man, attract talents with high salary and stimulate output, and conduct market competition through performance appraisal and elimination system, so as to stimulate the academic vitality and output efficiency of teachers. This is the ideal picture of academic production projected by the reform of personnel system, and also the typical performance of audit culture entering into higher education. However, through the analysis of teachers’ behavior strategies in the promotion of professional titles, it is found that the incentive of taking benefits as exchange conditions and rewards and punishments as incentives will not only erode teachers’ pure love for learning, but also damage the good academic environment and academic culture, resulting in incalculable and permanent internal injuries. The dislocation between the macro logic of the school and the micro action of the teachers is the collision and competition between the audit culture from the management perspective and the academic culture from the individual perspective. The macro logic of personnel reform policy requires a lot of transparent information, but it destroys the most valuable trust in academic culture. Facing the compulsory accountability of audit culture in higher education, we need to redefine the key concepts of “university quality” and “academic competitiveness” from the perspective of academic culture, so that they can reflect the significance of academic community.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.05.007
Abstract:
In order to better realize the evidence-based teaching research transformation, it is necessary to investigate the basic concepts related to this transformation. The professional particularity of teaching research work lies in “teaching guidance”. The on-the-spot and interactive characteristics of “teaching guidance” not only put forward requirements for the main research methods of teaching research personnel, but also provide guidance for the expansion of the connotation of “evidence”, “argumentation” and other related concepts, and prompt us to pay attention to the key issues such as the source of evidence, the type of evidence, the continuity of evidence, the form of argumentation, and the acceptance of evidence.
In order to better realize the evidence-based teaching research transformation, it is necessary to investigate the basic concepts related to this transformation. The professional particularity of teaching research work lies in “teaching guidance”. The on-the-spot and interactive characteristics of “teaching guidance” not only put forward requirements for the main research methods of teaching research personnel, but also provide guidance for the expansion of the connotation of “evidence”, “argumentation” and other related concepts, and prompt us to pay attention to the key issues such as the source of evidence, the type of evidence, the continuity of evidence, the form of argumentation, and the acceptance of evidence.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.003
Abstract:
The research deals with whether lifting a restriction on classroom space and empowering students can ensure students' active and autonomous learning. It's conducted through video-clued subjects' interview, fieldwork and action research. The findings indicated that while teachers' power is surplus, students' images of "school desk dwelling", "sunflower" and "hidden resistance" will come out, which makes it imperative to dispel teachers' power. However, when teachers empower their students and change the classroom structure, the students present their images of passive learning, images like "changers of study rules", "mindless parrots of instruction" and "not-good-at-cooperating disbanded soldiers", which means that space structure and power are not the only factors restricting students' selfhood. Finally, when teachers further change classroom space structure, downshift power and apply educational guide, the students' new image of "idea-willingly-sharer" is unfolded. It's suggested that the mission of contemporary classroom teaching reform is not just deconstructing class space structure and empowering students but also placing higher requirements on teachers' value guidance. Only in this way can students' spiritual space be enriched and enhanced.
The research deals with whether lifting a restriction on classroom space and empowering students can ensure students' active and autonomous learning. It's conducted through video-clued subjects' interview, fieldwork and action research. The findings indicated that while teachers' power is surplus, students' images of "school desk dwelling", "sunflower" and "hidden resistance" will come out, which makes it imperative to dispel teachers' power. However, when teachers empower their students and change the classroom structure, the students present their images of passive learning, images like "changers of study rules", "mindless parrots of instruction" and "not-good-at-cooperating disbanded soldiers", which means that space structure and power are not the only factors restricting students' selfhood. Finally, when teachers further change classroom space structure, downshift power and apply educational guide, the students' new image of "idea-willingly-sharer" is unfolded. It's suggested that the mission of contemporary classroom teaching reform is not just deconstructing class space structure and empowering students but also placing higher requirements on teachers' value guidance. Only in this way can students' spiritual space be enriched and enhanced.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.003
Abstract:
In order to explore the influence and mechanism of teachers’ e-readiness on the graduate students’ online learning effect, the research basing on the control-value theory employed a structural equation model to analyze the survey data. The results showed that teachers’ e-readiness not only had positive effect on graduate students’ online learning effect, but also through the independent mediating effect of learner control, academic emotions and the chain mediating effect of “learner control and academic emotions” indirectly predicted graduate students’ online learning effect respectively. At the same time, the total indirect effect was slightly larger than direct effect. Among the three specific indirect effects, the independent indirect effect of learner control was the largest. The results of this research suggest that, online teaching training should be provided for teachers, teachers’ e-readiness and the quality of online courses should be improved; it is critical to assess graduate students’ learner control on online learning, as well as provide adequate guidance for them. At last, attention should be paid to the graduate students’ academic emotions online learning, negative academic emotions should be intervened in time.
In order to explore the influence and mechanism of teachers’ e-readiness on the graduate students’ online learning effect, the research basing on the control-value theory employed a structural equation model to analyze the survey data. The results showed that teachers’ e-readiness not only had positive effect on graduate students’ online learning effect, but also through the independent mediating effect of learner control, academic emotions and the chain mediating effect of “learner control and academic emotions” indirectly predicted graduate students’ online learning effect respectively. At the same time, the total indirect effect was slightly larger than direct effect. Among the three specific indirect effects, the independent indirect effect of learner control was the largest. The results of this research suggest that, online teaching training should be provided for teachers, teachers’ e-readiness and the quality of online courses should be improved; it is critical to assess graduate students’ learner control on online learning, as well as provide adequate guidance for them. At last, attention should be paid to the graduate students’ academic emotions online learning, negative academic emotions should be intervened in time.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.008
Abstract:
The apprenticeship system of England was working from 12th century to 20th century. The process of its evolution can be divided into three stages, namely handicraft period, state intervention period, and industry revolution period. During the handicraf period, the apprenticeship system was embeded into the social relationship between master class and apprentice class, thus building the social base for its skill formation. The power of free market changed this kind of social base, and the mode of merchant dominated production meant the change of production relationship. This also led to the stratification of master class. During the industry revolution, the regulation power of apprenticeship moved from guild to skilled trade union. The apprenticeship was reduced to the tool of labour conflict. In conclusion, the failure of apprenticeship resulted from the change of social class structure in England rather than technical innovation.
The apprenticeship system of England was working from 12th century to 20th century. The process of its evolution can be divided into three stages, namely handicraft period, state intervention period, and industry revolution period. During the handicraf period, the apprenticeship system was embeded into the social relationship between master class and apprentice class, thus building the social base for its skill formation. The power of free market changed this kind of social base, and the mode of merchant dominated production meant the change of production relationship. This also led to the stratification of master class. During the industry revolution, the regulation power of apprenticeship moved from guild to skilled trade union. The apprenticeship was reduced to the tool of labour conflict. In conclusion, the failure of apprenticeship resulted from the change of social class structure in England rather than technical innovation.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.004
Abstract:
In order to implement the “National Vocational Education Reform Implementation Plan”, China has issued the “Double High Program” related policy documents, aiming to build a batch of high-level higher vocational colleges and programs. This should be another opportunity to improve the professional connotation of higher vocational colleges. The traditional professional construction path can no longer function again. It is necessary to strengthen the technical application research focusing on technology and product research and development, so that higher vocational colleges can go beyond the previous professional construction in the curriculum reform, teaching reform, teacher reform and other paths. This can help vocational colleges play their own unique professional advantages. However, at present, the application of high-level applied research still faces a series of problems such as difficult to obtain problems. It’s difficult for higher vocational colleges to conduct research project, apply research results, form methods and teams, and construct indicator systems. Therefore, it's suggested that all the problems should be addressed systematically.
In order to implement the “National Vocational Education Reform Implementation Plan”, China has issued the “Double High Program” related policy documents, aiming to build a batch of high-level higher vocational colleges and programs. This should be another opportunity to improve the professional connotation of higher vocational colleges. The traditional professional construction path can no longer function again. It is necessary to strengthen the technical application research focusing on technology and product research and development, so that higher vocational colleges can go beyond the previous professional construction in the curriculum reform, teaching reform, teacher reform and other paths. This can help vocational colleges play their own unique professional advantages. However, at present, the application of high-level applied research still faces a series of problems such as difficult to obtain problems. It’s difficult for higher vocational colleges to conduct research project, apply research results, form methods and teams, and construct indicator systems. Therefore, it's suggested that all the problems should be addressed systematically.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.007
Abstract:
Students’ learning concepts, i.e., epistemological beliefs about learning from emic perspective, have resulted from their intuition about learning phenomena and the experience. In the late 20th century, Chinese American Professor Jin Li conducted systematic research on structural differences between Western and East Asian learning concept models, using adult college students as subjects and Word Association Tests. She concluded that Western way of learning emphasizes on “Mind Orientation” while Chinese or Asian learning model focuses on “Virtue Orientation”. We examined the development of learning concepts among Chinese students ranging from first graders of primary school to college juniors, with some amendments to Li’s methods. The result shows that Chinese learning concepts evolve with age from “Virtue Only Model” to “Virtue and Mind Model”. This is because virtue-oriented learning tradition is deeply rooted in today’s Chinese students, but global cultural integration and modern education system have also brought about increasing element of mind model. For the foreseeable future, the gap between Virtue and Mind models is sure to be narrowed and even eliminated. And the ideal education vision of learning model should pay balanced attention to both virtue and mind.
Students’ learning concepts, i.e., epistemological beliefs about learning from emic perspective, have resulted from their intuition about learning phenomena and the experience. In the late 20th century, Chinese American Professor Jin Li conducted systematic research on structural differences between Western and East Asian learning concept models, using adult college students as subjects and Word Association Tests. She concluded that Western way of learning emphasizes on “Mind Orientation” while Chinese or Asian learning model focuses on “Virtue Orientation”. We examined the development of learning concepts among Chinese students ranging from first graders of primary school to college juniors, with some amendments to Li’s methods. The result shows that Chinese learning concepts evolve with age from “Virtue Only Model” to “Virtue and Mind Model”. This is because virtue-oriented learning tradition is deeply rooted in today’s Chinese students, but global cultural integration and modern education system have also brought about increasing element of mind model. For the foreseeable future, the gap between Virtue and Mind models is sure to be narrowed and even eliminated. And the ideal education vision of learning model should pay balanced attention to both virtue and mind.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.05.005
Abstract:
The idea of teaching research has long been regarded as imported and the result of “copying the Soviet Union” since the founding of PRC, rather than a unique experience and fine tradition of basic education in China. Based on the review of some documents since the establishment of the modern educational system in the late Qing Dynasty, especially some school archives during the period of the Republic of China, it is found that the idea of teaching research originated from local practice in China, the seeds of which sprouted even before the implementation of the new educational system in the late Qing Dynasty. Then influenced by the new educational thought, guided by the government policy, and promoted by the education pioneers, experimental studies were conducted in a number of new schools in the Republic of China to adapt to new teaching approaches, and gradually a more systematic and institutional mode of teaching research was formed. The concept of teaching research in China is not the result of “learning from Russia”, but an inheritance of excellent Chinese teachers’ professional moral culture for thousands of years, and the exploration has made great contribution to the theory and practice of teachers’ professional development.
The idea of teaching research has long been regarded as imported and the result of “copying the Soviet Union” since the founding of PRC, rather than a unique experience and fine tradition of basic education in China. Based on the review of some documents since the establishment of the modern educational system in the late Qing Dynasty, especially some school archives during the period of the Republic of China, it is found that the idea of teaching research originated from local practice in China, the seeds of which sprouted even before the implementation of the new educational system in the late Qing Dynasty. Then influenced by the new educational thought, guided by the government policy, and promoted by the education pioneers, experimental studies were conducted in a number of new schools in the Republic of China to adapt to new teaching approaches, and gradually a more systematic and institutional mode of teaching research was formed. The concept of teaching research in China is not the result of “learning from Russia”, but an inheritance of excellent Chinese teachers’ professional moral culture for thousands of years, and the exploration has made great contribution to the theory and practice of teachers’ professional development.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2006.01.001
Abstract:
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.05.006
Abstract:
In recent years, with the consolidation of teaching-research institutions and other departments, the function of teaching-research is weakened and the administrative function is becoming more and more obvious. From the perspective of the evolution of the concept of “teaching-research”, the generalization of the concept of “teaching-research” is closely related to the weakening of its function. Therefore, the premise of solving the problem of teaching-research function is to clarify the original meaning of the concept of “teaching-research”. Based on this, this paper argues that the following relations should be handled properly. First, shift the relationship between “teaching” and “learning”, from “teaching-oriented” to “teaching for learning”. Second, the relationship between “teaching” and “curriculum” should be changed from “teaching” to “curriculum”. Thirdly, in terms of the relationship between “experience” and “theory”, we should move from “discussing facts” to “theoretical guidance”.
In recent years, with the consolidation of teaching-research institutions and other departments, the function of teaching-research is weakened and the administrative function is becoming more and more obvious. From the perspective of the evolution of the concept of “teaching-research”, the generalization of the concept of “teaching-research” is closely related to the weakening of its function. Therefore, the premise of solving the problem of teaching-research function is to clarify the original meaning of the concept of “teaching-research”. Based on this, this paper argues that the following relations should be handled properly. First, shift the relationship between “teaching” and “learning”, from “teaching-oriented” to “teaching for learning”. Second, the relationship between “teaching” and “curriculum” should be changed from “teaching” to “curriculum”. Thirdly, in terms of the relationship between “experience” and “theory”, we should move from “discussing facts” to “theoretical guidance”.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.009
Abstract:
County-level senior high schools provide education opportunities for people living in counties or lower administrative level, which accounts for nearly half of the total population in China. The paper-setting of the college entrance examination (CEE) has a direct impact on the opportunities for county-level senior high school students to enter elite universities. This study, based on data from elite university A’s undergraduate students from 2000 to 2018, used a two-way fixed-effect model to probe into the two reforms of paper-setting of the CEE and found that in the reform of “From National to Provincial”, provincial autonomous paper-setting significantly reduced the opportunities for county-level senior high school students to enter elite universities, while it also made the distribution of admission opportunities more balanced across high schools. In the reform of “From Provincial to National”, the two methods had no significant difference. The current form of national paper-setting with sub-versions ensured a balanced distribution of admission opportunities and successfully adapted to the different education levels among different regions. Meanwhile, the implementation of targeted enrollment plan in poor areas improved the admission opportunities of elite universities for county-level high school students. Therefore, the combination of the new form of national unified paper-setting of CEE and the targeted enrollment plan in poverty-stricken areas can guarantee the equality of educational opportunities from multiple dimensions.
County-level senior high schools provide education opportunities for people living in counties or lower administrative level, which accounts for nearly half of the total population in China. The paper-setting of the college entrance examination (CEE) has a direct impact on the opportunities for county-level senior high school students to enter elite universities. This study, based on data from elite university A’s undergraduate students from 2000 to 2018, used a two-way fixed-effect model to probe into the two reforms of paper-setting of the CEE and found that in the reform of “From National to Provincial”, provincial autonomous paper-setting significantly reduced the opportunities for county-level senior high school students to enter elite universities, while it also made the distribution of admission opportunities more balanced across high schools. In the reform of “From Provincial to National”, the two methods had no significant difference. The current form of national paper-setting with sub-versions ensured a balanced distribution of admission opportunities and successfully adapted to the different education levels among different regions. Meanwhile, the implementation of targeted enrollment plan in poor areas improved the admission opportunities of elite universities for county-level high school students. Therefore, the combination of the new form of national unified paper-setting of CEE and the targeted enrollment plan in poverty-stricken areas can guarantee the equality of educational opportunities from multiple dimensions.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.003
Abstract:
Discipline of textbook construction is the current pursuit of textbook history, theory and practice. Exploring the basis of constructing discipline of textbook, modern textbook research originated from New Education during the late Qing Dynasty when textbook discipline compilation began. It has accumulated over start-bloom period (1877—1919), diversity-dynamic period (1920—1948), regulation-uncertainty period (1949—1978) and recovery-prosperity period (1979 till now). Currently, discipline element, resource platform and operating mechanism, which support the independence of discipline of textbook, have improved. Broadening the logic of discipline of textbook construction, discipline of textbook is the supporting discipline of education, whose discipline features derive from the complexity and utterance controversy of textbook. Discipline of textbook involves researches on textbook phenomena and rules, which can classify textbook spectrum based on fundamentality, applicability, disciplinarity, intersectionality and comparability. With the distinct practical character, discipline of textbook informs textbook compilation, textbook teaching and textbook assessment, which are its core functions. Designing the strategies to develop discipline of textbook, it is necessary to promote problem domain transformation of textbook theory, establish methodology system of textbook research, excavate disciplinization path of textbook elaboration and enhance systematic guarantee of textbook compiling-research in the future.
Discipline of textbook construction is the current pursuit of textbook history, theory and practice. Exploring the basis of constructing discipline of textbook, modern textbook research originated from New Education during the late Qing Dynasty when textbook discipline compilation began. It has accumulated over start-bloom period (1877—1919), diversity-dynamic period (1920—1948), regulation-uncertainty period (1949—1978) and recovery-prosperity period (1979 till now). Currently, discipline element, resource platform and operating mechanism, which support the independence of discipline of textbook, have improved. Broadening the logic of discipline of textbook construction, discipline of textbook is the supporting discipline of education, whose discipline features derive from the complexity and utterance controversy of textbook. Discipline of textbook involves researches on textbook phenomena and rules, which can classify textbook spectrum based on fundamentality, applicability, disciplinarity, intersectionality and comparability. With the distinct practical character, discipline of textbook informs textbook compilation, textbook teaching and textbook assessment, which are its core functions. Designing the strategies to develop discipline of textbook, it is necessary to promote problem domain transformation of textbook theory, establish methodology system of textbook research, excavate disciplinization path of textbook elaboration and enhance systematic guarantee of textbook compiling-research in the future.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.006
Abstract:
Based on the ranking data of the best universities in China from 2016 to 2020, this paper analyzes the influence of “double first-class” policy on the source quality of undergraduates by using the single group time series experiment method in the interruptive time series quasi experiment method. It is found that there are great differences in the quality of students in “double first-class” universities, but the distribution is relatively stable. The “double first-class” policy has a certain impact on the quality of undergraduate students. 38 of Project 985 universities and 67 of Project 211 universities have further consolidated the advantage of high quality students. In addition, 3 of Project 211 universities have entered the list of first-class universities and 19 of non-Project 211 universities have entered the list of first-class disciplines and the quality of their students has improved to a certain extent. However, the quality of students in those colleges and universities with good quality but not in the list of “double first-class” construction shows a downward trend. This results from the continuity of government resource input, the orientation of social talent demand and the stability of the university’s own development.
Based on the ranking data of the best universities in China from 2016 to 2020, this paper analyzes the influence of “double first-class” policy on the source quality of undergraduates by using the single group time series experiment method in the interruptive time series quasi experiment method. It is found that there are great differences in the quality of students in “double first-class” universities, but the distribution is relatively stable. The “double first-class” policy has a certain impact on the quality of undergraduate students. 38 of Project 985 universities and 67 of Project 211 universities have further consolidated the advantage of high quality students. In addition, 3 of Project 211 universities have entered the list of first-class universities and 19 of non-Project 211 universities have entered the list of first-class disciplines and the quality of their students has improved to a certain extent. However, the quality of students in those colleges and universities with good quality but not in the list of “double first-class” construction shows a downward trend. This results from the continuity of government resource input, the orientation of social talent demand and the stability of the university’s own development.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.005
Abstract:
Critical thinking has become an important part of core literacy model in many countries or regions, world organizations or economies, and also one of the significant education goals at different levels. In recent years, more and more attention has been paid to the cultivation of critical thinking. However, critical thinking has not been clearly defined. In view of the fact that critical thinking skills can’t be completely separated from the dispositions and critical thinking dispositions need to be exposed through critical thinking skills, this study tried to integrate critical thinking skills with dispositions based on previous research, and suggests that critical thinking is the core literacy that individuals need in the future. An individual with critical thinking can not only unceasingly question, rationally analyze, constantly reflect, and draw reasonable conclusion or offer effective solutions when facing different situations, but also consider other people’s views carefully and respect their challenging. The conceptual framework in the present research includes questioning and criticizing, analysis and argumentation, synthesis and generation,reflection and evaluation. The interpretation of critical thinking in this study conforms to the pluralistic characteristics of critical thinking and provides some reference for the cultivation and evaluation of critical thinking in our country.
Critical thinking has become an important part of core literacy model in many countries or regions, world organizations or economies, and also one of the significant education goals at different levels. In recent years, more and more attention has been paid to the cultivation of critical thinking. However, critical thinking has not been clearly defined. In view of the fact that critical thinking skills can’t be completely separated from the dispositions and critical thinking dispositions need to be exposed through critical thinking skills, this study tried to integrate critical thinking skills with dispositions based on previous research, and suggests that critical thinking is the core literacy that individuals need in the future. An individual with critical thinking can not only unceasingly question, rationally analyze, constantly reflect, and draw reasonable conclusion or offer effective solutions when facing different situations, but also consider other people’s views carefully and respect their challenging. The conceptual framework in the present research includes questioning and criticizing, analysis and argumentation, synthesis and generation,reflection and evaluation. The interpretation of critical thinking in this study conforms to the pluralistic characteristics of critical thinking and provides some reference for the cultivation and evaluation of critical thinking in our country.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.007
Abstract:
It is an inevitable requirement for the modernization of school governance to promote the participation of multiple subjects including teachers. Based on a questionnaire survey of 442 middle school teachers in Shanghai, this paper analyzes the mechanism that affects teachers’ willingness to participate in school governance under the framework of the theory of planned behavior. The results show that subjective norm, perceived behavioral control and participation attitude have a significant positive impact on teachers’ participation in school governance. Besides, subjective norms and perceived behavior control can not only directly and positively predict teachers’ willingness to participate in school governance, but also indirectly affect teachers’ willingness to participate in school governance through participation attitude. Also, the mediating effect of subjective norms on teachers’ willingness to participate in governance is moderated by teachers’ identity and teaching age, and the effect of non-representatives of teachers’ Congress and novice teachers is more obvious. It is necessary to strengthen the publicity of the idea of participation and create a good atmosphere for participation. In addition, it’s important to pay attention to feedback, improve teachers’ sense of participation efficiency, make good use of incentive mechanism and change teachers’ attitude to participate in governance. Finally, expanding the scope of participation, especially the participation of novice teachers and non-representatives in school governance is helpful.
It is an inevitable requirement for the modernization of school governance to promote the participation of multiple subjects including teachers. Based on a questionnaire survey of 442 middle school teachers in Shanghai, this paper analyzes the mechanism that affects teachers’ willingness to participate in school governance under the framework of the theory of planned behavior. The results show that subjective norm, perceived behavioral control and participation attitude have a significant positive impact on teachers’ participation in school governance. Besides, subjective norms and perceived behavior control can not only directly and positively predict teachers’ willingness to participate in school governance, but also indirectly affect teachers’ willingness to participate in school governance through participation attitude. Also, the mediating effect of subjective norms on teachers’ willingness to participate in governance is moderated by teachers’ identity and teaching age, and the effect of non-representatives of teachers’ Congress and novice teachers is more obvious. It is necessary to strengthen the publicity of the idea of participation and create a good atmosphere for participation. In addition, it’s important to pay attention to feedback, improve teachers’ sense of participation efficiency, make good use of incentive mechanism and change teachers’ attitude to participate in governance. Finally, expanding the scope of participation, especially the participation of novice teachers and non-representatives in school governance is helpful.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.008
Abstract:
Collaboration competence is a must for citizens in the 21st century. Stressing the importance of developing students’ collaboration competence has far-reaching implications. As a composite of a series of skills and attitudes, collaboration competence can be further classified into three subskills: the ability of identifying common goals and values, the ability of taking shared responsibility and the ability of communicating and negotiating for a win-win situation. In this model, identifying common goals and values is the starting point of a collaborative activity and taking shared responsibility plays a central role in the process, while communicating and negotiating for a win-win situation provides an effective means to achieve common goals. These three subskills complement and integrate with each other. Collaboration competence can be developed through school education and the development process should be designed in a scientific manner. Present and future studies on collaboration competence in China should focus more on how to develop and assess students’ collaboration competence in the Chinese context.
Collaboration competence is a must for citizens in the 21st century. Stressing the importance of developing students’ collaboration competence has far-reaching implications. As a composite of a series of skills and attitudes, collaboration competence can be further classified into three subskills: the ability of identifying common goals and values, the ability of taking shared responsibility and the ability of communicating and negotiating for a win-win situation. In this model, identifying common goals and values is the starting point of a collaborative activity and taking shared responsibility plays a central role in the process, while communicating and negotiating for a win-win situation provides an effective means to achieve common goals. These three subskills complement and integrate with each other. Collaboration competence can be developed through school education and the development process should be designed in a scientific manner. Present and future studies on collaboration competence in China should focus more on how to develop and assess students’ collaboration competence in the Chinese context.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.001
Abstract:
From the perspective of the system logic of university governance, the university system interacts with the university governance. The system plays a guiding and restrictive role in the construction of the governance system and the governance practice. Also, the governance practice and governance system contribute to the improvement of the system. The university system is formed in the long-term historical process. It is continuously enriched and developed in the governance practice. It is the result of the interaction between the governance subject and the system practice. The system formed in the governance practice includes both formal systems and informal rules and habits etc. Therefore, the system logic is not to construct the system subjectively, but to modernize the governance system and governance capabilities formed in the interaction of system cognition, system composition, system operation and system behavior and system evaluation. The human factor plays a key role in the improvement of the system, the construction of the governance system and the development of governance capabilities. It is necessary to fully focus on and value and play the role of the human factor, especially the governance subject. The key to the system logic of university governance lies in the integration of “university system” and “university governance”, in order to make the university system transform into a governance system through the construction of institutional mechanisms, and to make the institutional advantages transform into governance efficiency. In the governance practice, it is necessary to address all the system inadequacies, strengthen the executive abilities, and improve the system construction, to gradually finalize the system, and promote the realization of the modernization of university governance.
From the perspective of the system logic of university governance, the university system interacts with the university governance. The system plays a guiding and restrictive role in the construction of the governance system and the governance practice. Also, the governance practice and governance system contribute to the improvement of the system. The university system is formed in the long-term historical process. It is continuously enriched and developed in the governance practice. It is the result of the interaction between the governance subject and the system practice. The system formed in the governance practice includes both formal systems and informal rules and habits etc. Therefore, the system logic is not to construct the system subjectively, but to modernize the governance system and governance capabilities formed in the interaction of system cognition, system composition, system operation and system behavior and system evaluation. The human factor plays a key role in the improvement of the system, the construction of the governance system and the development of governance capabilities. It is necessary to fully focus on and value and play the role of the human factor, especially the governance subject. The key to the system logic of university governance lies in the integration of “university system” and “university governance”, in order to make the university system transform into a governance system through the construction of institutional mechanisms, and to make the institutional advantages transform into governance efficiency. In the governance practice, it is necessary to address all the system inadequacies, strengthen the executive abilities, and improve the system construction, to gradually finalize the system, and promote the realization of the modernization of university governance.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.03.005
Abstract:
This article aims to reimagine education – and our selves – within the context of multiple, more-than-human worlds where everything and everyone (both human and non-human) are deeply interrelated. The aim is achieved by purposefully pursuing two speculative thought experiments – an epistemological and an ontological “regressions” – to connect and bring into conversation seemingly unrelated knowledge systems across space and time – European “paganism” and 13th century Japanese Buddhism, as well as excerpts from indigenous, ecofeminist, and decolonial scholarship. These speculative thought experiments are conducted through a series of “and if” questions around education and schooling, occasionally interrupted by shadows of butterflies fluttering at the edge of extinction. The article proposes to radically reimagine education in two ways. First, it invites readers to reconfigure education as a “connective tissue” between different worlds, bringing together rather than differentiating, ranking, and hierarchizing them. Second, it proposes to reframe education as an opportunity to learn how to anticipate and animate our ongoing entanglement with more-than-human worlds. This entails reframing learning as encountering and encountering as learning through comparison “otherwise”. Using the concept of “metamorphosis” as an antidote to Western metaphysics, the article re-situates education within a wider set of possibilities in relation to the taken-for-granted ways of knowing and being, as well as the notions of space and time.
This article aims to reimagine education – and our selves – within the context of multiple, more-than-human worlds where everything and everyone (both human and non-human) are deeply interrelated. The aim is achieved by purposefully pursuing two speculative thought experiments – an epistemological and an ontological “regressions” – to connect and bring into conversation seemingly unrelated knowledge systems across space and time – European “paganism” and 13th century Japanese Buddhism, as well as excerpts from indigenous, ecofeminist, and decolonial scholarship. These speculative thought experiments are conducted through a series of “and if” questions around education and schooling, occasionally interrupted by shadows of butterflies fluttering at the edge of extinction. The article proposes to radically reimagine education in two ways. First, it invites readers to reconfigure education as a “connective tissue” between different worlds, bringing together rather than differentiating, ranking, and hierarchizing them. Second, it proposes to reframe education as an opportunity to learn how to anticipate and animate our ongoing entanglement with more-than-human worlds. This entails reframing learning as encountering and encountering as learning through comparison “otherwise”. Using the concept of “metamorphosis” as an antidote to Western metaphysics, the article re-situates education within a wider set of possibilities in relation to the taken-for-granted ways of knowing and being, as well as the notions of space and time.
The Provincial Comparison on Quality and Equity of Teaching-Research Work from Teachers’ Perspective
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.05.003
Abstract:
In order to improve K-12 teaching-research work in the new era, it is necessary to identify the current state and problems of teaching-research system across China. However, few empirical studies have examined the quality and equity of teaching-research work across the country, especially from the perspective of teachers for and with whom the teaching-research system works. Based on the data of a representative teacher sample collected from 30 provinces (N=47, 620), this study constructed the teaching-research quality index and the teaching-research equity index, and computed these two indexes’ scores for 30 provinces. The study found that: (a) all provinces with higher scores in the teaching-research quality index are from the East and the Northeast, and the provinces from the Northwest, the Southwest, and the South usually have lower scores; (b) the teaching-research equity index scores appear not to be related with geographical distribution, and Shanghai and Zhejiang win the best scores; (c) the regression analysis results show that the teaching-research quality index scores depend on the working style of teaching-research (professional vs. administrative leadership), the ratio of teachers to teaching-research officers, and years of teaching-research experiences, and the teaching-research equity index scores are related to the working style of teaching-research. Teachers’ perceptions of teaching-research work should be used as an important way to evaluate K-12 teaching-research. Our findings have implications for the improvement of teaching-research system and practices in future.
In order to improve K-12 teaching-research work in the new era, it is necessary to identify the current state and problems of teaching-research system across China. However, few empirical studies have examined the quality and equity of teaching-research work across the country, especially from the perspective of teachers for and with whom the teaching-research system works. Based on the data of a representative teacher sample collected from 30 provinces (N=47, 620), this study constructed the teaching-research quality index and the teaching-research equity index, and computed these two indexes’ scores for 30 provinces. The study found that: (a) all provinces with higher scores in the teaching-research quality index are from the East and the Northeast, and the provinces from the Northwest, the Southwest, and the South usually have lower scores; (b) the teaching-research equity index scores appear not to be related with geographical distribution, and Shanghai and Zhejiang win the best scores; (c) the regression analysis results show that the teaching-research quality index scores depend on the working style of teaching-research (professional vs. administrative leadership), the ratio of teachers to teaching-research officers, and years of teaching-research experiences, and the teaching-research equity index scores are related to the working style of teaching-research. Teachers’ perceptions of teaching-research work should be used as an important way to evaluate K-12 teaching-research. Our findings have implications for the improvement of teaching-research system and practices in future.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.009
Abstract:
Rural revitalization strategy is an important policy in China in the new era. To support rural revitalization, rural career education plays a crucial role in promoting people’s self-realization, preventing the intergenerational transmission of poverty, developing rural industry and facilitating agricultural and rural modernization. However, rural vocational education is challenged by some practical dilemmas: the acceleration of agricultural modernization versus the malfunction of rural vocational education, the transitional employment of rural population versus the deficient rural vocational education, the traditional “jumping the agricultural gate” versus deviation of rural vocational education, the aging rural population versus lagged rural vocational education, and so on. Facing the mission of revitalizing rural areas, the functional orientation of rural vocational education should meet the needs of agricultural and rural modernization in the new era. Moreover, the survival foundation should involve conserving the gene of local culture, while the cultivation should precisely target new professional farmers, and the supply and demand adaptation should constantly tap the dividend of aging population.
Rural revitalization strategy is an important policy in China in the new era. To support rural revitalization, rural career education plays a crucial role in promoting people’s self-realization, preventing the intergenerational transmission of poverty, developing rural industry and facilitating agricultural and rural modernization. However, rural vocational education is challenged by some practical dilemmas: the acceleration of agricultural modernization versus the malfunction of rural vocational education, the transitional employment of rural population versus the deficient rural vocational education, the traditional “jumping the agricultural gate” versus deviation of rural vocational education, the aging rural population versus lagged rural vocational education, and so on. Facing the mission of revitalizing rural areas, the functional orientation of rural vocational education should meet the needs of agricultural and rural modernization in the new era. Moreover, the survival foundation should involve conserving the gene of local culture, while the cultivation should precisely target new professional farmers, and the supply and demand adaptation should constantly tap the dividend of aging population.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.007
Abstract:
This paper, based on the investigation of teachers from four different levels of schooling in 13 provinces in eastern, central and western China, examines the status quo, dilemma and improvement of the implementation of performance-based pay policy in high schools by using research methods including questionnaire survey, interview and text analysis. The findings show that performance-based pay system in high schools is not functioning well for lack of incentives. In particular, such a system fails to effectively guarantee a satisfactory pay for high-quality teachers, resulting in the loss of those teachers. This paper further analyzes the causes of the above problems from the aspects of the total level of performance-based pay, the setting of evaluation indicators, and the single economic incentive of performance-based pay. Therefore, it is essential to improve the performance salary system in high schools, like increasing the total performance-based pay and establishing a mechanism of pay rise. Also, the effect of economic incentive should be enhanced, and it’s necessary to implement the reform of the performance-based pay system. Combined with the application of students’ comprehensive quality evaluation, efforts should be made to enhance the scientific and fair teacher performance appraisal.
This paper, based on the investigation of teachers from four different levels of schooling in 13 provinces in eastern, central and western China, examines the status quo, dilemma and improvement of the implementation of performance-based pay policy in high schools by using research methods including questionnaire survey, interview and text analysis. The findings show that performance-based pay system in high schools is not functioning well for lack of incentives. In particular, such a system fails to effectively guarantee a satisfactory pay for high-quality teachers, resulting in the loss of those teachers. This paper further analyzes the causes of the above problems from the aspects of the total level of performance-based pay, the setting of evaluation indicators, and the single economic incentive of performance-based pay. Therefore, it is essential to improve the performance salary system in high schools, like increasing the total performance-based pay and establishing a mechanism of pay rise. Also, the effect of economic incentive should be enhanced, and it’s necessary to implement the reform of the performance-based pay system. Combined with the application of students’ comprehensive quality evaluation, efforts should be made to enhance the scientific and fair teacher performance appraisal.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.007
Abstract:
Family education has an important impact on the academic performance of primary and secondary school students. Using HLM model and path analysis model to discuss the influence effects and influence mechanism of parental learning involvement on their children’s academic performance, we have gotten the following conclusions. Firstly, as the frequency of parental learning involvement increases, the academic performance of primary school students will be improved, while that of secondary school students shows a trend of “Inverted U-shaped”. Secondly, for primary school students with better parent-child relationships, the more parental learning involvement is conducive to the improvement of their children’s academic performance, but for primary school students with poor parent-child relationships and secondary school students, parents should moderately control the frequency of their learning involvement to promote children’s academic performance. Thirdly, learning confidence plays a mediating role between parental learning involvement and students’ academic performance for both primary and secondary school students. Fourthly, parent-child relationship plays a moderating role between the frequency of parental learning involvement and the learning confidence of primary and secondary school students, then to have a positive effect on students’ academic performance. Therefore, we suggest that parents of primary and secondary school students should build a harmonious parent-child relationship, and parents of secondary school students should control the frequency of learning involvement reasonably, adopt learning involvement methods suitable for children and strive to improve the quality of learning involvement. In addition, in the process of parental learning involvement, parents should encourage children more to improve their academic confidence.
Family education has an important impact on the academic performance of primary and secondary school students. Using HLM model and path analysis model to discuss the influence effects and influence mechanism of parental learning involvement on their children’s academic performance, we have gotten the following conclusions. Firstly, as the frequency of parental learning involvement increases, the academic performance of primary school students will be improved, while that of secondary school students shows a trend of “Inverted U-shaped”. Secondly, for primary school students with better parent-child relationships, the more parental learning involvement is conducive to the improvement of their children’s academic performance, but for primary school students with poor parent-child relationships and secondary school students, parents should moderately control the frequency of their learning involvement to promote children’s academic performance. Thirdly, learning confidence plays a mediating role between parental learning involvement and students’ academic performance for both primary and secondary school students. Fourthly, parent-child relationship plays a moderating role between the frequency of parental learning involvement and the learning confidence of primary and secondary school students, then to have a positive effect on students’ academic performance. Therefore, we suggest that parents of primary and secondary school students should build a harmonious parent-child relationship, and parents of secondary school students should control the frequency of learning involvement reasonably, adopt learning involvement methods suitable for children and strive to improve the quality of learning involvement. In addition, in the process of parental learning involvement, parents should encourage children more to improve their academic confidence.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.004
Abstract:
Teaching interaction is not only the key to the re-integration of online teaching and learning, but also an important factor affecting students’ engagement in online learning. As one of the special interactive modes in synchronous classroom, video interaction also has an important influence on the relationship between teaching interaction and students’ online learning engagement. Based on the survey data of 15441 postgraduates from 30 universities, this study conducted structural equation model and hierarchical multiple regression model to analyze the relationship between online teaching interaction on learning engagement. The results showed that learner-learner interaction, learner-teacher interaction, and learner-content interaction of online courses can positively predict students’ behavioral engagement, cognitive engagement and emotional engagement, respectively. The results also indicated that learner-learner video interaction positively moderates the relationship between teaching interaction and behavioral engagement, teaching interaction and cognitive engagement, and teaching interaction and emotional engagement. However, learner-teacher video interaction had no significant influence on the relationship between teaching interaction and learning engagement. In the future of online education, students’ online learning engagement can be promoted by creating a social interaction environment, enriching interactive content, triggering interactive events, and ensuring the quality of video interaction.
Teaching interaction is not only the key to the re-integration of online teaching and learning, but also an important factor affecting students’ engagement in online learning. As one of the special interactive modes in synchronous classroom, video interaction also has an important influence on the relationship between teaching interaction and students’ online learning engagement. Based on the survey data of 15441 postgraduates from 30 universities, this study conducted structural equation model and hierarchical multiple regression model to analyze the relationship between online teaching interaction on learning engagement. The results showed that learner-learner interaction, learner-teacher interaction, and learner-content interaction of online courses can positively predict students’ behavioral engagement, cognitive engagement and emotional engagement, respectively. The results also indicated that learner-learner video interaction positively moderates the relationship between teaching interaction and behavioral engagement, teaching interaction and cognitive engagement, and teaching interaction and emotional engagement. However, learner-teacher video interaction had no significant influence on the relationship between teaching interaction and learning engagement. In the future of online education, students’ online learning engagement can be promoted by creating a social interaction environment, enriching interactive content, triggering interactive events, and ensuring the quality of video interaction.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.010
Abstract:
The paper reviews the theoretical underpinning and technical framework for approximating students’ educational cost differentials by taking individuals’ background characteristics into account. The study addresses the issue of how much more cost a poor student needs to achieve the same academic performance by employing weighted formula widely-used in existing literatures, as children born in poor families or neighborhoods where challenges are inevitable need extra public expenditures to reach the same level of accomplishments, which need to be financially equalized across schools or broader geographic units. Hedonic price theory tailored for equalizing differences will serve as the theoretical foundation for interpreting education cost differentials for those disadvantaged pupils. The article provides both conceptual framework and empirical strategy for providing quality education service across different geographic spaces, and sheds light on how to evaluate local governments’ efforts in targeting population in poverty and helping them out as well.
The paper reviews the theoretical underpinning and technical framework for approximating students’ educational cost differentials by taking individuals’ background characteristics into account. The study addresses the issue of how much more cost a poor student needs to achieve the same academic performance by employing weighted formula widely-used in existing literatures, as children born in poor families or neighborhoods where challenges are inevitable need extra public expenditures to reach the same level of accomplishments, which need to be financially equalized across schools or broader geographic units. Hedonic price theory tailored for equalizing differences will serve as the theoretical foundation for interpreting education cost differentials for those disadvantaged pupils. The article provides both conceptual framework and empirical strategy for providing quality education service across different geographic spaces, and sheds light on how to evaluate local governments’ efforts in targeting population in poverty and helping them out as well.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.05.008
Abstract:
Chinese teaching-research officers are regional teaching quality assurance staff, making contribution to the implementation of basic education curriculum, teaching improvement and teacher development. With more and more prominent status and functions of teaching-research officers, research on them tends to develop prosperously. The research on teaching-research officer’s role, teaching-research work and activity, as well as their capacity and development has gone through an interlaced process of conceptual discussion and historical analysis, institutional concern and empirical research, and international comparison and local argumentation. Among the extant research, the research on teaching-research officer’s role started earlier whereas the paradigm transformation becomes the new research hotspot. The multi-line research raises three important research questions: the origin of Chinese teaching research system, the role and status of Chinese teaching-research officers, and the core functions and key competence of Chinese teaching-research officers. In the future, the research of teaching-research officers should promote the transformation of their functions through the study of system and mechanism, analyze the transformation of paradigm on the basis of teaching research, and establish the professional standards of teaching-research officers from the perspective of international comparison.
Chinese teaching-research officers are regional teaching quality assurance staff, making contribution to the implementation of basic education curriculum, teaching improvement and teacher development. With more and more prominent status and functions of teaching-research officers, research on them tends to develop prosperously. The research on teaching-research officer’s role, teaching-research work and activity, as well as their capacity and development has gone through an interlaced process of conceptual discussion and historical analysis, institutional concern and empirical research, and international comparison and local argumentation. Among the extant research, the research on teaching-research officer’s role started earlier whereas the paradigm transformation becomes the new research hotspot. The multi-line research raises three important research questions: the origin of Chinese teaching research system, the role and status of Chinese teaching-research officers, and the core functions and key competence of Chinese teaching-research officers. In the future, the research of teaching-research officers should promote the transformation of their functions through the study of system and mechanism, analyze the transformation of paradigm on the basis of teaching research, and establish the professional standards of teaching-research officers from the perspective of international comparison.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.006
Abstract:
Teaching behavior has a direct influence on the effectiveness of teaching. Improvement of teaching behavior is a dynamic process and has group characteristics. Based on the theory of experiential learning circle, this study focused on the continuous improvement of 71 teachers’ teaching behavior in two years. 350 classes of these teachers were studied by the method of content analysis, in order to investigate the characteristics of teaching behavior improvement of novice teacher group, competent teacher group and proficient teacher group. This study indicated that the two-year continuous teaching behavior improvement process based on the experiential learning circle made great achievements, and all three groups of teachers improved the openness of the question. The common difficulties in behavior improvement of three teacher groups are engaging students in discussion and encouraging students to ask questions. The improvement of teachers’ teaching behavior was not significant in the stages of reflective observation and abstract conceptualization in experiential learning cycle. The focus of the three groups of teachers’ teaching behavior improvement has notable difference. The teaching behavior and learning stage that is most difficult to make improvement for proficient teachers are different from that for novice teachers and competent teachers. Novice teachers and competent teachers have different difficulties in teaching behavior improvement. Besides, the stage that is most difficult to make improvement is the same for these two groups. The teaching behavior improvement characteristics of different teacher groups found in this research can optimize the teaching behavior improvement methods and strategies, provide theoretical foundation for more targeted services that support teaching behavior improvement, and enrich relevant research on teaching behavior improvement.
Teaching behavior has a direct influence on the effectiveness of teaching. Improvement of teaching behavior is a dynamic process and has group characteristics. Based on the theory of experiential learning circle, this study focused on the continuous improvement of 71 teachers’ teaching behavior in two years. 350 classes of these teachers were studied by the method of content analysis, in order to investigate the characteristics of teaching behavior improvement of novice teacher group, competent teacher group and proficient teacher group. This study indicated that the two-year continuous teaching behavior improvement process based on the experiential learning circle made great achievements, and all three groups of teachers improved the openness of the question. The common difficulties in behavior improvement of three teacher groups are engaging students in discussion and encouraging students to ask questions. The improvement of teachers’ teaching behavior was not significant in the stages of reflective observation and abstract conceptualization in experiential learning cycle. The focus of the three groups of teachers’ teaching behavior improvement has notable difference. The teaching behavior and learning stage that is most difficult to make improvement for proficient teachers are different from that for novice teachers and competent teachers. Novice teachers and competent teachers have different difficulties in teaching behavior improvement. Besides, the stage that is most difficult to make improvement is the same for these two groups. The teaching behavior improvement characteristics of different teacher groups found in this research can optimize the teaching behavior improvement methods and strategies, provide theoretical foundation for more targeted services that support teaching behavior improvement, and enrich relevant research on teaching behavior improvement.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.005
Abstract:
From the perspective of cost-benefit analysis, the cost-benefit and influencing factors of 109 enterprises in Zhejiang and Shanghai that participated in the internship of vocational schools were studied by structural interviews. The findings are as the following: during the internship, the company is profitable on the whole, but there are still more than 40% companies that are in losses; the short-term costs or benefits of enterprise are mainly related to human costs or benefits. The break-even point and payback period of enterprises' participation in internship are respectively in the 4th and 8th month of students' on-the-job internship, but there are huge differences between enterprises. The low student retention rate makes the long-term benefits of enterprises participating in the internship not high. The cost and benefit of enterprises participating in internship are all significantly affected by some enterprise characteristics and internship characteristics, and short-term cost and benefit have a significant impact on long-term benefits. It is necessary to establish a cost-sharing mechanism, standardize the internship content, respect the formation cycle of post skills, enhance the short-term interests of enterprises, and establish the cost-benefit accounting mechanism to subsidize the companies that are in losses. Meanwhile, it is necessary to strengthen the exchanges and communication between schools and enterprises and improve the enthusiasm of enterprises to work with the schools so as to promote the quality of students’ on-job training.
From the perspective of cost-benefit analysis, the cost-benefit and influencing factors of 109 enterprises in Zhejiang and Shanghai that participated in the internship of vocational schools were studied by structural interviews. The findings are as the following: during the internship, the company is profitable on the whole, but there are still more than 40% companies that are in losses; the short-term costs or benefits of enterprise are mainly related to human costs or benefits. The break-even point and payback period of enterprises' participation in internship are respectively in the 4th and 8th month of students' on-the-job internship, but there are huge differences between enterprises. The low student retention rate makes the long-term benefits of enterprises participating in the internship not high. The cost and benefit of enterprises participating in internship are all significantly affected by some enterprise characteristics and internship characteristics, and short-term cost and benefit have a significant impact on long-term benefits. It is necessary to establish a cost-sharing mechanism, standardize the internship content, respect the formation cycle of post skills, enhance the short-term interests of enterprises, and establish the cost-benefit accounting mechanism to subsidize the companies that are in losses. Meanwhile, it is necessary to strengthen the exchanges and communication between schools and enterprises and improve the enthusiasm of enterprises to work with the schools so as to promote the quality of students’ on-job training.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.003
Abstract:
Facing increasingly serious ecological and environmental issues, it is essential to strengthen the core role of human capital in green development. Using the provincial panel data from 2000 to 2017 in China, this paper empirically examined the impact of education human capital on the green economy, and analyzed the threshold characteristics of industrial structure changes. The research results show that education human capital has significantly promoted the development of green economy. Also, the threshold characteristic of industrialization level between education human capital and green economy is remarkable. With the rising level of industrialization, the green effect of education human capital is increasing, and this phenomenon has regional universality. The threshold characteristics of industrial upgrading are not significant, but under the constraints of industrialization, it has a significant role in promoting the green economy as a whole. In addition, with the improvement of green economy, the green effect of education human capital does not show an increasing trend, and the green benefit is the lowest at the middle level of green economy. Based on the above conclusions, we put forward some suggestions to strengthen the investment in education and optimize the industrial structure, in order to fully tap the green benefits of education human capital under the industrial changes.
Facing increasingly serious ecological and environmental issues, it is essential to strengthen the core role of human capital in green development. Using the provincial panel data from 2000 to 2017 in China, this paper empirically examined the impact of education human capital on the green economy, and analyzed the threshold characteristics of industrial structure changes. The research results show that education human capital has significantly promoted the development of green economy. Also, the threshold characteristic of industrialization level between education human capital and green economy is remarkable. With the rising level of industrialization, the green effect of education human capital is increasing, and this phenomenon has regional universality. The threshold characteristics of industrial upgrading are not significant, but under the constraints of industrialization, it has a significant role in promoting the green economy as a whole. In addition, with the improvement of green economy, the green effect of education human capital does not show an increasing trend, and the green benefit is the lowest at the middle level of green economy. Based on the above conclusions, we put forward some suggestions to strengthen the investment in education and optimize the industrial structure, in order to fully tap the green benefits of education human capital under the industrial changes.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.06.006
Abstract:
Social economic transformation and urban-rural dual structure, as well as the transfer of rural labor force to cities have led to the widespread phenomenon of rural left-behind families and intergenerational upbringing. However, the absence or separation of parents does not necessarily lead to the absence of parental rearing or break-up of parent-child relationship. The subjective perspective transcends the presupposition of binary opposition, creating its own history in the structure. Through the edification of social culture, the perception of parent-child relationship, and the substitution of important others in schools and communities, left-behind children develop a cognitive schema of parental generational tenure based on their own perspectives. The structure of parental generational tenure in children can be divided into three levels, Basic Level (symbolizing parents and transcendental parents), Core Level (concrete parents and responsible parents), Support Level (guardian’s maintenance of parent’s role and the important position of acting parent). Such an interpretation framework of parental generational tenure from a child’s perspective has an important enlightenment, for schools to communicate and cooperate with families of Left-behind children, and for rational choice of methods of family education for left-behind children.
Social economic transformation and urban-rural dual structure, as well as the transfer of rural labor force to cities have led to the widespread phenomenon of rural left-behind families and intergenerational upbringing. However, the absence or separation of parents does not necessarily lead to the absence of parental rearing or break-up of parent-child relationship. The subjective perspective transcends the presupposition of binary opposition, creating its own history in the structure. Through the edification of social culture, the perception of parent-child relationship, and the substitution of important others in schools and communities, left-behind children develop a cognitive schema of parental generational tenure based on their own perspectives. The structure of parental generational tenure in children can be divided into three levels, Basic Level (symbolizing parents and transcendental parents), Core Level (concrete parents and responsible parents), Support Level (guardian’s maintenance of parent’s role and the important position of acting parent). Such an interpretation framework of parental generational tenure from a child’s perspective has an important enlightenment, for schools to communicate and cooperate with families of Left-behind children, and for rational choice of methods of family education for left-behind children.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.01.007
Abstract:
Critical thinking can be regarded as the mainstream educational aim of the 20th century in Britain and America, and it reflects the rational tradition of western epistemology and the Kant enlightenment tradition of respecting persons in moral theory. From a pragmatic point of view, most scholars believe that critical thinking is a basic ability necessary to cope with the rapid changes of modern society. J. Dewey and R. S. Peters examined the exploratory significance of the concept of educational aim itself from a philosophical standpoint. McPeck argues that education implies critical thinking from the analysis of conditions of knowledge. Siegel argues critical thinking as an educational ideal from four dimensions: respect for students as persons, self-sufficiency and preparation for adulthood, initiation into the rational traditions, critical thinking and democratic life. Siegel's argument is based on the rational and liberal atmosphere, which has also caused some political philosophers to reflect on whether a democratic society can accept the non-critical thinking education of minorities. Steutel and Spieck summarize critical thinking involving three themes: political policy and legislation, conceptions of the good and the liberal-political framework, concepts of the good and their intrinsic value. They investigate three arguments which intend to justify critical thinking as an aim of education. In their arguments, the support argument explains the first and second themes, and the welfare argument covers more than the support argument to the second theme. However, these two arguments and the necessity argument still cannot fully prove the third theme concerning critical thinking as intrinsic value of good. In addition to promoting critical thinking in liberal society, the author attempts to argue that if minority groups do not violate significant common social values and do not restrict their children's participation in mainstream society, critical thinking is still a desirable educational value. However, mainstream culture should respect minority groups which do not identify the critical thinking as educational value. Regardless of whether we have justified it sufficiently or not, philosophical justification remains to be conducive to the manifestation of educational concepts, helps to embody the spirit of critical thinking, recognizes its possible limitations, and also has positive significance in educational practice.
Critical thinking can be regarded as the mainstream educational aim of the 20th century in Britain and America, and it reflects the rational tradition of western epistemology and the Kant enlightenment tradition of respecting persons in moral theory. From a pragmatic point of view, most scholars believe that critical thinking is a basic ability necessary to cope with the rapid changes of modern society. J. Dewey and R. S. Peters examined the exploratory significance of the concept of educational aim itself from a philosophical standpoint. McPeck argues that education implies critical thinking from the analysis of conditions of knowledge. Siegel argues critical thinking as an educational ideal from four dimensions: respect for students as persons, self-sufficiency and preparation for adulthood, initiation into the rational traditions, critical thinking and democratic life. Siegel's argument is based on the rational and liberal atmosphere, which has also caused some political philosophers to reflect on whether a democratic society can accept the non-critical thinking education of minorities. Steutel and Spieck summarize critical thinking involving three themes: political policy and legislation, conceptions of the good and the liberal-political framework, concepts of the good and their intrinsic value. They investigate three arguments which intend to justify critical thinking as an aim of education. In their arguments, the support argument explains the first and second themes, and the welfare argument covers more than the support argument to the second theme. However, these two arguments and the necessity argument still cannot fully prove the third theme concerning critical thinking as intrinsic value of good. In addition to promoting critical thinking in liberal society, the author attempts to argue that if minority groups do not violate significant common social values and do not restrict their children's participation in mainstream society, critical thinking is still a desirable educational value. However, mainstream culture should respect minority groups which do not identify the critical thinking as educational value. Regardless of whether we have justified it sufficiently or not, philosophical justification remains to be conducive to the manifestation of educational concepts, helps to embody the spirit of critical thinking, recognizes its possible limitations, and also has positive significance in educational practice.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.009
Abstract:
Drawing on recent development in social epistemology and philosophy of science, this study explores the importance of understanding the nature of science in science education, more than just basic knowledge of science facts,which is to help students make evidence-based decisions on science-related issues in the future. Moreover, it clarifies that the job of science education from an epistemic perspective and the division of cognitive labor, is to establish or maintain the epistemic authority of science. Students should be provided with the recent researches on scientific practice in philosophy of science about the real and complex image of science, and the real practice of scientists in history of science to develop a richer and more authentic understanding of science. Philosophers of science need to engage in constructive conversation with the science education community to explore a schema of teaching scientific practices with a pragmatic approach that takes into account students, levels, their prior knowledge as well the context of learning.
Drawing on recent development in social epistemology and philosophy of science, this study explores the importance of understanding the nature of science in science education, more than just basic knowledge of science facts,which is to help students make evidence-based decisions on science-related issues in the future. Moreover, it clarifies that the job of science education from an epistemic perspective and the division of cognitive labor, is to establish or maintain the epistemic authority of science. Students should be provided with the recent researches on scientific practice in philosophy of science about the real and complex image of science, and the real practice of scientists in history of science to develop a richer and more authentic understanding of science. Philosophers of science need to engage in constructive conversation with the science education community to explore a schema of teaching scientific practices with a pragmatic approach that takes into account students, levels, their prior knowledge as well the context of learning.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.1997.02.001
Abstract:
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.005
Abstract:
Based on the 282-prefecture-city panel data from 2007 through 2016, this paper tests the overall impact and spatial distribution effect of the policy statements related to the fiscal education investment on the efforts of local governments by using FE estimates. Empirical results show that the education expenditure as a proportion of public fiscal spending or GDP, the growth rate of education expenditure and education expenditure per student have increased significantly when the key word “4%” is clearly stated in government working paper. The growth of education expenditure in public fiscal spending and the sequential growth of education expenditure within the county are both significantly lower than those in urban areas. The growth of the proportion of education expenditure in GDP and education expenditure per student within county areas are considerably higher than those in municipal districts. This study responds to the long-term mechanism establishment of fiscal education expenditure in the post-4% era and the integrated development of urban and rural education.
Based on the 282-prefecture-city panel data from 2007 through 2016, this paper tests the overall impact and spatial distribution effect of the policy statements related to the fiscal education investment on the efforts of local governments by using FE estimates. Empirical results show that the education expenditure as a proportion of public fiscal spending or GDP, the growth rate of education expenditure and education expenditure per student have increased significantly when the key word “4%” is clearly stated in government working paper. The growth of education expenditure in public fiscal spending and the sequential growth of education expenditure within the county are both significantly lower than those in urban areas. The growth of the proportion of education expenditure in GDP and education expenditure per student within county areas are considerably higher than those in municipal districts. This study responds to the long-term mechanism establishment of fiscal education expenditure in the post-4% era and the integrated development of urban and rural education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.05.007
Abstract:
In 1866, ‘text-book’ was first introduced into China in the English and Chinese Dictionary edited by a German missionary Wilhelm Lobscheid, but it was not translated to ‘Jiaokeshu’. The Chinese word ‘Jiaokeshu’ appeared in the Meiji Restoration period of Japan and was introduced to China by Huang Zunxian in the Annals of Japan in 1887. In 1896, Kang Youwei listed 59 textbooks in the Bibliography of Japan. In 1899, Bai Zuolin, a normal university student of Nanyang Mission College, wrote an article named Advice on Compiling Textbooks. At the beginning of the 20th century, textbooks became the major concern of China’s educational reform. Luo Zhenyu, Xia Xiefu, Yan Fu, Zhang Zhidong, and others held a special discussion on textbook system and its implementation. A series of folk textbooks were published. In 1904, a textbook review and approval system was established. The popularity of the word ‘Jiaokeshu’ in China is a sign of cultural progress, which highlights the value and growing space of modern education. ‘Jiao’ emphasizes the method, order and volumn of teaching, ‘Ke’ stresses the classification, system and arrangement of knowledge, and ‘Shu’ clarifies the style, norms and copyright of compilation. ‘Jiaokeshu’, as a conceptual tool and ideological resource, determines the logical relation of the essence by its literal meaning. It sets a clear boundary, norm and framework for modern education. It has also laid down a new ‘cultural infrastructure’ for Chinese society and become the keyword of modern China’s enlightenment.
In 1866, ‘text-book’ was first introduced into China in the English and Chinese Dictionary edited by a German missionary Wilhelm Lobscheid, but it was not translated to ‘Jiaokeshu’. The Chinese word ‘Jiaokeshu’ appeared in the Meiji Restoration period of Japan and was introduced to China by Huang Zunxian in the Annals of Japan in 1887. In 1896, Kang Youwei listed 59 textbooks in the Bibliography of Japan. In 1899, Bai Zuolin, a normal university student of Nanyang Mission College, wrote an article named Advice on Compiling Textbooks. At the beginning of the 20th century, textbooks became the major concern of China’s educational reform. Luo Zhenyu, Xia Xiefu, Yan Fu, Zhang Zhidong, and others held a special discussion on textbook system and its implementation. A series of folk textbooks were published. In 1904, a textbook review and approval system was established. The popularity of the word ‘Jiaokeshu’ in China is a sign of cultural progress, which highlights the value and growing space of modern education. ‘Jiao’ emphasizes the method, order and volumn of teaching, ‘Ke’ stresses the classification, system and arrangement of knowledge, and ‘Shu’ clarifies the style, norms and copyright of compilation. ‘Jiaokeshu’, as a conceptual tool and ideological resource, determines the logical relation of the essence by its literal meaning. It sets a clear boundary, norm and framework for modern education. It has also laid down a new ‘cultural infrastructure’ for Chinese society and become the keyword of modern China’s enlightenment.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.006
Abstract:
Creativity is the fundamental power of human civilization progress and social development. Creativity is generally regarded as a kind of key competence of people in the 21st century. It is urgent to cultivate the creativity of primary and secondary students. An individual with creativity can use relevant information and resources to produce novel and valuable ideas, programs, products and other results. This competence includes three elements: creative personality, creative thinking and creative task engagement. Creative personality focuses on emotion and willpower; creative thinking focuses on internal thinking processes and methods; creative task engagement focuses on explicit behavior input, which is important for the cultivation of creativity. This study deconstructs creativity and elaboratesits connotation. And it also gives some examples of the behavior of creativity and provides some specific guidance on how to cultivate the creativity of primary and secondary students.
Creativity is the fundamental power of human civilization progress and social development. Creativity is generally regarded as a kind of key competence of people in the 21st century. It is urgent to cultivate the creativity of primary and secondary students. An individual with creativity can use relevant information and resources to produce novel and valuable ideas, programs, products and other results. This competence includes three elements: creative personality, creative thinking and creative task engagement. Creative personality focuses on emotion and willpower; creative thinking focuses on internal thinking processes and methods; creative task engagement focuses on explicit behavior input, which is important for the cultivation of creativity. This study deconstructs creativity and elaboratesits connotation. And it also gives some examples of the behavior of creativity and provides some specific guidance on how to cultivate the creativity of primary and secondary students.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.006
Abstract:
Based on an outline of basic facts about foundation of the Humboldt University of Berlin drawing from multiple historical narrative texts, this article critically analyzes some historical narratives such as suspecting of status and role of Humboldt on establishing the Berlin University, construction and deconstruction of “Humboldt myth”, and points out that the establishment of the Berlin University is the result of collective consensus reached and put into collective action by the educated intellectuals of Germany represented by Humboldt on the establishment of a new university that embodies the German spirit, morality and cultural mission. The various historical narratives about Humboldt’s founding of the University of Berlin and his educational concepts, although all of them are one-sided in constructing the whole from parts, reflect the construction, reflection, and criticism of modern university values in the two dimensions of cognition and politics by German intellectuals in different eras.
Based on an outline of basic facts about foundation of the Humboldt University of Berlin drawing from multiple historical narrative texts, this article critically analyzes some historical narratives such as suspecting of status and role of Humboldt on establishing the Berlin University, construction and deconstruction of “Humboldt myth”, and points out that the establishment of the Berlin University is the result of collective consensus reached and put into collective action by the educated intellectuals of Germany represented by Humboldt on the establishment of a new university that embodies the German spirit, morality and cultural mission. The various historical narratives about Humboldt’s founding of the University of Berlin and his educational concepts, although all of them are one-sided in constructing the whole from parts, reflect the construction, reflection, and criticism of modern university values in the two dimensions of cognition and politics by German intellectuals in different eras.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.014
Abstract:
Since the 21st century, the influence of positive psychology has been growing in western countries, as well as in China. There were not only targeted experiments such as PRP and the Strath Haven Positive Psychology Curriculum, but also structural applied programs such as GGS model in western countries. Positive psychology exerts effects on Chinese school education, but the links between theory and practice could be closer. Based on the fundamental theories of positive psychology, the authors conceived an implementation framework of positive psychology among schools in China. Firstly, the school practice of positive psychology has three points, i.e., to utilize the three pillars of positive psychology, to translate the theories into practice, and to adhere to the concept of people-oriented. Accordingly, four strategies could be put into practice, including improving students' well-being during study, promoting their intrinsic motivation of learning, fully developing positive education, and focusing on the positive development of teachers. Finally, four practical approaches should be followed, i.e., replacing the traditional fixed education with strength-focused education advocated by positive psychology and positive education, attaching more importance to students' social practice and physical exercise, fostering teachers' empathy, and constructing a positive environment of school management. The primary and critical purpose to apply positive psychology in schools is to forster an education ecosystem facilitating positive construction.
Since the 21st century, the influence of positive psychology has been growing in western countries, as well as in China. There were not only targeted experiments such as PRP and the Strath Haven Positive Psychology Curriculum, but also structural applied programs such as GGS model in western countries. Positive psychology exerts effects on Chinese school education, but the links between theory and practice could be closer. Based on the fundamental theories of positive psychology, the authors conceived an implementation framework of positive psychology among schools in China. Firstly, the school practice of positive psychology has three points, i.e., to utilize the three pillars of positive psychology, to translate the theories into practice, and to adhere to the concept of people-oriented. Accordingly, four strategies could be put into practice, including improving students' well-being during study, promoting their intrinsic motivation of learning, fully developing positive education, and focusing on the positive development of teachers. Finally, four practical approaches should be followed, i.e., replacing the traditional fixed education with strength-focused education advocated by positive psychology and positive education, attaching more importance to students' social practice and physical exercise, fostering teachers' empathy, and constructing a positive environment of school management. The primary and critical purpose to apply positive psychology in schools is to forster an education ecosystem facilitating positive construction.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.01.004
Abstract:
Defining the legal status of teachers is essential for the construction of a high-quality teaching force. Nowadays, the teacher law does not reflect the special characteristics of different teacher groups, which results in disputes in teacher management. The establishment of teachers’ legal status should be based on the publicity of teachers’ occupation, and the legal status of teachers in different schools at different levels should be defined clearly. The legal relationship between teachers and schools also need to be defined, and teachers’ professional status stems from the need of modern national education system and social development. The provision of teachers’ rights and obligations should be based on teachers’ publicity, and differences of teachers’ publicity at different levels and different schools need to be reflected. The legal status of different groups of teachers and the corresponding legal relationship between teachers and related subjects need to be established according to their different intensity of publicity. Thus, the teacher law should ensure the coordination of publicity and autonomy, clarify the rights and obligations of teachers, and the legal status of teachers.
Defining the legal status of teachers is essential for the construction of a high-quality teaching force. Nowadays, the teacher law does not reflect the special characteristics of different teacher groups, which results in disputes in teacher management. The establishment of teachers’ legal status should be based on the publicity of teachers’ occupation, and the legal status of teachers in different schools at different levels should be defined clearly. The legal relationship between teachers and schools also need to be defined, and teachers’ professional status stems from the need of modern national education system and social development. The provision of teachers’ rights and obligations should be based on teachers’ publicity, and differences of teachers’ publicity at different levels and different schools need to be reflected. The legal status of different groups of teachers and the corresponding legal relationship between teachers and related subjects need to be established according to their different intensity of publicity. Thus, the teacher law should ensure the coordination of publicity and autonomy, clarify the rights and obligations of teachers, and the legal status of teachers.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.006
Abstract:
High school students are generally believed not to enjoy a high level of physical and mental health and happiness due to the pressure of the College Entrance Examination. This phenomenon has attracted more and more attention from society, schools and families. Although many policies and measures for reducing burdens and stimulating students’ interest have already been implemented, they have not achieved the expected results, indicating that there may be more complicated relationships between learning motivation, learning pressure and subjective well-being than simple correlation. Using the online questionnaire to survey more than 14,000 high school students from a province in east China, the piecewise regression model (PRM) was used to explore the possible thresholds of learning motivation and learning pressure. The results show that learning motivation has more influence on students’ subjective well-being than learning pressure; and high school students with high learning motivation can feel the happiness of active learning. For high school students, it needs to be targeted to effectively improve the subjective well-being of students with higher learning pressure. Besides, it is necessary to focus on the academic development and healthy growth of high school students whose learning motivation and pressure are not up to standard.
High school students are generally believed not to enjoy a high level of physical and mental health and happiness due to the pressure of the College Entrance Examination. This phenomenon has attracted more and more attention from society, schools and families. Although many policies and measures for reducing burdens and stimulating students’ interest have already been implemented, they have not achieved the expected results, indicating that there may be more complicated relationships between learning motivation, learning pressure and subjective well-being than simple correlation. Using the online questionnaire to survey more than 14,000 high school students from a province in east China, the piecewise regression model (PRM) was used to explore the possible thresholds of learning motivation and learning pressure. The results show that learning motivation has more influence on students’ subjective well-being than learning pressure; and high school students with high learning motivation can feel the happiness of active learning. For high school students, it needs to be targeted to effectively improve the subjective well-being of students with higher learning pressure. Besides, it is necessary to focus on the academic development and healthy growth of high school students whose learning motivation and pressure are not up to standard.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.05.001
Abstract:
The equilibrium of university organizations is influenced by external environment and internal forces. Internally, it is both rational bureaucracy and politics, which makes the university governance ambiguous and complex. Higher education institutions are subject to external environment (especially government and market) and internal factors and must maintain a certain degree of autonomy. At the same time, they are subject to internal control and must maintain a certain degree of openness. The "de facto" state is that in the triangular model, there are academic-oriented, market-oriented and government-oriented models. The "de jure" state is the balance between the internal and external forces of the academic, government and market. University governance, under the combined effect of internal and external forces, maintains a relatively independent state of development. From the perspective of internal rational bureaucracy and political organization, university governance should handle the relationship between them. The "de facto" state is either based on bureaucracy, managing universities in accordance with the mode of administrative institutions, or overemphasizing the interests and powers of certain people. The "de jure" state is to play the role of a rational bureaucracy and to improve the ability to govern. Also, it is necessary to consider university governance from the perspective of political organization, to establish a communication and coordination mechanism and to construct a trust-based organizational culture in order to effectively resolve conflicts. The university governance of China should shift from "seeking change" to "seeking governance", from governance reform to governance construction, from governance system to governance ability, from governance objective to governance efficiency. And finally, it can implement a university governance design from the "de jure" state to the "de facto" one.
The equilibrium of university organizations is influenced by external environment and internal forces. Internally, it is both rational bureaucracy and politics, which makes the university governance ambiguous and complex. Higher education institutions are subject to external environment (especially government and market) and internal factors and must maintain a certain degree of autonomy. At the same time, they are subject to internal control and must maintain a certain degree of openness. The "de facto" state is that in the triangular model, there are academic-oriented, market-oriented and government-oriented models. The "de jure" state is the balance between the internal and external forces of the academic, government and market. University governance, under the combined effect of internal and external forces, maintains a relatively independent state of development. From the perspective of internal rational bureaucracy and political organization, university governance should handle the relationship between them. The "de facto" state is either based on bureaucracy, managing universities in accordance with the mode of administrative institutions, or overemphasizing the interests and powers of certain people. The "de jure" state is to play the role of a rational bureaucracy and to improve the ability to govern. Also, it is necessary to consider university governance from the perspective of political organization, to establish a communication and coordination mechanism and to construct a trust-based organizational culture in order to effectively resolve conflicts. The university governance of China should shift from "seeking change" to "seeking governance", from governance reform to governance construction, from governance system to governance ability, from governance objective to governance efficiency. And finally, it can implement a university governance design from the "de jure" state to the "de facto" one.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.04.008
Abstract:
Inter-school exchange among teachers is essentially a re-adjustment of the person-organization fit between teachers and schools. The survey shows the degree of the fit between some primary and secondary schools’ teachers and school organizations is relatively high on the whole, but it still needs to be improved. Based on the analysis of the person-organization fit theory, and combined with the current situation of the fit, inter-school communication between urban and rural teachers can take the following implementation paths: strengthen the support for rural schools, and improve the needs-supplies fit of urban teachers who will be exchanged to rural schools; implement a composition pattern of the exchange team based on core teachers and excellent principals, and supplemented by ordinary teachers; disclose the information of exchanging teachers and of the schools receiving them, and promote two-way choices; restructure the person-organization value system to create an organizational atmosphere of democracy, harmony, mutual assistance and endeavor; build a platform for teachers’ growth relying on core teachers, and improve needs-supplies fit and demands-abilities fit between rural schools and teachers, in order to achieve a win-win situation for the development of the exchanging teachers and schools.
Inter-school exchange among teachers is essentially a re-adjustment of the person-organization fit between teachers and schools. The survey shows the degree of the fit between some primary and secondary schools’ teachers and school organizations is relatively high on the whole, but it still needs to be improved. Based on the analysis of the person-organization fit theory, and combined with the current situation of the fit, inter-school communication between urban and rural teachers can take the following implementation paths: strengthen the support for rural schools, and improve the needs-supplies fit of urban teachers who will be exchanged to rural schools; implement a composition pattern of the exchange team based on core teachers and excellent principals, and supplemented by ordinary teachers; disclose the information of exchanging teachers and of the schools receiving them, and promote two-way choices; restructure the person-organization value system to create an organizational atmosphere of democracy, harmony, mutual assistance and endeavor; build a platform for teachers’ growth relying on core teachers, and improve needs-supplies fit and demands-abilities fit between rural schools and teachers, in order to achieve a win-win situation for the development of the exchanging teachers and schools.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.006
Abstract:
Undergraduates’ course experience is a key indicator of teaching quality. Based on Course Experience Questionnaire complied by McInnis and other researchers, we designed the Shaanxi Graduates’ Course Experience Questionnaire with the model of presage process and product (3P model) by combining self-developed “the University Mathematics Classroom Environment Questionnaire (UMCEQ)” and applied it to investigate all the graduates in Shaanxi Province of 2018. The analysis of the survey data showed that the questionnaire performed well in validity and reliability, and can be used to measure graduates’ course experience in Shaannxi scientifically, effectively and reliably. Hence, it is an effective measurement to evaluate the teaching quality. And if we marked graduates’ score different dimensions of course experiences in percentage grading system, then their perceptions reached the passing level in four dimensions (Learning Resources, Course Organization, Good Teaching,Independence) and reached medium level in seven other dimensions (Student Support, Clear Goals and Standards, Learning Community, Appropriate Workload, Appropriate Assessment, Intellectual Motivation and Graduate Qualities). Based on what we’ve found, we are still facing some challenges in pursuing the first-class undergraduate education. In addition, graduates’ course experiences are significantly different considering their backgrounds like gender, major, and institutional level. Therefore, targeted measures should be taken to optimize undergraduates’ course experience and improve education quality of regular colleges according to undergraduates’ gender, major and institutional level.
Undergraduates’ course experience is a key indicator of teaching quality. Based on Course Experience Questionnaire complied by McInnis and other researchers, we designed the Shaanxi Graduates’ Course Experience Questionnaire with the model of presage process and product (3P model) by combining self-developed “the University Mathematics Classroom Environment Questionnaire (UMCEQ)” and applied it to investigate all the graduates in Shaanxi Province of 2018. The analysis of the survey data showed that the questionnaire performed well in validity and reliability, and can be used to measure graduates’ course experience in Shaannxi scientifically, effectively and reliably. Hence, it is an effective measurement to evaluate the teaching quality. And if we marked graduates’ score different dimensions of course experiences in percentage grading system, then their perceptions reached the passing level in four dimensions (Learning Resources, Course Organization, Good Teaching,Independence) and reached medium level in seven other dimensions (Student Support, Clear Goals and Standards, Learning Community, Appropriate Workload, Appropriate Assessment, Intellectual Motivation and Graduate Qualities). Based on what we’ve found, we are still facing some challenges in pursuing the first-class undergraduate education. In addition, graduates’ course experiences are significantly different considering their backgrounds like gender, major, and institutional level. Therefore, targeted measures should be taken to optimize undergraduates’ course experience and improve education quality of regular colleges according to undergraduates’ gender, major and institutional level.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.009
Abstract:
The strategy of Rural Revitalization expects rural teachers to play the role of new rural sages actively. To fulfill this cultural responsibility, rural teachers need not only knowledge, ability and prestige, but also strong will to serve the Rural Revitalization Strategy. The results show that the willingness of rural teachers to serve the Rural Revitalization Strategy is still in a low state; The gender, age and origin of rural teachers have significant differences in their willingness to serve the Rural Revitalization Strategy; Rural teachers’ professional watch, local feelings and public spirit are positively related to their willingness to serve the Rural Revitalization Strategy. Therefore, the Rural Revitalization Strategy calls for rural teachers to keep their professional beliefs, cultivate local feelings, invigorate the public spirit, enhance the willingness to serve the Rural Revitalization Strategy, and actively play the exemplary and leading role of new rural sages.
The strategy of Rural Revitalization expects rural teachers to play the role of new rural sages actively. To fulfill this cultural responsibility, rural teachers need not only knowledge, ability and prestige, but also strong will to serve the Rural Revitalization Strategy. The results show that the willingness of rural teachers to serve the Rural Revitalization Strategy is still in a low state; The gender, age and origin of rural teachers have significant differences in their willingness to serve the Rural Revitalization Strategy; Rural teachers’ professional watch, local feelings and public spirit are positively related to their willingness to serve the Rural Revitalization Strategy. Therefore, the Rural Revitalization Strategy calls for rural teachers to keep their professional beliefs, cultivate local feelings, invigorate the public spirit, enhance the willingness to serve the Rural Revitalization Strategy, and actively play the exemplary and leading role of new rural sages.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.008
Abstract:
Error-component analysists argue that after netting out the effects of student background, teacher credentials and school characteristics, the residuals of test scores generated by subtracting predicted values from the class-level mean can be regarded as teachers’ effect on pupils’ achievement. The paper tests this idea by using self-collected teacher-student matched data from Hubei and Guangdong province. Residual analyses show that, (1) Marginal effects of teaching performance of teachers instructing Chinese Language Art, Math and English are among 0.3−0.5 standard deviations, among which the magnitude of Math teachers’ effect is the largest. (2) There are huge individual differences among teachers in terms of teaching performance. If a teacher of average quality were replaced by the most effective one, the whole class would witness a net gain of 0.3−1.0 standard deviations. On the contrary, if he or she were replaced by the worst colleague, mean performance of the class he or she taught would go down by 0.5−0.7 standard deviations. Policy implications of this article are obvious with regard to evaluating teachers’ performance.
Error-component analysists argue that after netting out the effects of student background, teacher credentials and school characteristics, the residuals of test scores generated by subtracting predicted values from the class-level mean can be regarded as teachers’ effect on pupils’ achievement. The paper tests this idea by using self-collected teacher-student matched data from Hubei and Guangdong province. Residual analyses show that, (1) Marginal effects of teaching performance of teachers instructing Chinese Language Art, Math and English are among 0.3−0.5 standard deviations, among which the magnitude of Math teachers’ effect is the largest. (2) There are huge individual differences among teachers in terms of teaching performance. If a teacher of average quality were replaced by the most effective one, the whole class would witness a net gain of 0.3−1.0 standard deviations. On the contrary, if he or she were replaced by the worst colleague, mean performance of the class he or she taught would go down by 0.5−0.7 standard deviations. Policy implications of this article are obvious with regard to evaluating teachers’ performance.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.002
Abstract:
Based on Richard S. Peters’ concept of education as criteria of value judgment and the evolution of educational values disclosed by Chen Gui-sheng, the paper explores the way Karl Marx thinks of education. His thinking of education is located in his evaluation of labor, fighting and instruction, the analysis of which indicates that Marx’s thinking is rooted in his construction of the working class’ emancipation. The author investigates into how educational values are embedded into Marx’s evaluation of three sorts of praxis above from the perspective of working class’ emancipation, and into the specialty of Marx’s thinking from the perspective of educational values. The analysis shows that it is impossible to master Marx’s educational thoughts without his theory of the working class’ emancipation, and that Marx values culture (“Bildung”) over the narrow-sense educational value, the imbalance of which may be relevant to the way Marx thinks of morality and the formation of moral characters.
Based on Richard S. Peters’ concept of education as criteria of value judgment and the evolution of educational values disclosed by Chen Gui-sheng, the paper explores the way Karl Marx thinks of education. His thinking of education is located in his evaluation of labor, fighting and instruction, the analysis of which indicates that Marx’s thinking is rooted in his construction of the working class’ emancipation. The author investigates into how educational values are embedded into Marx’s evaluation of three sorts of praxis above from the perspective of working class’ emancipation, and into the specialty of Marx’s thinking from the perspective of educational values. The analysis shows that it is impossible to master Marx’s educational thoughts without his theory of the working class’ emancipation, and that Marx values culture (“Bildung”) over the narrow-sense educational value, the imbalance of which may be relevant to the way Marx thinks of morality and the formation of moral characters.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.02.010
Abstract:
Learning, teaching, education and Bildung, as the most fundamental phenomenon in the field of school, are complicated practical activities in school education. School is a special place in which independently institutionalized and artificially organized educational practice takes place. There are many different theories and opinions on the goals and tasks of schools. However, it is undeniable that, whatever kind of school missions and purposes, it must be realized via learning, the most fundamental educational phenomenon and practice. On the basis of critical combing of the classical learning theory of psychology, this paper attempts to elaborate a new understanding of "learning" from the perspective of phenomenology, especially body phenomenology. Firstly, learning is a social correlative practice that takes place in a specific context. We always learn from others and in front of others. Secondly, learning has a close relationship with experience. In essence, learning is Umlernen and reorganization of experience and the extension of experience horizon through the negative experience. Thirdly, learning must be based on the body (Leib) under the phenomenological perspective which is both active and passive.
Learning, teaching, education and Bildung, as the most fundamental phenomenon in the field of school, are complicated practical activities in school education. School is a special place in which independently institutionalized and artificially organized educational practice takes place. There are many different theories and opinions on the goals and tasks of schools. However, it is undeniable that, whatever kind of school missions and purposes, it must be realized via learning, the most fundamental educational phenomenon and practice. On the basis of critical combing of the classical learning theory of psychology, this paper attempts to elaborate a new understanding of "learning" from the perspective of phenomenology, especially body phenomenology. Firstly, learning is a social correlative practice that takes place in a specific context. We always learn from others and in front of others. Secondly, learning has a close relationship with experience. In essence, learning is Umlernen and reorganization of experience and the extension of experience horizon through the negative experience. Thirdly, learning must be based on the body (Leib) under the phenomenological perspective which is both active and passive.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2006.01.014
Abstract:
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.004
Abstract:
As a learning analysis technique, learner profile can comprehensively and deeply depict students' learning effect and learning process through diversified data collected. However, not all types of data can be directly collected through information technology, and learners' ability and accomplishment is just one of them. To solve this problem, this paper designed an assessment tool for learner profile targeting core learning abilities of the primary and middle school students. It summarizes the three dimensions of cognition, emotion and metacognition by analyzing the learning ability assessment tools of major countries and regions, and constructs the learning ability questionnaire for primary and middle school students under these three dimensions. To verify the reliability and validity of the questionnaire, the researchers sent an online questionnaire to students in grades 4-9 in 16 schools in the M District of Shanghai, and 2, 879 valid responses were collected. By statistically analyzing the responses, the researchers found that the questionnaire had high reliability and validity. The questionnaire has the following two characteristics:first, the questionnaire is independent of subject knowledge and applicable to students of various ages; second, it is designed for learner profile and from the perspective of academic learning of primary school and middle students.
As a learning analysis technique, learner profile can comprehensively and deeply depict students' learning effect and learning process through diversified data collected. However, not all types of data can be directly collected through information technology, and learners' ability and accomplishment is just one of them. To solve this problem, this paper designed an assessment tool for learner profile targeting core learning abilities of the primary and middle school students. It summarizes the three dimensions of cognition, emotion and metacognition by analyzing the learning ability assessment tools of major countries and regions, and constructs the learning ability questionnaire for primary and middle school students under these three dimensions. To verify the reliability and validity of the questionnaire, the researchers sent an online questionnaire to students in grades 4-9 in 16 schools in the M District of Shanghai, and 2, 879 valid responses were collected. By statistically analyzing the responses, the researchers found that the questionnaire had high reliability and validity. The questionnaire has the following two characteristics:first, the questionnaire is independent of subject knowledge and applicable to students of various ages; second, it is designed for learner profile and from the perspective of academic learning of primary school and middle students.
, Available online ,
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.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.008
Abstract:
The civil relief of the right to education is an important problem that remains to be solved in academic circles and judicial practice. The current research is limited to the abstract and overall civil nature of the right to education, while neglecting to grasp the substance of the right, the type of infringement and the liability with the categorical analysis. The substance of the civil right to education is mainly the general personality right, but it is closely related to the property interests, so it should include the interests of the education personality and the interests of the education property. Therefore, the types of infringement can be divided into three types: infringing upon the education personality interests, infringing upon the education property interests and infringing upon both personality interests and property interests. In terms of tort liability, it can be divided into strict liability and fault liability according to different principles of liability. The establishment of the civil relief of the right to education is an important link to protect the legitimate rights and interests. We should further clarify the status of the right to education in the civil law and return to the nature of the right relief.
The civil relief of the right to education is an important problem that remains to be solved in academic circles and judicial practice. The current research is limited to the abstract and overall civil nature of the right to education, while neglecting to grasp the substance of the right, the type of infringement and the liability with the categorical analysis. The substance of the civil right to education is mainly the general personality right, but it is closely related to the property interests, so it should include the interests of the education personality and the interests of the education property. Therefore, the types of infringement can be divided into three types: infringing upon the education personality interests, infringing upon the education property interests and infringing upon both personality interests and property interests. In terms of tort liability, it can be divided into strict liability and fault liability according to different principles of liability. The establishment of the civil relief of the right to education is an important link to protect the legitimate rights and interests. We should further clarify the status of the right to education in the civil law and return to the nature of the right relief.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.01.006
Abstract:
The guardian of the minor student is a direct stakeholder and plays an indispensable role in the legal relationship of education, but the basic law on education has not paid enough attention to such an issue and the status it deserves. The education by the guardian of the minor student has dual attributes of rights and obligations, so the side of rights should not be neglected when the other side of obligations is emphasized. Compared with the educating power of the state (which is mainly realized through school education), the guardian’s educating right is undoubtedly subordinate, but the latter cannot be ignored. In recent years, both the awareness-raising and the “struggle” of guardians’ educating right have exerted a negative impact on school education. Educational laws and regulations should draw a clear line between guardian’s educating right, state’s educating right and school’s educating right in the future.
The guardian of the minor student is a direct stakeholder and plays an indispensable role in the legal relationship of education, but the basic law on education has not paid enough attention to such an issue and the status it deserves. The education by the guardian of the minor student has dual attributes of rights and obligations, so the side of rights should not be neglected when the other side of obligations is emphasized. Compared with the educating power of the state (which is mainly realized through school education), the guardian’s educating right is undoubtedly subordinate, but the latter cannot be ignored. In recent years, both the awareness-raising and the “struggle” of guardians’ educating right have exerted a negative impact on school education. Educational laws and regulations should draw a clear line between guardian’s educating right, state’s educating right and school’s educating right in the future.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.009
Abstract:
Based on survey data from 278 schools in seven provinces in China, this paper, using binary logistic regression and generalized ordered logistic regression, investigates the factors influencing the willingness of primary and secondary school teachers to participate in inter-school exchange and their expectation level of subsidy. It also examines the actual effect of subsidy and housing benefits on the willingness of inter-school exchange. It's found that the current inter-school exchange of teachers is dominated by the same-level exchanges of school types and locations, and the coverage of subsidies and housing benefits is relatively low, while the expected amount of subsidy is about 30% of their salary, which means there is still a big gap. Subsidies and housing benefits can, to a certain extent, significantly enhance the teachers' willingness of inter-schools exchange, and there is a substitute relationship between subsidies and housing welfare. Teachers' willingness to participate in 'hard exchange' is stronger than that of "soft exchange". Transferring the personnel relationship of the downward-moving teachers to the targeted schools will significantly enhance their willingness of inter-schools move again. Improved school environment and working conditions has a significant positive impact on teachers' inter-schools exchange intention, but negative impact on teachers' expectation of subsidies. Based on the findings, this paper puts forward some policy suggestions on promoting the intra-county balanced development of compulsory education, including promoting the reform of teachers' unified salary standard, establishing a factor-based subsidy system, and deepening the reform of 'Administration by Bureau, Recruitment by Schools'.
Based on survey data from 278 schools in seven provinces in China, this paper, using binary logistic regression and generalized ordered logistic regression, investigates the factors influencing the willingness of primary and secondary school teachers to participate in inter-school exchange and their expectation level of subsidy. It also examines the actual effect of subsidy and housing benefits on the willingness of inter-school exchange. It's found that the current inter-school exchange of teachers is dominated by the same-level exchanges of school types and locations, and the coverage of subsidies and housing benefits is relatively low, while the expected amount of subsidy is about 30% of their salary, which means there is still a big gap. Subsidies and housing benefits can, to a certain extent, significantly enhance the teachers' willingness of inter-schools exchange, and there is a substitute relationship between subsidies and housing welfare. Teachers' willingness to participate in 'hard exchange' is stronger than that of "soft exchange". Transferring the personnel relationship of the downward-moving teachers to the targeted schools will significantly enhance their willingness of inter-schools move again. Improved school environment and working conditions has a significant positive impact on teachers' inter-schools exchange intention, but negative impact on teachers' expectation of subsidies. Based on the findings, this paper puts forward some policy suggestions on promoting the intra-county balanced development of compulsory education, including promoting the reform of teachers' unified salary standard, establishing a factor-based subsidy system, and deepening the reform of 'Administration by Bureau, Recruitment by Schools'.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.07.005
Abstract:
Interpersonal interaction is a key factor affecting the effectiveness of online teaching. The SOTL-T project analyzed the characteristics and effects of the negative aspects of online teaching through a questionnaire survey of 8850 university teachers and 23 in-depth interviews with teachers. The study found that: In terms of interactive media, text interaction accounts for the largest proportion because of its retention and visibility. The written expression ability is exercised through careful consideration of words and sentences, and there is a trend of emoticon assistance and conciseness. Audio and video interactions have high requirements for internet speed and in-depth performances. Due to the pressure of image decoration in the background, some teachers do not turn on the camera frequently. In terms of interaction time, the time characteristics of synchronous interaction and offline interaction show some similarities in respect of time rigidity, short intervals, clear boundaries, uniform rhythm and single direction. Also, time utilization efficiency is relatively high. In contrast, the time rigidity of asynchronous interaction is weak, the interval is long, the boundary is blurred, the rhythm can be adjusted, and it can be undone and edited. The time efficiency is lower. In terms of interactive space, the dispersion of online teaching space limits the diversity and sufficiency of interaction, but also it can form a safe distance for anonymous protection. In courses with special space requirements, online teaching shows unique advantages or disadvantages. More than half of the teachers believe that the frequency and effect of interpersonal interaction in online teaching are lower than offline teaching. Teacher-student interaction is worse than student-student interaction. Based on analytical results, the research suggests possible actions in future for universities, teachers, and platform developers.
Interpersonal interaction is a key factor affecting the effectiveness of online teaching. The SOTL-T project analyzed the characteristics and effects of the negative aspects of online teaching through a questionnaire survey of 8850 university teachers and 23 in-depth interviews with teachers. The study found that: In terms of interactive media, text interaction accounts for the largest proportion because of its retention and visibility. The written expression ability is exercised through careful consideration of words and sentences, and there is a trend of emoticon assistance and conciseness. Audio and video interactions have high requirements for internet speed and in-depth performances. Due to the pressure of image decoration in the background, some teachers do not turn on the camera frequently. In terms of interaction time, the time characteristics of synchronous interaction and offline interaction show some similarities in respect of time rigidity, short intervals, clear boundaries, uniform rhythm and single direction. Also, time utilization efficiency is relatively high. In contrast, the time rigidity of asynchronous interaction is weak, the interval is long, the boundary is blurred, the rhythm can be adjusted, and it can be undone and edited. The time efficiency is lower. In terms of interactive space, the dispersion of online teaching space limits the diversity and sufficiency of interaction, but also it can form a safe distance for anonymous protection. In courses with special space requirements, online teaching shows unique advantages or disadvantages. More than half of the teachers believe that the frequency and effect of interpersonal interaction in online teaching are lower than offline teaching. Teacher-student interaction is worse than student-student interaction. Based on analytical results, the research suggests possible actions in future for universities, teachers, and platform developers.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.008
Abstract:
The academic governance ability includes multiple factors such as the enthusiasm of the multi-stakeholder’s participation in the academic field practice of the university, the mode of participation, the design of the governance system, the responsibility division among the governance subjects, and the distribution of benefits. Improving the level of modernization of academic governance has become a comprehensive push in the governance of education and modernization. It includes academic understanding of the system goodwill, responsibility to read the force, execution, conflict resolution and innovation driving force. However, the university academic field under the real situation suffers from the confusion of the power and the lack of supply of the external legal system, which leads to the “pseudo-governance” dilemma of lower academic public governance ability. The realization of the modernization of academic governance needs to maintain the concept of good governance in a symbiotic environment with democratic contract, to shape the multi-center academic governance pattern, and to ensure that the process of academic governance can achieve the unity of good means and results.
The academic governance ability includes multiple factors such as the enthusiasm of the multi-stakeholder’s participation in the academic field practice of the university, the mode of participation, the design of the governance system, the responsibility division among the governance subjects, and the distribution of benefits. Improving the level of modernization of academic governance has become a comprehensive push in the governance of education and modernization. It includes academic understanding of the system goodwill, responsibility to read the force, execution, conflict resolution and innovation driving force. However, the university academic field under the real situation suffers from the confusion of the power and the lack of supply of the external legal system, which leads to the “pseudo-governance” dilemma of lower academic public governance ability. The realization of the modernization of academic governance needs to maintain the concept of good governance in a symbiotic environment with democratic contract, to shape the multi-center academic governance pattern, and to ensure that the process of academic governance can achieve the unity of good means and results.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.008
Abstract:
Since the reform and opening-up, the legal regulation of school risk in China has gone through the stages of policy regulation, legal regulation and comprehensive regulation. It has initially established a legal regulation system of school risk which is dominated by the government, participated by multiple subjects and connected with the public security governance system in China. From the perspective of risk regulatory, there are many deficiencies in the principles, purposes, subjects and methods of risk regulatory. In order to promote the formulation of Regulation of School Safety, we should establish the principle of risk prevention, reconstruct the purpose of risk regulatory, expand the activities of risk regulatory and redefine regulatory space.
Since the reform and opening-up, the legal regulation of school risk in China has gone through the stages of policy regulation, legal regulation and comprehensive regulation. It has initially established a legal regulation system of school risk which is dominated by the government, participated by multiple subjects and connected with the public security governance system in China. From the perspective of risk regulatory, there are many deficiencies in the principles, purposes, subjects and methods of risk regulatory. In order to promote the formulation of Regulation of School Safety, we should establish the principle of risk prevention, reconstruct the purpose of risk regulatory, expand the activities of risk regulatory and redefine regulatory space.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.08.004
Abstract:
With increasing attention drawn to Randomized Controlled Trials (RCTs) after the announcement of the Nobel Prize winners in Economics Science 2019, this paper attempts to discuss the policy impact of RCTs and highlight its importance not only as an academic methodology but also as a useful policy tool. In this paper, four channels have been identified through which RCTs could help policy maker and development agencies in making their decisions. For each channel, detailed case studies are provided to further illustrate the impact of RCTs. The four channels discussed in the paper are 1) scaling up effective interventions, 2) adjusting programs to better allocate resources, 3) generating public goods and knowledge sharing, 4) institutionalizing evidence-based policy making.
With increasing attention drawn to Randomized Controlled Trials (RCTs) after the announcement of the Nobel Prize winners in Economics Science 2019, this paper attempts to discuss the policy impact of RCTs and highlight its importance not only as an academic methodology but also as a useful policy tool. In this paper, four channels have been identified through which RCTs could help policy maker and development agencies in making their decisions. For each channel, detailed case studies are provided to further illustrate the impact of RCTs. The four channels discussed in the paper are 1) scaling up effective interventions, 2) adjusting programs to better allocate resources, 3) generating public goods and knowledge sharing, 4) institutionalizing evidence-based policy making.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.06.010
Abstract:
From the perspective of spatial spillover effects, we conduct a spatial econometric analysis on the panel data of 194 cities in China from 2004 to 2018. The purpose of our empirical test is to verify the existence of strategic interaction in education expenditures between local governments. Besides, the paper also aims at examining the intrinsic motivation and incentive mechanism of local government education expenditures. The results show that local governments have significant complementary strategic interactions with their geographical and demographic neighbors in education fiscal policy. Moreover, the education expenditures of local governments are significantly affected by economic basis, fiscal characteristics, institutional inertia and official promotion. We also found that governments in different regions have a heterogeneous feedback mechanism towards central budget. The governments in eastern region are more sensitive. Therefore, the education development plan of central government should take the spatial spillover effect and the regional heterogeneity into consideration. Only in this way can the plan better balance the allocation of educational resources and promote coordinated regional development.
From the perspective of spatial spillover effects, we conduct a spatial econometric analysis on the panel data of 194 cities in China from 2004 to 2018. The purpose of our empirical test is to verify the existence of strategic interaction in education expenditures between local governments. Besides, the paper also aims at examining the intrinsic motivation and incentive mechanism of local government education expenditures. The results show that local governments have significant complementary strategic interactions with their geographical and demographic neighbors in education fiscal policy. Moreover, the education expenditures of local governments are significantly affected by economic basis, fiscal characteristics, institutional inertia and official promotion. We also found that governments in different regions have a heterogeneous feedback mechanism towards central budget. The governments in eastern region are more sensitive. Therefore, the education development plan of central government should take the spatial spillover effect and the regional heterogeneity into consideration. Only in this way can the plan better balance the allocation of educational resources and promote coordinated regional development.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.010
Abstract:
Olin College is small in size and young in age, but extraordinary in achievement. Beginning with the remarkable achievements made in the short period of 20 years since the founding of Olin College of Engineering in 1997, the interview was carried out with a focus on the following three themes: how to choose the right people; how to create synergy among the students, the school and the parents; and how to anticipate the future. In this profound and impressive interview, President Miller attributed Olin’s success to being in the right place at the right time and having the right people. He pointed out the true meaning of learning as joining passion and hard work together, and regarded teamwork as the secret weapon to cultivate learning. At the same time, he stressed his aim to lead Olin students appealing to the “heart” as well as the “head.” President Miller also elaborated on forming the Olin Conductorless Orchestra (OCO), implementing the new faculty assessment system, considering five mindsets in selecting candidates for admission, “Olinizing” the curricula at MIT, embarking on an even grander mission—a “Mars shot,” and analogizing the curriculum to a backpack. After reading this interview, readers can see Olin’s four pillars of success: Olin Strength, Olin Wisdom, Olin Approach and Olin Strategy.
Olin College is small in size and young in age, but extraordinary in achievement. Beginning with the remarkable achievements made in the short period of 20 years since the founding of Olin College of Engineering in 1997, the interview was carried out with a focus on the following three themes: how to choose the right people; how to create synergy among the students, the school and the parents; and how to anticipate the future. In this profound and impressive interview, President Miller attributed Olin’s success to being in the right place at the right time and having the right people. He pointed out the true meaning of learning as joining passion and hard work together, and regarded teamwork as the secret weapon to cultivate learning. At the same time, he stressed his aim to lead Olin students appealing to the “heart” as well as the “head.” President Miller also elaborated on forming the Olin Conductorless Orchestra (OCO), implementing the new faculty assessment system, considering five mindsets in selecting candidates for admission, “Olinizing” the curricula at MIT, embarking on an even grander mission—a “Mars shot,” and analogizing the curriculum to a backpack. After reading this interview, readers can see Olin’s four pillars of success: Olin Strength, Olin Wisdom, Olin Approach and Olin Strategy.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.11.004
Abstract:
The influence factors and their impact on shadow education opportunities are not fully discussed in existing studies. Applying China Education Panel Survey data and multilevel analysis model, we find that adolescents’ shadow education is influenced by family background and school peer group factors. More than 40% of the variance comes from the school level, and the school factors play a role in shadow education mainly through peer effect. In addition to the direct impact, peer group factors also indirectly affect the role of ascribed factors by moderation effect. In the subdivision, different types of shadow education are affected by different ascribed factors. The academic type is mainly influenced by the social capital and economic capital of the family, while the talent type is mainly influenced by the cultural capital of the family. These findings can provide a reference for further understanding of the behavior of family education investment and the role of shadow education in social reproduction function.
The influence factors and their impact on shadow education opportunities are not fully discussed in existing studies. Applying China Education Panel Survey data and multilevel analysis model, we find that adolescents’ shadow education is influenced by family background and school peer group factors. More than 40% of the variance comes from the school level, and the school factors play a role in shadow education mainly through peer effect. In addition to the direct impact, peer group factors also indirectly affect the role of ascribed factors by moderation effect. In the subdivision, different types of shadow education are affected by different ascribed factors. The academic type is mainly influenced by the social capital and economic capital of the family, while the talent type is mainly influenced by the cultural capital of the family. These findings can provide a reference for further understanding of the behavior of family education investment and the role of shadow education in social reproduction function.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.01.008
Abstract:
Labor is a combination of human hands and brains. We believe that labor created the world and men himself. One of its ontological roles is to maintain and promote the development of the hand and the brain. The manufacture and use of tools and equipment occur almost simultaneously with labor, and equipment is an important factor in labor. Martin Heidegger launched the significance of labor/concernful dealing, equipment, the world and the relationship between each other. Individuals can understand equipment only by concernful dealing with it and put it to use in the readiness-to-hand (Zuhandenkeit). During labor then we can know the equipment from-which, towards-which and unusablility. Unusability is the motivation for repairing, transforming and innovating equipment, and for sustained innovation. Only through labor can people understand the referential totalities and the real world. The purpose of labor education is therefore very closely linked to the grasping of the equipment and the world. Labor education is a kind of labor that exerts educational functions essentially. It has six characteristics. Labor education outside the school field is diverse in its origin and purpose. The purpose of labor education in the school field can be biased towards moral education, but as labor itself has the function of uncovering and making truth open, so cognitive labor, exploratory/creative labor are also important aspects of labor education and closely related to the cultivation of innovative talents. Readiness-to-hand can quickly bring individuals to the forefront, and the concept of readiness-to-hand presents the limitation of step-by-step instruction as a principle of teaching. The world lights up only in certain definite ways with the readiness-to-hand, and indeed it has been lit up only with the readiness-to-hand of that concern. The equipment as the readiness-to-hand is modern and the modern world will be lit up. Therefore, in the labor education curriculum, it is necessary to allow students to use different, rich and advanced tools and equipment. The reason why labor education is new in the new era will be highlighted in the advanced tools and equipment of labor education.
Labor is a combination of human hands and brains. We believe that labor created the world and men himself. One of its ontological roles is to maintain and promote the development of the hand and the brain. The manufacture and use of tools and equipment occur almost simultaneously with labor, and equipment is an important factor in labor. Martin Heidegger launched the significance of labor/concernful dealing, equipment, the world and the relationship between each other. Individuals can understand equipment only by concernful dealing with it and put it to use in the readiness-to-hand (Zuhandenkeit). During labor then we can know the equipment from-which, towards-which and unusablility. Unusability is the motivation for repairing, transforming and innovating equipment, and for sustained innovation. Only through labor can people understand the referential totalities and the real world. The purpose of labor education is therefore very closely linked to the grasping of the equipment and the world. Labor education is a kind of labor that exerts educational functions essentially. It has six characteristics. Labor education outside the school field is diverse in its origin and purpose. The purpose of labor education in the school field can be biased towards moral education, but as labor itself has the function of uncovering and making truth open, so cognitive labor, exploratory/creative labor are also important aspects of labor education and closely related to the cultivation of innovative talents. Readiness-to-hand can quickly bring individuals to the forefront, and the concept of readiness-to-hand presents the limitation of step-by-step instruction as a principle of teaching. The world lights up only in certain definite ways with the readiness-to-hand, and indeed it has been lit up only with the readiness-to-hand of that concern. The equipment as the readiness-to-hand is modern and the modern world will be lit up. Therefore, in the labor education curriculum, it is necessary to allow students to use different, rich and advanced tools and equipment. The reason why labor education is new in the new era will be highlighted in the advanced tools and equipment of labor education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.008
Abstract:
Based on the data of CEPS (2014—2015), this paper empirically tested the impact of physical exercise on adolescents’ cognitive ability using OLS, QR and PSM. It is found that, first, according to OLS, the cognitive ability of adolescents who often participate in physical exercise is 0.149 higher than that of adolescents who do not often participate in physical exercise. When the pre-ability is controlled, the cognitive ability can be improved by 0.049 for every unit increase in the time that teenagers take part in physical exercise. Second, physical exercise has the strongest promoting effect on adolescents whose cognitive ability is in the middle, while the heterogeneity of physical exercise is characterized by “inverted V-shaped” curve by using the method of QR. Regular physical exercise could reduce the intra-group differences in cognitive ability at low and high scores by using the method of UQR. Third, school work is not the decisive factor for teenagers to participate in physical exercise, while watching TV, playing online games and other extracurricular activities constitute an extrusion relationship for teenagers to participate in physical exercise. Cultural capital, human capital and educational expectation are positively correlated with teenagers’ participation rate in physical exercise by using model Probit. Finally, the influence of physical exercise on cognitive ability and its average processing effect fall into the value range of [0.095, 0.117], while ignoring the selective deviation will result in high net effect of physical exercise by using PSM.
Based on the data of CEPS (2014—2015), this paper empirically tested the impact of physical exercise on adolescents’ cognitive ability using OLS, QR and PSM. It is found that, first, according to OLS, the cognitive ability of adolescents who often participate in physical exercise is 0.149 higher than that of adolescents who do not often participate in physical exercise. When the pre-ability is controlled, the cognitive ability can be improved by 0.049 for every unit increase in the time that teenagers take part in physical exercise. Second, physical exercise has the strongest promoting effect on adolescents whose cognitive ability is in the middle, while the heterogeneity of physical exercise is characterized by “inverted V-shaped” curve by using the method of QR. Regular physical exercise could reduce the intra-group differences in cognitive ability at low and high scores by using the method of UQR. Third, school work is not the decisive factor for teenagers to participate in physical exercise, while watching TV, playing online games and other extracurricular activities constitute an extrusion relationship for teenagers to participate in physical exercise. Cultural capital, human capital and educational expectation are positively correlated with teenagers’ participation rate in physical exercise by using model Probit. Finally, the influence of physical exercise on cognitive ability and its average processing effect fall into the value range of [0.095, 0.117], while ignoring the selective deviation will result in high net effect of physical exercise by using PSM.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.02.010
Abstract:
The national time series data and provincial panel data from 2005 to 2018 are used to analyze the regional difference and distribution dynamics evolution of regular senior secondary school education funds in China with Dagum gini coefficient and Kernel density estimation method. Results show that per-student educational funding of regular senior secondary school is characterized by significant spatial inequality. Spatial distribution of per-student educational funding of regular senior secondary school is decreasing, and the disparity among regions is the major source of overall inequality. The absolute difference in per-student educational funding of regular senior secondary school is widening and is characterized by bipolar or multipolar differentiation. It is imperative to improve and implement the per-student allocation system for regular senior secondary school education, strengthen the overall planning of provincial finance for regular senior secondary school education, and improve the transfer payment system of central finance, so as to promote the high-quality and balanced development of regular senior secondary school education.
The national time series data and provincial panel data from 2005 to 2018 are used to analyze the regional difference and distribution dynamics evolution of regular senior secondary school education funds in China with Dagum gini coefficient and Kernel density estimation method. Results show that per-student educational funding of regular senior secondary school is characterized by significant spatial inequality. Spatial distribution of per-student educational funding of regular senior secondary school is decreasing, and the disparity among regions is the major source of overall inequality. The absolute difference in per-student educational funding of regular senior secondary school is widening and is characterized by bipolar or multipolar differentiation. It is imperative to improve and implement the per-student allocation system for regular senior secondary school education, strengthen the overall planning of provincial finance for regular senior secondary school education, and improve the transfer payment system of central finance, so as to promote the high-quality and balanced development of regular senior secondary school education.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.1997.04.009
Abstract:
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.10.007
Abstract:
The “Variable Interest Entity” (VIE), derived from the “Red Chip Model”, realizes the consolidation of financial statements by controlling the operating entity through agreement, which is currently the main framework adopted by domestic educational institutions to list abroad in China. In this way, some overseas listed educational institutions have bypassed domestic legal supervision in order to raise the stock price, relying on asset mergers and acquisitions and factor restructuring to rapidly expand the scale of schools, controlling a large number of non-profit non-governmental schools directly or in disguise, resulting in “unilateralism” in school governance. Meanwhile, many actual controllers of such institutions use various “related transactions” to master school operating costs as well as the school balances, and obtain “grey returns” from them, resulting in reduced teaching input and declining quality of education. With the continuous improvement of laws and regulations, the government will strictly regulate and supervise the changes of organizers (actual controllers), mergers and acquisitions of school assets and related transactions. Educational listed enterprises rely on the unconventional operation of VIE framework, therefore can only be short-term prosperity and unsustainable. Existing overseas listed educational enterprises and many entity schools directly or indirectly controlled by them should return to the right path as soon as possible. In addition, they should adhere to the public welfare nature of education, as well as running schools in accordance with the law, regulation and integrity.
The “Variable Interest Entity” (VIE), derived from the “Red Chip Model”, realizes the consolidation of financial statements by controlling the operating entity through agreement, which is currently the main framework adopted by domestic educational institutions to list abroad in China. In this way, some overseas listed educational institutions have bypassed domestic legal supervision in order to raise the stock price, relying on asset mergers and acquisitions and factor restructuring to rapidly expand the scale of schools, controlling a large number of non-profit non-governmental schools directly or in disguise, resulting in “unilateralism” in school governance. Meanwhile, many actual controllers of such institutions use various “related transactions” to master school operating costs as well as the school balances, and obtain “grey returns” from them, resulting in reduced teaching input and declining quality of education. With the continuous improvement of laws and regulations, the government will strictly regulate and supervise the changes of organizers (actual controllers), mergers and acquisitions of school assets and related transactions. Educational listed enterprises rely on the unconventional operation of VIE framework, therefore can only be short-term prosperity and unsustainable. Existing overseas listed educational enterprises and many entity schools directly or indirectly controlled by them should return to the right path as soon as possible. In addition, they should adhere to the public welfare nature of education, as well as running schools in accordance with the law, regulation and integrity.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.01.003
Abstract:
The policy of higher vocational and technical education (HVTE) enrollment expansion is conducive to improving the economic structures and deepening vocational reforms in the new era, which will bring challenges to the developmental ideology, cultivation models and quality standards of HVTE. HVTE should follow the ideas of mass education, persist in the principle of characteristic development and improve the growth of technical and skilled talents. To meet the diversified demands of expansion, HVTE should reform the entrance examination, create the multiple cultivation models and improve the flexible educational system to meet the diversified demands, establish the mass quality idea based on value added and hold fast to the higher education standards to ensure the quality.
The policy of higher vocational and technical education (HVTE) enrollment expansion is conducive to improving the economic structures and deepening vocational reforms in the new era, which will bring challenges to the developmental ideology, cultivation models and quality standards of HVTE. HVTE should follow the ideas of mass education, persist in the principle of characteristic development and improve the growth of technical and skilled talents. To meet the diversified demands of expansion, HVTE should reform the entrance examination, create the multiple cultivation models and improve the flexible educational system to meet the diversified demands, establish the mass quality idea based on value added and hold fast to the higher education standards to ensure the quality.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.1995.04.004
Abstract:
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.06.003
Abstract:
There are elective subjects in the new schemes of college entrance examination in China. However the original scores of different elective subjects are incomparable because the group ability of candidates and the difficulty of test paper may vary from subject to subject. Paper difficulty of each subject is set at the same level when using the standardized scores or grades with preset percentage to elective subjects, but the group ability of candidates is also set at the same level at the same time, which brings about a series of problems. The problems are discussed in detail for several typical schemes of college entrance examination in China. A feasible way to solve the problems is to statistically adjust the scores of each elective subject according to candidates’ scores of compulsory subjects. In addition, several issues about the score adjustment in elective subject are addressed. The adjustment procedure might be designed very simply and easy to understand. A special case is that on the basis of grades with preset percentage, candidates can only upgrade, not downgrade.
There are elective subjects in the new schemes of college entrance examination in China. However the original scores of different elective subjects are incomparable because the group ability of candidates and the difficulty of test paper may vary from subject to subject. Paper difficulty of each subject is set at the same level when using the standardized scores or grades with preset percentage to elective subjects, but the group ability of candidates is also set at the same level at the same time, which brings about a series of problems. The problems are discussed in detail for several typical schemes of college entrance examination in China. A feasible way to solve the problems is to statistically adjust the scores of each elective subject according to candidates’ scores of compulsory subjects. In addition, several issues about the score adjustment in elective subject are addressed. The adjustment procedure might be designed very simply and easy to understand. A special case is that on the basis of grades with preset percentage, candidates can only upgrade, not downgrade.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.011
Abstract:
Teachers' resistance is an important research topic of education (curriculum) reform. Based on Scott's theory of everyday resistance, this study adopts the interview method of qualitative research and analyzes the everyday resistance of teachers. Research shows that, teachers carry out everyday resistance, aiming to "reduce or reject requests from the top", and develop various strategies based on the principle of "safety first". Considering the key role that teachers play in education (curriculum) reform, and that everyday resistance can cause lasting harm, this study proposes the following responses:expanding teachers' channels of expressing their demands and safeguarding teachers legitimate interests; recognizing the constructiveness of teachers' everyday resistance; following the logic of teacher change and adopting effective coping strategies.
Teachers' resistance is an important research topic of education (curriculum) reform. Based on Scott's theory of everyday resistance, this study adopts the interview method of qualitative research and analyzes the everyday resistance of teachers. Research shows that, teachers carry out everyday resistance, aiming to "reduce or reject requests from the top", and develop various strategies based on the principle of "safety first". Considering the key role that teachers play in education (curriculum) reform, and that everyday resistance can cause lasting harm, this study proposes the following responses:expanding teachers' channels of expressing their demands and safeguarding teachers legitimate interests; recognizing the constructiveness of teachers' everyday resistance; following the logic of teacher change and adopting effective coping strategies.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.002
Abstract:
The term "performance" is commonly used in the field of education, but without an agreed academic definition, it is an unfamiliar common term in education. Performance occurs among people, that is, people show their character and ability to others in a visible way. Performance is a way of existence of human beings, which not only demonstrates human excellence, but also has many limitations. The birth of schools is actually a "stage" event, which is the beginning of education separated from life and being the object of "being seen". In the history of education, the way to resist the performance of education is mainly reflected in opposing "being seen", but rather in "seeing" society and realistic politics. Through the two stages of "disciplined performance" and "re-evolution" of performance, schools are now dominated by performance. The "performance" of school leads to the loss of educational autonomy, the loss of seeking truth and good, the externalization of education and the loss of enthusiasm. To a certain extent, schools have become a force against education, which has also exacerbated the crisis of education. Only by finding the "antidote" can education get out of the crisis.
The term "performance" is commonly used in the field of education, but without an agreed academic definition, it is an unfamiliar common term in education. Performance occurs among people, that is, people show their character and ability to others in a visible way. Performance is a way of existence of human beings, which not only demonstrates human excellence, but also has many limitations. The birth of schools is actually a "stage" event, which is the beginning of education separated from life and being the object of "being seen". In the history of education, the way to resist the performance of education is mainly reflected in opposing "being seen", but rather in "seeing" society and realistic politics. Through the two stages of "disciplined performance" and "re-evolution" of performance, schools are now dominated by performance. The "performance" of school leads to the loss of educational autonomy, the loss of seeking truth and good, the externalization of education and the loss of enthusiasm. To a certain extent, schools have become a force against education, which has also exacerbated the crisis of education. Only by finding the "antidote" can education get out of the crisis.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.005
Abstract:
Discipline appeared as a set of knowledge classification system in response to the development and differentiation of human knowledge. The development of science and technology imposes higher requirements on knowledge synthesis nowadays. The new knowledge production mode brings challenges to traditional discipline systems. But there is no fundamental change in the need for specialization in the process of knowledge production. Therefore, it will not make the discipline system out of date. However, the discipline operation mechanism and discipline construction methods must be reformed. It is very important to create an institutional environment conducive to the convergence of disciplines. It can help discipline to play a better role in scientific research, talent training and other activities in university.
Discipline appeared as a set of knowledge classification system in response to the development and differentiation of human knowledge. The development of science and technology imposes higher requirements on knowledge synthesis nowadays. The new knowledge production mode brings challenges to traditional discipline systems. But there is no fundamental change in the need for specialization in the process of knowledge production. Therefore, it will not make the discipline system out of date. However, the discipline operation mechanism and discipline construction methods must be reformed. It is very important to create an institutional environment conducive to the convergence of disciplines. It can help discipline to play a better role in scientific research, talent training and other activities in university.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.01.002
Abstract:
Educational administrative agencies are the most important subjects of educational administrative legal relations whose legal status has been studied little. They include executive branches, departments of education and others. Based on 12 laws, 19 administrative rules and 48 regulations, educational administrative agencies have powers of rule-making, permission, penalty, sanction, supply, guidance, supervision, etc. The relationship between educational administrative agencies and non-government schools is external, such as permission, penalty and supervision. However, the relationship between educational administrative agencies and government schools is mainly internal, such as sanction, budget and personnel. Besides, there is not much relation between educational administrative agencies and teachers, students.
Educational administrative agencies are the most important subjects of educational administrative legal relations whose legal status has been studied little. They include executive branches, departments of education and others. Based on 12 laws, 19 administrative rules and 48 regulations, educational administrative agencies have powers of rule-making, permission, penalty, sanction, supply, guidance, supervision, etc. The relationship between educational administrative agencies and non-government schools is external, such as permission, penalty and supervision. However, the relationship between educational administrative agencies and government schools is mainly internal, such as sanction, budget and personnel. Besides, there is not much relation between educational administrative agencies and teachers, students.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.07.006
Abstract:
The issue of research integrity has become a socially heated topic since the Zhai Tianlin incident in early 2019. The same issue among Chinese researchers has attracted the attention of international academic community since the Han Chunyu incident in 2017. Instead of taking the ethical angle, this paper tackles the issue of research integrity by incorporating the analytical skills from political philosophy and the game theory. Maintaining research integrity and protecting academic reputation does not just egotistically and strategically protects the researchers themselves, but at the same while politically and socially protect the academic community.
The issue of research integrity has become a socially heated topic since the Zhai Tianlin incident in early 2019. The same issue among Chinese researchers has attracted the attention of international academic community since the Han Chunyu incident in 2017. Instead of taking the ethical angle, this paper tackles the issue of research integrity by incorporating the analytical skills from political philosophy and the game theory. Maintaining research integrity and protecting academic reputation does not just egotistically and strategically protects the researchers themselves, but at the same while politically and socially protect the academic community.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.006
Abstract:
It is of great practical significance to explore the impact of the Internet use on the development of adolescents' literacy. Based on the survey data from Programme for International Student Assessment (PISA) in the four provinces of Beijing, Shanghai, Jiangsu and Guangdong in 2015, this paper used the propensity score matching method to control the sample selection bias, and examined the impact of Internet use on students' academic literacy and the moderating effect of Internet use motivation. This study found that after controlling for students' psychological and behavioral characteristics, school network environment and family background, students who spend more than six hours on Internet outside of school on a typical weekday showed significantly lower mathematical, reading and scientific literacy. The influence of internet use on students' academic literacy is increasing with the increase of online entertainment frequency. The lower literacy caused by Internet addiction mainly exists in rural areas among the disadvantaged groups with lower economic, social, and cultural status, which results in the expansion of educational inequality. Further, the negative effect of Internet addiction on the development of adolescents should be paid attention to by policy makers.
It is of great practical significance to explore the impact of the Internet use on the development of adolescents' literacy. Based on the survey data from Programme for International Student Assessment (PISA) in the four provinces of Beijing, Shanghai, Jiangsu and Guangdong in 2015, this paper used the propensity score matching method to control the sample selection bias, and examined the impact of Internet use on students' academic literacy and the moderating effect of Internet use motivation. This study found that after controlling for students' psychological and behavioral characteristics, school network environment and family background, students who spend more than six hours on Internet outside of school on a typical weekday showed significantly lower mathematical, reading and scientific literacy. The influence of internet use on students' academic literacy is increasing with the increase of online entertainment frequency. The lower literacy caused by Internet addiction mainly exists in rural areas among the disadvantaged groups with lower economic, social, and cultural status, which results in the expansion of educational inequality. Further, the negative effect of Internet addiction on the development of adolescents should be paid attention to by policy makers.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2020.04.003
Abstract:
Based on the 2006—2017 study period, the PVAR model used the study to empirically analyze the number of international students from 44 sample countries along the Belt and Road route and the ongoing impact of China's direct investment in China. On the whole, there is a significant interdependence between the two. The results show that the growth of OFDI scale has a significantly positive impact on the inflow of international students in the countries along the route in the short term, which is a strong driving force for the further development of the relationship between the two countries and has a certain guiding effect. The overall quality is not high and its economic contribution rate is low . While OFDI expansion has a certain pull for its own further development, the motivation is not enough,Influenced by the internationalization level of higher education in China, and the status of the international value chain and other factors, the contribution of bilateral talent stock to attracting international students to come to China is limited. Therefore, the study holds that the government should reasonably evaluate the investment environment of the countries along the route and intensively operate the OFDI development model for the optimization of the location resource structure and improve the global value chain. At the same time, it’s important to set up an international talent exchange system and improve the quality assurance system of study international education for, the development of China's core competitiveness of human resources.
Based on the 2006—2017 study period, the PVAR model used the study to empirically analyze the number of international students from 44 sample countries along the Belt and Road route and the ongoing impact of China's direct investment in China. On the whole, there is a significant interdependence between the two. The results show that the growth of OFDI scale has a significantly positive impact on the inflow of international students in the countries along the route in the short term, which is a strong driving force for the further development of the relationship between the two countries and has a certain guiding effect. The overall quality is not high and its economic contribution rate is low . While OFDI expansion has a certain pull for its own further development, the motivation is not enough,Influenced by the internationalization level of higher education in China, and the status of the international value chain and other factors, the contribution of bilateral talent stock to attracting international students to come to China is limited. Therefore, the study holds that the government should reasonably evaluate the investment environment of the countries along the route and intensively operate the OFDI development model for the optimization of the location resource structure and improve the global value chain. At the same time, it’s important to set up an international talent exchange system and improve the quality assurance system of study international education for, the development of China's core competitiveness of human resources.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2000.01.008
Abstract:
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2017.04.011
Abstract:
Different motivations influence creativity in different ways. Intrinsic motivation enhances creativity by helping people focus on creative process itself. Previous studies used to investigate the impacts of intrinsic and extrinsic motivations on creativity separately, while now the focus is transferring to integrate both of them. Further research should explore how intrinsic and extrinsic motivations influence creative problem solving interactively, considering types of creativity tasks. The self determination theory (SDT) provides a desirable explanation for disagreements on the impacts of intrinsic and extrinsic motivations on creativity. Approach motivation promotes creativity with flexibility, so does avoidance motivation with persistence. Recent researches began to testify the effects of social motivations on creativity. The studies revealed that prosocial motivation affects creativity combined with intrinsic motivation. All in all, future research should address two scientific issues. First, how do various motivations influence creativity in integrated or interactive ways? Second, what are the general mechanisms underlying the effects of motivations on creativity?
Different motivations influence creativity in different ways. Intrinsic motivation enhances creativity by helping people focus on creative process itself. Previous studies used to investigate the impacts of intrinsic and extrinsic motivations on creativity separately, while now the focus is transferring to integrate both of them. Further research should explore how intrinsic and extrinsic motivations influence creative problem solving interactively, considering types of creativity tasks. The self determination theory (SDT) provides a desirable explanation for disagreements on the impacts of intrinsic and extrinsic motivations on creativity. Approach motivation promotes creativity with flexibility, so does avoidance motivation with persistence. Recent researches began to testify the effects of social motivations on creativity. The studies revealed that prosocial motivation affects creativity combined with intrinsic motivation. All in all, future research should address two scientific issues. First, how do various motivations influence creativity in integrated or interactive ways? Second, what are the general mechanisms underlying the effects of motivations on creativity?
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2007.03.002
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doi: 10.16382/j.cnki.1000-5560.2005.02.012
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, Available online ,
doi: 10.16382/j.cnki.100-5560.2007.01.001
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doi: 10.16382/j.cnki.1000-5560.1996.02.008
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, Available online ,
doi: 10.16382/j.cnki.1000-5560.2001.04.007
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, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.06.013
Abstract:
The impact of interagency coordination on education reform is mainly reflected in decision-making of goals, resource allocation and policy innovation. Different from the usual practice of collaboration and cooperation between government departments, interagency coordination in education reform aims to form new policies and rules accepted by participant departments which have the willingness to implement them. This research attempts to use relevant theories and analytical tools regarding government reform, and establish a two-dimensional analysis framework of factor-process applicable to the interagency coordination of education reform in China. The dimension of factors briefly analyzes three factors and their possible forms, i.e. coordination matter, coordination organization and coordination method. Process dimension, based on the task attributes of reform at different stages and their differentiation into politics or technology, discusses the interaction between different factors. By using this framework to conduct an empirical analysis on a comprehensive education reform in a province, it is found that the purposiveness of each participant department is an important indicator to test the effect of interagency coordination. At different stages of reform, the nature and complexity of coordination matters are the reference factors to judge the appropriateness for the timing of the coordination organization's involvement and the suitability for coordination methods.
The impact of interagency coordination on education reform is mainly reflected in decision-making of goals, resource allocation and policy innovation. Different from the usual practice of collaboration and cooperation between government departments, interagency coordination in education reform aims to form new policies and rules accepted by participant departments which have the willingness to implement them. This research attempts to use relevant theories and analytical tools regarding government reform, and establish a two-dimensional analysis framework of factor-process applicable to the interagency coordination of education reform in China. The dimension of factors briefly analyzes three factors and their possible forms, i.e. coordination matter, coordination organization and coordination method. Process dimension, based on the task attributes of reform at different stages and their differentiation into politics or technology, discusses the interaction between different factors. By using this framework to conduct an empirical analysis on a comprehensive education reform in a province, it is found that the purposiveness of each participant department is an important indicator to test the effect of interagency coordination. At different stages of reform, the nature and complexity of coordination matters are the reference factors to judge the appropriateness for the timing of the coordination organization's involvement and the suitability for coordination methods.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2021.03.009
Abstract:
For quite a few years, alumni organizations have become objects of restricted development due to fear of being involved in “Bangquan Culture”, and their functions are mostly limited to personal friendship and raising funds for HETs. Looking at the emergency rescue action case of Wuhan University alumni organization during COVID-19 in 2020, it can be found that the alumni organization could adjust its action demands timely in response to the changes in social demand under the determined role. Alumni organization used the “alumni identity” as the credit basis required of a large-scale alumni call, and could quickly make a response and take coordinate actions driven by some alumni leaders so as to complete the public construction in the process of producing various public products. The public growth of alumni organizations would promote their organization growth simultaneously, that is, the organizational structure from “alumni association of alumni”and “alumni association of university” to “alumni association of society”, the organizational function from “personal friendships” and “mutual indebtedness” to “public welfare”. The case shows that alumni organizations have giant potentials and advantages that other social organizations do not own in providing social public products. Therefore, the role of university alumni associations should be reviewed.
For quite a few years, alumni organizations have become objects of restricted development due to fear of being involved in “Bangquan Culture”, and their functions are mostly limited to personal friendship and raising funds for HETs. Looking at the emergency rescue action case of Wuhan University alumni organization during COVID-19 in 2020, it can be found that the alumni organization could adjust its action demands timely in response to the changes in social demand under the determined role. Alumni organization used the “alumni identity” as the credit basis required of a large-scale alumni call, and could quickly make a response and take coordinate actions driven by some alumni leaders so as to complete the public construction in the process of producing various public products. The public growth of alumni organizations would promote their organization growth simultaneously, that is, the organizational structure from “alumni association of alumni”and “alumni association of university” to “alumni association of society”, the organizational function from “personal friendships” and “mutual indebtedness” to “public welfare”. The case shows that alumni organizations have giant potentials and advantages that other social organizations do not own in providing social public products. Therefore, the role of university alumni associations should be reviewed.
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2019.05.003
Abstract:
Since the second half of the 19th century, technology has been a research focus in philosophy, media, sociology and other disciplines. In contrast, researches on technology in pedagogy theory lag far behind. In fact, the development of pedagogy keeps pace with the technological development in the technological era. Looking back on the development of pedagogy, we can find its inherent technological logic. Technology exists as knowledge (curriculum), skills, value orientation, mode of thinking, evaluation criteria and performance goals; all these make education a technology system and a giant machine. Pedagogy is a knowledge system that provides legitimate and reasonable arguments for this system and its formation process. Technological logic is the fundamental logic for the development of pedagogy. In the era of AI, there are two possibilities for the development of pedagogy. One is the inevitable response of pedagogy to the challenge of AI. It's reflected in the theoretical response to the changes in educational practice, the theoretical reconstruction of the changes in fundamental educational problems, and the reconstruction of discipline system based on changes in scientific standards of disciplines. The other is the possible response of pedagogy. Facing the challenge and potential danger of AI to human survival, the disciplinary mission of pedagogy will change from conformity to liberation, and its core concept will change from plasticity to consciousness.
Since the second half of the 19th century, technology has been a research focus in philosophy, media, sociology and other disciplines. In contrast, researches on technology in pedagogy theory lag far behind. In fact, the development of pedagogy keeps pace with the technological development in the technological era. Looking back on the development of pedagogy, we can find its inherent technological logic. Technology exists as knowledge (curriculum), skills, value orientation, mode of thinking, evaluation criteria and performance goals; all these make education a technology system and a giant machine. Pedagogy is a knowledge system that provides legitimate and reasonable arguments for this system and its formation process. Technological logic is the fundamental logic for the development of pedagogy. In the era of AI, there are two possibilities for the development of pedagogy. One is the inevitable response of pedagogy to the challenge of AI. It's reflected in the theoretical response to the changes in educational practice, the theoretical reconstruction of the changes in fundamental educational problems, and the reconstruction of discipline system based on changes in scientific standards of disciplines. The other is the possible response of pedagogy. Facing the challenge and potential danger of AI to human survival, the disciplinary mission of pedagogy will change from conformity to liberation, and its core concept will change from plasticity to consciousness.
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doi: 10.16382/j.cnki.1000-5560.1994.03.0l1
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doi: 10.16382/j.cnki.1000-5560.2017.02.006
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School bullying occurs both in China and other countries. The pernicious influence of school bullying is gaining more public concern these years. In fact, it is a global phenomenon. After reviewing literature from China and abroad, we discuss the psychological characteristics of bullies and victims as well as the influence of social environment. Treatment methods are presented in the last section. First, the concept of school bullying is defined. School bullying is the kind of intentional, repetitive aggressive behavior that occurs at schools among students who own power differentials. School bullying includes physical, verbal, relational, cyber attack behavior which always influences victims' mental and physical health. Victims and bullies are the main participants of school bullying. As far as bullies are concerned, their aggressive behaviors are related to physiological factors such as age and gender as well as social factors such as their craving for high social status. Bullies should not be regarded blindly as evil because they are actually victims of their family or social environment. Also, their aggressive behaviors may have historical background and causes. Only after ruminating on their aggressive behaviors can we cope with the problem. In addition, the risk factors of victims such as being out of the ordinary, being solitary and being rejected are stated. However, the bullies are attracted to the psychological weakness implicitly presented by the victims. Only after the self-esteem of victim is enhanced can the occurrence of bullying be restrained. Moreover, according to Society Ecosystems Theory, environment such as family, school and society play important role in school bullying and have mutual effect. This article suggests that it is necessary to create a liberal, equal, supportive, and intimate environment. Finally, the paper discusses treatment methods of school bullying. The growing public awareness of school bullying does not necessarily mean the decreasing incidence of it. And school bullying intervention should be problem-based adopting interdisciplinary approaches. For example, legal researchers should set a bottom line of attacking behavior in order to prevent extreme malignance and produce warning effects. Educational researchers should refer to school intervention approaches from China and abroad, such as creating a positive school climate at the school level, carrying out anti-bullying program at the classroom level or providing counseling at the individual level. A fair, liberal, harmonious, supportive and safe environment is mentioned. Furthermore, we suggest that a good intervention program in place will make bullies unwilling to, unable to, and not daring to bully. Setting bottom line of the law makes bullies unable to do so. Behavioral control at schools prevents bullies from daring to do so. Psychological counseling or other psychological methods make bullies unwilling to do so by improving themselves inherently. Lastly, we point out that the connotation and extension of school bullying should be strictly defined and school bullying should not be intervened unlimitedly because conflicts can improve one's interpersonal skills in some way.
School bullying occurs both in China and other countries. The pernicious influence of school bullying is gaining more public concern these years. In fact, it is a global phenomenon. After reviewing literature from China and abroad, we discuss the psychological characteristics of bullies and victims as well as the influence of social environment. Treatment methods are presented in the last section. First, the concept of school bullying is defined. School bullying is the kind of intentional, repetitive aggressive behavior that occurs at schools among students who own power differentials. School bullying includes physical, verbal, relational, cyber attack behavior which always influences victims' mental and physical health. Victims and bullies are the main participants of school bullying. As far as bullies are concerned, their aggressive behaviors are related to physiological factors such as age and gender as well as social factors such as their craving for high social status. Bullies should not be regarded blindly as evil because they are actually victims of their family or social environment. Also, their aggressive behaviors may have historical background and causes. Only after ruminating on their aggressive behaviors can we cope with the problem. In addition, the risk factors of victims such as being out of the ordinary, being solitary and being rejected are stated. However, the bullies are attracted to the psychological weakness implicitly presented by the victims. Only after the self-esteem of victim is enhanced can the occurrence of bullying be restrained. Moreover, according to Society Ecosystems Theory, environment such as family, school and society play important role in school bullying and have mutual effect. This article suggests that it is necessary to create a liberal, equal, supportive, and intimate environment. Finally, the paper discusses treatment methods of school bullying. The growing public awareness of school bullying does not necessarily mean the decreasing incidence of it. And school bullying intervention should be problem-based adopting interdisciplinary approaches. For example, legal researchers should set a bottom line of attacking behavior in order to prevent extreme malignance and produce warning effects. Educational researchers should refer to school intervention approaches from China and abroad, such as creating a positive school climate at the school level, carrying out anti-bullying program at the classroom level or providing counseling at the individual level. A fair, liberal, harmonious, supportive and safe environment is mentioned. Furthermore, we suggest that a good intervention program in place will make bullies unwilling to, unable to, and not daring to bully. Setting bottom line of the law makes bullies unable to do so. Behavioral control at schools prevents bullies from daring to do so. Psychological counseling or other psychological methods make bullies unwilling to do so by improving themselves inherently. Lastly, we point out that the connotation and extension of school bullying should be strictly defined and school bullying should not be intervened unlimitedly because conflicts can improve one's interpersonal skills in some way.
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doi: 10.16382/j.cnki.1000-5560.2021.03.003
Abstract:
This paper examines the progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. The paper also analyzes the official documents by the European Commission and other organizations. Literature in the field of evidence-based education worldwide is examined to identify the primary challenges and issues related to the development of a culture of evidence in Europe’s education sector. It provides a point of reference regarding the initiatives already undertaken and the challenges facing evidence-based educational policies and policymaking in Europe.
This paper examines the progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. The paper also analyzes the official documents by the European Commission and other organizations. Literature in the field of evidence-based education worldwide is examined to identify the primary challenges and issues related to the development of a culture of evidence in Europe’s education sector. It provides a point of reference regarding the initiatives already undertaken and the challenges facing evidence-based educational policies and policymaking in Europe.
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doi: 10.16382/j.cnki.1000-5560.2021.01.005
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The legal status of students is a basic theoretical issue in the study of educational law and a major practical issue in the process of educational law in China. Students’ rights and obligations are the embodiment of students’ legal status. Based on the current education law on student rights and obligations, the legal status of students can be summarized as a special civil subject in civil law and a special administrative counterpart in administrative law. At present, the students’ right to education is deficient in litigation, procedures and justice. Therefore, it is necessary to bring the relief of the right to education into administrative and judicial review, to provide comprehensive relief to the rights of students, to take into account both substantive rights and procedural rights, and to guarantee the realization of the right to education of students according to law.
The legal status of students is a basic theoretical issue in the study of educational law and a major practical issue in the process of educational law in China. Students’ rights and obligations are the embodiment of students’ legal status. Based on the current education law on student rights and obligations, the legal status of students can be summarized as a special civil subject in civil law and a special administrative counterpart in administrative law. At present, the students’ right to education is deficient in litigation, procedures and justice. Therefore, it is necessary to bring the relief of the right to education into administrative and judicial review, to provide comprehensive relief to the rights of students, to take into account both substantive rights and procedural rights, and to guarantee the realization of the right to education of students according to law.
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doi: 10.16382/j.cnki.1000-5560.2019.05.009
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Classroom discourse is the core of classroom reform. One of the characteristics of traditional classrooms is teachers' control of dialogues in the classroom, which is manifested in IRE. What classroom discourse is needed to promote students' higher order thinking and social development? This paper explores the profound changes in the structure, content and function of the classroom discourse in the last 20 years. It then describes the breakthroughs in this field, which allow students to engage in academic discussions and dialogues, and make discourse a social norm rather than just passing on knowledge. Based on these findings, this paper takes the course of discourse design in reading classroom as an example to explore the possibility of discourse reform in traditional classrooms.
Classroom discourse is the core of classroom reform. One of the characteristics of traditional classrooms is teachers' control of dialogues in the classroom, which is manifested in IRE. What classroom discourse is needed to promote students' higher order thinking and social development? This paper explores the profound changes in the structure, content and function of the classroom discourse in the last 20 years. It then describes the breakthroughs in this field, which allow students to engage in academic discussions and dialogues, and make discourse a social norm rather than just passing on knowledge. Based on these findings, this paper takes the course of discourse design in reading classroom as an example to explore the possibility of discourse reform in traditional classrooms.
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doi: 10.16382/j.cnki.1000-5560.1999.01.007
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doi: 10.16382/j.cnki.1000-5560.2019.06.010
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Emotional labor is a double-edged sword. In earlier studies, most researchers focus on the negative effects of emotional labor such as work-related stress, burnout and physical and mental health resulting from emotional labor. In more recent studies, researchers have taken notice of the positive effects of emotional labor such as increase in salary and actualization of self-achievement. Utilizing a sample of 1, 040 teachers from different types of kindergartens, this study explores emotional labor among kindergarten teachers. The results show:(a) kindergarten teachers "seldom" display surface acting, "sometimes" or "often" display deep acting, and almost "always" display natural acting; (b) surface acting is positively related to teachers' work effort, teaching experience, and family interference; (c) deep acting has a negative effect on emotional exhaustion and low accomplishment while natural acting has a negative effect on low accomplishment and depersonalization. While the results are somewhat inconsistent with those in traditional studies in the area, they well reflect the uniqueness of emotional labor in preschool education and resonate with the international movement of reconstruction of early childhood education. Since the sense of professional achievement and satisfaction is crucial to raising social status of kindergarten teachers, this study also has implications for the development of professional standards for kindergarten teachers.
Emotional labor is a double-edged sword. In earlier studies, most researchers focus on the negative effects of emotional labor such as work-related stress, burnout and physical and mental health resulting from emotional labor. In more recent studies, researchers have taken notice of the positive effects of emotional labor such as increase in salary and actualization of self-achievement. Utilizing a sample of 1, 040 teachers from different types of kindergartens, this study explores emotional labor among kindergarten teachers. The results show:(a) kindergarten teachers "seldom" display surface acting, "sometimes" or "often" display deep acting, and almost "always" display natural acting; (b) surface acting is positively related to teachers' work effort, teaching experience, and family interference; (c) deep acting has a negative effect on emotional exhaustion and low accomplishment while natural acting has a negative effect on low accomplishment and depersonalization. While the results are somewhat inconsistent with those in traditional studies in the area, they well reflect the uniqueness of emotional labor in preschool education and resonate with the international movement of reconstruction of early childhood education. Since the sense of professional achievement and satisfaction is crucial to raising social status of kindergarten teachers, this study also has implications for the development of professional standards for kindergarten teachers.
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doi: 10.16382/j.cnki.1000-5560.2000.02.009
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doi: 10.16382/j.cnki.1000-5560.2001.03.006
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doi: 10.16382/j.cnki.1000-5560.2016.03.004
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Due to the overlap in their educational goals, international organizations and economies possess both similarities and differences in the selection and framework construction of 21st Century Competencies. This article first presents different frameworks for 21st Century Competencies. For instance, the framework of OECD aims to help its citizens live a successful life and develop well-functioning societies; the EU framework is to sharpen citizens' learning skills and promote lifelong learning; and the US P21 framework is to cultivate creativity and entrepreneurship with a focus on the needs of job market. Frameworks of some Asian economies like Singapore, and Mainland China, emphasize core values and sense of responsibility. Still there are other frameworks focusing on enriching citizens' daily life and improving the quality of their leisure time, such as Russia's framework. Then it identifies 18 competencies from 29 frameworks, which are categorized into two groups: subject-specific and general competencies. Next, the authors offer a comparative analysis of how much attention are paid to the 18 competencies in different frameworks, especially the discrepancy in competency selection between high-income, middle-and lower-income economies.Findings show that competency frameworks are characterized by inclusiveness, comprehensiveness and diversity. Seven competencies have gained attention from most organizations and economies, including competencies of communication and collaboration, information, creativity and problem solving, self-perception and self-control, critical thinking, learning skills and lifelong learning, civic responsibility and social participation. However, competencies like environment, finance, life planning and well-being and leadership, which are considered important in future education development, are not incorporated in many frameworks. Moreover, most economies have incorporated competencies like language, mathematics, humanities, sports and health, critical thinking, communication and collaboration, civic responsibility and social participation. High-income economies pay special attention to several competencies, such as information literacy, creativity and problem solving, cross-cultural competence, especially self-perception and self-control. Competencies like science and technology, art, environment, especially learning skills and lifelong learning, have become the focus of the middle-and lower-income groups.In conclusion, based on the analysis above, the article makes some policy suggestions regarding the development of 21st Century Competencies frameworks. Competencies should be developed in line with the times, global trends, regional demands, and local educational goals. The concept of competencies should be precisely interpreted and a systematic network within competencies should also be established. The framework and education practice of 21st century competencies should focus on lifelong learning. In particular, it's important to pursue some eternal competencies facing the future.
Due to the overlap in their educational goals, international organizations and economies possess both similarities and differences in the selection and framework construction of 21st Century Competencies. This article first presents different frameworks for 21st Century Competencies. For instance, the framework of OECD aims to help its citizens live a successful life and develop well-functioning societies; the EU framework is to sharpen citizens' learning skills and promote lifelong learning; and the US P21 framework is to cultivate creativity and entrepreneurship with a focus on the needs of job market. Frameworks of some Asian economies like Singapore, and Mainland China, emphasize core values and sense of responsibility. Still there are other frameworks focusing on enriching citizens' daily life and improving the quality of their leisure time, such as Russia's framework. Then it identifies 18 competencies from 29 frameworks, which are categorized into two groups: subject-specific and general competencies. Next, the authors offer a comparative analysis of how much attention are paid to the 18 competencies in different frameworks, especially the discrepancy in competency selection between high-income, middle-and lower-income economies.Findings show that competency frameworks are characterized by inclusiveness, comprehensiveness and diversity. Seven competencies have gained attention from most organizations and economies, including competencies of communication and collaboration, information, creativity and problem solving, self-perception and self-control, critical thinking, learning skills and lifelong learning, civic responsibility and social participation. However, competencies like environment, finance, life planning and well-being and leadership, which are considered important in future education development, are not incorporated in many frameworks. Moreover, most economies have incorporated competencies like language, mathematics, humanities, sports and health, critical thinking, communication and collaboration, civic responsibility and social participation. High-income economies pay special attention to several competencies, such as information literacy, creativity and problem solving, cross-cultural competence, especially self-perception and self-control. Competencies like science and technology, art, environment, especially learning skills and lifelong learning, have become the focus of the middle-and lower-income groups.In conclusion, based on the analysis above, the article makes some policy suggestions regarding the development of 21st Century Competencies frameworks. Competencies should be developed in line with the times, global trends, regional demands, and local educational goals. The concept of competencies should be precisely interpreted and a systematic network within competencies should also be established. The framework and education practice of 21st century competencies should focus on lifelong learning. In particular, it's important to pursue some eternal competencies facing the future.
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doi: 10.16382/j.cnki.1000-5560.2000.01.002
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doi: 10.16382/j.cnki.1000-5560.2021.06.007
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The logical starting point of China’s higher education legal system originates from China’s constitution, education law and its corresponding Chinese education legal system, which is the natural extension and logical expansion of China’s education legal system. However, the coexistence of Higher Education Law and Academic Degrees Ordinance has resulted in the technical separation of higher education legal system, and formed in the practice of rule of law the dual implementation system of management in higher education and academic discipline. Through the systematic analysis of the substantive structure and legislative mode of China’s higher education legal system, this paper puts forward that during the “fourteenth five-year plan” period, China’s higher education legal system should be improved from the aspects of codification, unification, hierarchy and classification.
The logical starting point of China’s higher education legal system originates from China’s constitution, education law and its corresponding Chinese education legal system, which is the natural extension and logical expansion of China’s education legal system. However, the coexistence of Higher Education Law and Academic Degrees Ordinance has resulted in the technical separation of higher education legal system, and formed in the practice of rule of law the dual implementation system of management in higher education and academic discipline. Through the systematic analysis of the substantive structure and legislative mode of China’s higher education legal system, this paper puts forward that during the “fourteenth five-year plan” period, China’s higher education legal system should be improved from the aspects of codification, unification, hierarchy and classification.
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doi: 10.16382/j.cnki.1000-5560.2006.01.009
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doi: 10.16382/j.cnki.1000-5560.2001.01.010
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doi: 10.16382/j.cnki.1000-5560.1999.03.009
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doi: 10.16382/j.cnki.1000-5560.1998.02.00
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doi: 10.16382/j.cnki.1000-5560.2004.03.006
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doi: 10.16382/j.cnki.1000-5560.2019.05.004
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Historically, there existed many definitions of knowledge and various perspectives on knowledge, but most of them regarded knowledge as correct, tested and systematically processed by experts and scholars. Since the birth of the Internet, human experience has been recorded in details, stored in digital media, and spread rapidly through the Internet. A new type of knowledge has emerged or got recognized. This kind of knowledge is called soft knowledge, which is still in its forming process and has not been processed and sorted out systematically, while the traditional knowledge is called hard knowledge, which has been processed and sorted out systematically. The index to distinguish between soft and hard knowledge is the stability of knowledge, including the stability of structure, content and value. The concept of knowledge marked by the division of hard and soft knowledge is called new perspective on knowledge. New concept of knowledge has brought about a series of changes, including new learning concepts, new teaching concepts, and new theories and models of teaching and learning, which will have a profound impact on educational reform and educational informatization in the new era.
Historically, there existed many definitions of knowledge and various perspectives on knowledge, but most of them regarded knowledge as correct, tested and systematically processed by experts and scholars. Since the birth of the Internet, human experience has been recorded in details, stored in digital media, and spread rapidly through the Internet. A new type of knowledge has emerged or got recognized. This kind of knowledge is called soft knowledge, which is still in its forming process and has not been processed and sorted out systematically, while the traditional knowledge is called hard knowledge, which has been processed and sorted out systematically. The index to distinguish between soft and hard knowledge is the stability of knowledge, including the stability of structure, content and value. The concept of knowledge marked by the division of hard and soft knowledge is called new perspective on knowledge. New concept of knowledge has brought about a series of changes, including new learning concepts, new teaching concepts, and new theories and models of teaching and learning, which will have a profound impact on educational reform and educational informatization in the new era.
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doi: 10.16382/j.cnki.1000-5560.2006.03.004
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doi: 10.16382/j.cnki.1000-5560.1996.04.011
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doi: 10.16382/j.cnki.10005560.2002.02.005
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doi: 10.16382/j.cnki.100-5560.2007.02.003
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doi: 10.16382/j.cnki.1000-5560.2017.03.015
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European Union as well as its member countries, has already shifted the research focus to the relationship between policymaking and the educational/pedagogical practice. This Shift is impelled by evidence. Admittedly, it breeds evidence-based education under such a condition and is boosted by International Large Scale Assessment in Education. Then further the particular Education Monitoring System, which consists of three aspects, incorporating external evaluation of schools, internal evaluation of schools as well as student achievement evaluation in each member countries of EU is formulated. However, research project named "Leadership, Improvement for Student Achievement", 2007 initiated by European Union, could provide vividly an example. The greatest benefit from such a project only belongs to win-win in interactions among such three elements.In other words, the goal for win-win is going to be achieved only by the interactions of education research, education policy alongside teaching practice through the Evidence-base. Evidence-base marks undoubtedly a new tendency in the empirical education research of the European Union. Three inspirations are obtained from this tendency. First of all, the evidence sharing, which aim is formulating an evidence sharing mechanism for education research and education practice alongside education administration. Second, institution co-constructing, which is mainly for generating new knowledge, method and ideal of the Evidence-base, and further promoting productivity of education evidence and enforceability of education policy alongside the creativity of teaching practice.Third, win-win in values, whose focus is predominantly on the from the Evidence-base conceived vitality. Whilst such vitality not only demonstrated the win-win in the European valueson the part of EU education, but also in regenerating of the education values from the EU aspect.
European Union as well as its member countries, has already shifted the research focus to the relationship between policymaking and the educational/pedagogical practice. This Shift is impelled by evidence. Admittedly, it breeds evidence-based education under such a condition and is boosted by International Large Scale Assessment in Education. Then further the particular Education Monitoring System, which consists of three aspects, incorporating external evaluation of schools, internal evaluation of schools as well as student achievement evaluation in each member countries of EU is formulated. However, research project named "Leadership, Improvement for Student Achievement", 2007 initiated by European Union, could provide vividly an example. The greatest benefit from such a project only belongs to win-win in interactions among such three elements.In other words, the goal for win-win is going to be achieved only by the interactions of education research, education policy alongside teaching practice through the Evidence-base. Evidence-base marks undoubtedly a new tendency in the empirical education research of the European Union. Three inspirations are obtained from this tendency. First of all, the evidence sharing, which aim is formulating an evidence sharing mechanism for education research and education practice alongside education administration. Second, institution co-constructing, which is mainly for generating new knowledge, method and ideal of the Evidence-base, and further promoting productivity of education evidence and enforceability of education policy alongside the creativity of teaching practice.Third, win-win in values, whose focus is predominantly on the from the Evidence-base conceived vitality. Whilst such vitality not only demonstrated the win-win in the European valueson the part of EU education, but also in regenerating of the education values from the EU aspect.
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doi: 10.16382/j.cnki.1000-5560.2003.04.012
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doi: 10.16382/j.cnki.1000-5560.1999.03.002
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The self-knowledge of personality is the self-perception of individuals' thinking, emotion, behavior and reputation. Usually, it is obtained by introspection, the self-and other-observing of behavior. The study indicated that there is some moderately correlation between self-knowledge of personality and behavior, people have some insight of his or her personality and the accuracy is changed with personality dimensions. Influenced by the information and motivation obstacle, the self-knowledge of personality has its own limits. Because of the blind spot and motivation factor in self-perception, people cannot judge himself or herself without any prejudice like stranger, there exist asymmetry between the self and other knowledge of personality. There are some effective ways to improve the accuracy of self-knowledge of personality, such as providing the true feedback information, reducing the self-protection motivation, using mindfulness skills and insisting on be-yourself.
The self-knowledge of personality is the self-perception of individuals' thinking, emotion, behavior and reputation. Usually, it is obtained by introspection, the self-and other-observing of behavior. The study indicated that there is some moderately correlation between self-knowledge of personality and behavior, people have some insight of his or her personality and the accuracy is changed with personality dimensions. Influenced by the information and motivation obstacle, the self-knowledge of personality has its own limits. Because of the blind spot and motivation factor in self-perception, people cannot judge himself or herself without any prejudice like stranger, there exist asymmetry between the self and other knowledge of personality. There are some effective ways to improve the accuracy of self-knowledge of personality, such as providing the true feedback information, reducing the self-protection motivation, using mindfulness skills and insisting on be-yourself.
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doi: 10.16382/j.cnki.1000-5560.2015.02.012
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Sishu in ancient China used to be the dominant institution of elementary education. With the social transformation and modernization in China since 1840, the traditional education system faced great challenges, hence the transformation of modern education. In elementary education system, the co-existence of both traditional and modern systems resulted in the fact that it was not until the late 20th century that the modernization of Chinese education was completed. It was a long transition process, from the disappearance of Sishu to the popularization of modern schools and the establishment of modern education system. After that, Chinese education has departed from the traditional system completely and is now moving towards modernization.
Sishu in ancient China used to be the dominant institution of elementary education. With the social transformation and modernization in China since 1840, the traditional education system faced great challenges, hence the transformation of modern education. In elementary education system, the co-existence of both traditional and modern systems resulted in the fact that it was not until the late 20th century that the modernization of Chinese education was completed. It was a long transition process, from the disappearance of Sishu to the popularization of modern schools and the establishment of modern education system. After that, Chinese education has departed from the traditional system completely and is now moving towards modernization.
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doi: 10.16382/j.cnki.1000-5560.2009.02.004
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doi: 10.16382/j.cnki.1000-5560.2001.01.003
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doi: 10.16382/j.cnki.1000-5560.2000.02.003
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doi: 10.16382/j.cnki.1000-5560.2004.01.014
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doi: 10.16382/j.cnki.1000-5560.2019.06.007
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The theory of higher education development offers a fundamental view of the past, present and future issues of higher education development. After systematization and abstraction, it forms a knowledge system that helps understand and grasp the laws that governing the development of higher education. While the theory of higher education development has mainly dealt with the relationship between the theory and practice of higher education development, there is a lack of in-depth systematic research on the relationship between the theory and the policy of higher education development. Based on the three elements of higher education development-the essence, the value and the way, the authors reconstruct an analysis framework of the theory-value-policy of higher education development, aiming at exploring the impact of educational development theory on higher education policy.
The theory of higher education development offers a fundamental view of the past, present and future issues of higher education development. After systematization and abstraction, it forms a knowledge system that helps understand and grasp the laws that governing the development of higher education. While the theory of higher education development has mainly dealt with the relationship between the theory and practice of higher education development, there is a lack of in-depth systematic research on the relationship between the theory and the policy of higher education development. Based on the three elements of higher education development-the essence, the value and the way, the authors reconstruct an analysis framework of the theory-value-policy of higher education development, aiming at exploring the impact of educational development theory on higher education policy.
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doi: 10.16382/j.cnki.1000-5560.2017.06.003
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Over 30 years of reform and development in China have witnessed the establishment of non-governmental education, which is closely linked with its governance system. At present and in the future, the innovation of governance system of non-governmental education centers and will center on three core topics, namely classification management, government functions and the corporation system. First, exploring a scientific approach to classification management is the most important system arrangement to strengthen the legal basis and consummate the top-level system design for non-governmental education. Second, transforming the government functions is the major incentive to achieve good governing and stimulate the intrinsic vitality for non-governmental schools. Third, improving the corporate governance is key to the micro self-government and stable operations for non-governmental schools. With the deepening of comprehensive reform in education, the institutional environment of non-governmental education in China will be further improved.
Over 30 years of reform and development in China have witnessed the establishment of non-governmental education, which is closely linked with its governance system. At present and in the future, the innovation of governance system of non-governmental education centers and will center on three core topics, namely classification management, government functions and the corporation system. First, exploring a scientific approach to classification management is the most important system arrangement to strengthen the legal basis and consummate the top-level system design for non-governmental education. Second, transforming the government functions is the major incentive to achieve good governing and stimulate the intrinsic vitality for non-governmental schools. Third, improving the corporate governance is key to the micro self-government and stable operations for non-governmental schools. With the deepening of comprehensive reform in education, the institutional environment of non-governmental education in China will be further improved.
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doi: 10.16382/j.cnki.1000-5560.2006.02.011
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doi: 10.16382/j.crki.1000-5560.2001.02.009
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doi: 10.16382/j.cnki.1000-5560.2004.04.011
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doi: 10.16382/j.cnki.1000-5560.2019.06.008
Abstract:
Promoting the construction of first-class universities and disciplines for the sustained development of higher education is the process of continuously improving the value of universities. This article takes the universities directly under the patronage of the Ministry of Education as the research subject. Using university financial management as the starting point, the article examines the intrinsic link between university governance and value added. Also, it constructs a theoretical analysis framework of university governance-financial management-value added, and explores the mechanism of financial management in the process of university governance and its value added. The results show that the more efficient university governance is, the more beneficial it is to university value added. University governance further promotes its value added through financial management. However, it is mainly reflected in the value of scientific research, while the improvement of teaching value is not significant.
Promoting the construction of first-class universities and disciplines for the sustained development of higher education is the process of continuously improving the value of universities. This article takes the universities directly under the patronage of the Ministry of Education as the research subject. Using university financial management as the starting point, the article examines the intrinsic link between university governance and value added. Also, it constructs a theoretical analysis framework of university governance-financial management-value added, and explores the mechanism of financial management in the process of university governance and its value added. The results show that the more efficient university governance is, the more beneficial it is to university value added. University governance further promotes its value added through financial management. However, it is mainly reflected in the value of scientific research, while the improvement of teaching value is not significant.
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Abstract:
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doi: 10.16382/j.cnki.1000-5560.2021.01.003
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The definition of the legal status of the school is the basic premise for studying the internal construction and external relations of the school. From the current judicial practice, the legal status of colleges and universities is getting clearer, but the legal status of primary and secondary schools is still to be explored, which is worth paying attention to. The legal status of primary and secondary schools in China can be divided into civil legal status and administrative legal status. According to the current legal norms of China, its definition needs to be dealt with in a diversified way according to different types of primary and secondary schools. In terms of civil legal status, public primary and secondary schools in China do not have the status of independent legal person, while private primary and secondary schools have the status of legal person. As far as administrative legal status is concerned, primary and secondary schools may be administrative counterparts or internal subsidiary in their relations with administrative organs, and may have the legal status of administrative subjects when evaluating teachers' positions and discharging students from non-compulsory education.
The definition of the legal status of the school is the basic premise for studying the internal construction and external relations of the school. From the current judicial practice, the legal status of colleges and universities is getting clearer, but the legal status of primary and secondary schools is still to be explored, which is worth paying attention to. The legal status of primary and secondary schools in China can be divided into civil legal status and administrative legal status. According to the current legal norms of China, its definition needs to be dealt with in a diversified way according to different types of primary and secondary schools. In terms of civil legal status, public primary and secondary schools in China do not have the status of independent legal person, while private primary and secondary schools have the status of legal person. As far as administrative legal status is concerned, primary and secondary schools may be administrative counterparts or internal subsidiary in their relations with administrative organs, and may have the legal status of administrative subjects when evaluating teachers' positions and discharging students from non-compulsory education.
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doi: 10.16382/j.cnki.1000-5560.2001.01.004
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doi: 10.16382/j.cnki.1000-5560.2001.04.001
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The public life means that the interlinked and interactional common life shaped by people's participation in public affairs. As the subject of public life, citizenship is able to develop in public life. To cultivating citizens and citizenship, it is necessary not only to impart knowledge teaching through citizenship curriculum, but also to form character by practicing public lifet. Only by living a public life can real citizens be cultivated. According to the character of public life, schools can become crucial spaces of public life. Furthermore, schools should transform into public life space since the current schools lack of publicity. However, school public life should not imitate social public life. It is a kind of special public life which demonstrates its uniqueness as follows, firstschool public life is a kind of quasi public life, second, it is a kind of educational public life to cultivate students' publicity, and third it is a kind of good public life consciously constructed by teachers and students.
The public life means that the interlinked and interactional common life shaped by people's participation in public affairs. As the subject of public life, citizenship is able to develop in public life. To cultivating citizens and citizenship, it is necessary not only to impart knowledge teaching through citizenship curriculum, but also to form character by practicing public lifet. Only by living a public life can real citizens be cultivated. According to the character of public life, schools can become crucial spaces of public life. Furthermore, schools should transform into public life space since the current schools lack of publicity. However, school public life should not imitate social public life. It is a kind of special public life which demonstrates its uniqueness as follows, firstschool public life is a kind of quasi public life, second, it is a kind of educational public life to cultivate students' publicity, and third it is a kind of good public life consciously constructed by teachers and students.
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doi: 10.16382/j.cnki.1000-5560.2002.03.010
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doi: 10.16382/j.cnki.1000-5560.2003.03.006
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doi: 10.16382/j.cnki.1000-5560.1997.04.010
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doi: 10.16382/j.cnki.1000-5560.1999.03.008
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doi: 10.16382/j.cnki.1000-5560.2004.01.007
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doi: 10.16382/j.cnki.1000-5560.2001.01.012
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doi: 10.16382/j.cnki.1000-5560.2009.02.011
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doi: 10.16382/j.cnki.1000-5560.2007.04.005
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doi: 10.16382/j.cnki.1000-5560.2009.01.007
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doi: 10.16382/j.cnki.1000-5560.2006.03.012
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doi: 10.16382/j.cnki.1000-5560.2019.05.014
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Learning to teach is the general feature of the notes of Xueji in the era of Confucian classics. "From learning to the origin" is the overall understanding and grasp of Xueji by Chinese ancient scholars. In the transition from the Confucian classics to the academic age, some scholars express the cultural identity of the modern academic in a new way. The Speculation of Xueji is the self-response by the Chinese people to the modern pedagogy. In translating and introducing Herbart's works, the Chinese people have started the construction of Chinese pedagogy. Drawing on Herbart's paradigm, the Notes of Xueji is an attempt to interpret educational system of Xueji from its educational purpose, methodology and psychology. The works like Modern Translation of Xueji, Annotation of Xueji, can be seen as a historical epitome of the construction of Chinese pedagogy since the founding of the People's Republic of China. As the synchronic and diachronic relations in human socialization becomes the major concern of the education history, it's essential to rethink the research paradigm of academic Xueji. In doing so, it's expected to achieve a logic analysis of Xueji as well as the integration of the history of education and the education history.
Learning to teach is the general feature of the notes of Xueji in the era of Confucian classics. "From learning to the origin" is the overall understanding and grasp of Xueji by Chinese ancient scholars. In the transition from the Confucian classics to the academic age, some scholars express the cultural identity of the modern academic in a new way. The Speculation of Xueji is the self-response by the Chinese people to the modern pedagogy. In translating and introducing Herbart's works, the Chinese people have started the construction of Chinese pedagogy. Drawing on Herbart's paradigm, the Notes of Xueji is an attempt to interpret educational system of Xueji from its educational purpose, methodology and psychology. The works like Modern Translation of Xueji, Annotation of Xueji, can be seen as a historical epitome of the construction of Chinese pedagogy since the founding of the People's Republic of China. As the synchronic and diachronic relations in human socialization becomes the major concern of the education history, it's essential to rethink the research paradigm of academic Xueji. In doing so, it's expected to achieve a logic analysis of Xueji as well as the integration of the history of education and the education history.
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doi: 10.16382/j.cnki.1000-5560.2016.02.012
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The purposeful social interaction of college students in syber space, that is, the online behavior, is not only a practice, but also a cognitive interaction. In essence, the online behavior of college students is also a kind of social behavior, which has an interactive and close relationship with the realistic morality. With the increasing popularity of the Internet and its stability, the advantage of the Internet era is becoming more prominent. But the anomie of some college students' online behaviors can never be ignored. Meanwhile, the lack of rational knowledge and moral judgment of misbehaviors online leads them to be deeply stuck.Online anomie behavior of college students has been a major concern in the field of moral researches of college students. It is also a high-risk social issue concerning many aspects, which can exert far-reaching influences. Based on the questionnaire among 1708 college students from 22 universities, 126 educators and 46 parents, this article analyzes four common types of online anomie behavior of college students: violation behavior, infringement behavior, violence behavior and crime behavior. The survey revealed that online violation behaviors existed commonly in Chinese college students, among which the most prominent behaviors were online game addiction, ill information browsing and the abuse of online languages.Meanwhile, this article offers a detailed explanation of the factors leading to the online anomie behavior of college students from internal and external dimensions. The internal dimensions include the misunderstanding of the virtual reality, the excessive worship of the online information technology and the initiatives to deal with the psychological stress. On the other hand, the external dimensions refer to the decline of social collective consciousness, the absence of norms, and the relative backwardness of the ideological and political education and management of college online. Higher educational institutions are the major places where moral education is carried out for college students. This education plays a critical role in cultivating college students' online behaviors and their moral qualities. Thus, moral educators in higher education institutions should adapt actively to the new requirements for college education in the Internet era and introduce some intervention measures, such as guiding the self-strengthening of college students' compliance awareness, intensifying the role of moral educators, innovating the methods of moral education, improving college students' online environment and implementing evaluation system of college students' online behaviors, etc.
The purposeful social interaction of college students in syber space, that is, the online behavior, is not only a practice, but also a cognitive interaction. In essence, the online behavior of college students is also a kind of social behavior, which has an interactive and close relationship with the realistic morality. With the increasing popularity of the Internet and its stability, the advantage of the Internet era is becoming more prominent. But the anomie of some college students' online behaviors can never be ignored. Meanwhile, the lack of rational knowledge and moral judgment of misbehaviors online leads them to be deeply stuck.Online anomie behavior of college students has been a major concern in the field of moral researches of college students. It is also a high-risk social issue concerning many aspects, which can exert far-reaching influences. Based on the questionnaire among 1708 college students from 22 universities, 126 educators and 46 parents, this article analyzes four common types of online anomie behavior of college students: violation behavior, infringement behavior, violence behavior and crime behavior. The survey revealed that online violation behaviors existed commonly in Chinese college students, among which the most prominent behaviors were online game addiction, ill information browsing and the abuse of online languages.Meanwhile, this article offers a detailed explanation of the factors leading to the online anomie behavior of college students from internal and external dimensions. The internal dimensions include the misunderstanding of the virtual reality, the excessive worship of the online information technology and the initiatives to deal with the psychological stress. On the other hand, the external dimensions refer to the decline of social collective consciousness, the absence of norms, and the relative backwardness of the ideological and political education and management of college online. Higher educational institutions are the major places where moral education is carried out for college students. This education plays a critical role in cultivating college students' online behaviors and their moral qualities. Thus, moral educators in higher education institutions should adapt actively to the new requirements for college education in the Internet era and introduce some intervention measures, such as guiding the self-strengthening of college students' compliance awareness, intensifying the role of moral educators, innovating the methods of moral education, improving college students' online environment and implementing evaluation system of college students' online behaviors, etc.
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doi: 10.16382/j.cnki.1000-5560.2007.01.008
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doi: 10.16382/j.cnki.1000-5560.1999.04.010
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doi: 10.16382/j.cnki.1000-5560.2000.01.011
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doi: 10.16382/j.cnki.1000-5560.2007.02.007
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doi: 10.16382/j.cnki.1000-5560.2017.05.002
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doi: 10.16382/j.cnki.1000-5560.2007.04.009
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doi: 10.16382/j.cnki.1000-5560.2008.04.006
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doi: 10.16382/j.cnki.1000-5560.2001.03.008
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Modern educator Wu rulun is not only a well known teacher of Tongcheng school, but also the dean and the famous teacher of Lotus pond Academy. He presided over the pond, such as criticism during the College's imperial examination system, attaches great importance to the dissemination of value, offering school, raising seminary funds, recruiting foreign teachers, support seminary's modern enterprises. All of these, all conform modern new education reform movement, but also full of contradictions and confusion. In the rapid social unrest, Wu rulun retiring on the Lotus pond Academy, continued with the exploration of new education.
Modern educator Wu rulun is not only a well known teacher of Tongcheng school, but also the dean and the famous teacher of Lotus pond Academy. He presided over the pond, such as criticism during the College's imperial examination system, attaches great importance to the dissemination of value, offering school, raising seminary funds, recruiting foreign teachers, support seminary's modern enterprises. All of these, all conform modern new education reform movement, but also full of contradictions and confusion. In the rapid social unrest, Wu rulun retiring on the Lotus pond Academy, continued with the exploration of new education.
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doi: 10.16382/j.cnki.1000-5560.2007.01.010
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doi: 10.16382/j.cnki.1000-5560.1998.03.001
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doi: 10.16382/j.cnki.1000-5560.2005.02.003
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doi: 10.16382/j.cnki.1000-5560.1998.02.001
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doi: 10.16382/j.cnki.1000-5560.2002.01.003
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doi: 10.16382/j.cnki.1000-5560.1998.03.010
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doi: 10.16382/j.cnki.1000-5560.2004.02.014
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doi: 10.16382/j.cnki.1000-5560.2008.03.001
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Panic is an emotional state of excessive fear which forms a kind of social character of modern people. Subjected to authority, lost trust, and the spread of selfishness were the symptoms of the panic people. The vulnerability of modern people brought by lost opportunity of liberations, the spread of artificial panic brought by scientism, and the lost of the common way of eliminating panic brought by the alienation of politics were the modern reasons for the emergence of panic people. Facing the emergence of panic people, schools should provide a relatively safer and more peaceful place. On the one hand, it can keep children away from untimely exposure to panic, and let them to form a healthy personality. On the other hand, it allows children to enter the society in the future with the ability to change social reality. Specifically, education should guide children to pursue virtue and wisdom, cultivate children's risk awareness, and build a learning community.
Panic is an emotional state of excessive fear which forms a kind of social character of modern people. Subjected to authority, lost trust, and the spread of selfishness were the symptoms of the panic people. The vulnerability of modern people brought by lost opportunity of liberations, the spread of artificial panic brought by scientism, and the lost of the common way of eliminating panic brought by the alienation of politics were the modern reasons for the emergence of panic people. Facing the emergence of panic people, schools should provide a relatively safer and more peaceful place. On the one hand, it can keep children away from untimely exposure to panic, and let them to form a healthy personality. On the other hand, it allows children to enter the society in the future with the ability to change social reality. Specifically, education should guide children to pursue virtue and wisdom, cultivate children's risk awareness, and build a learning community.
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doi: 10.16382/j.cnki.1000-5560.1997.03.012
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doi: 10.16382/j.cnki.1000-5560.1995.02.005
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doi: 10.16382/j.cnki.1000-5560.2007.03.001
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doi: 10.16382/j.cnki.1000-5560.2002.04.007
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doi: 10.16382/j.cnki.1000-5560.1994.01.009
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doi: 10.16382/j.cnki.1000-5560.1997.02.002
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"Education Modernization" is one of the most important academic products and tools in modern China educational research; moreover, it's a unique academic issue of China. Existing researches from discursive or ideology perspective were emerged in the western modernization theory and other Chinese modernization research. However, there is no corresponding research in Chinese education modernization. The combination of Foucault discourse research and sociology of knowledge, can provide a possible approach to analyze "Education Modernization" in China. With this approach, an interpretation paradigm of Education Modernization is put forward.
"Education Modernization" is one of the most important academic products and tools in modern China educational research; moreover, it's a unique academic issue of China. Existing researches from discursive or ideology perspective were emerged in the western modernization theory and other Chinese modernization research. However, there is no corresponding research in Chinese education modernization. The combination of Foucault discourse research and sociology of knowledge, can provide a possible approach to analyze "Education Modernization" in China. With this approach, an interpretation paradigm of Education Modernization is put forward.
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doi: 10.16382/j.cnki.1000-5560.2006.02.002
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doi: 10.16382/j.cnki.1000-5560.1995.02.001
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doi: 10.16382/j.cnki.1000-5560.1999.04.001
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doi: 10.16382/j.cnki.1000-5560.1998.01.005
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doi: 10.16382/j.cnki.10005560.2002.02.010
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doi: 10.16382/j.cnki.1000-5560.2016.04.002
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The history of educational body, based on the history of the body, examines the body changes of education participants and their influence on education and society, which reflects the return to the origin of education history and to the pursuit of life care for the education participants. Of course, the history of educational body, as an emerging research focus, does not occur overnight. It reflects the need and the pursuit of the study of educational history, which concerns people’s life experiences, promoted by the existing achievements and theories of the philosophy, history, education, sociology, psychology and anthropology. Some underlying disciplines like the philosophy of the body, the body history, physical education science research provide solid theoretical support for the research of the history of educational body. Meanwhile, their attention to and discussion on the body are helpful to clarify the nature and attributes of body in the research on the history of educational body. Based on this, it’s essential to form a comprehensive understanding of the participants, beyond the binary opposition mode of body and spirit.The discussion on body in those disciplines helps to clarify the need that education participants should return to the center of educational activities in the research of the educational body. Besides, the body is no longer limited to the flesh from the perspective of biology and medicine, but a physical and spiritual unity which carries abundant social meaning and understanding of the world. This epistemology resulting from these disciplines has contributed to the development of the history of educational body, which in turn led to the basic ideas behind the focus on the education participants’ body and their life. All this has provided a basis for the analysis of the feeling and experience in education. In addition, it helps to explore the rich social significance for education participants’ body and social and other interaction. Also, such body types as the division of time, space, state of gender, and the state of consumption in these disciplines as well as the research on the body appendages, physical senses and emotions, body disease, the application of fieldwork, ethnography and the research methods, are helpful to researchers in writing the history of educational body. This can help better determine the research framework, enrich the research methods, and pay more attention to the real feeling of the research participants. Taking the body as the foundation, researchers can return to the life care for education participants, and eventually writes the history of education for the presence of people and the human body. In short, as a new field of research, the research of the history of educational body, drawing on the relevant research resource such as philosophy, history, education, anthropology, aesthetics and sociology, will offer some guidance for those who work on history of educational body.
The history of educational body, based on the history of the body, examines the body changes of education participants and their influence on education and society, which reflects the return to the origin of education history and to the pursuit of life care for the education participants. Of course, the history of educational body, as an emerging research focus, does not occur overnight. It reflects the need and the pursuit of the study of educational history, which concerns people’s life experiences, promoted by the existing achievements and theories of the philosophy, history, education, sociology, psychology and anthropology. Some underlying disciplines like the philosophy of the body, the body history, physical education science research provide solid theoretical support for the research of the history of educational body. Meanwhile, their attention to and discussion on the body are helpful to clarify the nature and attributes of body in the research on the history of educational body. Based on this, it’s essential to form a comprehensive understanding of the participants, beyond the binary opposition mode of body and spirit.The discussion on body in those disciplines helps to clarify the need that education participants should return to the center of educational activities in the research of the educational body. Besides, the body is no longer limited to the flesh from the perspective of biology and medicine, but a physical and spiritual unity which carries abundant social meaning and understanding of the world. This epistemology resulting from these disciplines has contributed to the development of the history of educational body, which in turn led to the basic ideas behind the focus on the education participants’ body and their life. All this has provided a basis for the analysis of the feeling and experience in education. In addition, it helps to explore the rich social significance for education participants’ body and social and other interaction. Also, such body types as the division of time, space, state of gender, and the state of consumption in these disciplines as well as the research on the body appendages, physical senses and emotions, body disease, the application of fieldwork, ethnography and the research methods, are helpful to researchers in writing the history of educational body. This can help better determine the research framework, enrich the research methods, and pay more attention to the real feeling of the research participants. Taking the body as the foundation, researchers can return to the life care for education participants, and eventually writes the history of education for the presence of people and the human body. In short, as a new field of research, the research of the history of educational body, drawing on the relevant research resource such as philosophy, history, education, anthropology, aesthetics and sociology, will offer some guidance for those who work on history of educational body.
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doi: 10.16382/j.cnki.1000-5560.1997.03.011
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doi: 10.16382/j.cnki.1000-5560.2003.03.003
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doi: 10.16382/j.cnki.1000-5560.2019.05.007
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Currently, besides expectations from parents and teachers, students in secondary schools and colleges all hold certain expectations of learning. Although their expectations differ, they are centered on merit-priority. Given that respect is the unity of subjectivity and objectivity, dominance of merit-priority mentality and lack of understanding and attention to students' intrinsic learning expectations from parents and teachers, plus high cost and risks, usually lead to frequent interference, substitution and deprivation of students' learning expectations. The fact that learning expectations of students are not respected by adults like parents and teachers tends be a huge hindrance to the future development of students. To deal with this problem, it's suggested that merit-priority mentality should be alleviated, understanding of students' learning expectations be enhanced among adult groups, and mutual respect be recognized by giving lectures to parents, exploring a career guidance institution for students, improving the new Gaokao system and establishing multiple social media. In doing so, learning will go back to interest and learning expectations will play positive roles in students' learning.
Currently, besides expectations from parents and teachers, students in secondary schools and colleges all hold certain expectations of learning. Although their expectations differ, they are centered on merit-priority. Given that respect is the unity of subjectivity and objectivity, dominance of merit-priority mentality and lack of understanding and attention to students' intrinsic learning expectations from parents and teachers, plus high cost and risks, usually lead to frequent interference, substitution and deprivation of students' learning expectations. The fact that learning expectations of students are not respected by adults like parents and teachers tends be a huge hindrance to the future development of students. To deal with this problem, it's suggested that merit-priority mentality should be alleviated, understanding of students' learning expectations be enhanced among adult groups, and mutual respect be recognized by giving lectures to parents, exploring a career guidance institution for students, improving the new Gaokao system and establishing multiple social media. In doing so, learning will go back to interest and learning expectations will play positive roles in students' learning.
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doi: 10.16382/j.cnki.1000-5560.2006.02.007
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doi: 10.16382/j.cnki.1000-5560.2000.03.012
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doi: 10.16382/j.cnki.1000-5560.2017.02.004
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Based on the national education statistics of 2003 and 2013, this paper aims to make comparison between China's urban and rural areas in basic education resource allocation, its development and the urban-rural differences. The comparison shows that the rural basic education resources lag behind in faculty, books, and computers. Moreover, the urban-rural gap in pre-school education and high school education is broadening, which has probably become the most hazardous issue in China's basic education. Therefore, only emphasizing on the urban-rural balance in compulsory education won't help address the situation of unequal educational opportunities for rural children.This paper focuses on the potential social consequences caused by such disparity. The"education chain" refers to the complete sequence of education nodes ranging from basic education to higher education and it contributes to the understanding of possible education path choices at individual and family level. In summary, the urban-rural differences in allocating basic education resources can cause at least three consequences as follows:A. Influence on rural students. Compared with urban students, rural students' academic performance is poor and the completion rate of"education chain" is much lower, affected by disproportionate distribution of educational resources.B. Influence on educational equity. The rural-urban disparity in basic education resources centers on the period of high school, which is regarded as the last"opportunity" to transfer from basic education into higher education in the"education chain". Therefore, it is biased to attribute the inferior position of rural students' access to higher education to the inequitable urban-rural higher education. The key factor is the inequitable urban-rural enrolling opportunity in secondary education. The urban-rural inequality of access to senior secondary education from junior secondary school continues to expand, resulting in the decline of opportunities for rural students' admission to college. Its root cause lies in the disparity between rural and urban basic education resources allocation.C. Influence on rural education. Due to the huge urban-rural difference in education resources, individuals and families have to come to realize that the sooner they choose urban education, the more likely they will finish the whole"education chain". As a consequence, they tend to use all sorts of capital reasonably to achieve children's fulfillment of"education chain" in the city, which directly lead to the loss of rural student pool.Although great achievements have been made in China's rural basic education in the past 30 years, the urban-rural difference and its negative effects remain to be the bottleneck of basic education and block the progress of social development. The distribution of urban and rural basic education resources reflects the imbalance between urban and rural interest structure in China's society, and eliminating such negative effects depends on breaking the dual social structure in urban and rural areas.
Based on the national education statistics of 2003 and 2013, this paper aims to make comparison between China's urban and rural areas in basic education resource allocation, its development and the urban-rural differences. The comparison shows that the rural basic education resources lag behind in faculty, books, and computers. Moreover, the urban-rural gap in pre-school education and high school education is broadening, which has probably become the most hazardous issue in China's basic education. Therefore, only emphasizing on the urban-rural balance in compulsory education won't help address the situation of unequal educational opportunities for rural children.This paper focuses on the potential social consequences caused by such disparity. The"education chain" refers to the complete sequence of education nodes ranging from basic education to higher education and it contributes to the understanding of possible education path choices at individual and family level. In summary, the urban-rural differences in allocating basic education resources can cause at least three consequences as follows:A. Influence on rural students. Compared with urban students, rural students' academic performance is poor and the completion rate of"education chain" is much lower, affected by disproportionate distribution of educational resources.B. Influence on educational equity. The rural-urban disparity in basic education resources centers on the period of high school, which is regarded as the last"opportunity" to transfer from basic education into higher education in the"education chain". Therefore, it is biased to attribute the inferior position of rural students' access to higher education to the inequitable urban-rural higher education. The key factor is the inequitable urban-rural enrolling opportunity in secondary education. The urban-rural inequality of access to senior secondary education from junior secondary school continues to expand, resulting in the decline of opportunities for rural students' admission to college. Its root cause lies in the disparity between rural and urban basic education resources allocation.C. Influence on rural education. Due to the huge urban-rural difference in education resources, individuals and families have to come to realize that the sooner they choose urban education, the more likely they will finish the whole"education chain". As a consequence, they tend to use all sorts of capital reasonably to achieve children's fulfillment of"education chain" in the city, which directly lead to the loss of rural student pool.Although great achievements have been made in China's rural basic education in the past 30 years, the urban-rural difference and its negative effects remain to be the bottleneck of basic education and block the progress of social development. The distribution of urban and rural basic education resources reflects the imbalance between urban and rural interest structure in China's society, and eliminating such negative effects depends on breaking the dual social structure in urban and rural areas.
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doi: 10.16382/j.cnki.1000-5560.2015.04
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Based on the relevant studies, this paper, from the theoretical perspective, analyzes and summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is empirically examined and validated. Through the exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis, the paper suggests that the three-factor structure of aligning teaching, learning, and assessment is reasonable with good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective.
Based on the relevant studies, this paper, from the theoretical perspective, analyzes and summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is empirically examined and validated. Through the exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis, the paper suggests that the three-factor structure of aligning teaching, learning, and assessment is reasonable with good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective.
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doi: 10.16382/j.cnki.1000-5560.2016.03.010
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Education law studies is an emerging cross-discipline subject in China. Since the reform and opening, China's education law studies has made great progress and played an increasingly prominent role in pedagogy and law studies. Meanwhile, the research of education law studies has made great achievements, and qualitative research methods are used to review and summarize the development of China's education law. But in general, the study of education law still lacks a systematic quantitative analysis. For example, a textual description is subject to the influence of personal subjective experience, thus leading to improper classification and summary, which makes it difficult to dig out the dynamic relationship between research themes.Based on 1409 papers of CNKI database from 1985 to 2015, this study, using Bicomb and Spss, attempts to analyze the co-word visualization of research focus in China's education law studies through knowledge mapping. It identifies high-frequency keywords, creates a co-word matrix of high-frequency keywords and conducts a cluster analysis and multidimensional scaling. The results show that the research focus of education law studies involves six fields: the legal status of higher learning institutions and legal relationship and legal remedy, the autonomy of higher learning institutions, education by law and the system of education law, education of the legal institution among university students and their legal consciousness, student injury accidents and legal obligations, and right to compulsory education.In addition, our study shows the general trend of researches on legal education (ten more and ten less) in the past 30 years. There have been more qualitative researches but less innovative methods; more researches on substantive laws but less on procedural laws; more on education legal affairs but less on education jurisprudence; more on statute but less on act; more generalized but less disciplinary perspective; more single discipline researches but less interdisciplinary researches; more on legal systems but less rule of law; more on legal text elaboration but less on legal creation; more macro researches but less microscopic; more administrative researches but less on internal corporate governance. Therefore, more research work needs to be done in the procedural law, education jurisprudence, education legal case, discipline vision, rule by education law and so on, so as to enrich the research areas of education law and highlight the relatively independent discipline status of education law.
Education law studies is an emerging cross-discipline subject in China. Since the reform and opening, China's education law studies has made great progress and played an increasingly prominent role in pedagogy and law studies. Meanwhile, the research of education law studies has made great achievements, and qualitative research methods are used to review and summarize the development of China's education law. But in general, the study of education law still lacks a systematic quantitative analysis. For example, a textual description is subject to the influence of personal subjective experience, thus leading to improper classification and summary, which makes it difficult to dig out the dynamic relationship between research themes.Based on 1409 papers of CNKI database from 1985 to 2015, this study, using Bicomb and Spss, attempts to analyze the co-word visualization of research focus in China's education law studies through knowledge mapping. It identifies high-frequency keywords, creates a co-word matrix of high-frequency keywords and conducts a cluster analysis and multidimensional scaling. The results show that the research focus of education law studies involves six fields: the legal status of higher learning institutions and legal relationship and legal remedy, the autonomy of higher learning institutions, education by law and the system of education law, education of the legal institution among university students and their legal consciousness, student injury accidents and legal obligations, and right to compulsory education.In addition, our study shows the general trend of researches on legal education (ten more and ten less) in the past 30 years. There have been more qualitative researches but less innovative methods; more researches on substantive laws but less on procedural laws; more on education legal affairs but less on education jurisprudence; more on statute but less on act; more generalized but less disciplinary perspective; more single discipline researches but less interdisciplinary researches; more on legal systems but less rule of law; more on legal text elaboration but less on legal creation; more macro researches but less microscopic; more administrative researches but less on internal corporate governance. Therefore, more research work needs to be done in the procedural law, education jurisprudence, education legal case, discipline vision, rule by education law and so on, so as to enrich the research areas of education law and highlight the relatively independent discipline status of education law.
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doi: 10.16382/j.cnki.1000-5560.2017.05.005
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After more than four decades of development, video-based analysis has become a major approach in educational research, in particular analysis of learning processes. Yet, with regard to the "why" and the "how-to, " video researchers have not achieved a consensus. Based on a brief review of history and relevant theories, this article uses two case studies to illustrate three crucial aspects of video-based analysis:the individual body, the social bodies, and the bodies-things interaction. We argue that these aspects profoundly shape our analyses and understandings of classroom interaction, learning processes, and mechanism of teaching, and that video data play a critical role therein. Finally, we argue that educators and educational researchers need to avoid the bias of logocentrism, to empower teachers to evaluate their own classroom, and to respect the everyday workings of classroom life-worlds, if we are to fully appreciate the potential of video-based analysis.
After more than four decades of development, video-based analysis has become a major approach in educational research, in particular analysis of learning processes. Yet, with regard to the "why" and the "how-to, " video researchers have not achieved a consensus. Based on a brief review of history and relevant theories, this article uses two case studies to illustrate three crucial aspects of video-based analysis:the individual body, the social bodies, and the bodies-things interaction. We argue that these aspects profoundly shape our analyses and understandings of classroom interaction, learning processes, and mechanism of teaching, and that video data play a critical role therein. Finally, we argue that educators and educational researchers need to avoid the bias of logocentrism, to empower teachers to evaluate their own classroom, and to respect the everyday workings of classroom life-worlds, if we are to fully appreciate the potential of video-based analysis.
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doi: 10.16382/j.cnki.1000-5560.2009.02.008
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doi: 10.168182/j.cnki.10005560.199603.005
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doi: 10.16382/j.cnki.1000-5560.2016.01.011
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Learning and teaching reform is the core part of basic education reform. In recent years, some schools promoted autonomously learning and teaching reforms which is difficult to carry out deeply and sustainably because of lack of institutional guarantees, professional supports and reform atmosphere from its located region. Promoting learning and teaching reforms by a region as a whole is an effective path. Regional overall reform about learning and teaching is the need of promoting deep and continuous learning and teaching reform of schools and teachers, is the need of promoting the balanced development of education quality among schools in a region, is the need of carrying out the strategy of regional education development. Regional overall reform about learning and teaching must set up three big ideas: firstly, its aim located in all the students'all-round development and individual development, which means that we not only promote students' learning scores and subject knowledge, but also enhance students' comprehensive quality. We not only promote the outstanding students' development, but also improve the students with learning difficulties. Secondly, its subjects include not only schools and teachers, but also education administrators, supporters of the business and the parents which play important roles in learning and teaching reform. It begins from the initial year (such as kindergarten) in order to continuously promote students' development. The strategies of regional overall reform about learning and teaching include: Firstly, re-design regional education management system which include: 1) construct monitoring and evaluation system of students' development in a region; 2) improve incentive system of supporters of the business, schools' administrator and teachers; 3) improve educational management organization structure which clarifies department functions, divides the work reasonably and cooperates closely. Secondly, integrate the reforms of teaching research, scientific research and teacher training in a region which include: 1) break the disciplinary boundaries and do interdisciplinary teaching researches; 2)break the grade boundaries and promote the effective connections between grades; 3) adjust the content of teaching researches and Strengthen the study on student development rules; 4) change the educational research plans in a region, guide teachers to do some little researches about student development and avoid disconnection between teaching researches and teaching practices; 5) reform teacher training in a region and meet the teachers' training demands about learning and teaching reform. At last, improve the family-school collaboration in a region. On the one hand, we need to systematically design and implement parents' training in a region. On the other hand, we need to strengthen the guidance of the contents and styles of family-school communications for schools and teachers in a region.
Learning and teaching reform is the core part of basic education reform. In recent years, some schools promoted autonomously learning and teaching reforms which is difficult to carry out deeply and sustainably because of lack of institutional guarantees, professional supports and reform atmosphere from its located region. Promoting learning and teaching reforms by a region as a whole is an effective path. Regional overall reform about learning and teaching is the need of promoting deep and continuous learning and teaching reform of schools and teachers, is the need of promoting the balanced development of education quality among schools in a region, is the need of carrying out the strategy of regional education development. Regional overall reform about learning and teaching must set up three big ideas: firstly, its aim located in all the students'all-round development and individual development, which means that we not only promote students' learning scores and subject knowledge, but also enhance students' comprehensive quality. We not only promote the outstanding students' development, but also improve the students with learning difficulties. Secondly, its subjects include not only schools and teachers, but also education administrators, supporters of the business and the parents which play important roles in learning and teaching reform. It begins from the initial year (such as kindergarten) in order to continuously promote students' development. The strategies of regional overall reform about learning and teaching include: Firstly, re-design regional education management system which include: 1) construct monitoring and evaluation system of students' development in a region; 2) improve incentive system of supporters of the business, schools' administrator and teachers; 3) improve educational management organization structure which clarifies department functions, divides the work reasonably and cooperates closely. Secondly, integrate the reforms of teaching research, scientific research and teacher training in a region which include: 1) break the disciplinary boundaries and do interdisciplinary teaching researches; 2)break the grade boundaries and promote the effective connections between grades; 3) adjust the content of teaching researches and Strengthen the study on student development rules; 4) change the educational research plans in a region, guide teachers to do some little researches about student development and avoid disconnection between teaching researches and teaching practices; 5) reform teacher training in a region and meet the teachers' training demands about learning and teaching reform. At last, improve the family-school collaboration in a region. On the one hand, we need to systematically design and implement parents' training in a region. On the other hand, we need to strengthen the guidance of the contents and styles of family-school communications for schools and teachers in a region.
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doi: 10.16382/j.cnki.100-5560.2007.02.002
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doi: 10.16382/j.cnki.1000-5560.2016.01.009
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Nowadays promoting equity is one of the fundamental values of China's educational policies. However, the issue of gender equity, especially gender differences in education, is still overlooked by national policies and school education, particularly for the group of floating children in urban primary schools. What is the status quo of the gender differences of floating children in schools today? Will the floating children influence the local classes in gender difference when they attend urban schools in megalopolis like Shanghai? And how? Does the group of floating children vary the same ways in gender difference as in social stratification? Is this gender difference relevant to the variation of school quality or school locations? Why is there the learning difference between boys and girls, etc? Based on the five dimensions of education quality by UNESCO (Learner, Environments, Content, Processes and Outcomes), we try to use learning process to explore and analyze the status quo of gender difference in Shanghai primary schools today, and then attempt to explain why the gender gap is so great in school education for the floating population in Shanghai urban primary schools. We selected ten primary schools in four different districts in Shanghai. Some schools are located in the city center, while others in the outskirt. We interviewed 55 teachers (including 36 female teachers and 19 male teachers) and conducted class observations (100 lessons in all) in seven schools. In the process of data collection, using NVivo 9 and with the interviewees' permission, we recorded, decoded and analyzed all the data. Our findings show that the participation of floating children has influenced the local classes, especially on gender percentage in the schools and classes which more floating children attend. The percentage of the boys is bigger than that of the girls, especially for the families of floating workers. Also, the gender divide between boys and girls is big, as is reflected in student performance in class, teacher-student relationship, etc. When we try to explain the differences, we find that the traditional and patriarchal thought is still popular, especially in the families of floating children today. This patriarchal culture has solidified the social division of gender role first in family, then in school education it is reinforced and even reproduced through teacher-student interaction in the classroom. Thereby the processes of education seem to have widened the gender differences and even gender gap in terms of students' classroom behavior and academic performance. Finally, we suggest some solutions to narrow the gap, such as raising the parents' awareness of their children's education, strengthing the home-school collaborations, as well as effective measures taken by schools.
Nowadays promoting equity is one of the fundamental values of China's educational policies. However, the issue of gender equity, especially gender differences in education, is still overlooked by national policies and school education, particularly for the group of floating children in urban primary schools. What is the status quo of the gender differences of floating children in schools today? Will the floating children influence the local classes in gender difference when they attend urban schools in megalopolis like Shanghai? And how? Does the group of floating children vary the same ways in gender difference as in social stratification? Is this gender difference relevant to the variation of school quality or school locations? Why is there the learning difference between boys and girls, etc? Based on the five dimensions of education quality by UNESCO (Learner, Environments, Content, Processes and Outcomes), we try to use learning process to explore and analyze the status quo of gender difference in Shanghai primary schools today, and then attempt to explain why the gender gap is so great in school education for the floating population in Shanghai urban primary schools. We selected ten primary schools in four different districts in Shanghai. Some schools are located in the city center, while others in the outskirt. We interviewed 55 teachers (including 36 female teachers and 19 male teachers) and conducted class observations (100 lessons in all) in seven schools. In the process of data collection, using NVivo 9 and with the interviewees' permission, we recorded, decoded and analyzed all the data. Our findings show that the participation of floating children has influenced the local classes, especially on gender percentage in the schools and classes which more floating children attend. The percentage of the boys is bigger than that of the girls, especially for the families of floating workers. Also, the gender divide between boys and girls is big, as is reflected in student performance in class, teacher-student relationship, etc. When we try to explain the differences, we find that the traditional and patriarchal thought is still popular, especially in the families of floating children today. This patriarchal culture has solidified the social division of gender role first in family, then in school education it is reinforced and even reproduced through teacher-student interaction in the classroom. Thereby the processes of education seem to have widened the gender differences and even gender gap in terms of students' classroom behavior and academic performance. Finally, we suggest some solutions to narrow the gap, such as raising the parents' awareness of their children's education, strengthing the home-school collaborations, as well as effective measures taken by schools.
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doi: 10.16382/j.cnki.1000-5560.2017.02.003
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Equity and educational equity are historical concepts, with different connotations in the historical contexts. Educational equity, closely related to social equity, is an educational and public policy issue. Educational equity can be explored from the perspectives of politics, sociology, ethics and pedagogy. Studies can also be conducted at the level of implementation, social structure and core values. Freedom being priority among equity principles, human's free development has its priority over educational equity. On the one hand, educational quality is hard to measure; on the other hand, educational equity is hardly guaranteed by school-choice and equalization, where the key is human's freedom to choose in education."Freedom" here refers to its authenticity but not unconditional indulgence. If we draw a John Rowel's"Veil of Ignorance" for all school-choosing people, and no one knows how his/her choice influences future development. Then, educational choice reflects the authenticity of freedom and everyone can choose from their interests and expectation for their future development. However, there is an alienated relationship between human being and their education in modern society. Human being is considered as a tool. Educational purpose has changed from human's development to upward social mobility, which has deprived humans of their freedom in education choice. This is the fundamental cause to impair educational equity. The solution to educational alienation is to make human as educational purpose, which is essential in socialist and communist education. Freedom is a fundamental principle for educational equity.Educational equity won't happen if one's freedom is limited by a state's compulsory power. Human's free development is a fundamental principle. Educational equity recognizes natural equality and that free development for all is educational purpose. The inclusive and diversified education helps all develop their interest and potential. Performance of education shouldn't be evaluated by upward social mobility. Communist society is expected to diminish human's self-alienation and in socialist society, educational purpose should be human's free development as its key connotation.
Equity and educational equity are historical concepts, with different connotations in the historical contexts. Educational equity, closely related to social equity, is an educational and public policy issue. Educational equity can be explored from the perspectives of politics, sociology, ethics and pedagogy. Studies can also be conducted at the level of implementation, social structure and core values. Freedom being priority among equity principles, human's free development has its priority over educational equity. On the one hand, educational quality is hard to measure; on the other hand, educational equity is hardly guaranteed by school-choice and equalization, where the key is human's freedom to choose in education."Freedom" here refers to its authenticity but not unconditional indulgence. If we draw a John Rowel's"Veil of Ignorance" for all school-choosing people, and no one knows how his/her choice influences future development. Then, educational choice reflects the authenticity of freedom and everyone can choose from their interests and expectation for their future development. However, there is an alienated relationship between human being and their education in modern society. Human being is considered as a tool. Educational purpose has changed from human's development to upward social mobility, which has deprived humans of their freedom in education choice. This is the fundamental cause to impair educational equity. The solution to educational alienation is to make human as educational purpose, which is essential in socialist and communist education. Freedom is a fundamental principle for educational equity.Educational equity won't happen if one's freedom is limited by a state's compulsory power. Human's free development is a fundamental principle. Educational equity recognizes natural equality and that free development for all is educational purpose. The inclusive and diversified education helps all develop their interest and potential. Performance of education shouldn't be evaluated by upward social mobility. Communist society is expected to diminish human's self-alienation and in socialist society, educational purpose should be human's free development as its key connotation.
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doi: 10.16382/j.cnki.1000-5560.2015.03.004
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The authors'field research in a public school for migrant workers'children reveals that among the underachieverchildren with little chance of entering a higher school, a survival logic of counter-school characterized by recreation and resistance is taking shape. This logic is based on the partial perception of education under the marginalized and disadvantaged life situation. The children finally choose to enter the secondary labor market, hence the stratum reproduction. However, the strategic selection by the children in specific contextsshould be taken into accountto further explore the relationship between education and reproduction. When there is no strong in-group consciousness among the migrant workers'children, the dynamic in counter-school survival logic does not have the potential to transform the fate of social stratum.
The authors'field research in a public school for migrant workers'children reveals that among the underachieverchildren with little chance of entering a higher school, a survival logic of counter-school characterized by recreation and resistance is taking shape. This logic is based on the partial perception of education under the marginalized and disadvantaged life situation. The children finally choose to enter the secondary labor market, hence the stratum reproduction. However, the strategic selection by the children in specific contextsshould be taken into accountto further explore the relationship between education and reproduction. When there is no strong in-group consciousness among the migrant workers'children, the dynamic in counter-school survival logic does not have the potential to transform the fate of social stratum.
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doi: 10.16382/j.cnki.1000-5560.2006.02.010
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doi: 10.16382/j.cnki.1000-5560.1997.04.006
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doi: 10.16382/j.cnki.1000-5560.2006.01.004
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Meta-path is the supreme truth that controls the whole educational reform, while specific path is those practical tricks choosed by the educational reform in educational system and mechanism. In the educational history, it witnessed three meta-path, that is, endogenic logic, mandatory logic of external force and infiltrative logic of educational theory.The core of educational change force derives from the diffusion and reproduction of educational theory which are the game result of three forces, namely, the magnetic force of theory, reagency of educational practice and braced force of educational system. In education reform, the mission of specific path is to echo the requirement of education theory's change toward practice, so it is the specific paths, such as selecting the ideas, example marketing, institution's cooperation and disintegration of system, that leads the educational reform to success.
Meta-path is the supreme truth that controls the whole educational reform, while specific path is those practical tricks choosed by the educational reform in educational system and mechanism. In the educational history, it witnessed three meta-path, that is, endogenic logic, mandatory logic of external force and infiltrative logic of educational theory.The core of educational change force derives from the diffusion and reproduction of educational theory which are the game result of three forces, namely, the magnetic force of theory, reagency of educational practice and braced force of educational system. In education reform, the mission of specific path is to echo the requirement of education theory's change toward practice, so it is the specific paths, such as selecting the ideas, example marketing, institution's cooperation and disintegration of system, that leads the educational reform to success.
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doi: 10.168182/j.cnki.10005560.199603.007
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doi: 10.16382/j.cnki.100-5560.2007.02.005
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doi: 10.16382/j.cnki.1000-5560.1999.01.003
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doi: 10.16382/j.cnki.1000-5560.2004.01.003
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doi: 10.16382/j.cnki.1000-5560.1996.02.006
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doi: 10.16382/j.cnki.1000-5560.2002.01.005
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doi: 10.16382/j.cnki.1000-5560.1998.02.012
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doi: 10.16382/j.cnki.1000-5560.1998.02.010
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doi: 10.16382/j.cnki.1000-5560.1998.02.014
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The Nanjing National Government emphasized the importance of the borderland education, in order to train more people who could build the borderland, three models were considered in the university enrollment system, including offering recommendation opportunities to university, applying freely for the university examination and oriented training, which achieved great breakthrough in enrollment structure and enrollment number. But limitations were also obvious, that is limited scale, examinees with false registered area, poor quality of education and the continuation of prerogative.
The Nanjing National Government emphasized the importance of the borderland education, in order to train more people who could build the borderland, three models were considered in the university enrollment system, including offering recommendation opportunities to university, applying freely for the university examination and oriented training, which achieved great breakthrough in enrollment structure and enrollment number. But limitations were also obvious, that is limited scale, examinees with false registered area, poor quality of education and the continuation of prerogative.
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doi: 10.16382/j.cnki.1000-5560.2004.04.007
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doi: 10.16382/j.cnki.1000-5560.2000.04.002
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The rapid urbanization process has led to the strong expansion of the scale of primary and secondary schools in some areas, this brings severe challenges to the adjustment about the class size and the scale of school of compulsory education in the urban and rural regions. There are two notable features on Compulsory education urbanization in China: firstly, the level of urbanization of the elementary school is lower than that of the city′s overall development of urbanization in some populous provinces; secondly, the level of urbanization of junior high school is not only higher than that of the elementary school but also significantly surpasses that of the city's urbanization. As for the following reasons, the slowing down of growth rate of the natural population, the uncertain migration direction of the rural population, the unbalanced regional urbanization development and the recessive urbanization population explosion, there are several characteristics of school number and scale at the compulsory education, including the total number is basic reasonable, different development between urban and rural areas, increasing pressure of covert growth of the student number, severe problems of the large class size in some areas. Several measures are suggested to solve the above problems, first, to maintain the different balance between the number and scale of the school at two dimensions of rural and town; second, to keep consistent of the level of urbanization of education with the overall level of regional urbanization; third, to cope with the uncertainty of floating population by using the flexible student number of the small class; fourth, to implement the scientific monitoring to the rapid urbanized big population province and the population in areas surrounding the center cities; fifth, to establish the effective warning mechanism to control the class size and the school scale; sixth, to improve the compulsory education coordination level; seventh, to ensure that all levels governments are symmetrically in rights and obligations about the education of the floating population children.
The rapid urbanization process has led to the strong expansion of the scale of primary and secondary schools in some areas, this brings severe challenges to the adjustment about the class size and the scale of school of compulsory education in the urban and rural regions. There are two notable features on Compulsory education urbanization in China: firstly, the level of urbanization of the elementary school is lower than that of the city′s overall development of urbanization in some populous provinces; secondly, the level of urbanization of junior high school is not only higher than that of the elementary school but also significantly surpasses that of the city's urbanization. As for the following reasons, the slowing down of growth rate of the natural population, the uncertain migration direction of the rural population, the unbalanced regional urbanization development and the recessive urbanization population explosion, there are several characteristics of school number and scale at the compulsory education, including the total number is basic reasonable, different development between urban and rural areas, increasing pressure of covert growth of the student number, severe problems of the large class size in some areas. Several measures are suggested to solve the above problems, first, to maintain the different balance between the number and scale of the school at two dimensions of rural and town; second, to keep consistent of the level of urbanization of education with the overall level of regional urbanization; third, to cope with the uncertainty of floating population by using the flexible student number of the small class; fourth, to implement the scientific monitoring to the rapid urbanized big population province and the population in areas surrounding the center cities; fifth, to establish the effective warning mechanism to control the class size and the school scale; sixth, to improve the compulsory education coordination level; seventh, to ensure that all levels governments are symmetrically in rights and obligations about the education of the floating population children.
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To reflect on "Doing what" is to consider on the routine educational activities for a teacher. This reflection and thinking is beneficial for teachers to improve their capabilities and to understand the effects of their action; but it is not valuable for in-depth reflectivity because "familiarity" "common sense" and "self-evidence" might mean ignorance and can not lead to know the truth. "Knowing what to do" is self-reflection on one's "familiarity", "common sense" and critical thinking on one's action and views in order to know the reality and to behavior appropriately. This is a kind of premise reflection. It means that the teachers should hold self-critique spirit and reflect on the "unaware premise" of their action, struggle rationally to avoid falling into an active conspirator. Meanwhile, the overemphasis on efficiency, specificity and instruments and the dominance of scientific rationale has caused crisis of teacher education. To reconstruct teachers' premise reflection, teachers should be well prepared with integrative knowledge of human-being's happiness and full development. In this sense, teacher education is similar to liberal education.
To reflect on "Doing what" is to consider on the routine educational activities for a teacher. This reflection and thinking is beneficial for teachers to improve their capabilities and to understand the effects of their action; but it is not valuable for in-depth reflectivity because "familiarity" "common sense" and "self-evidence" might mean ignorance and can not lead to know the truth. "Knowing what to do" is self-reflection on one's "familiarity", "common sense" and critical thinking on one's action and views in order to know the reality and to behavior appropriately. This is a kind of premise reflection. It means that the teachers should hold self-critique spirit and reflect on the "unaware premise" of their action, struggle rationally to avoid falling into an active conspirator. Meanwhile, the overemphasis on efficiency, specificity and instruments and the dominance of scientific rationale has caused crisis of teacher education. To reconstruct teachers' premise reflection, teachers should be well prepared with integrative knowledge of human-being's happiness and full development. In this sense, teacher education is similar to liberal education.
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doi: 10.16382/j.cnki.1000-5560.2015.04.001
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The dissociation of education from philosophy is caused by the diversion of modern scientific epistemology and the knowledge transition of education. In essence, the dissociation of education from philosophy is the separation of education and human. Knowledge itself does not change the moral foundation of modern society where the perfection of humanity is still the paramount goal of education and the cornerstone of constructing knowledge society order. No matter how society evolves, the relationship between education and human is always the essential issue of educational philosophy. The ultimate proposition of educational philosophy is exploring how to achieve the goodness of education, and realize the goodness of human through education.
The dissociation of education from philosophy is caused by the diversion of modern scientific epistemology and the knowledge transition of education. In essence, the dissociation of education from philosophy is the separation of education and human. Knowledge itself does not change the moral foundation of modern society where the perfection of humanity is still the paramount goal of education and the cornerstone of constructing knowledge society order. No matter how society evolves, the relationship between education and human is always the essential issue of educational philosophy. The ultimate proposition of educational philosophy is exploring how to achieve the goodness of education, and realize the goodness of human through education.
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doi: 10.16382/j.cnki.1000-5560.1994.04.010
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doi: 10.16382/j.cnki.1000-5560.2006.01.012
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doi: 10.16382/j.cnki.100-5560.2007.01.004
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During the period of Republic of China, the development of national universities can be classified into four periods——the period of slow growth (1912-1921), the period of the rapid expansion (1922-1926), the period of systematization (1927-1936), and the period of steady growth (1937-1949). Meanwhile, the regional distribution of the national universities underwent four stages——the stage of serious imbalance (1912-1926), the stage of relative unbalance (1927-1936), the stage of decentralized(1937-1945), the stage of relative balance(1946-1949). National universities were the carrier of the central ideology and also a tool in the struggle of the parties. The distributional imbalance of national universities was the result of a natural development while the distribution equilibrium was the result of an artificial regulation. There is a historical paradox in the relationship between government and universities. As the crystallization of the fusion between Chinese and Western cultures, national universities were a typical representative of modernization of Chinese higher education.
During the period of Republic of China, the development of national universities can be classified into four periods——the period of slow growth (1912-1921), the period of the rapid expansion (1922-1926), the period of systematization (1927-1936), and the period of steady growth (1937-1949). Meanwhile, the regional distribution of the national universities underwent four stages——the stage of serious imbalance (1912-1926), the stage of relative unbalance (1927-1936), the stage of decentralized(1937-1945), the stage of relative balance(1946-1949). National universities were the carrier of the central ideology and also a tool in the struggle of the parties. The distributional imbalance of national universities was the result of a natural development while the distribution equilibrium was the result of an artificial regulation. There is a historical paradox in the relationship between government and universities. As the crystallization of the fusion between Chinese and Western cultures, national universities were a typical representative of modernization of Chinese higher education.
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doi: 10.16382/j.cnki.1000-5560.2006.03.009
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doi: 10.16382/j.cnki.1000-5560.1997.03.003
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doi: 10.16382/j.cnki.1000-5560.2005.02.005
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doi: 10.16382/j.cnki.1000-5560.2002.03.007
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doi: 10.16382/j.cnki.10005560.1994.02.009
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doi: 10.16382/j.cnki.1000-5560.1995.03.002
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doi: 10.16382/j.cnki.1000-5560.2009.02.007
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doi: 10.16382/j.cnki.1000-5560.2017.03.009
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Based on a literature analysis, the research develops the evaluation framework of school moral atmosphere. In addition, drawing on the existing scales, the research seeks to establish the school moral atmosphere scale, in accordance with the current situation of primary and secondary education in China. The research selects 1, 000 primary and secondary school students in East China as a sample, and uses confirmatory factor analysis to analyze the scale by AMOS 17.0. Our findings show that school moral atmosphere can be measured by two orientations: justice and caring. Justice can be measured by four measures: fairness, democracy, norms and integrity.Caring can be measured by five measures: respect, help, understanding, tolerance, and belonging.
Based on a literature analysis, the research develops the evaluation framework of school moral atmosphere. In addition, drawing on the existing scales, the research seeks to establish the school moral atmosphere scale, in accordance with the current situation of primary and secondary education in China. The research selects 1, 000 primary and secondary school students in East China as a sample, and uses confirmatory factor analysis to analyze the scale by AMOS 17.0. Our findings show that school moral atmosphere can be measured by two orientations: justice and caring. Justice can be measured by four measures: fairness, democracy, norms and integrity.Caring can be measured by five measures: respect, help, understanding, tolerance, and belonging.
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doi: 10.16382/jcnki.1000-5560.2002.02.012
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The domain knowledge is a new area of cognitive learning research. The research shows that domain knowledge in individual cognitive can enhance the capacity of working memory, improving the ability of information prediction, helping form the cognitive skills and strengthen the meta-cognitive monitor and so on. Disciplinary domain knowledge is provided with value and significance of learning from students and disciplinary teaching transfer, thus forms the idea of research of disciplinary domain knowledge. The research of disciplinary domain knowledge is the disciplinary teaching of domain knowledge and the intellectual category of disciplinary teaching and students' learning, in the following: in the aspect of the organization of disciplinary content, the disciplinary unit knowledge can be reorganized into the disciplinary domain knowledge blocks which is composed of the scientific principal, cognitive process knowledge and problematic condition knowledge that is integrate, interactive and dynamic. In the aspect of disciplinary teaching, the effectiveness and the content of disciplinary teaching can be improved by two kinds of teaching strategies——fabric type and supplement type. In the aspect of disciplinary research, we develop the knowledge representation research of disciplinary domain knowledge and explore the establishment of modeling of disciplinary learning.
The domain knowledge is a new area of cognitive learning research. The research shows that domain knowledge in individual cognitive can enhance the capacity of working memory, improving the ability of information prediction, helping form the cognitive skills and strengthen the meta-cognitive monitor and so on. Disciplinary domain knowledge is provided with value and significance of learning from students and disciplinary teaching transfer, thus forms the idea of research of disciplinary domain knowledge. The research of disciplinary domain knowledge is the disciplinary teaching of domain knowledge and the intellectual category of disciplinary teaching and students' learning, in the following: in the aspect of the organization of disciplinary content, the disciplinary unit knowledge can be reorganized into the disciplinary domain knowledge blocks which is composed of the scientific principal, cognitive process knowledge and problematic condition knowledge that is integrate, interactive and dynamic. In the aspect of disciplinary teaching, the effectiveness and the content of disciplinary teaching can be improved by two kinds of teaching strategies——fabric type and supplement type. In the aspect of disciplinary research, we develop the knowledge representation research of disciplinary domain knowledge and explore the establishment of modeling of disciplinary learning.
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doi: 10.16382/j.cnki.1000-5560.1997.02.006
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doi: 10.168182/j.cnki.10005560.199603.002
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doi: 10.16382/j.cnki.1000-5560.2005.04.008
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doi: 10.16382/j.cnki.1000-5560.1998.01.006
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doi: 10.16382/j.cnki.1000-5560.1995.03.007
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doi: 10.16382/j.cnki.1000-5560.2016.04.007
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This article discusses the historiography of emotions in the history of education with an emphasis on some emerging approaches and promising directions in the field in the last decade. The first section of the article deals with the paradigm shift of emotional regulation treated by historians of education. For much of the twentieth century, a "hydraulic" conceptualization of emotions as liquids and pressures that "build up" and must be accommodated dominated the ways historians address emotions. Therefore, emotional regulation has long been a theme in educational history of emotions, much of which can be characterized by a "governmentality studies". And studies of emotional behavior in schools have typically focused on the affective behaviors.The second section offers an introduction of the concept of affect and the emergence of affective histories. An affective turn had been popular since the late 1890s, which had considerable effect on humanities, historical studies in particular. Though the examinationof social norms and desired affective behaviors remain at the core of much research in the history of education, historians of education are increasingly contextualizing their work in a broader history of affect. Affect is not reduced to emotion. The article argues that affective turn can help understand the history of education from three key aspects.The final section explores the effect of the latest studies on consciousness and choice-making in current neuroscienceas well as an increased attention to practices of embodiment can have on the history of education. Focus on the body can be seen as a bridge between the studies of affect and those of emotional regulation. To grapple with the problems with the historical study of human body, this paper argues that we need to move from affective histories to histories of the emotions. In developing a better understanding of the body rather than considering it as organism/self/subject, it's necessary to explore the developments in cognitive neuroscience and psychology concerninghow human brain works. What we are beginning to learn about the similarities and differences in how the brain relates to its own body and how it relates to the outside world, together with our understanding of how humans make choices, help to have a profound impact on historical studies. For historians of education working on the history of emotion and affect, a new understanding of human consciousness will have an effect on how we understand human agency.
This article discusses the historiography of emotions in the history of education with an emphasis on some emerging approaches and promising directions in the field in the last decade. The first section of the article deals with the paradigm shift of emotional regulation treated by historians of education. For much of the twentieth century, a "hydraulic" conceptualization of emotions as liquids and pressures that "build up" and must be accommodated dominated the ways historians address emotions. Therefore, emotional regulation has long been a theme in educational history of emotions, much of which can be characterized by a "governmentality studies". And studies of emotional behavior in schools have typically focused on the affective behaviors.The second section offers an introduction of the concept of affect and the emergence of affective histories. An affective turn had been popular since the late 1890s, which had considerable effect on humanities, historical studies in particular. Though the examinationof social norms and desired affective behaviors remain at the core of much research in the history of education, historians of education are increasingly contextualizing their work in a broader history of affect. Affect is not reduced to emotion. The article argues that affective turn can help understand the history of education from three key aspects.The final section explores the effect of the latest studies on consciousness and choice-making in current neuroscienceas well as an increased attention to practices of embodiment can have on the history of education. Focus on the body can be seen as a bridge between the studies of affect and those of emotional regulation. To grapple with the problems with the historical study of human body, this paper argues that we need to move from affective histories to histories of the emotions. In developing a better understanding of the body rather than considering it as organism/self/subject, it's necessary to explore the developments in cognitive neuroscience and psychology concerninghow human brain works. What we are beginning to learn about the similarities and differences in how the brain relates to its own body and how it relates to the outside world, together with our understanding of how humans make choices, help to have a profound impact on historical studies. For historians of education working on the history of emotion and affect, a new understanding of human consciousness will have an effect on how we understand human agency.
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doi: 10.16382/j.cnki.1000-5560.2000.01.006
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doi: 10.16382/j.cnki.1000-5560.2009.01.001
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doi: 10.16382/j.cnki.1000-5560.2017.05.004
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Video and image as a research medium has provided unprecedented opportunities for researchers in education to explore school life and culture, teaching and learning, as well as the transformation of education. Despite the widespread use of video-image in education and social science, there are such problems as complexity, multi-dimension and obscurity. In order to tackle the problems mentioned above, in this paper, we argue that a discussion and reflection on the methodological control of video-image interpretation is necessary. Based on the video-image qualitative interpretation developed by German socialist Ralf Bohnsack, we present here four aspects for further discussion. Firstly, the sequentiality analysis of documentary method should be taken as a fundamental tool for the analysis procedures.Secondly, the grammar of image as the core step should be fulfilled by composition of the image.Thirdly, by division of the meaning implicit in the image into conjunctive knowledge and communicative knowledge the simultaneous interpretation of video-image can be achieved. Finally, to deal with the problem of polysemy in video-image, it is useful to introduce the constant comparative analysis developed by grounded theory.
Video and image as a research medium has provided unprecedented opportunities for researchers in education to explore school life and culture, teaching and learning, as well as the transformation of education. Despite the widespread use of video-image in education and social science, there are such problems as complexity, multi-dimension and obscurity. In order to tackle the problems mentioned above, in this paper, we argue that a discussion and reflection on the methodological control of video-image interpretation is necessary. Based on the video-image qualitative interpretation developed by German socialist Ralf Bohnsack, we present here four aspects for further discussion. Firstly, the sequentiality analysis of documentary method should be taken as a fundamental tool for the analysis procedures.Secondly, the grammar of image as the core step should be fulfilled by composition of the image.Thirdly, by division of the meaning implicit in the image into conjunctive knowledge and communicative knowledge the simultaneous interpretation of video-image can be achieved. Finally, to deal with the problem of polysemy in video-image, it is useful to introduce the constant comparative analysis developed by grounded theory.
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doi: 10.16382/j.cnki.1000-5560.1997.04.011
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doi: 10.16382/j.cnki.10005560.1995.01.010
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doi: 10.16382/j.cnki.1000-5560.2016.02.008
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Throughout the concurrent history of human and education and in the context of modern society, it's been a common belief that any person's growth and development cannot do without education. Education is becoming more and more valued either at the state, community or individual level. Although sometimes people may oppose, hate or reject education, they still have their education needs. This kind of phenomenon shows that people need valuable education on the one hand; on the other hand, it indicates that education need should have a reasonable boundary. It's true that people are dependent on education. The problems with education arise not only from the objective aspects of a country and society, but also from the subjective aspect of people's education needs. Education needs is not the synonyms for education, and researches on education needs show that the educational researchers are awakening again. At the microcosmic level, this research discusses the basis, conditions and process of the occurrence of the individual education needs. First of all, the basis of the individual education need is the need of cognition and self-actualization. According to Maslow, cognitive need characterized by objectivity, apriority and independence is very important for people. Maslow suggested that cognitive need included the desire of understanding, systematization, organization, analysis, seeking contact and craving significance, and these desires formed a small hierarchical relationship. Moreover, cognitive need is limitless and its expanding process involves happiness and anxiety. Cognitive need is not simply placed in the hierarchy of needs, but can be expressed at different levels. It is not only the way to get the basic security in the world, but also the expression of the self realization. Everyone has a need for self-actualization, which is a desire for self-fulfillment and an aptitude to make people realize their potentials. This aptitude helps enable a person to become more and more unique and anyone he can be. Secondly, the social and cultural environment and the need for core others are the objective preconditions for the need occurrence. The development of self-consciousness is the subjective core condition. Core others refer to those who have a direct impact on a person in the occurrence process of individual education needs, including significant others. The process of individual education needs should be the process of showing, enriching and realizing education needs gradually. This can rely on self maturity and regulation on the basis of respect for individual cognition and self actualization by influencing from the reasonable educational needs of the "core others" in the objective environment. Finally, there are five stages for the occurrence process: (a) initial display and gradual enhancement of cognitive needs and self-actualization; (b) the emergence of obstacles to development and the gradual emergence of the education needs from caregivers as core others; (c) the occurrence of schooling and the involvement of teachers as other core others; (d) emergence of need conflicts and enhancement of development barriers and self realization needs; and (e) the gradual strengthening of self adjustment and the improvement of autonomy and consciousness and so on.
Throughout the concurrent history of human and education and in the context of modern society, it's been a common belief that any person's growth and development cannot do without education. Education is becoming more and more valued either at the state, community or individual level. Although sometimes people may oppose, hate or reject education, they still have their education needs. This kind of phenomenon shows that people need valuable education on the one hand; on the other hand, it indicates that education need should have a reasonable boundary. It's true that people are dependent on education. The problems with education arise not only from the objective aspects of a country and society, but also from the subjective aspect of people's education needs. Education needs is not the synonyms for education, and researches on education needs show that the educational researchers are awakening again. At the microcosmic level, this research discusses the basis, conditions and process of the occurrence of the individual education needs. First of all, the basis of the individual education need is the need of cognition and self-actualization. According to Maslow, cognitive need characterized by objectivity, apriority and independence is very important for people. Maslow suggested that cognitive need included the desire of understanding, systematization, organization, analysis, seeking contact and craving significance, and these desires formed a small hierarchical relationship. Moreover, cognitive need is limitless and its expanding process involves happiness and anxiety. Cognitive need is not simply placed in the hierarchy of needs, but can be expressed at different levels. It is not only the way to get the basic security in the world, but also the expression of the self realization. Everyone has a need for self-actualization, which is a desire for self-fulfillment and an aptitude to make people realize their potentials. This aptitude helps enable a person to become more and more unique and anyone he can be. Secondly, the social and cultural environment and the need for core others are the objective preconditions for the need occurrence. The development of self-consciousness is the subjective core condition. Core others refer to those who have a direct impact on a person in the occurrence process of individual education needs, including significant others. The process of individual education needs should be the process of showing, enriching and realizing education needs gradually. This can rely on self maturity and regulation on the basis of respect for individual cognition and self actualization by influencing from the reasonable educational needs of the "core others" in the objective environment. Finally, there are five stages for the occurrence process: (a) initial display and gradual enhancement of cognitive needs and self-actualization; (b) the emergence of obstacles to development and the gradual emergence of the education needs from caregivers as core others; (c) the occurrence of schooling and the involvement of teachers as other core others; (d) emergence of need conflicts and enhancement of development barriers and self realization needs; and (e) the gradual strengthening of self adjustment and the improvement of autonomy and consciousness and so on.
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doi: 10.16382/j.cnki.1000-5560.2017.05.007
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Quality assessment serves as a lever to promote the developments of aesthetic education in schools while the objectives and curriculum drive the lever. This paper, drawing on the experience of the previous assessment methods adopted by some mathematicians, estheticians and psychologists, proposed a new assessment formula with an attempt to improve assessment reliability. With the help of internet technology, a five-dimensional integrated monitoring platformcan be established in aesthetic education, involving goals, curriculum, relative teaching materials, teaching and learning. Also, a big data evaluation platform can play an important role in evaluating and supervising the developments of different subjects as well as teachers, and learners anytime and anywhere.This platform can analyze the relationship between aesthetic quality and humanistic quality, overall quality, professional quality, and so on.Moreover, it provides an example for modernization of school education and teaching.It's expected that this great and sophisticated projects should be incorporated into the national or regional 13th Five-Year Action Plan of the "Internet plus", and more experts should be mobilized to contribute to the overall design and implementation of the project.
Quality assessment serves as a lever to promote the developments of aesthetic education in schools while the objectives and curriculum drive the lever. This paper, drawing on the experience of the previous assessment methods adopted by some mathematicians, estheticians and psychologists, proposed a new assessment formula with an attempt to improve assessment reliability. With the help of internet technology, a five-dimensional integrated monitoring platformcan be established in aesthetic education, involving goals, curriculum, relative teaching materials, teaching and learning. Also, a big data evaluation platform can play an important role in evaluating and supervising the developments of different subjects as well as teachers, and learners anytime and anywhere.This platform can analyze the relationship between aesthetic quality and humanistic quality, overall quality, professional quality, and so on.Moreover, it provides an example for modernization of school education and teaching.It's expected that this great and sophisticated projects should be incorporated into the national or regional 13th Five-Year Action Plan of the "Internet plus", and more experts should be mobilized to contribute to the overall design and implementation of the project.
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doi: 10.16382/j.cnki.1000-5560.1997.02.007
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Concerning the historical background and theoretical significance of "Progressive Education" in America, some post-modernist educational historians hold that the progressive education can be traced back to the Reformation period, and it has become symbiotic, in some ways, with the system of modern public education. As a transformation in education, it represents a continuous construction but not a theoretical revolution, with its core intent never changed since the Reformation. These new perspectives are worthy of attention and very enlightening to educators, especially researchers in the field of history of education.
Concerning the historical background and theoretical significance of "Progressive Education" in America, some post-modernist educational historians hold that the progressive education can be traced back to the Reformation period, and it has become symbiotic, in some ways, with the system of modern public education. As a transformation in education, it represents a continuous construction but not a theoretical revolution, with its core intent never changed since the Reformation. These new perspectives are worthy of attention and very enlightening to educators, especially researchers in the field of history of education.
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doi: 10.16382/j.cnki.1000-5560.1996.02.010
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doi: 10.16382/j.cnki.1000-5560.2004.04.005
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doi: 10.16382/j.cnki.1000-5560.2007.03.004
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doi: 10.16382/j.cnki.1000-5560.2016.04.011
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doi: 10.16382/j.cnki.1000-5560.2008.03.011
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doi: 10.16382/j.cnki.1000-5560.2015.03.011
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The present study aims to explore the temporal dynamics of affective responding to positive affect arousals and negative affect arousals among resilient college students in comparison with non-resilient ones.Sixty-seven college students (34 are of high resilience and 33 of low resilience) who participated in the experiments of positive or negative affect arousal were screened out according to the scores of Resilience Scale for Adult (RSA).Positive Affect and Negative Affect Schedule (PANAS), video clips for affect arousals and self-developed self-rating affect schedule were used to measure and compare baselines of affects, the temporal dynamics of affective responding to affect arousals between the resilient and the non-resilient.The results indicated that high resilient individuals not only had a higher baseline of positive affect and a lower baseline of negative affect than their low resilient counterparts, but also had a higher level of affect balance as well.It was proved that high resilient individuals were of higher sensitivity to both positive and negative affect arousals; they recovered more slowly from effects of positive affective arousals and bounced back quickly from a bottom point when negatively aroused.The results implied that the difference in temporal dynamics of affective responding between high and low resilient individuals was an important intrapersonal factor to differentiate persons of high resilience from those of low resilience.
The present study aims to explore the temporal dynamics of affective responding to positive affect arousals and negative affect arousals among resilient college students in comparison with non-resilient ones.Sixty-seven college students (34 are of high resilience and 33 of low resilience) who participated in the experiments of positive or negative affect arousal were screened out according to the scores of Resilience Scale for Adult (RSA).Positive Affect and Negative Affect Schedule (PANAS), video clips for affect arousals and self-developed self-rating affect schedule were used to measure and compare baselines of affects, the temporal dynamics of affective responding to affect arousals between the resilient and the non-resilient.The results indicated that high resilient individuals not only had a higher baseline of positive affect and a lower baseline of negative affect than their low resilient counterparts, but also had a higher level of affect balance as well.It was proved that high resilient individuals were of higher sensitivity to both positive and negative affect arousals; they recovered more slowly from effects of positive affective arousals and bounced back quickly from a bottom point when negatively aroused.The results implied that the difference in temporal dynamics of affective responding between high and low resilient individuals was an important intrapersonal factor to differentiate persons of high resilience from those of low resilience.
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doi: 10.16382/j.cnki.1000-5560.2017.06.016
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With the full implementation of the National Outline for Medium and Long-term Education Reform and Development, great achievements have been made in China's rural high school education. However, there still exists the unbalanced development between urban and rural areas to some extent. Rural high school education, as amajor concern of China's educational equity, has attracted much attention from all walks of life. It is important to have a better understanding of the complexity of school-running forms and the management system of China's high school education. Moreover, this can help comprehensively evaluate the current situation of rural high school education so that effective measures can be explored to promote the balanced development of urban and rural education.
With the full implementation of the National Outline for Medium and Long-term Education Reform and Development, great achievements have been made in China's rural high school education. However, there still exists the unbalanced development between urban and rural areas to some extent. Rural high school education, as amajor concern of China's educational equity, has attracted much attention from all walks of life. It is important to have a better understanding of the complexity of school-running forms and the management system of China's high school education. Moreover, this can help comprehensively evaluate the current situation of rural high school education so that effective measures can be explored to promote the balanced development of urban and rural education.
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doi: 10.16382/j.cnki.1000-5560.2005.04.012
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doi: 10.16382/j.cnki.1000-5560.2015.03.003
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Education reform involves its internal and external logic, as well as its dominant and nondominant logic. The complexity of the education reform has resulted in the alienation phenomenon, i. e. in promoting the education reform, such external logic as the political logic and economic logic has evolved into the dominant logic, which has exerted negative influence on education reform. Reflecting on the theory and practice of education reform and coping with the risk of losing public trust of education reform, it is necessary to construct the logic legitimacy of education reform. Also, it's essential to adhere to the legality, purposiveness and effectiveness in relation to three dimensions: the rule, the value and the practice.
Education reform involves its internal and external logic, as well as its dominant and nondominant logic. The complexity of the education reform has resulted in the alienation phenomenon, i. e. in promoting the education reform, such external logic as the political logic and economic logic has evolved into the dominant logic, which has exerted negative influence on education reform. Reflecting on the theory and practice of education reform and coping with the risk of losing public trust of education reform, it is necessary to construct the logic legitimacy of education reform. Also, it's essential to adhere to the legality, purposiveness and effectiveness in relation to three dimensions: the rule, the value and the practice.
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doi: 10.16382/j. crki.1000-5560. 2001.02.010
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doi: 10.16382/j.cnki.1000-5560.1998.04.011
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This study explores the development of Mandarin acquisition of Uygur children in Xinjiang. Participants are 384 Uygur children aged from three to six randomly selected from 24 local bilingual kindergartens. PPVT, EVT and other language tools are applied to assess children's language development. Children′s development of MLU, as well as other measurement, is also examined through electronic language database analysis (CHILDES). Findings show a development profile that children's receptive language, expressive language, narrative language, academic language and MLU gradually develop with ages. Result also indicates that there are some characteristics of young Uygur children in learning Mandarin Chinese. Therefore, suggestions are made to promote early bilingual education in Xinjiang as follows. First, an integrative and balanced model could be adopted for bilingual environment of preschool education; Second, attention should be paid to introduction of reading and picture books at the early age due to the gap of Mandarin acquisition between ethnic preschool children and Han children; Third, a high quality Mandarin language input process should be built for ethnic minority Children.
This study explores the development of Mandarin acquisition of Uygur children in Xinjiang. Participants are 384 Uygur children aged from three to six randomly selected from 24 local bilingual kindergartens. PPVT, EVT and other language tools are applied to assess children's language development. Children′s development of MLU, as well as other measurement, is also examined through electronic language database analysis (CHILDES). Findings show a development profile that children's receptive language, expressive language, narrative language, academic language and MLU gradually develop with ages. Result also indicates that there are some characteristics of young Uygur children in learning Mandarin Chinese. Therefore, suggestions are made to promote early bilingual education in Xinjiang as follows. First, an integrative and balanced model could be adopted for bilingual environment of preschool education; Second, attention should be paid to introduction of reading and picture books at the early age due to the gap of Mandarin acquisition between ethnic preschool children and Han children; Third, a high quality Mandarin language input process should be built for ethnic minority Children.
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doi: 10.16382/j.cnki.1000-5560.2002.02.003
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doi: 10.16382/j.cnki.1000-5560.2016.04.016
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with the development of public education, collective education gradually replaced individual education. On the one hand, although the model of education is collective education, we always think that collective education should stick to the spirit of individual education; one the other hand, for the sake of more opportunities of education and high-quality education, we wish collective education pursue the effectiveness and fairness of education which are two major issues in the current education development. Educational performance management is an useful management model to make collective education more effective.In the collective education, the investment and contribution of teachers become fuzzy, so teachers have no motivation to devote more investment to collective education because they are not sure that they can get contribution enough according with the investment. So, educational performance evaluation is the premise of the reconstruction of the dynamic mechanism of teachers. With the construction of the educational performance management system, we should have a scientific assessment of teacher's investment and contribution, but also need to respect the teacher's professional autonomy and follow the inherent law of the development of education. If we only pay attention to the result of measurable teacher's investment and contribution, teachers will avoid devoting the unmeasurable investment and contribution. In the educational performance standard setting, we need to consider the students' learning achievement, also must consider complex relationship between the teachers' teaching investment and students' learning achievement. If we pay more attention to the students' learning achievement, teachers will only cultivate the students' learning achievement at the present. So, students should lost the opportunity to grow up in distance.Of course, the educational performance management is not all the school management. if we want to make good use of educational performance management, we must think about it under the eyesight of whole school management system. Education is complex, education and school management is complex too. In response to complex problems in education, we should develop more extensive management tools, so we can not only enhance the efficiency of school but also improve the quality of education.
with the development of public education, collective education gradually replaced individual education. On the one hand, although the model of education is collective education, we always think that collective education should stick to the spirit of individual education; one the other hand, for the sake of more opportunities of education and high-quality education, we wish collective education pursue the effectiveness and fairness of education which are two major issues in the current education development. Educational performance management is an useful management model to make collective education more effective.In the collective education, the investment and contribution of teachers become fuzzy, so teachers have no motivation to devote more investment to collective education because they are not sure that they can get contribution enough according with the investment. So, educational performance evaluation is the premise of the reconstruction of the dynamic mechanism of teachers. With the construction of the educational performance management system, we should have a scientific assessment of teacher's investment and contribution, but also need to respect the teacher's professional autonomy and follow the inherent law of the development of education. If we only pay attention to the result of measurable teacher's investment and contribution, teachers will avoid devoting the unmeasurable investment and contribution. In the educational performance standard setting, we need to consider the students' learning achievement, also must consider complex relationship between the teachers' teaching investment and students' learning achievement. If we pay more attention to the students' learning achievement, teachers will only cultivate the students' learning achievement at the present. So, students should lost the opportunity to grow up in distance.Of course, the educational performance management is not all the school management. if we want to make good use of educational performance management, we must think about it under the eyesight of whole school management system. Education is complex, education and school management is complex too. In response to complex problems in education, we should develop more extensive management tools, so we can not only enhance the efficiency of school but also improve the quality of education.
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doi: 10.16382/j.cnki.10005560.2004.03.002
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doi: 10.16382/j.cnki.1000-5560.2003.03.011
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doi: 10.16382/j.cnki.1000-5560.2017.04.008
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Adopting educational hermeneutics, this article attempts to investigate Michael Winkler's social pedagogy, which is influenced by Kant's critical pedagogy, Humboldt's cultivation theory, Hegel's dialectic pedagogy, Schleiermacher's educational theory, Nohl's social pedagogy, Mollenhauer's social pedagogy and Korczak's respect pedagogy. The main contents of Winkler's social pedagogy include discussion about the possibility of social pedagogy, perspective of the construction of social pedagogy, analysis of the problems of social pedagogy, explanation of the action of social pedagogy, and the missions of social pedagogy in the future. Winkler's social pedagogy has the following advantages:first, it confirms the possibility of theoretical construction in social pedagogy; second, it guides the direction of theoretical construction in social pedagogy; third, it discusses the problems in the field of social pedagogy; fourth, it helps builds theory of educational aids; fifth, it points out the missions of social pedagogy in the future. However, the social pedagogy has the following problems:it falls into the crisis of improper application of education strategies; it fails to give a clear definition of subject concepts; and it needs more explanation about the structure of educational activities. Despite its problems, it can serve as a reference for the construction of social pedagogy, which helps scholars to understand the problems in social pedagogy and to point out the developmental missions in the future. Winkler's perspectives help to build the theory of social education and to improve the practice of social education.
Adopting educational hermeneutics, this article attempts to investigate Michael Winkler's social pedagogy, which is influenced by Kant's critical pedagogy, Humboldt's cultivation theory, Hegel's dialectic pedagogy, Schleiermacher's educational theory, Nohl's social pedagogy, Mollenhauer's social pedagogy and Korczak's respect pedagogy. The main contents of Winkler's social pedagogy include discussion about the possibility of social pedagogy, perspective of the construction of social pedagogy, analysis of the problems of social pedagogy, explanation of the action of social pedagogy, and the missions of social pedagogy in the future. Winkler's social pedagogy has the following advantages:first, it confirms the possibility of theoretical construction in social pedagogy; second, it guides the direction of theoretical construction in social pedagogy; third, it discusses the problems in the field of social pedagogy; fourth, it helps builds theory of educational aids; fifth, it points out the missions of social pedagogy in the future. However, the social pedagogy has the following problems:it falls into the crisis of improper application of education strategies; it fails to give a clear definition of subject concepts; and it needs more explanation about the structure of educational activities. Despite its problems, it can serve as a reference for the construction of social pedagogy, which helps scholars to understand the problems in social pedagogy and to point out the developmental missions in the future. Winkler's perspectives help to build the theory of social education and to improve the practice of social education.
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doi: 10.16382/j.cnki.1000-5560.1998.03.003
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doi: 10.16382/j.cnki.1000-5560.1997.04.013
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doi: 10.16382/j.cnki.1000-5560.2015.04.016
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The imperial examination is a system of selecting officials through exams in China's feudal dynasties.Historically, the abolition of the imperial examination is inevitable in the process of modern social transformation.The Chinese imperial examination has a lasting and far-reaching impact on Chinese exam-oriented culture, accumulated over one thousand years.This article offers a critical reflection on the imperial examination system, especially the Confucian culture in human ethics, the impartiality in the imperial examination, its bureaucratic nature and testing techniques.This reflection can provide a historical reference for the existing examination system reform.Moreover, it's useful to seek some solution to the existing system, so as to promote China's educational and social development through the optimized combination of the exam system and other systems.
The imperial examination is a system of selecting officials through exams in China's feudal dynasties.Historically, the abolition of the imperial examination is inevitable in the process of modern social transformation.The Chinese imperial examination has a lasting and far-reaching impact on Chinese exam-oriented culture, accumulated over one thousand years.This article offers a critical reflection on the imperial examination system, especially the Confucian culture in human ethics, the impartiality in the imperial examination, its bureaucratic nature and testing techniques.This reflection can provide a historical reference for the existing examination system reform.Moreover, it's useful to seek some solution to the existing system, so as to promote China's educational and social development through the optimized combination of the exam system and other systems.
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doi: 10.16382/j.cnki.1000-5560.2006.01.008
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doi: 10.16382/j.cnki.1000-5560.2017.05.006
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As the basic classroom teaching and learning behavior. "mimics"has ontological meaning. involving body. performance. imagination. inner image. In this sense. mimics is not negative "imitation". but self-expression based on scene layout and performance. which reflects and constructs teaching and learning rules in classroom. This paper focuses on the core research question-what instruction logic does the mimics sequences contain and construct? This paper. using the documentary method. takes sequence as analysis carrier. analyzes the interaction habitus created by mimics.Video analysis based on the documentary method not only combines situation. body and practice. but combines the comprehensive concerns of noumenon and situation. universality and diversity. transient and diachronic dimension.through which educational practice and theoretical research methodology can be updated.
As the basic classroom teaching and learning behavior. "mimics"has ontological meaning. involving body. performance. imagination. inner image. In this sense. mimics is not negative "imitation". but self-expression based on scene layout and performance. which reflects and constructs teaching and learning rules in classroom. This paper focuses on the core research question-what instruction logic does the mimics sequences contain and construct? This paper. using the documentary method. takes sequence as analysis carrier. analyzes the interaction habitus created by mimics.Video analysis based on the documentary method not only combines situation. body and practice. but combines the comprehensive concerns of noumenon and situation. universality and diversity. transient and diachronic dimension.through which educational practice and theoretical research methodology can be updated.
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doi: 10.16382/j.cnki.1000-5560.2005.04.011
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doi: 10.16382/j.cnki.1000-5560.2017.01.008
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Technology and engineering is an important part of STEM education. To promote the standardization of STEM education in support of the cultivation of the 21st century talents, NAEP (the National Assessment of Educational Progress) started TEL (the assessment of technology and engineering literacy:a new assessment program in the United States since 2014). TEL is designed to test students' ability to understand, use and evaluate technology as qualified citizens. The ability involves understanding technological principles and strategies needed for developing solutions and achieving goals. The objectives of TEL are categorized into three:technology and society, design and system, information and communication technology (ICT). TEL is carried out in the context of typical issues, problems, and goals that students might encounter in their schools, communities or societies.The assessment of TEL is completely digitally based and includes interactive scenario-based tasks. Participants are asked to complete a variety of problem-solving tasks based on interactive scenarios. The abilities and literacy of participants involved in the tasks are highly consistent with core competencies for the 21st century, which include critical thinking and problem solving, communication and collaboration, creativity and innovation, information literacy, media literacy and ICT literacy, and so forth.The NAEP's TEL has great implications for educating innovative talents in China's basic education. One is to create a problem-based context for students' learning through integrated, real-life and complex issues related to technology and engineering. Another is to enforce the informal learning for students to develop their TEL. In addition, in developing students' ICT literacy, technology and engineering education should be highly valued. All in all, China's basic education can integrate multiple resources to strengthen TEL education, STEM education and relevant assessment to develop Chinese students' 21st century skills.
Technology and engineering is an important part of STEM education. To promote the standardization of STEM education in support of the cultivation of the 21st century talents, NAEP (the National Assessment of Educational Progress) started TEL (the assessment of technology and engineering literacy:a new assessment program in the United States since 2014). TEL is designed to test students' ability to understand, use and evaluate technology as qualified citizens. The ability involves understanding technological principles and strategies needed for developing solutions and achieving goals. The objectives of TEL are categorized into three:technology and society, design and system, information and communication technology (ICT). TEL is carried out in the context of typical issues, problems, and goals that students might encounter in their schools, communities or societies.The assessment of TEL is completely digitally based and includes interactive scenario-based tasks. Participants are asked to complete a variety of problem-solving tasks based on interactive scenarios. The abilities and literacy of participants involved in the tasks are highly consistent with core competencies for the 21st century, which include critical thinking and problem solving, communication and collaboration, creativity and innovation, information literacy, media literacy and ICT literacy, and so forth.The NAEP's TEL has great implications for educating innovative talents in China's basic education. One is to create a problem-based context for students' learning through integrated, real-life and complex issues related to technology and engineering. Another is to enforce the informal learning for students to develop their TEL. In addition, in developing students' ICT literacy, technology and engineering education should be highly valued. All in all, China's basic education can integrate multiple resources to strengthen TEL education, STEM education and relevant assessment to develop Chinese students' 21st century skills.
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doi: 10.16382/j.cnki.1000-5560.2007.01.012
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doi: 10.16382/j.cnki.100-5560.2007.02.008
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doi: 10.16382/j.cnki.1000-5560.2004.02.002
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doi: 10.16382/j.cnki.1000-5560.1996.02.004
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doi: 10.16382/j.cnki.1000-5560.2005.02.002
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doi: 10.16382/j.cnki.1000-5560.1997.04.001
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doi: 10.16382/j.cnki.1000-5560.2017.02.012
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doi: 10.16382/j.cnki.1000-5560.2006.03.005
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doi: 10.16382/j.cnki.1000-5560.2004.02.013
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doi: 10.16382/j.cnki.1000-5560.1999.02.003
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doi: 10.16382/j.cnki.1000-5560.1994.04.005
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doi: 10.16382/j.cnki.1000-5560.1998.04.012
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doi: 10.16382/j.cnki.1000-5560.2017.02.010
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Following the theories and extensive studies on the learning happiness of secondary school students both in China and other countries, and based on the survey among teachers and students through interviews and descriptive questionnaire, this study first defined the learning happiness of secondary school students as a passion and immersion experienced by students in fulfilling their learning tasks in schools, a sense of pride while learning and a sense of expectation as well as multi-level pleasure generated in the process. It then suggested two models of learning happiness of secondary school students: M1 (a second order model consisting of eight first order factors and three second order dimensions), and M2 (a second order model consisting of eight first order factors and four second order dimensions). Based on the theoretical framework, the study designed a learning happiness scale containing 87 items and conducted a preliminary measurement on 7, 818 secondary school students. The two models were tested and compared through an exploratory factor analysis and confirmatory factor analysis. The result showed that M2 was more desirable. It is confirmed that learning happiness of secondary school students involves pleasure consisting of interest and efficacy, hope consisting of stronger learning capacity, optimism and inquisitiveness, rapport consisting of positive relationships and immersion from a sense of freshness and fluency. After revising the learning happiness scale and deleting some items, the authors developed the final version of the 2015 scale of secondary school students' learning happiness, which consists of 58 items in four sub-scales to measure pleasure, hope, rapport and immersion. Further test of the psychometric properties showed the split-half reliability was 0.893; internal consistency was 0.929; the root mean square residual was 0.070 and the main fit indexes all reached 0.97. The overall psychometric test results showed considerable reliability and validity. The psychological measurement indicators showed that the scale was of good performance.
Following the theories and extensive studies on the learning happiness of secondary school students both in China and other countries, and based on the survey among teachers and students through interviews and descriptive questionnaire, this study first defined the learning happiness of secondary school students as a passion and immersion experienced by students in fulfilling their learning tasks in schools, a sense of pride while learning and a sense of expectation as well as multi-level pleasure generated in the process. It then suggested two models of learning happiness of secondary school students: M1 (a second order model consisting of eight first order factors and three second order dimensions), and M2 (a second order model consisting of eight first order factors and four second order dimensions). Based on the theoretical framework, the study designed a learning happiness scale containing 87 items and conducted a preliminary measurement on 7, 818 secondary school students. The two models were tested and compared through an exploratory factor analysis and confirmatory factor analysis. The result showed that M2 was more desirable. It is confirmed that learning happiness of secondary school students involves pleasure consisting of interest and efficacy, hope consisting of stronger learning capacity, optimism and inquisitiveness, rapport consisting of positive relationships and immersion from a sense of freshness and fluency. After revising the learning happiness scale and deleting some items, the authors developed the final version of the 2015 scale of secondary school students' learning happiness, which consists of 58 items in four sub-scales to measure pleasure, hope, rapport and immersion. Further test of the psychometric properties showed the split-half reliability was 0.893; internal consistency was 0.929; the root mean square residual was 0.070 and the main fit indexes all reached 0.97. The overall psychometric test results showed considerable reliability and validity. The psychological measurement indicators showed that the scale was of good performance.
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doi: 10.16382/j.cnki.1000-5560.2001.01.013
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doi: 10.16382/j.cnki.1000-5560.2008.01.010
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doi: 10.16382/j.cnki.1000-5560.2003.02.007
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The questionnaire survey is conducted with 20804 students of grade three to grade eight from fifteen provinces, municipalities and autonomous regions. The study shows the following findings: First, on the whole, the quality of school life conditions of primary school students is better than that of the middle school students; Second the quality of life conditions of the students from the more reputable schools is better than that of students from ordinary schools and town and village schools; Third, the weak internal motivation of learning leads to the strong pragmatic and instrumental orientation; Fourth, educational atmosphere exhibits the following features of cultural transformation: Authoritative teachers are with strong appetency; on the other hand, the education methods are generally oversimplified. The class collective culture is poorly constructed but evidently related to the learning status of the students, to the concept of learning and teacher-student relationship.
The questionnaire survey is conducted with 20804 students of grade three to grade eight from fifteen provinces, municipalities and autonomous regions. The study shows the following findings: First, on the whole, the quality of school life conditions of primary school students is better than that of the middle school students; Second the quality of life conditions of the students from the more reputable schools is better than that of students from ordinary schools and town and village schools; Third, the weak internal motivation of learning leads to the strong pragmatic and instrumental orientation; Fourth, educational atmosphere exhibits the following features of cultural transformation: Authoritative teachers are with strong appetency; on the other hand, the education methods are generally oversimplified. The class collective culture is poorly constructed but evidently related to the learning status of the students, to the concept of learning and teacher-student relationship.
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doi: 10.16382/j.cnki.1000-5560.1995.04.011
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doi: 10.16382/j.cnki.1000-5560.2017.03.012
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The primary goal of financial input in education is to provide sufficient resources in support of the development of education, and strive to meet the funding criteria marching the overall requirements of educational output. Based on the five-year plan for the education development in China in different periods, using the evidence-based and cost function method, the authors made the standard calculation of the financial education funds which can meet the adequacy requirements. The empirical results show that at present China's financial investment in education can basically meet the needs of the development of educational undertakings, but there are problems.For example, the matching degree of the planning objectives and funds investment is not high, and the expansion of education is at a relatively low level. In addition, both the growth slowdown of adequate levels in the post "4" era, and regional or urban-rural imbalance of adequate level are pressing for the establishment and improvement of the long-term mechanism of financial investment in education.
The primary goal of financial input in education is to provide sufficient resources in support of the development of education, and strive to meet the funding criteria marching the overall requirements of educational output. Based on the five-year plan for the education development in China in different periods, using the evidence-based and cost function method, the authors made the standard calculation of the financial education funds which can meet the adequacy requirements. The empirical results show that at present China's financial investment in education can basically meet the needs of the development of educational undertakings, but there are problems.For example, the matching degree of the planning objectives and funds investment is not high, and the expansion of education is at a relatively low level. In addition, both the growth slowdown of adequate levels in the post "4" era, and regional or urban-rural imbalance of adequate level are pressing for the establishment and improvement of the long-term mechanism of financial investment in education.
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doi: 10.16382/j.cnki.1000-5560.2009.01.004
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doi: 10.16382/j.cnki.1000-5560.2003.01.002
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doi: 10.16382/j.cnki.10005560.2006.03.011
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doi: 10.16382/j.cnki.1000-5560.2003.01.001
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doi: 10.16382/j.cnki.1000-5560.1999.04.011
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doi: 10.16382/j.cnki.1000-5560.2006.02.004
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doi: 10.16382/j.cnki.1000-5560.2007.02.010
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doi: 10.16382/j.cnki.1000-5560.2017.05.008
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This paper discusses the neural basis of aesthetic education, which is elaborated from five aspects:sensory nervous system of aesthetic information acquisition, cognitive processing of aesthetic information and the central mechanism of the brain, aesthetic experience and emotional center, aesthetic expression skills and motor nerve, brain mechanism and aesthetic imagery formation. Aesthetic activity, which is closely related to human's physiological instinct and nature, has so far the most physiological mobilization of education. It's suggested that school aesthetic education reform and improvement, based on the physiological basis, especially the neural basis, should be scientifically constructed and implemented, in order to effectively promote the aesthetic quality of students and their overall development in terms of physical and psychological quality.
This paper discusses the neural basis of aesthetic education, which is elaborated from five aspects:sensory nervous system of aesthetic information acquisition, cognitive processing of aesthetic information and the central mechanism of the brain, aesthetic experience and emotional center, aesthetic expression skills and motor nerve, brain mechanism and aesthetic imagery formation. Aesthetic activity, which is closely related to human's physiological instinct and nature, has so far the most physiological mobilization of education. It's suggested that school aesthetic education reform and improvement, based on the physiological basis, especially the neural basis, should be scientifically constructed and implemented, in order to effectively promote the aesthetic quality of students and their overall development in terms of physical and psychological quality.
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doi: 10.16382/j.cnki.1000-5560.1998.03.008
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doi: 10.16382/j.cnki.1000-5560.1995.04.007
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doi: 10.16382/j.cnki.1000-5560.1995.04.002
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doi: 10.16382/j.cnki.1000-5560.1996.04.008
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doi: 10.16382/j.cnki.1000-5560.2017.06.005
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Distribution justice in education is an issue of how to allocate limited education resources among social groups and individuals more fairly. So far, theories on education distribution have focused more on the matter of education as scarce resource. In a closed social system, education justice depends on allocation procedure fairness, and tends to allocate education resources to those outstanding young talents. The closedness of basic social structure makes it possible to realize individuals' unique abilities bred by education. However, in an open society, attention to education resources distribution theories will meet with dual predicaments of international individual brain strain as well as education resources waste. In conclusion, based on traditional education distribution theories, it's necessary, in the open society justice environment, to introduce reflections on responsibility assignment of ability realization into distribution justice.
Distribution justice in education is an issue of how to allocate limited education resources among social groups and individuals more fairly. So far, theories on education distribution have focused more on the matter of education as scarce resource. In a closed social system, education justice depends on allocation procedure fairness, and tends to allocate education resources to those outstanding young talents. The closedness of basic social structure makes it possible to realize individuals' unique abilities bred by education. However, in an open society, attention to education resources distribution theories will meet with dual predicaments of international individual brain strain as well as education resources waste. In conclusion, based on traditional education distribution theories, it's necessary, in the open society justice environment, to introduce reflections on responsibility assignment of ability realization into distribution justice.
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doi: 10.16382/j.cnki.1000-5560.2005.04.002
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doi: 10.16382/j.cnki.1000-5560.2019.05.010
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In the assessment of science literacy of PISA 2015, the performance of Chinese students are different in several dimensions:the overall science performance, scientific competencies, scientific knowledge and science content. In general, boys have better performance than girls. At the same time, in the science-related background surveys, boys' performance are better than girls' in the scales of enjoyment of science, science interest and science activities. Based on the gender difference in the domain of both cognition and non-cognition in science learning of Chinese students, this paper makes some suggestions to reduce or eliminate gender difference. In curriculum development, it's necessary to address the impartiality of science knowledge selection; in school curriculum construction, the adaptability of school curriculum should be highlighted to promote gender adaption; and in curriculum implementation, students' difference should be respected to ensure gender sensitivity.
In the assessment of science literacy of PISA 2015, the performance of Chinese students are different in several dimensions:the overall science performance, scientific competencies, scientific knowledge and science content. In general, boys have better performance than girls. At the same time, in the science-related background surveys, boys' performance are better than girls' in the scales of enjoyment of science, science interest and science activities. Based on the gender difference in the domain of both cognition and non-cognition in science learning of Chinese students, this paper makes some suggestions to reduce or eliminate gender difference. In curriculum development, it's necessary to address the impartiality of science knowledge selection; in school curriculum construction, the adaptability of school curriculum should be highlighted to promote gender adaption; and in curriculum implementation, students' difference should be respected to ensure gender sensitivity.
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doi: 10.16382/j.cnki.1000-5560.2015.03.013
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During Emperor SHUNZhi's reign in early Qing Dynasty, the promotion quota of military licentiates for garrison military schools in the capital was clearly prescribed, whereas the quota for schools in other provinces remained unfixed.Starting from the year of 1671, the promotion quota of military licentiates for all provinces was first assigned by reference to the counterpart quota of literary licentiates.During the reigns of Emperor Shunzhi, Kangxi, Yongzheng and Qianlong, the quota was frequently adjusted due to the establishment of new schools, upgrading of old schools, and changes of administrative regions.For every round approximately 22, 000 military licentiates were admitted and affiliated to around 1, 800 Confucian schools throughout the empire, and such a quota kept relatively stable, until the Taiping Rebellion during which the Qing government, rewarding public donations and supports for suppression, remarkably raised the intake to around 27, 000.Before and after the Rebellion, the group population of military licentiates showed "remarkable increase in the South and modest increase in the North", whilst its provincial distribution saw "increasing in the South but decreasing in the North".A thorough investigation on the changes of the promotion quota, group population and geographical distribution of the military licentiates can not only reveal the political context, but also reflect the dynamic of fostering and recruiting military talents throughout the Qing Dynasty.
During Emperor SHUNZhi's reign in early Qing Dynasty, the promotion quota of military licentiates for garrison military schools in the capital was clearly prescribed, whereas the quota for schools in other provinces remained unfixed.Starting from the year of 1671, the promotion quota of military licentiates for all provinces was first assigned by reference to the counterpart quota of literary licentiates.During the reigns of Emperor Shunzhi, Kangxi, Yongzheng and Qianlong, the quota was frequently adjusted due to the establishment of new schools, upgrading of old schools, and changes of administrative regions.For every round approximately 22, 000 military licentiates were admitted and affiliated to around 1, 800 Confucian schools throughout the empire, and such a quota kept relatively stable, until the Taiping Rebellion during which the Qing government, rewarding public donations and supports for suppression, remarkably raised the intake to around 27, 000.Before and after the Rebellion, the group population of military licentiates showed "remarkable increase in the South and modest increase in the North", whilst its provincial distribution saw "increasing in the South but decreasing in the North".A thorough investigation on the changes of the promotion quota, group population and geographical distribution of the military licentiates can not only reveal the political context, but also reflect the dynamic of fostering and recruiting military talents throughout the Qing Dynasty.
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doi: 10.16382/j.cnki.1000-5560.2000.03.004
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doi: 10.16382/j.cnki.10005560.1994.02.008
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doi: 10.16382/j.cnki.1000-5560.2004.01.004
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That knowing and the nature are based on the body which is sensible and perceived as an originality is expressed in Chuang-tzu' philosophical thoughts. The primitive association based on the reversibility of the body is discovered to describe our basic experience, which lay a foundation of what we call the knowledge. It is those perceived experiences which enables a person to live in harmony. Transformation based on a perceived and sensible body enlightens us on the traditional theories on pedagogy. That is how to understand pedagogy and teaching and how to teach in an effective way.
That knowing and the nature are based on the body which is sensible and perceived as an originality is expressed in Chuang-tzu' philosophical thoughts. The primitive association based on the reversibility of the body is discovered to describe our basic experience, which lay a foundation of what we call the knowledge. It is those perceived experiences which enables a person to live in harmony. Transformation based on a perceived and sensible body enlightens us on the traditional theories on pedagogy. That is how to understand pedagogy and teaching and how to teach in an effective way.
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doi: 10.16382/j.cnki.1000-5560.2001.04.006
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doi: 10.16382/j.cnki.1000-5560.2007.04.008
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doi: 10.16382/j.cnki.1000-5560.2017.01.006
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From pre-industrial society to post-industrial society, technicians' knowledge structure has changed from one dimension to four dimensions. In post-industrial society, technicians' four-dimensioned knowledge structure includes:experiential technical knowledge, material technical knowledge, methodological technical knowledge and theoretical technical knowledge. Each has its specific mechanisms of development and operation.Firstly, experiential technical knowledge takes the form of skills and experiments, which tends to be personalized, emotional, tacit, pre-scientific, system-integrated, situational, etc. Material technical knowledge takes the machine as its carrier, which is semi-theoretical and semi-empirical. Material technical knowledge is utilized to create, accumulate and implement the knowledge through operating and controlling machines. Methodological technical knowledge is a knowledge of design and decision, which contributes to the design of working process and decision-making. Secondly, the development of experiential technical knowledge and material technical knowledge requires training and internalization in workplaces. The development of methodological technical knowledge relies on the transfer and insight in the mentoring apprenticeship. The development of theoretical technical knowledge requires accumulation and the sublimation of learning in schools.In recent years, there have been several defects in the professional training modes in vocational colleges. Firstly, the ways of collaboration between vocational colleges and enterprises have helped little to train qualified technicians for the manufacturing industry. In addition, the collaboration has provided ineffective learning experience. Last but not least, the collaboration has not been designed to provide enterprises with a platform for operation. Therefore, it's imperative to revolutionize the professional training modes, including the transformation of technicians' knowledge structure.Modern apprenticeship offers a new perspective of the transformation. Firstly, it has established close relationship between students and the production situation, which can help students gain plenty of first-hand knowledge from the production process. Secondly, based on a stable mentoring relationship, modern apprenticeship can help students gain methodological technical knowledge needed in modern society. Thirdly, stakeholders can be gathered together in vocational college and enterprises in support of the cultivation of skilled talents. In conclusion, modern apprenticeship is of great value for the training of skilled talents, and it's essential to find a proper way to integrate modern apprenticeship into the cultivation of skilled talents between vocational colleges and enterprises.
From pre-industrial society to post-industrial society, technicians' knowledge structure has changed from one dimension to four dimensions. In post-industrial society, technicians' four-dimensioned knowledge structure includes:experiential technical knowledge, material technical knowledge, methodological technical knowledge and theoretical technical knowledge. Each has its specific mechanisms of development and operation.Firstly, experiential technical knowledge takes the form of skills and experiments, which tends to be personalized, emotional, tacit, pre-scientific, system-integrated, situational, etc. Material technical knowledge takes the machine as its carrier, which is semi-theoretical and semi-empirical. Material technical knowledge is utilized to create, accumulate and implement the knowledge through operating and controlling machines. Methodological technical knowledge is a knowledge of design and decision, which contributes to the design of working process and decision-making. Secondly, the development of experiential technical knowledge and material technical knowledge requires training and internalization in workplaces. The development of methodological technical knowledge relies on the transfer and insight in the mentoring apprenticeship. The development of theoretical technical knowledge requires accumulation and the sublimation of learning in schools.In recent years, there have been several defects in the professional training modes in vocational colleges. Firstly, the ways of collaboration between vocational colleges and enterprises have helped little to train qualified technicians for the manufacturing industry. In addition, the collaboration has provided ineffective learning experience. Last but not least, the collaboration has not been designed to provide enterprises with a platform for operation. Therefore, it's imperative to revolutionize the professional training modes, including the transformation of technicians' knowledge structure.Modern apprenticeship offers a new perspective of the transformation. Firstly, it has established close relationship between students and the production situation, which can help students gain plenty of first-hand knowledge from the production process. Secondly, based on a stable mentoring relationship, modern apprenticeship can help students gain methodological technical knowledge needed in modern society. Thirdly, stakeholders can be gathered together in vocational college and enterprises in support of the cultivation of skilled talents. In conclusion, modern apprenticeship is of great value for the training of skilled talents, and it's essential to find a proper way to integrate modern apprenticeship into the cultivation of skilled talents between vocational colleges and enterprises.
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doi: 10.16382/j.cnki.1000-5560.1996.04.006
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Each culture has its origin and different forming and expressing manner. There is different cotent, manner and form in pursuing goodness, however, it is same in pursing the core value of goodness. The norm of social moral is basic ground, objective and criterion of evaluation in mormal education. Moral education is key manner that translating social moral norm into individual morality, furthermore, individual morality changing into favorable social morale.Morality and moral education in multi-culture development should regard the divinity goodness as core value orientation, in order to pursue the unity of multiple objective, value and manner-prime goodness of divinity, basic goodness of rationality, and bottom line of materiality.
Each culture has its origin and different forming and expressing manner. There is different cotent, manner and form in pursuing goodness, however, it is same in pursing the core value of goodness. The norm of social moral is basic ground, objective and criterion of evaluation in mormal education. Moral education is key manner that translating social moral norm into individual morality, furthermore, individual morality changing into favorable social morale.Morality and moral education in multi-culture development should regard the divinity goodness as core value orientation, in order to pursue the unity of multiple objective, value and manner-prime goodness of divinity, basic goodness of rationality, and bottom line of materiality.
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doi: 10.16382/j.cnki.1000-5560.2003.01.011
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doi: 10.16382/j.cnki.10005560.1996.03.014
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doi: 10.16382/j.cnki.1000-5560.2004.03.012
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doi: 10.16382/j.cnki.1000-5560.2002.03.004
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doi: 10.16382/j.cnki.1000-5560.2006.03.002
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doi: 10.16382/j.cnki.1000-5560.2000.01.004
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doi: 10.16382/j.cnki.1000-5560.1997.02.008
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doi: 10.16382/j.cnki.1000-5560.2015.02.016
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America is a great nation in higher education. Its federal financial assistance has been the strongest external driving force in the development of modern American universities, promoting a healthy development. Lessons can be learnt from the experience of U.S. federal government. Influenced by different politics, economies and social development ideas, American federal financial assistance has experienced several stages, including social laissez-faire, strengthened administrative intervention and market decentralization". Based on the data analysis, this paper discusses how U.S. federal government has implemented its financial aid for higher education. It concludes that with sound legal protection in place, the federal financial assistance is now featured by its ecological morphology through the integration of government and market.
America is a great nation in higher education. Its federal financial assistance has been the strongest external driving force in the development of modern American universities, promoting a healthy development. Lessons can be learnt from the experience of U.S. federal government. Influenced by different politics, economies and social development ideas, American federal financial assistance has experienced several stages, including social laissez-faire, strengthened administrative intervention and market decentralization". Based on the data analysis, this paper discusses how U.S. federal government has implemented its financial aid for higher education. It concludes that with sound legal protection in place, the federal financial assistance is now featured by its ecological morphology through the integration of government and market.
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doi: 10.16382/j.cnki.100-5560.2007.02.009
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doi: 10.16382/j.cnki.10005560.2004.03.014
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doi: 10.16382/j.cnki.1000-5560.1999.04.005
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doi: 10.16382/j.cnki.1000-5560.2016.03.002
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China Education Innovation Institute of Beijing Normal University (CEII, BNU) was entrusted by World Innovation Summit for Education (WISE) to summarize the global experience of developing 21st Century Skills and Competencies. It aims to help policy makers, education leaders and researchers to have a comprehensive understanding of the formulation, connotation and implementation of 21st Century Competencies around the world.International organizations or economies use various terms to describe the educational goals. For the purpose of the current study we use the term "21st Century Skills and Competencies" or "21rst Century Competencies". A competency is, therefore, a broader concept that may comprise skills, attitudes and knowledge.The study has four aims: (a) to identify the driving forces behind these competencies, (b) to analyze the elements and structures of the frameworks, (c) to investigate the implementation of the frameworks in education, and (d) to discuss necessary support from government and communities. Finally, suggestions are put forward based on the above analysis.Official publications on the frameworks of 21st Century Competencies by five international organizations and 24 countries or regions have been reviewed. The frameworks represent organizations or economies from six different continents. The inclusion of more economies from Asia, Africa and South America in this study presents more substantive research findings, compared with previous studies focusing on Europe or America. The economies are at different stages of their development. Besides, the inclusion of middle-income economies may be a meaningful expansion of previous studies.The research process includes defining the terms, identifying the research questions, selecting research subjects, reviewing literature and writing the report, suggesting strategies to promote, develop and apply these competencies, etc. As the outcome of this study, the report EDUCATION FOR THE FUTURE: Global Experience of Developing 21st Century Skills and Competencies was published in this journal, together with four research papers centered around the four aims. The papers are: (a) Driving Forces under the Construction of 21st Century Competencies, (b) Analysis of 21st Century Competencies and Frameworks, (c) Curriculum, Teaching and Learning, and Assessment for 21st Century Competencies, (d) Supporting 21st Century Competencies education.We conclude this study with some issues worthy of further study, e. g, what competencies are needed today and in the future and how they can be cultivated? The traditional Chinese philosophy (e.g. dealing with changes with changelessness) could offer alternative perspectives on these issues. On the one hand, it requires considering whether there are some core competencies based on children's cognitive development. Moreover, the whole-person development is not simply a total of these competencies. Therefore it's essential to explore the connotation of a "whole person" and the way to cultivate such a person.
China Education Innovation Institute of Beijing Normal University (CEII, BNU) was entrusted by World Innovation Summit for Education (WISE) to summarize the global experience of developing 21st Century Skills and Competencies. It aims to help policy makers, education leaders and researchers to have a comprehensive understanding of the formulation, connotation and implementation of 21st Century Competencies around the world.International organizations or economies use various terms to describe the educational goals. For the purpose of the current study we use the term "21st Century Skills and Competencies" or "21rst Century Competencies". A competency is, therefore, a broader concept that may comprise skills, attitudes and knowledge.The study has four aims: (a) to identify the driving forces behind these competencies, (b) to analyze the elements and structures of the frameworks, (c) to investigate the implementation of the frameworks in education, and (d) to discuss necessary support from government and communities. Finally, suggestions are put forward based on the above analysis.Official publications on the frameworks of 21st Century Competencies by five international organizations and 24 countries or regions have been reviewed. The frameworks represent organizations or economies from six different continents. The inclusion of more economies from Asia, Africa and South America in this study presents more substantive research findings, compared with previous studies focusing on Europe or America. The economies are at different stages of their development. Besides, the inclusion of middle-income economies may be a meaningful expansion of previous studies.The research process includes defining the terms, identifying the research questions, selecting research subjects, reviewing literature and writing the report, suggesting strategies to promote, develop and apply these competencies, etc. As the outcome of this study, the report EDUCATION FOR THE FUTURE: Global Experience of Developing 21st Century Skills and Competencies was published in this journal, together with four research papers centered around the four aims. The papers are: (a) Driving Forces under the Construction of 21st Century Competencies, (b) Analysis of 21st Century Competencies and Frameworks, (c) Curriculum, Teaching and Learning, and Assessment for 21st Century Competencies, (d) Supporting 21st Century Competencies education.We conclude this study with some issues worthy of further study, e. g, what competencies are needed today and in the future and how they can be cultivated? The traditional Chinese philosophy (e.g. dealing with changes with changelessness) could offer alternative perspectives on these issues. On the one hand, it requires considering whether there are some core competencies based on children's cognitive development. Moreover, the whole-person development is not simply a total of these competencies. Therefore it's essential to explore the connotation of a "whole person" and the way to cultivate such a person.
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doi: 10.16382/j.cnki.1000-5560.1994.04.002
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doi: 10.16382/j.cnki.1000-5560.2003.03.002
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doi: 10.16382/j.cnki.1000-5560.2001.03.003
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doi: 10.16382/j.cnki.1000-5560.2003.03.007
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doi: 10.16382/j.cnki.1000-5560.2005.02.008
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doi: 10.16382/j.cnki.1000-5560.1996.01.003
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doi: 10.16382/j.cnki.1000-5560.2015.02.002
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Studies on thoughts of education is currently one of the critical areas in educational studies. Using the bibliometric analysis, this paper takes a sample of 1573 articles from CSSCI and PKU, and provides an analysis of the quantity of literature, methodology, research focuses as well as the researchers concerning thoughts of education. Findings indicate that there has been an increasing number of studies on thoughts of education with diversified methodology. Besides, studies are centered on hot topics in educational practice. In general, studies tend to be mature and systematic. Nevertheless, there exist in the studies such problems as "pro-classical""westernization", and theories disconnected from reality. Therefore, studies on thoughts of education should concentrate on changes in their topics, contents and methodology.
Studies on thoughts of education is currently one of the critical areas in educational studies. Using the bibliometric analysis, this paper takes a sample of 1573 articles from CSSCI and PKU, and provides an analysis of the quantity of literature, methodology, research focuses as well as the researchers concerning thoughts of education. Findings indicate that there has been an increasing number of studies on thoughts of education with diversified methodology. Besides, studies are centered on hot topics in educational practice. In general, studies tend to be mature and systematic. Nevertheless, there exist in the studies such problems as "pro-classical""westernization", and theories disconnected from reality. Therefore, studies on thoughts of education should concentrate on changes in their topics, contents and methodology.
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doi: 10.16382/j.cnki.1000-5560.2000.02.010
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doi: 10.16382/j.cnki.1000-5560.1996.02.002
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doi: 10.16382/j.cnki.1000-5560.2006.02.003
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doi: 10.16382/j.cnki.1000-5560.1997.01.004
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doi: 10.16382/j.cnki.1000-5560.2016.02.003
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After a rapid development of entrepreneurship education, the western developed countries have begun to focus on evaluating the entrepreneurship education and its effectiveness in order to make a proper adjustment. Entrepreneurship education in China, though emerging later than that of the western developed countries, has grown rapidly and is strongly pushed forward by the central government. It's over ten years since the pilot work was launched in 2002 by the Ministry of Education, and entrepreneurship education has become a national highlight and is being integrated into the global context. Nevertheless, sufficient attention has not been paid to the effectiveness of entrepreneurship education. And it is necessary to evaluate the effectiveness of entrepreneurship education in higher education institutions.Effectiveness, in brief, refers to the actual result, which can be indicated by the ratio of input and outcome. That is, more outcome from a relatively less input in an activity means effectiveness. Thus, effectiveness of entrepreneurship education means the real and effective state after an activity of entrepreneurship education by comparing its result and expected goals.Based on the theory and practice of education quality evaluation, as well as CIPP evaluation model by D. L. Stufflebeam in 1967, which includes four dimensions (context evaluation, input evaluation, process evaluation and product evaluation), this study constructs an evaluation model for the effectiveness of entrepre neurship education from two dimensions: one is entrepreneurship education process, and the other is entrepreneurship education outcome. Entrepreneurship education process involves educational factors in the entrepreneurship education activities, which can be divided into three groups of indicators: entrepreneurship courses, entrepreneurship practice and entrepreneurship organization. Entrepreneurship education outcome, in term of measurable entrepreneurship education goals, involves entrepreneurship skills, which can be divided into three groups of indicators: professional skills, methodological skills and social skills. And then, the effectiveness of entrepreneurship education in HEIs is evaluated, and the sample includes different types of HEIs in China as well as the nine HEIs participating in the pilot work of entrepreneurship education since 2002.The fingdings show that the real result of entrepreneurship education in HEIs of China is poor. Entrepreneurship education does not function well from the perspective of process. And in terms of outcomes, students' entrepreneurship skills need to be improved. Further factor analysis shows that factors which influence effectiveness of entrepreneurship education include HEIs, students, governments and society. Thus, it's necessary to improve students' entrepreneurship skills and strengthen the cooperation among HEIs, students, governments and society to improve effectiveness of entrepreneurship education. Specifically, HEIs need to highlight the educational function to integrate entrepreneurship education into the education process. Also, policies should be in place to guide HEIs to refine their entrepreneurship education goals. In addition, the enterprises should be encouraged to be actively involved in the entrepreneurship practice.
After a rapid development of entrepreneurship education, the western developed countries have begun to focus on evaluating the entrepreneurship education and its effectiveness in order to make a proper adjustment. Entrepreneurship education in China, though emerging later than that of the western developed countries, has grown rapidly and is strongly pushed forward by the central government. It's over ten years since the pilot work was launched in 2002 by the Ministry of Education, and entrepreneurship education has become a national highlight and is being integrated into the global context. Nevertheless, sufficient attention has not been paid to the effectiveness of entrepreneurship education. And it is necessary to evaluate the effectiveness of entrepreneurship education in higher education institutions.Effectiveness, in brief, refers to the actual result, which can be indicated by the ratio of input and outcome. That is, more outcome from a relatively less input in an activity means effectiveness. Thus, effectiveness of entrepreneurship education means the real and effective state after an activity of entrepreneurship education by comparing its result and expected goals.Based on the theory and practice of education quality evaluation, as well as CIPP evaluation model by D. L. Stufflebeam in 1967, which includes four dimensions (context evaluation, input evaluation, process evaluation and product evaluation), this study constructs an evaluation model for the effectiveness of entrepre neurship education from two dimensions: one is entrepreneurship education process, and the other is entrepreneurship education outcome. Entrepreneurship education process involves educational factors in the entrepreneurship education activities, which can be divided into three groups of indicators: entrepreneurship courses, entrepreneurship practice and entrepreneurship organization. Entrepreneurship education outcome, in term of measurable entrepreneurship education goals, involves entrepreneurship skills, which can be divided into three groups of indicators: professional skills, methodological skills and social skills. And then, the effectiveness of entrepreneurship education in HEIs is evaluated, and the sample includes different types of HEIs in China as well as the nine HEIs participating in the pilot work of entrepreneurship education since 2002.The fingdings show that the real result of entrepreneurship education in HEIs of China is poor. Entrepreneurship education does not function well from the perspective of process. And in terms of outcomes, students' entrepreneurship skills need to be improved. Further factor analysis shows that factors which influence effectiveness of entrepreneurship education include HEIs, students, governments and society. Thus, it's necessary to improve students' entrepreneurship skills and strengthen the cooperation among HEIs, students, governments and society to improve effectiveness of entrepreneurship education. Specifically, HEIs need to highlight the educational function to integrate entrepreneurship education into the education process. Also, policies should be in place to guide HEIs to refine their entrepreneurship education goals. In addition, the enterprises should be encouraged to be actively involved in the entrepreneurship practice.
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doi: 10.16382/j.cnki.1000-5560.2015.02.011
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Spiritual health is an increasingly important topic in psychological research. From the perspective of spirituality, understanding and reflecting spiritual health involves three related levels: spiritual health corresponding to mental illness, spiritual health equivalent to mental health, and spiritual health related to intelligence and life meaning. The third level is closely related to spiritual development, and all the three levels constitute individual's integrated existence of "physiological-psychological-spiritual". Spiritual health should point to the development of "a whole person". The current mental health education should include "spiritual health", meanwhile, its values, contents and approaches should also be adjusted and supplemented. Mental health education should focus on individual's spiritual development as well as their social and cultural attributes.
Spiritual health is an increasingly important topic in psychological research. From the perspective of spirituality, understanding and reflecting spiritual health involves three related levels: spiritual health corresponding to mental illness, spiritual health equivalent to mental health, and spiritual health related to intelligence and life meaning. The third level is closely related to spiritual development, and all the three levels constitute individual's integrated existence of "physiological-psychological-spiritual". Spiritual health should point to the development of "a whole person". The current mental health education should include "spiritual health", meanwhile, its values, contents and approaches should also be adjusted and supplemented. Mental health education should focus on individual's spiritual development as well as their social and cultural attributes.
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doi: 10.16382/j.cnki.1000-5560.2006.01.003
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doi: 10.16382/j.cnki.1000-5560.2007.03.009
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doi: 10.16382/j.cnki.10005560.2002.02.014
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doi: 10.16382/j.cnki.1000-5560.2015.03.012
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Using MMHI-60, SSSCLB and ALSEC, this article presents a survey of 2, 219 rural children left behind.The results suggest that:(a) in general, the mental health of children left behind is worrying, with significant variation among different levels of sense of security; (b) life events are in positive correlation to mental health, andsense of security is significantly negative to mental health; (c) sense of security plays a significant regulatory role in life events and mental health; (d) life events can directly predict mental health, with sense of security playing partial mediating effect on mental health in life events; (e) the left-behind situation is an important factor affecting the mental health, while sense of security plays a complete intermediary role between the left-behind situation and mental health of children left behind in China.
Using MMHI-60, SSSCLB and ALSEC, this article presents a survey of 2, 219 rural children left behind.The results suggest that:(a) in general, the mental health of children left behind is worrying, with significant variation among different levels of sense of security; (b) life events are in positive correlation to mental health, andsense of security is significantly negative to mental health; (c) sense of security plays a significant regulatory role in life events and mental health; (d) life events can directly predict mental health, with sense of security playing partial mediating effect on mental health in life events; (e) the left-behind situation is an important factor affecting the mental health, while sense of security plays a complete intermediary role between the left-behind situation and mental health of children left behind in China.
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doi: 10.16382/j.cnki.1000-5560.2001.01.002
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doi: 10.16382/j.cnki.1000-5560.2016.02.009
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Process philosophy is also known as a philosophy of organism or activity. It takes process and activity as the fundamental characteristics of organism, and holds the view that the whole world consists of the procedural and continually creative activity of organism. In recent years, the impact of process philosophy on education and teaching has become increasingly evident, and more and more researchers have applied the process thinking to the study of teaching process and the practical exploration of subject teaching. The purpose of this study is to apply the thinking of process philosophy to the research of teaching environment, and suggest the specific survival patterns of teaching environment and their characteristics and values. Adopting the method of philosophical introspection and the introspection of philosophy, this article argues that, in real teaching life, the relationship between teaching environment and individuals as the subject is in the state of dualism opposition, regulated and controlled. More attention has been paid to optimizing teaching environment to improve the teaching effectiveness from the technical level.By sorting and analyzing the literature about process philosophy and its thinking comprehensively, this study attempts to explore the three forms of teaching environment through process-related thinking of process philosophy. The first form is the sense and body of teacher and student.The second is the community formed between teacher and student or between student and student, such as the education community, teaching community, learning community and so on. The third is the continuity of curriculum knowledge around children's life and experience. These teaching environments are both subjective and objective. They are not just stable, but are generated dynamically and energy flowing. These environments have the subject appeal of a moral concern which aims at their own integrity, independence and internal harmony. Also, they have the object value which enables teacher and student to be more creative and caring. This will help promote teacher and student to learn to care and develop the qualities of caring, including caring about oneself, the community, nature and the knowledge. Constructing a teaching environment based on the theoretical process philosophy does not mean creating a material, solidified and tangible environment, but a transformation of concept and way of thinking. Instead of focusing on the effectiveness of teaching environment on teacher and student growth (just an instrumental value), this way of thinking focuses more on the inner good, external creativity and caring relationships in teaching environment. And it will make the teaching and education more and more human-centered, and furthermore, teaching life begins to walk out of the fence of the classroom and school and return to nature, society and ourselves.
Process philosophy is also known as a philosophy of organism or activity. It takes process and activity as the fundamental characteristics of organism, and holds the view that the whole world consists of the procedural and continually creative activity of organism. In recent years, the impact of process philosophy on education and teaching has become increasingly evident, and more and more researchers have applied the process thinking to the study of teaching process and the practical exploration of subject teaching. The purpose of this study is to apply the thinking of process philosophy to the research of teaching environment, and suggest the specific survival patterns of teaching environment and their characteristics and values. Adopting the method of philosophical introspection and the introspection of philosophy, this article argues that, in real teaching life, the relationship between teaching environment and individuals as the subject is in the state of dualism opposition, regulated and controlled. More attention has been paid to optimizing teaching environment to improve the teaching effectiveness from the technical level.By sorting and analyzing the literature about process philosophy and its thinking comprehensively, this study attempts to explore the three forms of teaching environment through process-related thinking of process philosophy. The first form is the sense and body of teacher and student.The second is the community formed between teacher and student or between student and student, such as the education community, teaching community, learning community and so on. The third is the continuity of curriculum knowledge around children's life and experience. These teaching environments are both subjective and objective. They are not just stable, but are generated dynamically and energy flowing. These environments have the subject appeal of a moral concern which aims at their own integrity, independence and internal harmony. Also, they have the object value which enables teacher and student to be more creative and caring. This will help promote teacher and student to learn to care and develop the qualities of caring, including caring about oneself, the community, nature and the knowledge. Constructing a teaching environment based on the theoretical process philosophy does not mean creating a material, solidified and tangible environment, but a transformation of concept and way of thinking. Instead of focusing on the effectiveness of teaching environment on teacher and student growth (just an instrumental value), this way of thinking focuses more on the inner good, external creativity and caring relationships in teaching environment. And it will make the teaching and education more and more human-centered, and furthermore, teaching life begins to walk out of the fence of the classroom and school and return to nature, society and ourselves.
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doi: 10.16382/j.cnki.1000-5560.2004.02.010
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doi: 10.16382/j.cnki.1000-5560.2016.03.003
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What kind of talents should be nurtured to embrace the future? What competencies should they have? These are the perennial questions most countries have been pondering. The stakes are high when they try to identify the future direction for education and set development goals. Demands from all sides must be taken into consideration, including an understanding of the changing era and the transformations in science & technology, demands for social and economic development, as well as the challenges arising from the educational sector. These factors, as the driving forces behind 21st century competencies, affect their frameworks and connotations. This paper presents the ten driving forces identified by different international organizations and economies. Often, they fall into three categories: a) changes in science and technology: globalization, knowledge age, scientific and technological development; b) economic and social development: economic growth, occupational needs, demographic changes, multicultural trends, environmental and sustainable development; c) educational development: education equity and quality improvement.The results show that there are both similarities and differences among the driving forces identified by the international organizations and economies. Over half of the 29 international organizations or economies put a focus on six driving forces: globalization, knowledge age, scientific and technological development and information age, economic growth, occupational competencies and education quality improvement. This indicates that these driving forces are, to some extent, universal. Fewer than half international organizations or economies focus on demographical changes, multiculturalism, environment and sustainable development, educational equity. In addition, these driving forces tend to reflect regional or national demands. Some high-income economies are now pursuing knowledge economy as a priority, while some middle or lower-middle income groups are more concerned with educational equity. High-income economies are more concerned with the needs of knowledge age, which may reflect their post-industrial context. The driving force of knowledge age attracts more attention to education reform of high-income economies while the middle-or lower-middle-income groups are more concerned with educational equity.This paper concludes with three suggestions on how to generate these driving forces for various economies: a) policy-making should be based on a comprehensive, in-depth analysis of the driving forces at a global level; b) when identifying the driving forces, societies should fully consider their levels of socio-economic development, cultural traditions and geographical features; and c) education policies based on driving forces need to center on the nature and developmental needs of children.
What kind of talents should be nurtured to embrace the future? What competencies should they have? These are the perennial questions most countries have been pondering. The stakes are high when they try to identify the future direction for education and set development goals. Demands from all sides must be taken into consideration, including an understanding of the changing era and the transformations in science & technology, demands for social and economic development, as well as the challenges arising from the educational sector. These factors, as the driving forces behind 21st century competencies, affect their frameworks and connotations. This paper presents the ten driving forces identified by different international organizations and economies. Often, they fall into three categories: a) changes in science and technology: globalization, knowledge age, scientific and technological development; b) economic and social development: economic growth, occupational needs, demographic changes, multicultural trends, environmental and sustainable development; c) educational development: education equity and quality improvement.The results show that there are both similarities and differences among the driving forces identified by the international organizations and economies. Over half of the 29 international organizations or economies put a focus on six driving forces: globalization, knowledge age, scientific and technological development and information age, economic growth, occupational competencies and education quality improvement. This indicates that these driving forces are, to some extent, universal. Fewer than half international organizations or economies focus on demographical changes, multiculturalism, environment and sustainable development, educational equity. In addition, these driving forces tend to reflect regional or national demands. Some high-income economies are now pursuing knowledge economy as a priority, while some middle or lower-middle income groups are more concerned with educational equity. High-income economies are more concerned with the needs of knowledge age, which may reflect their post-industrial context. The driving force of knowledge age attracts more attention to education reform of high-income economies while the middle-or lower-middle-income groups are more concerned with educational equity.This paper concludes with three suggestions on how to generate these driving forces for various economies: a) policy-making should be based on a comprehensive, in-depth analysis of the driving forces at a global level; b) when identifying the driving forces, societies should fully consider their levels of socio-economic development, cultural traditions and geographical features; and c) education policies based on driving forces need to center on the nature and developmental needs of children.
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doi: 10.16382/j.cnki.1000-5560.2009.02.009
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doi: 10.16382/j.cnki.1000-5560.2017.04.005
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From the inter disciplinary perspective of innovation, maker education and STEAM education have a lot in common and are mutually complementary. The present paper analyzes the current development and the characteristics of the two kinds of education activities respectively, and suggests that maker education is an effective approach to STEAM education, while STEAM education is an indispensable complement for maker education. The integration of both can have positive effects on educating talents. Then, based on the experience of maker education in some primary and secondary schools in recent years, we discuss ways of integrating maker education and STEAM education, including developing standardized courses, offering a series of maker courses and undertaking large live action projects. In conclusion, the integration of maker education and STEAM education will surely provide strong support for the current educational and teaching reform.
From the inter disciplinary perspective of innovation, maker education and STEAM education have a lot in common and are mutually complementary. The present paper analyzes the current development and the characteristics of the two kinds of education activities respectively, and suggests that maker education is an effective approach to STEAM education, while STEAM education is an indispensable complement for maker education. The integration of both can have positive effects on educating talents. Then, based on the experience of maker education in some primary and secondary schools in recent years, we discuss ways of integrating maker education and STEAM education, including developing standardized courses, offering a series of maker courses and undertaking large live action projects. In conclusion, the integration of maker education and STEAM education will surely provide strong support for the current educational and teaching reform.
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doi: 10.16382/j.cnki.1000-5560.2003.02.011
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doi: 10.16382/j.cnki.1000-5560.1999.03.007
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doi: 10.16382/j.cnki.1000-5560.2000.03.003
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doi: 10.16382/j.cnki.1000-5560.2002.04.006
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doi: 10.16382/j.cnki.1000-5560.1999.02.007
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doi: 10.168182/j.cnki.10005560.199603.001
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doi: 10.16382/j.cnki.1000-5560.2008.03.002
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doi: 10.16382/j.cnki.1000-5560.2017.05.011
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The exploration of aesthetics shows that painting is the artistic reflection of the artist's own life and soul, which is a process of aesthetic creation.Painting instruction should be aesthetics-orientated through the appreciation of the physical beauty, spiritual beauty and the formal beauty. In such a process, the aesthetics field plays an important role as it provides experimental aesthetics for the artist through the integration of physical field, psychological field and cultural field, which induces artists to complete aesthetic creation through the trend of structure and metaphor. Positive research shows individual feeling of aesthetics consists of eight factors. The aesthetic orientation in painting instruction requires teachers to focus on the value of the aesthetic field, and strive to construct the aesthetics field from three aspects:the physical field, the psychological field and the cultural field.
The exploration of aesthetics shows that painting is the artistic reflection of the artist's own life and soul, which is a process of aesthetic creation.Painting instruction should be aesthetics-orientated through the appreciation of the physical beauty, spiritual beauty and the formal beauty. In such a process, the aesthetics field plays an important role as it provides experimental aesthetics for the artist through the integration of physical field, psychological field and cultural field, which induces artists to complete aesthetic creation through the trend of structure and metaphor. Positive research shows individual feeling of aesthetics consists of eight factors. The aesthetic orientation in painting instruction requires teachers to focus on the value of the aesthetic field, and strive to construct the aesthetics field from three aspects:the physical field, the psychological field and the cultural field.
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doi: 10.16382/j.cnki.1000-5560.2017.05.012
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The magnitude representation is the process of interpretation, expression and operation of the quantitative stimulus in the brain. It is an important part of the development of human cognition. The magnitude representation of children tends to be mature with age growth. The process includes four overlapping trends:a) representing increasingly precisely the magnitudes of non-symbolic numbers, b) connecting smallsymbolic numbers to their non-symbolic referents, c) extending understanding from smaller to larger whole numbers, and d)accurately representing the magnitudes of rational numbers. This study, based on behavioral and cognitive neuroscience on magnitude research in recent twenty years, further reveals the trend and inherent processing mechanism of the magnitude knowledge, and summarizes educational interventions and short-term trainings so as to improve children's mathematics ability.
The magnitude representation is the process of interpretation, expression and operation of the quantitative stimulus in the brain. It is an important part of the development of human cognition. The magnitude representation of children tends to be mature with age growth. The process includes four overlapping trends:a) representing increasingly precisely the magnitudes of non-symbolic numbers, b) connecting smallsymbolic numbers to their non-symbolic referents, c) extending understanding from smaller to larger whole numbers, and d)accurately representing the magnitudes of rational numbers. This study, based on behavioral and cognitive neuroscience on magnitude research in recent twenty years, further reveals the trend and inherent processing mechanism of the magnitude knowledge, and summarizes educational interventions and short-term trainings so as to improve children's mathematics ability.
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doi: 10.16382/j.cnki.1000-5560.2007.02.004
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doi: 10.16382/j.cnki.1000-5560.1995.04.001
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doi: 10.16382/j.cnki.1000-5560.1998.01.012
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doi: 10.16382/j.cnki.1000-5560.1995.02.004
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doi: 10.16382/j.cnki.1000-5560.2007.03.012
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doi: 10.16382/j.cnki.1000-5560.1999.01.001
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doi: 10.16382/j.cnki.1000-5560.1994.04.001
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doi: 10.16382/j.cnki.10005560.1996.03.012
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doi: 10.16382/j.cnki.1000-5560.2015.02.001
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In exploring humanized education, researchers tend to look at education problems from the perspective of anti-humanization, without a further analysis of the concept of anti-humanized education. The difference among anti-humanization, dehumanization and weak humanization in education is obscure. Using the category of purpose-means, we seek to reveal and clarify the connotation of the three, their boundaries and interrelationships. We argue that the core of the anti-humanized education is domestication of education, which violates humanity; while the core of dehumanized education is the materialization of education, which is separate from humanity; and the core of weak humanization is alienation of education, which deviates from humanity. Therefore, education should develop towards truth-breaking away from the fetters of domestication, towards harmony-evading the snare of materialization, and towards freedom-getting rid of the fence of alienation.
In exploring humanized education, researchers tend to look at education problems from the perspective of anti-humanization, without a further analysis of the concept of anti-humanized education. The difference among anti-humanization, dehumanization and weak humanization in education is obscure. Using the category of purpose-means, we seek to reveal and clarify the connotation of the three, their boundaries and interrelationships. We argue that the core of the anti-humanized education is domestication of education, which violates humanity; while the core of dehumanized education is the materialization of education, which is separate from humanity; and the core of weak humanization is alienation of education, which deviates from humanity. Therefore, education should develop towards truth-breaking away from the fetters of domestication, towards harmony-evading the snare of materialization, and towards freedom-getting rid of the fence of alienation.
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doi: 10.16382/j.cnki.1000-5560.2017.06.012
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Protagoras' opening is not just the prologue of the main content of this book but also the prologue of Socrates' political philosophy career.Taking the educational dialogues between Socrates and Hippocrates as a sample, the article analyzes the educational implication of Socratic dialogues through close reading. In Socratic education, the starting point is the careful reflection on individual's self-mind and the limit, as well as the establishment of spiritual connection of teacher-student relationship. The specific path of education is the realization of individual self-awareness through dialectical dialogues, and leisure is a prerequisite for education to happen. As a model teacher, Socrates' typical significance lies not only in his superb educational skills, but also his love for the polis and its youth.
Protagoras' opening is not just the prologue of the main content of this book but also the prologue of Socrates' political philosophy career.Taking the educational dialogues between Socrates and Hippocrates as a sample, the article analyzes the educational implication of Socratic dialogues through close reading. In Socratic education, the starting point is the careful reflection on individual's self-mind and the limit, as well as the establishment of spiritual connection of teacher-student relationship. The specific path of education is the realization of individual self-awareness through dialectical dialogues, and leisure is a prerequisite for education to happen. As a model teacher, Socrates' typical significance lies not only in his superb educational skills, but also his love for the polis and its youth.
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doi: 10.16382/j.cnki.1000-5560.1996.04.012
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doi: 10.16382/j.cnki.10005560.1996.03.010
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doi: 10.16382/j.cnki.1000-5560.1999.02.011
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Levinas broke through the traditional formaltive time, connected time with concrete existence. Because every existent individual reborns at every instant, time is heterogeneous and the present is special to everyone. Based on the formaltive view of time, the traditional education ideas, indicate that all educational activities is oriented to the future. In order to gain the so-called happiness in the future, the teacher think that the students should endure the current torment. According to Levinas' view of time, the present is special, the student should not be require to sacrifice the present happiness so as to gain the future achivement..Teachers should change their view so that the students could live a happy life at present.
Levinas broke through the traditional formaltive time, connected time with concrete existence. Because every existent individual reborns at every instant, time is heterogeneous and the present is special to everyone. Based on the formaltive view of time, the traditional education ideas, indicate that all educational activities is oriented to the future. In order to gain the so-called happiness in the future, the teacher think that the students should endure the current torment. According to Levinas' view of time, the present is special, the student should not be require to sacrifice the present happiness so as to gain the future achivement..Teachers should change their view so that the students could live a happy life at present.
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doi: 10.16382/j.cnki.1000-5560.2017.03.004
Abstract:
Compared with other scientific disciplines, there has been slower progress and less accumulation in educational scientific knowledge. For education research to be a scientific discipline with rapidly accumulated knowledge and progress, it's necessary to vigorously strengthen the scientific empirical research. In this area, the United States took the lead in making strategic planning. After entering the new century, the United States launched a strategy of evidence-based educational empirical research, through a large-scale transformation and upgrading of the existing educational research paradigm. This strategy has produced initial results but was questioned and rejected by many educational researchers, who believe that it is unnecessary and unlikely to implement such an external reform strategy. However, all the rejection has not formed a substantive challenge to the significance and value of empirical research on education.
Compared with other scientific disciplines, there has been slower progress and less accumulation in educational scientific knowledge. For education research to be a scientific discipline with rapidly accumulated knowledge and progress, it's necessary to vigorously strengthen the scientific empirical research. In this area, the United States took the lead in making strategic planning. After entering the new century, the United States launched a strategy of evidence-based educational empirical research, through a large-scale transformation and upgrading of the existing educational research paradigm. This strategy has produced initial results but was questioned and rejected by many educational researchers, who believe that it is unnecessary and unlikely to implement such an external reform strategy. However, all the rejection has not formed a substantive challenge to the significance and value of empirical research on education.
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doi: 10.16382/j.cnki.1000-5560.2017.02.008
Abstract:
From different perspectives and methodologies, both key competency and comprehensive quality seek to answer the fundamental question of"What kind of person do we want to cultivate?" On the one hand, it's believed that key competency emphasizes on the key elements out of the numerous, following a simplified paradigm of scientific analysis used in the western academic community. On the other hand, comprehensive quality is closely related to the systematic, relational and generative thinking and value orientations, which emphasizes more on the balance and harmony of human development, including the relationships between body and mind, knowing and doing, humanity and science. Further research on comprehensive quality needs to examine not only what the constituent qualities are, but also what relationships there are between them that have defined the implications of the conception, as it is such relationships that have constituted the"hard core" of the conception.The term quality in the Chinese context is not limited to the inborn traits from the perspective of physiological anatomy, but the harmony of body and mind, the combination of nature and nurture, as well as their interdependence. It also means the unity of knowing and doing, as the true knowing is the authentic experience from doing, while effective doing involves prospective and reflective thinking. Besides, it is the accommodation of humanity and science, which allows wise decisions and actions to happen in certain circumstance based on the comprehensive consideration of appropriate information.Future is beyond our imagination. Compared with key competency, which stresses the"key" and"few", the conception of comprehensive quality, which is rooted in the Chinese culture and stresses more on the extensive adaptability, has its own advantages, and thus could be an effective strategy responding to the ever-changing future. There is no denying that key competency describes the key elements of comprehensive quality, which helps deepen our understanding of comprehensive quality, especially the relationships between different layers and aspects. In other words, the relationship between key competency and comprehensive quality is complementary, rather than substituted.
From different perspectives and methodologies, both key competency and comprehensive quality seek to answer the fundamental question of"What kind of person do we want to cultivate?" On the one hand, it's believed that key competency emphasizes on the key elements out of the numerous, following a simplified paradigm of scientific analysis used in the western academic community. On the other hand, comprehensive quality is closely related to the systematic, relational and generative thinking and value orientations, which emphasizes more on the balance and harmony of human development, including the relationships between body and mind, knowing and doing, humanity and science. Further research on comprehensive quality needs to examine not only what the constituent qualities are, but also what relationships there are between them that have defined the implications of the conception, as it is such relationships that have constituted the"hard core" of the conception.The term quality in the Chinese context is not limited to the inborn traits from the perspective of physiological anatomy, but the harmony of body and mind, the combination of nature and nurture, as well as their interdependence. It also means the unity of knowing and doing, as the true knowing is the authentic experience from doing, while effective doing involves prospective and reflective thinking. Besides, it is the accommodation of humanity and science, which allows wise decisions and actions to happen in certain circumstance based on the comprehensive consideration of appropriate information.Future is beyond our imagination. Compared with key competency, which stresses the"key" and"few", the conception of comprehensive quality, which is rooted in the Chinese culture and stresses more on the extensive adaptability, has its own advantages, and thus could be an effective strategy responding to the ever-changing future. There is no denying that key competency describes the key elements of comprehensive quality, which helps deepen our understanding of comprehensive quality, especially the relationships between different layers and aspects. In other words, the relationship between key competency and comprehensive quality is complementary, rather than substituted.
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doi: 10.16382/j.cnki.1000-5560.2016.02.011
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Abstract: While faith is mainly applied to the religious dimension, belief is more suitable for morality. Moral belief refers to the psychological tendencies to believe in someone or something and resolution to put it into practice. In fact, most Chinese people don't have definite faith, as they are too realistic rather than pious. So it's suggested that in moral education, it's better to use moral belief instead of moral faith. In structure we have core moral beliefs and derivative moral beliefs. There are two types of moral beliefs: espoused beliefs and acting beliefs.Starting from the effectiveness of moral beliefs on students, the article puts forward some methods of cultivating the students in primary and secondary schools. From the perspectives of philosophy and psychology, we find that the moral beliefs attained in different periods change differently. Generally, moral beliefs attained in early times are difficult to change. After adulthood, moral beliefs are easier to change. So childhood is the best time for students to attain moral beliefs. School climate is an important factor which influences students' moral beliefs. As the foundation of school culture, the beliefs shared by members in schools are the important factors of moral beliefs. And teachers should try to create a healthy school culture in order to improve students' moral beliefs. Moral beliefs can influence the students' choice of values and self-discipline. Moral beliefs affect the decisions, behaviors and the ways they deal with problems.In Lewis's opinion, the foundation of beliefs consists of power, logic deduction, affection, personal significant experiences, rational intuition, and application of personal scientific methods. Educators should help students to establish the early moral beliefs subtly, as children are naïve and usually don't question the moral beliefs taught by their teachers. Besides, school teachers and parents should make use of affection to help change students' moral beliefs. They can create effective situations to help students form moral beliefs through practice. Teachers should encourage students to practice, because students' moral beliefs and practice are closely linked, and mutually affected. In this way teachers can promote a virtuous cycle between students' moral beliefs and practice. Teachers should also stimulate students to contemplate their behaviors. As Confucius said, we should contemplate ourselves three times a day. Reading without thinking tends to throw one into bewilderment. By contemplation students can understand the meaningful ideas, and realize the importance of correct moral beliefs.
Abstract: While faith is mainly applied to the religious dimension, belief is more suitable for morality. Moral belief refers to the psychological tendencies to believe in someone or something and resolution to put it into practice. In fact, most Chinese people don't have definite faith, as they are too realistic rather than pious. So it's suggested that in moral education, it's better to use moral belief instead of moral faith. In structure we have core moral beliefs and derivative moral beliefs. There are two types of moral beliefs: espoused beliefs and acting beliefs.Starting from the effectiveness of moral beliefs on students, the article puts forward some methods of cultivating the students in primary and secondary schools. From the perspectives of philosophy and psychology, we find that the moral beliefs attained in different periods change differently. Generally, moral beliefs attained in early times are difficult to change. After adulthood, moral beliefs are easier to change. So childhood is the best time for students to attain moral beliefs. School climate is an important factor which influences students' moral beliefs. As the foundation of school culture, the beliefs shared by members in schools are the important factors of moral beliefs. And teachers should try to create a healthy school culture in order to improve students' moral beliefs. Moral beliefs can influence the students' choice of values and self-discipline. Moral beliefs affect the decisions, behaviors and the ways they deal with problems.In Lewis's opinion, the foundation of beliefs consists of power, logic deduction, affection, personal significant experiences, rational intuition, and application of personal scientific methods. Educators should help students to establish the early moral beliefs subtly, as children are naïve and usually don't question the moral beliefs taught by their teachers. Besides, school teachers and parents should make use of affection to help change students' moral beliefs. They can create effective situations to help students form moral beliefs through practice. Teachers should encourage students to practice, because students' moral beliefs and practice are closely linked, and mutually affected. In this way teachers can promote a virtuous cycle between students' moral beliefs and practice. Teachers should also stimulate students to contemplate their behaviors. As Confucius said, we should contemplate ourselves three times a day. Reading without thinking tends to throw one into bewilderment. By contemplation students can understand the meaningful ideas, and realize the importance of correct moral beliefs.
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Abstract:
Ginling Girls'College(GGC) used to be a famous institution in Chinese modern history of higher education. It not only opened girls' education in China but also greatly contributed to the modernization of higher education in China. The foundation and development of GGC coincided with the violent conflict in Chinese modern culture. From the perspective of the cultural conflict between east and west, GGC introduced into China a great deal of western civilization, which opened the nation's door to new knowledge. From the perspective of the cultural conflict between men and women, the college awakened many Chinese women and trained hundreds of modern women intellectuals, which accelerated the process of women's liberation in China. From the perspective of the cultural conflict between past and present, it introduced into China a modern mode of university, which challenged the traditional education system. The above perspectives of cultural conflict reveals the underlying dynamics of GGC's success and provides an example for higher education reform in contemporary China.
Ginling Girls'College(GGC) used to be a famous institution in Chinese modern history of higher education. It not only opened girls' education in China but also greatly contributed to the modernization of higher education in China. The foundation and development of GGC coincided with the violent conflict in Chinese modern culture. From the perspective of the cultural conflict between east and west, GGC introduced into China a great deal of western civilization, which opened the nation's door to new knowledge. From the perspective of the cultural conflict between men and women, the college awakened many Chinese women and trained hundreds of modern women intellectuals, which accelerated the process of women's liberation in China. From the perspective of the cultural conflict between past and present, it introduced into China a modern mode of university, which challenged the traditional education system. The above perspectives of cultural conflict reveals the underlying dynamics of GGC's success and provides an example for higher education reform in contemporary China.
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doi: 10.16382/j.cnki.1000-5560.1996.01.009
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doi: 10.16382/j.cnki.1000-5560.2000.03.001
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Individual's socialization is a process of one's life sense-making and value generation, it's also a process of the formation of one's social attributes. Further, this will develop into ethical or national identities such as values, ethos, modes of thinking and behavior, personalities and characteristics. The formation of social attributes and national character are indispensable from essential "disciplines". Looking at the national character from Foucault's theory and using a technical operation of "disciplines" in building the aggregative relationship, one's socialization is achieved through various power and norms in the aggregative relationship, resulting in national character. Knowledge socialization is the significant implication for individual's socialization, which leads to body's utility and productivity. However, the process of disciplines is laden with negative antinomy and thus requires rational analysis.
Individual's socialization is a process of one's life sense-making and value generation, it's also a process of the formation of one's social attributes. Further, this will develop into ethical or national identities such as values, ethos, modes of thinking and behavior, personalities and characteristics. The formation of social attributes and national character are indispensable from essential "disciplines". Looking at the national character from Foucault's theory and using a technical operation of "disciplines" in building the aggregative relationship, one's socialization is achieved through various power and norms in the aggregative relationship, resulting in national character. Knowledge socialization is the significant implication for individual's socialization, which leads to body's utility and productivity. However, the process of disciplines is laden with negative antinomy and thus requires rational analysis.
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doi: 10.16382/j.cnki.1000-5560.2005.04.010
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doi: 10.16382/j.cnki.1000-5560.1997.04.012
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doi: 10.16382/j.cnki.1000-5560.2017.01.004
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By modifying the institutional analysis framework suggested by W. Richard Scott (2010), this paper offers a framework for analyzing the institutional complementarity of apprenticeship, in which the three dimensions of regulative, normative and cultural-cognitive factors interact with each other. England and Germany are selected as cases as they are the typical Anglo-Saxon countries and Rhine countries which have had great success.In terms of apprentice participation, the German system shows better equilibrium than the English one. Regulative factors in the German system are at medium level, and the system relies more on the strong normative and cultural-cognitive factors. In England, both normative and cultural-cognitive factors are weak, while the regulative factors are strong due to the incentives for apprentices. However, the institutional arrangements in both countries aims at the same direction:providing apprentices with promising future.In terms of employer's participation, the German system has better equilibrium, with relatively stronger normative and cultural-cognitive factors than regulative factors. The three factors reinforce each other. However, in the English system, strong regulative factors compensate the weak normative and cultural-cognitive factors. Despite great difference, Germany and England share the similarity in institutional arrangements.In terms of quality assurance, Germany presents an excellent model, in which quality assurance goes along with all the process of apprenticeship training, including providers' accreditation, training standards, training process, evaluation and qualification. The regulative, normative and cultural-cognitive factors are all strong and they reinforce each other. Great efforts have also been made in England, but all the three factors are still not strong enough and need improvement.To sum up, the results show that:a) matual-reinforcement and compensation are the two basic forms of institutional complementarity for apprenticeship; b) strengthening regulative factors could be an effective approach for government to developing apprenticeship; c) the key point to institutional complementarity for apprentice participation is to provide promising careers for apprentices; d) the institutional complementarity for employer participation lies in reducing the risk of poaching externality; e) institutional complementarity for quality assurance relies on the reinforcement of institutions upon all the process of apprenticeship training; f) complementarity also exists between institutions for quantity improvement and those for quality enhancement.
By modifying the institutional analysis framework suggested by W. Richard Scott (2010), this paper offers a framework for analyzing the institutional complementarity of apprenticeship, in which the three dimensions of regulative, normative and cultural-cognitive factors interact with each other. England and Germany are selected as cases as they are the typical Anglo-Saxon countries and Rhine countries which have had great success.In terms of apprentice participation, the German system shows better equilibrium than the English one. Regulative factors in the German system are at medium level, and the system relies more on the strong normative and cultural-cognitive factors. In England, both normative and cultural-cognitive factors are weak, while the regulative factors are strong due to the incentives for apprentices. However, the institutional arrangements in both countries aims at the same direction:providing apprentices with promising future.In terms of employer's participation, the German system has better equilibrium, with relatively stronger normative and cultural-cognitive factors than regulative factors. The three factors reinforce each other. However, in the English system, strong regulative factors compensate the weak normative and cultural-cognitive factors. Despite great difference, Germany and England share the similarity in institutional arrangements.In terms of quality assurance, Germany presents an excellent model, in which quality assurance goes along with all the process of apprenticeship training, including providers' accreditation, training standards, training process, evaluation and qualification. The regulative, normative and cultural-cognitive factors are all strong and they reinforce each other. Great efforts have also been made in England, but all the three factors are still not strong enough and need improvement.To sum up, the results show that:a) matual-reinforcement and compensation are the two basic forms of institutional complementarity for apprenticeship; b) strengthening regulative factors could be an effective approach for government to developing apprenticeship; c) the key point to institutional complementarity for apprentice participation is to provide promising careers for apprentices; d) the institutional complementarity for employer participation lies in reducing the risk of poaching externality; e) institutional complementarity for quality assurance relies on the reinforcement of institutions upon all the process of apprenticeship training; f) complementarity also exists between institutions for quantity improvement and those for quality enhancement.
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doi: 10.16382/j.cnki.1000-5560.2001.03.001
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doi: 10.16382/j.cnki.1000-5560.2007.02.011
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Influenced by the Embody Philosophy, the study of embody cognition had been well developed. Affordance which is the core concept of Gibson's direct perception theory has interested many researchers. And they take the orientation effect just as a form of expression of Affordance. There are two main hypothesis about the orientation effect: The affordance hypothesis and the attention-directing hypothesis. The article summarized the research and hypothesis of orientation effect, and gave a brief review and outlook.
Influenced by the Embody Philosophy, the study of embody cognition had been well developed. Affordance which is the core concept of Gibson's direct perception theory has interested many researchers. And they take the orientation effect just as a form of expression of Affordance. There are two main hypothesis about the orientation effect: The affordance hypothesis and the attention-directing hypothesis. The article summarized the research and hypothesis of orientation effect, and gave a brief review and outlook.
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doi: 10.16382/j.cnki.1000-5560.2015.04.018
Abstract:
From the 1910s to the 1930s, influenced by pragmatism, child-centeredness, life-orientation and other educational ideologies, China's educators explored in both theory and practice how to balance the geographical features and urban-rural differences in textbooks to promote children's development.Debates continue among the scholars whether the content of textbooks should be consistent with children's future or their life experience, shared or personal experience.Various solutions were suggested.For example, textbooks should be written by teachers rather than publishers; they should be written locally and rurally-oriented, etc.In practice, the text and illustrations in most textbooks are written for widespread use.Also, there are some special textbooks with specific contents designed for a single region.
From the 1910s to the 1930s, influenced by pragmatism, child-centeredness, life-orientation and other educational ideologies, China's educators explored in both theory and practice how to balance the geographical features and urban-rural differences in textbooks to promote children's development.Debates continue among the scholars whether the content of textbooks should be consistent with children's future or their life experience, shared or personal experience.Various solutions were suggested.For example, textbooks should be written by teachers rather than publishers; they should be written locally and rurally-oriented, etc.In practice, the text and illustrations in most textbooks are written for widespread use.Also, there are some special textbooks with specific contents designed for a single region.
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doi: 10.16382/j.cnki.1000-5560.1999.02.009
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doi: 10.16382/j.cnki.1000-5560.1998.01.004
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The predecessor of China Central Academy of Fine Arts' is Beijing Art School, which opened the Normal Department of Drawing and Manual Training in 1920, but was ended it in 1922. Meanwhile the normal art course of Massachusetts Normal Art School in the United States in the early 20th century became the Normal Department of Drawing of Tokyo Art School by transformed by Akira SHIRAHAMA in Japan in 1907. For 10 years afterwards, ZHENG Jin had introduced the Normal Department of Drawing and its curriculum to the Normal Department of Drawing and Manual Training of Beijing Art School.
The predecessor of China Central Academy of Fine Arts' is Beijing Art School, which opened the Normal Department of Drawing and Manual Training in 1920, but was ended it in 1922. Meanwhile the normal art course of Massachusetts Normal Art School in the United States in the early 20th century became the Normal Department of Drawing of Tokyo Art School by transformed by Akira SHIRAHAMA in Japan in 1907. For 10 years afterwards, ZHENG Jin had introduced the Normal Department of Drawing and its curriculum to the Normal Department of Drawing and Manual Training of Beijing Art School.
Attribution Analysis of Entrepreneurial Bugs of the New-Generation Overseas Returnees and Strategies
, Available online ,
doi: 10.16382/j.cnki.1000-5560.2016.03.007
Abstract:
With China's rapid economic and social development and the increasing internationalization of higher education, the number of students studying abroad and returning after graduation keeps growing. In recent years, most of the returned students were born in the 1980s or 90s, who obtained a bachelor degree or master degree at public expense or their own expense, i.e. so-called 'overseas returnees of the new generation'. They are not only international-minded, but also skilled at the international advanced technology and business management, belonging to a typical 'intelligence intensive group'. However, under the wave of massive entrepreneurship and innovation, they are having difficulties starting their business.This paper first presents a new analysis framework, in which entrepreneurial process is divides into four stages: seeding (pre-entrepreneurship), budding (early entrepreneurship), rooting (mid-entrepreneurship) and fruiting (mature entrepreneurship). Then, adopting descriptive statistics and regression analysis based on the questionnaire survey of 1200 new generation overseas returnees in Hunan, it conducts an attribution analysis of the difficulties facing the overseas returnees of the new generation from four aspects including individual traits, entrepreneurial resources, entrepreneurial preparation and retention policy environment.The descriptive statistics shows that, in the 1200 new generation overseas returnees, 320 (26.5%)chose to be employed, 528(44.1%) chose to start a business, and 280(23.5%)have employment and entrepreneurial experience. In short, there are more entrepreneurs than employees among the new generation overseas returnees. However, more than 78% entrepreneurs of the new generation overseas returnees face serious difficulties, and there are great variations in the entrepreneurial bugs. For example, the item Your business is a massive layoffs has the lowest score, only 1.54 points; and the item The costs of your product or service continue to rise has the highest points, i.e. 4.28 points. Regression analysis shows that the main contributing factors include gender disparities and specialty differences in individual traits, inadequate entrepreneurial preparation, deficient entrepreneurial resources especially social capital, and imperfect and exclusive retention policy. In order to encourage the new generation overseas returnees to start businesses, we should establish a "revolving door" system to bring in more talents of new generation overseas returnees, formulate preferential entrepreneurship policies, build a entrepreneurial platform and financing dynamics for new generation overseas returnees.
With China's rapid economic and social development and the increasing internationalization of higher education, the number of students studying abroad and returning after graduation keeps growing. In recent years, most of the returned students were born in the 1980s or 90s, who obtained a bachelor degree or master degree at public expense or their own expense, i.e. so-called 'overseas returnees of the new generation'. They are not only international-minded, but also skilled at the international advanced technology and business management, belonging to a typical 'intelligence intensive group'. However, under the wave of massive entrepreneurship and innovation, they are having difficulties starting their business.This paper first presents a new analysis framework, in which entrepreneurial process is divides into four stages: seeding (pre-entrepreneurship), budding (early entrepreneurship), rooting (mid-entrepreneurship) and fruiting (mature entrepreneurship). Then, adopting descriptive statistics and regression analysis based on the questionnaire survey of 1200 new generation overseas returnees in Hunan, it conducts an attribution analysis of the difficulties facing the overseas returnees of the new generation from four aspects including individual traits, entrepreneurial resources, entrepreneurial preparation and retention policy environment.The descriptive statistics shows that, in the 1200 new generation overseas returnees, 320 (26.5%)chose to be employed, 528(44.1%) chose to start a business, and 280(23.5%)have employment and entrepreneurial experience. In short, there are more entrepreneurs than employees among the new generation overseas returnees. However, more than 78% entrepreneurs of the new generation overseas returnees face serious difficulties, and there are great variations in the entrepreneurial bugs. For example, the item Your business is a massive layoffs has the lowest score, only 1.54 points; and the item The costs of your product or service continue to rise has the highest points, i.e. 4.28 points. Regression analysis shows that the main contributing factors include gender disparities and specialty differences in individual traits, inadequate entrepreneurial preparation, deficient entrepreneurial resources especially social capital, and imperfect and exclusive retention policy. In order to encourage the new generation overseas returnees to start businesses, we should establish a "revolving door" system to bring in more talents of new generation overseas returnees, formulate preferential entrepreneurship policies, build a entrepreneurial platform and financing dynamics for new generation overseas returnees.
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doi: 10.16382/j.cnki.1000-5560.2003.01.008
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doi: 10.16382/j.cnki.1000-5560.2019.06.012
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Alief has been the frontier research subject in the field of philosophy and cognitive science in recent years. It is a mental state with associatively-linked content that is representational, affective and behavioral. In the existing study of education policy implementation, the study of individual implementer is based on the assumptions of belief-implementation and desire-implementation, but the effectiveness of these studies is questionable when they are used to analyze the behavior of policy implementers in specific situations. The implementation of education policies depends on the implementation of individual implementers in the specific educational situation. The introduction of alief provides a new assumption of alief-implementation for the study of education policy implementation. The preliminary exploration of the R-A-B analysis model based on the alief theory provides a new approach to the study of education policy implementation.
Alief has been the frontier research subject in the field of philosophy and cognitive science in recent years. It is a mental state with associatively-linked content that is representational, affective and behavioral. In the existing study of education policy implementation, the study of individual implementer is based on the assumptions of belief-implementation and desire-implementation, but the effectiveness of these studies is questionable when they are used to analyze the behavior of policy implementers in specific situations. The implementation of education policies depends on the implementation of individual implementers in the specific educational situation. The introduction of alief provides a new assumption of alief-implementation for the study of education policy implementation. The preliminary exploration of the R-A-B analysis model based on the alief theory provides a new approach to the study of education policy implementation.
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doi: 10.16382/j.cnki.1000-5560.2004.03.005
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doi: 10.16382/j.cnki.1000-5560.1998.02.007
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doi: 10.16382/j.cnki.1000-5560.1997.04.005
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doi: 10.16382/j.cnki.1000-5560.2016.04.014
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The primary objective of curriculum studies in China today is to revive its world-leading status in the early 1920s and 1930s, and to have East-West curriculum dialogues based on equality and reciprocity. To achieve this, it is necessary to have a comprehensive understanding of the curriculum studies at the global level. Employing a knowledge mapping software Citespace III, this paper tries to offer a systematic review of the collected SSCI essays on different curriculum themes from the database of WoS (Web of Science), conduct quantitative and qualitative analysis from several dimensions (state and institution, keywords, cited reference, theoretical framework and research method) and then reveal the evolution process, characteristics of curriculum research in the past decade as well as its future trends. The study shows that most authors of the published original articles on curriculum are from the USA, Australia and European countries (such as Britain, Sweden and Holland), though some authors from Asian and African countries are trying to catch up with their western counterparts. As to the research focus, international curriculum scholars attempt to reexamine the complex conflicts and implications concerning curriculum from economic, political, cultural, racial and gender perspectives at the macro level. At the micro level, they are interested in the lived experiences, identity and caring for the individual teachers and students in subject teaching and curriculum policy-making process. These scholars have also begun to use varied qualitative research methodologies instead of traditional quantitative research-dominated paradigm, such as case study, narrative inquiry, ethnographic study, discourse analysis and historical inquiry. They emphasize the building of collaborative relationship between the researcher and the research objects. What's more, they have created a number of original curriculum theories or discourses, contributing to developing curriculum studies into an independent academic discipline.Therefore, to promote the internationalization of curriculum research in China, curriculum scholars are encouraged to accomplish the following tasks. First, it's essential to establish some critical writing communities at different geographical levels. They can not only turn to international peers for consultation and even invite them to participate in our research process, but also establish sustainable research partnership with foreign institutions through attending or co-sponsoring international curriculum conferences (such as the Division B sessions in AERA, the IAACS and AAACS conferences). Second, it's necessary to develop more diversified perspectives or discourses to understand the curriculum in Chinese context, and pay more attention to the multiple identities (such as gender, ethnicity, socioeconomic status), lived experiences and positive strengths of Chinese teachers and students in educational arenas. Third, we should conduct more research studies by using different quantitative and qualitative methodologies, in addition to the traditional philosophical research methods which are currently the mainstream in our curriculum research field. Besides, we should enhance the consciousness of collaborating with research objects (especially the young children) and develop more effective strategies to make this collaboration happen. Finally and also most importantly, curriculum researchers should devote themselves to the localization and reconstruction of western curriculum theories and practical experiences, and on this basis create native and valuable theoretical systems of curriculum informed by our traditional wisdoms (such as Confucianism, Taoism and Buddhism).
The primary objective of curriculum studies in China today is to revive its world-leading status in the early 1920s and 1930s, and to have East-West curriculum dialogues based on equality and reciprocity. To achieve this, it is necessary to have a comprehensive understanding of the curriculum studies at the global level. Employing a knowledge mapping software Citespace III, this paper tries to offer a systematic review of the collected SSCI essays on different curriculum themes from the database of WoS (Web of Science), conduct quantitative and qualitative analysis from several dimensions (state and institution, keywords, cited reference, theoretical framework and research method) and then reveal the evolution process, characteristics of curriculum research in the past decade as well as its future trends. The study shows that most authors of the published original articles on curriculum are from the USA, Australia and European countries (such as Britain, Sweden and Holland), though some authors from Asian and African countries are trying to catch up with their western counterparts. As to the research focus, international curriculum scholars attempt to reexamine the complex conflicts and implications concerning curriculum from economic, political, cultural, racial and gender perspectives at the macro level. At the micro level, they are interested in the lived experiences, identity and caring for the individual teachers and students in subject teaching and curriculum policy-making process. These scholars have also begun to use varied qualitative research methodologies instead of traditional quantitative research-dominated paradigm, such as case study, narrative inquiry, ethnographic study, discourse analysis and historical inquiry. They emphasize the building of collaborative relationship between the researcher and the research objects. What's more, they have created a number of original curriculum theories or discourses, contributing to developing curriculum studies into an independent academic discipline.Therefore, to promote the internationalization of curriculum research in China, curriculum scholars are encouraged to accomplish the following tasks. First, it's essential to establish some critical writing communities at different geographical levels. They can not only turn to international peers for consultation and even invite them to participate in our research process, but also establish sustainable research partnership with foreign institutions through attending or co-sponsoring international curriculum conferences (such as the Division B sessions in AERA, the IAACS and AAACS conferences). Second, it's necessary to develop more diversified perspectives or discourses to understand the curriculum in Chinese context, and pay more attention to the multiple identities (such as gender, ethnicity, socioeconomic status), lived experiences and positive strengths of Chinese teachers and students in educational arenas. Third, we should conduct more research studies by using different quantitative and qualitative methodologies, in addition to the traditional philosophical research methods which are currently the mainstream in our curriculum research field. Besides, we should enhance the consciousness of collaborating with research objects (especially the young children) and develop more effective strategies to make this collaboration happen. Finally and also most importantly, curriculum researchers should devote themselves to the localization and reconstruction of western curriculum theories and practical experiences, and on this basis create native and valuable theoretical systems of curriculum informed by our traditional wisdoms (such as Confucianism, Taoism and Buddhism).
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doi: 10.16382/j.cnki.1000-5560.2005.04.007
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doi: 10.16382/j.cnki.1000-5560.2008.04.009
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doi: 10.16382/j.cnki.1000-5560.2016.02.007
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At present, it's imperative to solve the complex problem of students' academic workload in Chinese educational context.In addition to the gradual reform of the examination evaluation and admission system, empirical studies on students' workload should be carried out to explore the connotations of workload scientifically.In order to clarify the characteristics and conceptual elements of workload, the article, based on literature review and questionnaire, analyzes the perception of workload among students, parents and teachers, including its causes, components, consequences, and other problems.The questionnaire surveys were conducted among 7, 524 students (including primary and junior high school students), 3, 836 parents and 3, 766 teachers from nine provinces and cities.The analysis revealed three perceptional elements of the workload.First, workload is the result of the interaction of various factors, among which, examination competition and performance requirements are the main factors.Second, from the perspective of students, parents and teachers, workload is the trouble for most students, which involves three concepts:academic tasks, performance pressure and energy consumption.Third, heavy workload can have negative impact on most students, which is different for different individuals.The article seeks to construct the operational definition of workload:namely, students' experienced pressure caused by examination evaluation and academic tasks as well as time and energy spent on them.This definition can guide the shift of workload study from concept to operation, which can divide characteristics of workload into several observable and evaluable key points so as to establish necessary conceptual foundations for quantitative workload study.However, due to the complexity of the workload problem, this operational definition of workload needs to be improved.To explain different subject-related workload in different cultures, it is necessary to refine the observation point and evaluation factors of workload.Similarly, this operational definition of workload is far from the synonym of the connotations of workload, and it can only be used as a reference in workload study.In future studies, it's essential to have a better understanding of the connotation of workload through experimental researches and case studies based on this operational definition.On the other hand, it is necessary to use different research methods for cross validation of the existing assumptions and conclusions.
At present, it's imperative to solve the complex problem of students' academic workload in Chinese educational context.In addition to the gradual reform of the examination evaluation and admission system, empirical studies on students' workload should be carried out to explore the connotations of workload scientifically.In order to clarify the characteristics and conceptual elements of workload, the article, based on literature review and questionnaire, analyzes the perception of workload among students, parents and teachers, including its causes, components, consequences, and other problems.The questionnaire surveys were conducted among 7, 524 students (including primary and junior high school students), 3, 836 parents and 3, 766 teachers from nine provinces and cities.The analysis revealed three perceptional elements of the workload.First, workload is the result of the interaction of various factors, among which, examination competition and performance requirements are the main factors.Second, from the perspective of students, parents and teachers, workload is the trouble for most students, which involves three concepts:academic tasks, performance pressure and energy consumption.Third, heavy workload can have negative impact on most students, which is different for different individuals.The article seeks to construct the operational definition of workload:namely, students' experienced pressure caused by examination evaluation and academic tasks as well as time and energy spent on them.This definition can guide the shift of workload study from concept to operation, which can divide characteristics of workload into several observable and evaluable key points so as to establish necessary conceptual foundations for quantitative workload study.However, due to the complexity of the workload problem, this operational definition of workload needs to be improved.To explain different subject-related workload in different cultures, it is necessary to refine the observation point and evaluation factors of workload.Similarly, this operational definition of workload is far from the synonym of the connotations of workload, and it can only be used as a reference in workload study.In future studies, it's essential to have a better understanding of the connotation of workload through experimental researches and case studies based on this operational definition.On the other hand, it is necessary to use different research methods for cross validation of the existing assumptions and conclusions.
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Based on the purpose of constructing a general model of principals' competences, this article presents a review of the literature in the past ten years, including eight dissertations and six articles, with a sample of 2998 principals and 224 items of competences. Through a meta-analysis, we construct a general model of principals' competency involving nine items of competences. Frequency analysis shows that among all the competencies, leadership is the most important competence, the second in importance are training others and creativity; the third are self-control and interpersonal sensitivity, and the fourth are problem analysis, influence, relationship building and communication. On the one hand, the findings of this study integrate the relatively scattered outcomes about principals' competency research; on the other hand, they can provide empirical evidence for standardized competency training for principals in primary and secondary schools.
Based on the purpose of constructing a general model of principals' competences, this article presents a review of the literature in the past ten years, including eight dissertations and six articles, with a sample of 2998 principals and 224 items of competences. Through a meta-analysis, we construct a general model of principals' competency involving nine items of competences. Frequency analysis shows that among all the competencies, leadership is the most important competence, the second in importance are training others and creativity; the third are self-control and interpersonal sensitivity, and the fourth are problem analysis, influence, relationship building and communication. On the one hand, the findings of this study integrate the relatively scattered outcomes about principals' competency research; on the other hand, they can provide empirical evidence for standardized competency training for principals in primary and secondary schools.
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doi: 10.16382/j.cnki.1000-5560.2008.03.014
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doi: 10.16382/j.cnki.1000-5560.2015.02.005
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In China's higher education, the academic committee system has undergone three stages of development: budding, startup and establishment. For a long period of time, the academic power, which should have been exercised by the academic committee, has not been clearly separated from political power and executive power. Higher Education Act proposed the establishment of academic committee, stipulating the committee's responsibility. As a result, the academic power has become more explicit than implicit. However, the academic power is still in the state of attachment. In future, it is quite necessary to strengthen the awareness of the nature and necessity of the academic power, and reinforce the building of the academic committee system in support of the construction of modern university system. In a long run, the status of the academic power should be independent, rather than being attached to other authorities. Regulations of Academic Committee in Universities issued by the Ministry of Education is undoubtedly a milestone, which means a shift of the academic committee from the period of system design into a new era of practical construction.
In China's higher education, the academic committee system has undergone three stages of development: budding, startup and establishment. For a long period of time, the academic power, which should have been exercised by the academic committee, has not been clearly separated from political power and executive power. Higher Education Act proposed the establishment of academic committee, stipulating the committee's responsibility. As a result, the academic power has become more explicit than implicit. However, the academic power is still in the state of attachment. In future, it is quite necessary to strengthen the awareness of the nature and necessity of the academic power, and reinforce the building of the academic committee system in support of the construction of modern university system. In a long run, the status of the academic power should be independent, rather than being attached to other authorities. Regulations of Academic Committee in Universities issued by the Ministry of Education is undoubtedly a milestone, which means a shift of the academic committee from the period of system design into a new era of practical construction.
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doi: 10.16382/j.cnki.1000-5560.1998.01.003
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doi: 10.16382/j.cnki.1000-5560.2017.03.010
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Using structure equation model and other models, this study, based on a national survey of primary school science teachers in China, seeks to explore the complex correlation between teachers' Zhongyong thinking and their views of science. It introduces a proxy variable of Zhongyong thinking in Chinese culture into the model, while dividing views of science into the classic one and the modern one. It has been found that: (a) teachers' Zhongyong thinking does not necessarily constitute an obstacle to the development of teachers' views of science; more than 1/3 of the participants developed their Zhongyong and science views synchronously with positive correlation co-efficient; (b) Zhongyong thinking and views of science are both mutually enhanced and offset; (c) about 1/5 post-modernists had higher modern science score than the classic score, which was against the historic process of science; (d) Fourth, there is no positive correlation between Zhongyong thinking and modern views of science. The article concludes with the suggestion that science teacher training in China should start from the stage of classic science, and give different people with different programs. Also, science education programs should be scheduled in line with the historical process instead of "skip-over development".
Using structure equation model and other models, this study, based on a national survey of primary school science teachers in China, seeks to explore the complex correlation between teachers' Zhongyong thinking and their views of science. It introduces a proxy variable of Zhongyong thinking in Chinese culture into the model, while dividing views of science into the classic one and the modern one. It has been found that: (a) teachers' Zhongyong thinking does not necessarily constitute an obstacle to the development of teachers' views of science; more than 1/3 of the participants developed their Zhongyong and science views synchronously with positive correlation co-efficient; (b) Zhongyong thinking and views of science are both mutually enhanced and offset; (c) about 1/5 post-modernists had higher modern science score than the classic score, which was against the historic process of science; (d) Fourth, there is no positive correlation between Zhongyong thinking and modern views of science. The article concludes with the suggestion that science teacher training in China should start from the stage of classic science, and give different people with different programs. Also, science education programs should be scheduled in line with the historical process instead of "skip-over development".
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doi: 10.16382/j.cnki.1000-5560.2017.03.014
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A survey of 10, 356 rural teachers of Yunnan province shows that 79.2 percent of them have the intention of turnover (leaving or moving). Their intention of leaving or moving appears to be a double tendency: "to the city" and "to their own hometown". Young teachers under the age of 30 showed the strongest intention of turnover. On the whole, the higher level their income, the weaker their intention, but the impact of school location cannot be ignored. This paper analyzes the factors which affect the intention of rural teachers' turnover. The survey revealed the factors could be ranked as follows: children's education and family life, welfare and workload, school location and traffic facilities, living conditions, school management and teaching atmosphere, social and working environment. The authors suggest that, in order to retain rural teachers, the government should pay attention to the basic needs of rural teachers, help teachers solve their problems with children's education and couple's separation, raise their income to make teaching jobs more attractive. Furthermore, it's helpful to restart the agenda of "hometown priority" in recruiting and employing rural teachers, to improve rural teachers' living conditions, especially to provide housing welfare to young teachers, and to help rural teachers gain a sense of belonging and achievement.
A survey of 10, 356 rural teachers of Yunnan province shows that 79.2 percent of them have the intention of turnover (leaving or moving). Their intention of leaving or moving appears to be a double tendency: "to the city" and "to their own hometown". Young teachers under the age of 30 showed the strongest intention of turnover. On the whole, the higher level their income, the weaker their intention, but the impact of school location cannot be ignored. This paper analyzes the factors which affect the intention of rural teachers' turnover. The survey revealed the factors could be ranked as follows: children's education and family life, welfare and workload, school location and traffic facilities, living conditions, school management and teaching atmosphere, social and working environment. The authors suggest that, in order to retain rural teachers, the government should pay attention to the basic needs of rural teachers, help teachers solve their problems with children's education and couple's separation, raise their income to make teaching jobs more attractive. Furthermore, it's helpful to restart the agenda of "hometown priority" in recruiting and employing rural teachers, to improve rural teachers' living conditions, especially to provide housing welfare to young teachers, and to help rural teachers gain a sense of belonging and achievement.
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Literature is for conveying truth and moral instuction (Wen yi zaidao) is the traditional definition of the relationship between literature (Wen) and truth (Dao). The debates on the relationship between Wen and Dao are crucial issues bothering Chinese Language and Literature teachers for a long time. In order to clarify the relationship between Wen and Tao, the researcher should back to the original meaning for these two terms, analyze the historical evolution of their meanings, and then understand the authentic meaning in the language context. When the teachers face the changing meaning of literature and the contradiction between Wen and Dao, they should back to the life in Chinese Language and Literature. Teachers should guide the student to achieve the state of harmony with Wen and Dao integrated as the one.
Literature is for conveying truth and moral instuction (Wen yi zaidao) is the traditional definition of the relationship between literature (Wen) and truth (Dao). The debates on the relationship between Wen and Dao are crucial issues bothering Chinese Language and Literature teachers for a long time. In order to clarify the relationship between Wen and Tao, the researcher should back to the original meaning for these two terms, analyze the historical evolution of their meanings, and then understand the authentic meaning in the language context. When the teachers face the changing meaning of literature and the contradiction between Wen and Dao, they should back to the life in Chinese Language and Literature. Teachers should guide the student to achieve the state of harmony with Wen and Dao integrated as the one.
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doi: 10.16382/j.cnki.1000-5560.2007.01.011
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doi: 10.16382/j.cnki.10005560.1994.03.006
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doi: 10.16382/j.cnki.1000-5560.1995.02.003
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doi: 10.16382/j.cnki.1000-5560.2002.03.005
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doi: 10.16382/j.cnki.1000-5560.2002.01.010
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doi: 10.16382/j.cnki.1000-5560.1998.03.007
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doi: 10.16382/j.cnki.1000-5560.2002.04.012
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doi: 10.16382/j.cnki.1000-5560.1998.04.001
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doi: 10.16382/j.cnki.1000-5560.2009.02.010
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doi: 10.16382/j.cnki.1000-5560.2016.02.001
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Based on two experiments, this research investigates the role of knowledge base in University students' creative thinking. Experiment 1 uses the amount of English vocabulary to represent the general knowledge base and English writing as the creative task. Research findings show that the amount of English vocabulary has significant impact on the creativity in English writing. The larger English vocabulary the students have, the more creative their writings are. The amount of English vocabulary contributes to both novelty and appropriateness in English writings. Experiment 2 employs the test scores of some psychology subjects as well as the years of studying psychology to represent the domain-specific knowledge base, and the psychological research design as the creative tasks. The findings indicate that when the test scores of psychology subject is used as the indicator of knowledge base, it is not significantly correlated with the creativity in research design. However, as the indicator of knowledge base, the years of studying psychology has significant positive effects on both the novelty and appropriateness of the task performance. And these effects are found bigger in the more difficult design tasks.
Based on two experiments, this research investigates the role of knowledge base in University students' creative thinking. Experiment 1 uses the amount of English vocabulary to represent the general knowledge base and English writing as the creative task. Research findings show that the amount of English vocabulary has significant impact on the creativity in English writing. The larger English vocabulary the students have, the more creative their writings are. The amount of English vocabulary contributes to both novelty and appropriateness in English writings. Experiment 2 employs the test scores of some psychology subjects as well as the years of studying psychology to represent the domain-specific knowledge base, and the psychological research design as the creative tasks. The findings indicate that when the test scores of psychology subject is used as the indicator of knowledge base, it is not significantly correlated with the creativity in research design. However, as the indicator of knowledge base, the years of studying psychology has significant positive effects on both the novelty and appropriateness of the task performance. And these effects are found bigger in the more difficult design tasks.
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doi: 10.16382/j.cnki.1000-5560.1998.02.006
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doi: 10.16382/j.cnki.1000-5560.2007.01.014
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doi: 10.16382/j.cnki.1000-5560.2008.03.005
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doi: 10.16382/j.cnki.1000-5560.1995.03.008
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Liu Fonian is a famous university president and educator. He made in-depth study and comprehensive and insightful explanation to teaching reform in the primary and secondary schools in China. He identified teaching thoughts reform from the following aspects, namely the guiding thought of teaching reform(view of objective, quality and talent), the teaching goal(scientific exposition of knowledge, ability and attitude), curriculum reform(the increase in difficulty and the attention on the logic of the knowledge), the teaching method reform(the attention to the stimulating of students' activeness and developing of students' creativity), the learning style(emphasis on the cultivation of right attitude and methods, the combination of studying and thinking, the unity of knowledge and practice), the teaching assessment(stress on the inspection of comprehensive quality and the combination of target and evaluation).Being the treasure worth of inheriting, the ideas of reform in education contain many valuable contents. All these ideas are of great value for us to conduct teaching reform, to improve teaching quality and to promote students' comprehensive development in morality intelligence, physical condition, aesthetic state and laboring.
Liu Fonian is a famous university president and educator. He made in-depth study and comprehensive and insightful explanation to teaching reform in the primary and secondary schools in China. He identified teaching thoughts reform from the following aspects, namely the guiding thought of teaching reform(view of objective, quality and talent), the teaching goal(scientific exposition of knowledge, ability and attitude), curriculum reform(the increase in difficulty and the attention on the logic of the knowledge), the teaching method reform(the attention to the stimulating of students' activeness and developing of students' creativity), the learning style(emphasis on the cultivation of right attitude and methods, the combination of studying and thinking, the unity of knowledge and practice), the teaching assessment(stress on the inspection of comprehensive quality and the combination of target and evaluation).Being the treasure worth of inheriting, the ideas of reform in education contain many valuable contents. All these ideas are of great value for us to conduct teaching reform, to improve teaching quality and to promote students' comprehensive development in morality intelligence, physical condition, aesthetic state and laboring.
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doi: 10.16382/j.cnki.1000-5560.1998.01.001
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doi: 10.16382/j.cnki.1000-5560.2004.02.011
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doi: 10.16382/j.cnki.1000-5560.1997.02.011
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doi: 10.16382/j.cnki.1000-5560.2015.03.005
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The growing popularity of the practice-modeof teacher's professional development has been a great challenge to the college-mode. The college-mode is blamed to be separated from the reality of educational practice, which emphasizesthe teaching of theories and generalized rules of practices. The practice-modefocuses on the real situated teaching, training reflective practitioners, and developingpersonal styles of teaching. Theinherent deficiencies in the practice-mode have led to subjectivism or randomin teacher's professionalization, as well as teacher's lack of educational theories and his worship ofpractice. Teacher's professionalization lies in how the teacher uses his philosophy to explore a whole educational practice in cultivating a good personality and great character. Based on the nature of teaching in seeking the meaning and human's well-being, we should re-consider education and teacher's professionalization. Teacherprofessional development should be guidedby educational theories. In reconstructing the college-mode, it's important to reflect the unique nature of educational theory, deepenteacher's understanding of teaching, develop their critical thinkingand form a habit of self-assessment.
The growing popularity of the practice-modeof teacher's professional development has been a great challenge to the college-mode. The college-mode is blamed to be separated from the reality of educational practice, which emphasizesthe teaching of theories and generalized rules of practices. The practice-modefocuses on the real situated teaching, training reflective practitioners, and developingpersonal styles of teaching. Theinherent deficiencies in the practice-mode have led to subjectivism or randomin teacher's professionalization, as well as teacher's lack of educational theories and his worship ofpractice. Teacher's professionalization lies in how the teacher uses his philosophy to explore a whole educational practice in cultivating a good personality and great character. Based on the nature of teaching in seeking the meaning and human's well-being, we should re-consider education and teacher's professionalization. Teacherprofessional development should be guidedby educational theories. In reconstructing the college-mode, it's important to reflect the unique nature of educational theory, deepenteacher's understanding of teaching, develop their critical thinkingand form a habit of self-assessment.
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doi: 10.16382/j.cnki.1000-5560.1998.02.003
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doi: 10.16382/j.cnki.1000-5560.1994.02.005
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doi: 10.16382/j.cnki.1000-5560.2004.01.001
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doi: 10.16382/j.cnki.1000-5560.1999.02.004
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doi: 10.16382/j.cnki.1000-5560.1998.04.007
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Institutional evaluation in China has been carried out for nearly 20 years. The development of the evaluation criteria system has undergone three stages. Based on the analysis of institutional evaluation criteria system in the past 20 years, this article examines the factors influencing the undergraduate teaching quality through designed questionnaire, and offers a statistical analysis of the data. It then identifies some general rules through factor analysis, and finally put forwards some general principles on which Chinese institutional evaluation criteria system could be built in the new era.
Institutional evaluation in China has been carried out for nearly 20 years. The development of the evaluation criteria system has undergone three stages. Based on the analysis of institutional evaluation criteria system in the past 20 years, this article examines the factors influencing the undergraduate teaching quality through designed questionnaire, and offers a statistical analysis of the data. It then identifies some general rules through factor analysis, and finally put forwards some general principles on which Chinese institutional evaluation criteria system could be built in the new era.
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doi: 10.16382/j.cnki.1000-5560.1994.01.004
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doi: 10.16382/j.cnki.1000-5560.1999.01.005
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doi: 10.16382/j.cnki.1000-5560.2000.04.010
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doi: 10.16382/j.cnki.1000-5560.1996.04.001
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doi: 10.16382/j.cnki.1000-5560.2004.04.004
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doi: 10.16382/j.cnki.1000-5560.2007.04.006
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doi: 10.16382/j.cnki.1000-5560.1999.04.008
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doi: 10.16382/j.cnki.1000-5560.2002.02.002
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Under the attack of instrumental rationalism education mode and examination system, Chinese pupils' creative personality has come to serious a distortion edge. This study has introduced the theory of the most prominent experiential learning expert David Kolb's experiential learning theory and reconstructed it locally by reducing the risk of activity through the simulated situation, carefully designing interesting games, activities and problem solving situations, as well as using class or spare time to carry out a series of theme activities. The experiment results show that pupils' creative personality is significantly increased whether on overall or on the four dimensions of imagination, challenge, adventure and curiosity. This will open a new way for cultivating creative talents at an early age in China.
Under the attack of instrumental rationalism education mode and examination system, Chinese pupils' creative personality has come to serious a distortion edge. This study has introduced the theory of the most prominent experiential learning expert David Kolb's experiential learning theory and reconstructed it locally by reducing the risk of activity through the simulated situation, carefully designing interesting games, activities and problem solving situations, as well as using class or spare time to carry out a series of theme activities. The experiment results show that pupils' creative personality is significantly increased whether on overall or on the four dimensions of imagination, challenge, adventure and curiosity. This will open a new way for cultivating creative talents at an early age in China.
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doi: 10.16382/j.cnki.10005560.1995.01.005
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doi: 10.16382/j.cnki.1000-5560.2016.01.012
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China is at the crucial period of modernization and more talents with high level of modernity are needed. In China's modernization process, western China is believed to the most difficult place as well as the niche point. Among all the factors affecting people's modernity development, school education is the most important. Students in compulsory schools are at the critical development period of their thoughts, ideas, attitudes and behaviors. Two thirds of their mental awakening time is spent in schools, and they are affected imperceptibly by their significant others in schools, including the principals and the teacher. A principal is the spiritual leader of a school, and his or her thought and ideological orientation reflected by their leadership styles affect the development of students' modernity.However, in the past studies, there were no conclusions regarding which leadership styles had more impact on students' modernity development. Using the cluster random sampling, this study investigated 378 teachers in 50 compulsory education schools from the provinces of Yunnan, Guizhou, Xinjiang, Guangxi and the city of Chongqing. All the variables were measured by teachers, including transformational leadership, transactional leadership, and students' modernity, as teachers are the intermediate actors between principals and students. Teachers are the best appraisers of principal leadership, as principal's cognitive behavior is directly shown in their leading process, which can be felt firsthand by teachers. Also teachers are closer to their students and familiar with their level of modernity. The data was collected and analyzed by the software of SPSS20.0 and AMOS20.0.The findings showed that both transformational leadership and its dimensions (r were between 0.373 and 0.579), transactional leadership and its dimensions (r were between 0.239 and 0.478) had significant relationships with students' modernity, but transformational leadership had closer ones. All the four dimensions of transformational leaderships, such as idealized influence (β=0.164, p < 0.05), inspirational motivation (β=0.253, p < 0.01), intellectual stimulation (β=0.159, p < 0.05), and individualized consideration (β=0.164, p < 0.05), had significant effects on students' modernity, all of which can explain 42.0% of the change in students' modernity. The two dimensions of transactional leadership, contingency motivation (β=0.388, p < 0.001) and exception management (β=0.185, p < 0.01) also had significant effects on students' modernity, both of which can explain 26.6% of the change in students' modernity. When the impact of transactional leadership was controlled, transformational leadership had significant and exceptional impact on students' modernity and all its dimensions. However, when the impact of transformational leadership was controlled, transactional leadership had no or less significant impact on students' modernity or its dimensions. These results showed that transformational leadership had more advantage than transactional leadership on affecting students' modernity.Based on the findings, it's suggested that principals should change their leadership styles, and strengthen their consciousness and transformational leadership in support of the development of students' modernity.
China is at the crucial period of modernization and more talents with high level of modernity are needed. In China's modernization process, western China is believed to the most difficult place as well as the niche point. Among all the factors affecting people's modernity development, school education is the most important. Students in compulsory schools are at the critical development period of their thoughts, ideas, attitudes and behaviors. Two thirds of their mental awakening time is spent in schools, and they are affected imperceptibly by their significant others in schools, including the principals and the teacher. A principal is the spiritual leader of a school, and his or her thought and ideological orientation reflected by their leadership styles affect the development of students' modernity.However, in the past studies, there were no conclusions regarding which leadership styles had more impact on students' modernity development. Using the cluster random sampling, this study investigated 378 teachers in 50 compulsory education schools from the provinces of Yunnan, Guizhou, Xinjiang, Guangxi and the city of Chongqing. All the variables were measured by teachers, including transformational leadership, transactional leadership, and students' modernity, as teachers are the intermediate actors between principals and students. Teachers are the best appraisers of principal leadership, as principal's cognitive behavior is directly shown in their leading process, which can be felt firsthand by teachers. Also teachers are closer to their students and familiar with their level of modernity. The data was collected and analyzed by the software of SPSS20.0 and AMOS20.0.The findings showed that both transformational leadership and its dimensions (r were between 0.373 and 0.579), transactional leadership and its dimensions (r were between 0.239 and 0.478) had significant relationships with students' modernity, but transformational leadership had closer ones. All the four dimensions of transformational leaderships, such as idealized influence (β=0.164, p < 0.05), inspirational motivation (β=0.253, p < 0.01), intellectual stimulation (β=0.159, p < 0.05), and individualized consideration (β=0.164, p < 0.05), had significant effects on students' modernity, all of which can explain 42.0% of the change in students' modernity. The two dimensions of transactional leadership, contingency motivation (β=0.388, p < 0.001) and exception management (β=0.185, p < 0.01) also had significant effects on students' modernity, both of which can explain 26.6% of the change in students' modernity. When the impact of transactional leadership was controlled, transformational leadership had significant and exceptional impact on students' modernity and all its dimensions. However, when the impact of transformational leadership was controlled, transactional leadership had no or less significant impact on students' modernity or its dimensions. These results showed that transformational leadership had more advantage than transactional leadership on affecting students' modernity.Based on the findings, it's suggested that principals should change their leadership styles, and strengthen their consciousness and transformational leadership in support of the development of students' modernity.
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doi: 10.16382/j.cnki.10005560.1995.01.011
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doi: 10.16382/j.cnki.1000-5560.2003.01.009
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doi: 10.16382/j.cnki.1000-5560.2005.02.006
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doi: 10.16382/j.cnki.1000-5560.2017.05.014
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doi: 10.16382/j.cnki.1000-5560.2001.01.008
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doi: 10.16382/j.cnki.1000-5560.2004.04.003
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doi: 10.16382/j.cnki.1000-5560.2002.03.011
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doi: 10.16382/j.cnki.1000-5560.2017.05.003
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This article presents the rationale and processes of pedagogical-phenomenological videography. It first discusses the basic features of the phenomenological experience theory, the embodiment and response occurrence theory, and the phenomenological image theory. Accordingly, we define the watching of video documents as responsive, shared experience. With an overview of the epistemology and methodology of phenomenology, we introduce the research method used in this paper. Based on one example taken in the classroom, we then sketch the basic steps of analysis of the phenomenological videography. Thereby, it opens a new perspective for instruction study, that is, teaching and learning process can be considered as inter-attentive response occurrence in which showing as the special pedagogic embodiment corresponds with attention and inter attention. Finally, we primarily present our research findings about the type of pedagogical showing gesture.
This article presents the rationale and processes of pedagogical-phenomenological videography. It first discusses the basic features of the phenomenological experience theory, the embodiment and response occurrence theory, and the phenomenological image theory. Accordingly, we define the watching of video documents as responsive, shared experience. With an overview of the epistemology and methodology of phenomenology, we introduce the research method used in this paper. Based on one example taken in the classroom, we then sketch the basic steps of analysis of the phenomenological videography. Thereby, it opens a new perspective for instruction study, that is, teaching and learning process can be considered as inter-attentive response occurrence in which showing as the special pedagogic embodiment corresponds with attention and inter attention. Finally, we primarily present our research findings about the type of pedagogical showing gesture.
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doi: 10.16382/j.cnki.1000-5560.2007.04.001
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In today's diverse and open society, religious traditions and moral perfectionism compete against each other-a phenomenon which demonstrates a normal state and a lasting character of modern society. To provide everyone a unified and objective and perfect morality and a way of good life based on a certain theory is no longer acceptable to modern people' hearts; it would ruin people's moral life and human nature. Moral bottom line rule regulates every society member's behaviors by stipulating the least basic moral obligations, thereby building afundamental defense system for human to survive, at the same time ensuring people to pursue their life ideals and moral goodness freely and safely. Moral education needs to guide youths to make equal and open moral dialogues with other people in this diverse society, and to pursue wider moral consensus and ultimate good freely while holding on to moral bottom line.
In today's diverse and open society, religious traditions and moral perfectionism compete against each other-a phenomenon which demonstrates a normal state and a lasting character of modern society. To provide everyone a unified and objective and perfect morality and a way of good life based on a certain theory is no longer acceptable to modern people' hearts; it would ruin people's moral life and human nature. Moral bottom line rule regulates every society member's behaviors by stipulating the least basic moral obligations, thereby building afundamental defense system for human to survive, at the same time ensuring people to pursue their life ideals and moral goodness freely and safely. Moral education needs to guide youths to make equal and open moral dialogues with other people in this diverse society, and to pursue wider moral consensus and ultimate good freely while holding on to moral bottom line.
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doi: 10.16382/j.cnki.1000-5560.2015.04.008
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Educational rights and obligations are the key issue in educational laws and achievements have been made in the researches on educational rights and obligations. Using the bibliometric visualization software and drawing the keywords co-occurrence network map of the literature from CNKI database 2000—2015, we can see the researches on educational rights and obligations focus on: compulsory education, higher education and balanced development of education. Crescendo type research frontiers include: teachers' educational rights and obligations, balanced development of education and American experience. Steady gradually based research frontiers include: educational laws and regulations, the legal relationship of education, governing education by law and right to education. The emerging research frontiers are: education law relief, protection of the educational rights and school choice among the vulnerable groups. The literature analysis shows that educational rights and obligations as the entry point of research will be the future trend and further focus on the analysis of the practical problems and solutions to education laws.
Educational rights and obligations are the key issue in educational laws and achievements have been made in the researches on educational rights and obligations. Using the bibliometric visualization software and drawing the keywords co-occurrence network map of the literature from CNKI database 2000—2015, we can see the researches on educational rights and obligations focus on: compulsory education, higher education and balanced development of education. Crescendo type research frontiers include: teachers' educational rights and obligations, balanced development of education and American experience. Steady gradually based research frontiers include: educational laws and regulations, the legal relationship of education, governing education by law and right to education. The emerging research frontiers are: education law relief, protection of the educational rights and school choice among the vulnerable groups. The literature analysis shows that educational rights and obligations as the entry point of research will be the future trend and further focus on the analysis of the practical problems and solutions to education laws.
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doi: 10.16382/j.cnki.1000-5560.2015.03.001
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In the educational community, the discussion of "teaching/education returning to life" still remains confusing and contentious. Therefore, it is of great importance both in theory and practice to explore the relationship amongthe teaching world, life world and science world from the perspective of instructional theory. In the discourse of instructional theory/educational theory, the relationship between teaching world and other worlds can be discussed from the perspectives of the three worlds, namely the teaching world, life world and science world. Ininstructional theory, the teaching world, which occupies an intermediate position between the life world and science world, can achieve the bidirectional transformation betweenthe life world and science world; in other words, it turns the science world into the life world and transforms the latter into the former. It is in the process of the bidirectional transformation that teaching can achieve its purposes through instilling its influence into students'spiritual world. Therefore the idea of "teaching returning to life" is onesided; instead, it's essential that teaching should focus on the life world, go beyond the life world and toward the science world.
In the educational community, the discussion of "teaching/education returning to life" still remains confusing and contentious. Therefore, it is of great importance both in theory and practice to explore the relationship amongthe teaching world, life world and science world from the perspective of instructional theory. In the discourse of instructional theory/educational theory, the relationship between teaching world and other worlds can be discussed from the perspectives of the three worlds, namely the teaching world, life world and science world. Ininstructional theory, the teaching world, which occupies an intermediate position between the life world and science world, can achieve the bidirectional transformation betweenthe life world and science world; in other words, it turns the science world into the life world and transforms the latter into the former. It is in the process of the bidirectional transformation that teaching can achieve its purposes through instilling its influence into students'spiritual world. Therefore the idea of "teaching returning to life" is onesided; instead, it's essential that teaching should focus on the life world, go beyond the life world and toward the science world.
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doi: 10.16382/j.cnki.1000-5560.2002.03.006
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doi: 10.16382/j.cnki.1000-5560.2017.03.011
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The era of entrepreneurship requires colleges and universities to improve their quality of entrepreneurship education.However, few researches focus on the satisfaction with entrepreneurship education. In order to bridge the research gap, this study develops a SEM model and analyzes 30, 887 questionnaires collected from hundreds of universities in 26 provinces to investigate the relationships among satisfaction with entrepreneurship education, entrepreneurial passion, background factors and entrepreneurial behaviors. Empirical results show that the satisfaction with entrepreneurial courses, practices and teaching methods positively affect entrepreneurial behaviors; entrepreneurial passion positively moderate the impact of the satisfaction with curriculum and teaching staff, teaching methods and teaching objectives on entrepreneurial behaviors, while negatively moderate the impact of the satisfaction with entrepreneurial education practices on entrepreneurial behaviors. Besides, gender, majors, school types, school locations and entrepreneurial activities experience have significant impact on entrepreneurial behaviors. In conclusion, this paper suggests that we should improve the entrepreneurship education systems to stimulate individual entrepreneurial passion, optimize female entrepreneurship resources to spur their entrepreneurial passion, establish a collaborative mechanism between universities and enterprises to enrich individual entrepreneurial experience.
The era of entrepreneurship requires colleges and universities to improve their quality of entrepreneurship education.However, few researches focus on the satisfaction with entrepreneurship education. In order to bridge the research gap, this study develops a SEM model and analyzes 30, 887 questionnaires collected from hundreds of universities in 26 provinces to investigate the relationships among satisfaction with entrepreneurship education, entrepreneurial passion, background factors and entrepreneurial behaviors. Empirical results show that the satisfaction with entrepreneurial courses, practices and teaching methods positively affect entrepreneurial behaviors; entrepreneurial passion positively moderate the impact of the satisfaction with curriculum and teaching staff, teaching methods and teaching objectives on entrepreneurial behaviors, while negatively moderate the impact of the satisfaction with entrepreneurial education practices on entrepreneurial behaviors. Besides, gender, majors, school types, school locations and entrepreneurial activities experience have significant impact on entrepreneurial behaviors. In conclusion, this paper suggests that we should improve the entrepreneurship education systems to stimulate individual entrepreneurial passion, optimize female entrepreneurship resources to spur their entrepreneurial passion, establish a collaborative mechanism between universities and enterprises to enrich individual entrepreneurial experience.
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doi: 10.16382/j.cnki.1000-5560.2017.04.013
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This dialogue was based on David Anderson's research and educational experience. Adopting the sociocultural theoretical approach, Professor David and Ⅰ discussed the following five topics:a) the rationale and development of STEM education, b) the barriers encountered by STEM education, c) the unique roles of museums in STEM education, d) the compatibility of museum education and local sociocultural context, and e) the contribution of university researchers to the integration of museum education and STEM education.
This dialogue was based on David Anderson's research and educational experience. Adopting the sociocultural theoretical approach, Professor David and Ⅰ discussed the following five topics:a) the rationale and development of STEM education, b) the barriers encountered by STEM education, c) the unique roles of museums in STEM education, d) the compatibility of museum education and local sociocultural context, and e) the contribution of university researchers to the integration of museum education and STEM education.
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In the early days after the founding of People's Republic of China when we were learning from the Soviet educational practices, the five-point scale scoring method was one widely used in China's high schools to evaluate students' academic and virtue performance. Lvshun High School was the first secondary school to implement that method, which not only made positive trials in students′ academic and conduct assessment, but also drew lessons from its practical experiments. The scientific spirit and experimental attitude were the basic principles that must be followed in a new method experiment.
In the early days after the founding of People's Republic of China when we were learning from the Soviet educational practices, the five-point scale scoring method was one widely used in China's high schools to evaluate students' academic and virtue performance. Lvshun High School was the first secondary school to implement that method, which not only made positive trials in students′ academic and conduct assessment, but also drew lessons from its practical experiments. The scientific spirit and experimental attitude were the basic principles that must be followed in a new method experiment.
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doi: 10.16382/j.cnki.1000-5560.2001.02.006
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doi: 10.16382/j.cnki.1000-5560.2009.03.009
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doi: 10.16382/j.cnki.1000-5560.2019.06.005
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Scientific reasoning is an important part of key competencies in science, and scientific argumentation has become an important way to develop students' scientific reasoning. However, some teachers do not know how to carry out high-quality classroom argumentation. In order to find out how classroom argumentation promotes students' scientific reasoning, and examine how teachers' discourse influences students' scientific reasoning, we conducted a sequential analysis of scientific argumentation conversation in science classes in three primary schools. It is found that teachers' explicit implication is more likely to excite students' corresponding reasoning, while multiple and ambiguous questions are more likely to lead to students' lower level of scientific reasoning. In responding to students' scientific reasoning, teachers offered different feedback. The backtracking of the classroom situation revealed that clear but low-level cognitive problems might generate the pseudo-argumentation, while moderate ill-structured problems could develop students' scientific epistemology and in-depth scientific reasoning. Teachers who emphasize both the structure of scientific reasoning and the process of scientific argumentation, and encourage students to pay attention to the reverse viewpoint and refute it can improve the quality of scientific argumentation.
Scientific reasoning is an important part of key competencies in science, and scientific argumentation has become an important way to develop students' scientific reasoning. However, some teachers do not know how to carry out high-quality classroom argumentation. In order to find out how classroom argumentation promotes students' scientific reasoning, and examine how teachers' discourse influences students' scientific reasoning, we conducted a sequential analysis of scientific argumentation conversation in science classes in three primary schools. It is found that teachers' explicit implication is more likely to excite students' corresponding reasoning, while multiple and ambiguous questions are more likely to lead to students' lower level of scientific reasoning. In responding to students' scientific reasoning, teachers offered different feedback. The backtracking of the classroom situation revealed that clear but low-level cognitive problems might generate the pseudo-argumentation, while moderate ill-structured problems could develop students' scientific epistemology and in-depth scientific reasoning. Teachers who emphasize both the structure of scientific reasoning and the process of scientific argumentation, and encourage students to pay attention to the reverse viewpoint and refute it can improve the quality of scientific argumentation.
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doi: 10.16382/j.cnki.1000-5560.2004.04.009
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doi: 10.16382/j.cnki.1000-5560.2001.04.010
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doi: 10.16382/j.cnki.1000-5560.1999.01.006
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doi: 10.16382/j.cnki.1000-5560.2017.04.003
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STEAM education has become a hot issue in today' international education researches and reforms. Effective implementation of STEAM education is a systematic process, which involves developing education policies, strengthening the integration of STEAM courses, implementing effective STEAM classroom teaching, promoting STEAM teacher professional development, offering STEAM activity courses, and carrying out relevant evaluation. Only in this way can we construct a STEAM education system with Chinese characteristics.
STEAM education has become a hot issue in today' international education researches and reforms. Effective implementation of STEAM education is a systematic process, which involves developing education policies, strengthening the integration of STEAM courses, implementing effective STEAM classroom teaching, promoting STEAM teacher professional development, offering STEAM activity courses, and carrying out relevant evaluation. Only in this way can we construct a STEAM education system with Chinese characteristics.
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Teaching is a critical arena for teacher development. As teaching is viewed as the inheritance of experience, so is experience recognized as of great significance in teacher development. Nevertheless, this runs the risk of empiricism and instrumentalism. Perceived as reflective practice activities, teaching helps to establish teacher's professional identity, but tends to result in narrow "professionalism". Teaching, as a process of life education, focuses on the existing life of teachers and students and the awakening of life value, integrating teachers' life experience and practice and teaching activities. Further, teachers, students and knowledge experience develop into an mutually permeating structure. Researches on teaching and teacher development should deal with not only the inheritance of experience but also life education.
Teaching is a critical arena for teacher development. As teaching is viewed as the inheritance of experience, so is experience recognized as of great significance in teacher development. Nevertheless, this runs the risk of empiricism and instrumentalism. Perceived as reflective practice activities, teaching helps to establish teacher's professional identity, but tends to result in narrow "professionalism". Teaching, as a process of life education, focuses on the existing life of teachers and students and the awakening of life value, integrating teachers' life experience and practice and teaching activities. Further, teachers, students and knowledge experience develop into an mutually permeating structure. Researches on teaching and teacher development should deal with not only the inheritance of experience but also life education.
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doi: 10.16382/j.cnki.1000-5560.2016.04.015
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Mixed methods research (MMR) is a kind of research that combines the elements of bothquantitative and qualitative approaches, which not onlycombinesdifferent specific methods but also attempts to integrate theunderlying philosophies and theories. MMR was introduced in the late of 1950s, and became a distinctive methodology with the development of its underlying theoriesand applied processesduring the Paradigm War in the 1980s. Since the 1990s, MMR has developed into a relatively complete methodology as well as a popular research design. Advocates harshly criticize the viewpoint that different paradigms and methodsare notcompatible. They argue that: a) MMR reveals the continuity of paradigmsin that different paradigms do not oppose completely; b) even if different paradigms might beincompatible, specific methods still can be mixed; c) MMR has complementary advantages over quantitative or qualitative research. Thecriticisms provide space for the development of MMR. Moreover, pragmatism, as a widely acceptedparadigm, provides MMR with anunderlying philosophy. However, many researchers question the selection of pragmatism as the paradigm of MMR, as pragmatism seems to be a perfect excuse for researchers to escape reflectingits underlying philosophy. In practice, researchers should first respond to why they choose the design of MMR (DMMR). In particular, they should clarify the process and function of the integration.The integration tends tooccurwhere the qualitative research and the quantitative research joinor when researchers attempt to reachthe conclusions from different parts. It can promote the research or mutual attestation, complementation or innovative conclusions. Based on the sequence, and status of the qualitativeand quantitative research as well as the process and function of integration, DMMR can be divided intothree categories: parallel design, quantitative-qualitative sequence design, and qualitative-quantitative sequence design. Researchers may reorganize the three designs according toparticularresearch questions and research conditions. Currently, researchers still have to face the problems with data collection and analysis, data translation, conclusion integration, and the judgment of inference quality when they choose DMMR. In addition, they shouldfirst prove the rationality of the choice of MMR and provide a panoramic research process and conclusion in the articles. Finally, an investigation is conductedon35 MMRsfrom 330 educational doctoral dissertations, which reveals that few researchers prove the rationality of DMMR or try to integrate the conclusions from different approaches. Thedoctoral candidates seem to choose MMR because MMR has become a fashion, not that they need to integrate different solutions to their research questions more efficiently. In sum, Chinese researchers should pay more attention to addressing MMR in a moresystematic way.
Mixed methods research (MMR) is a kind of research that combines the elements of bothquantitative and qualitative approaches, which not onlycombinesdifferent specific methods but also attempts to integrate theunderlying philosophies and theories. MMR was introduced in the late of 1950s, and became a distinctive methodology with the development of its underlying theoriesand applied processesduring the Paradigm War in the 1980s. Since the 1990s, MMR has developed into a relatively complete methodology as well as a popular research design. Advocates harshly criticize the viewpoint that different paradigms and methodsare notcompatible. They argue that: a) MMR reveals the continuity of paradigmsin that different paradigms do not oppose completely; b) even if different paradigms might beincompatible, specific methods still can be mixed; c) MMR has complementary advantages over quantitative or qualitative research. Thecriticisms provide space for the development of MMR. Moreover, pragmatism, as a widely acceptedparadigm, provides MMR with anunderlying philosophy. However, many researchers question the selection of pragmatism as the paradigm of MMR, as pragmatism seems to be a perfect excuse for researchers to escape reflectingits underlying philosophy. In practice, researchers should first respond to why they choose the design of MMR (DMMR). In particular, they should clarify the process and function of the integration.The integration tends tooccurwhere the qualitative research and the quantitative research joinor when researchers attempt to reachthe conclusions from different parts. It can promote the research or mutual attestation, complementation or innovative conclusions. Based on the sequence, and status of the qualitativeand quantitative research as well as the process and function of integration, DMMR can be divided intothree categories: parallel design, quantitative-qualitative sequence design, and qualitative-quantitative sequence design. Researchers may reorganize the three designs according toparticularresearch questions and research conditions. Currently, researchers still have to face the problems with data collection and analysis, data translation, conclusion integration, and the judgment of inference quality when they choose DMMR. In addition, they shouldfirst prove the rationality of the choice of MMR and provide a panoramic research process and conclusion in the articles. Finally, an investigation is conductedon35 MMRsfrom 330 educational doctoral dissertations, which reveals that few researchers prove the rationality of DMMR or try to integrate the conclusions from different approaches. Thedoctoral candidates seem to choose MMR because MMR has become a fashion, not that they need to integrate different solutions to their research questions more efficiently. In sum, Chinese researchers should pay more attention to addressing MMR in a moresystematic way.
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The reform policy of senior high school entrance examination concerns national educational goals, human resource development, student choice and educational equality. The core goals of reform lie in how to deal with the relationship between educational quality, efficiency and equality. This paper discusses reform issues in senior high school entrance examination from the perspective of educational evaluation. The author proposes the quality-efficiency oriented entrance examination system which integrates the senior high school entrance examination and the junior high school graduation examination, combining student achievement assessment, scholastic assessment test and occupation adaptability test. In so doing, it will promote student choice opportunity and educational equality in the educational process.
The reform policy of senior high school entrance examination concerns national educational goals, human resource development, student choice and educational equality. The core goals of reform lie in how to deal with the relationship between educational quality, efficiency and equality. This paper discusses reform issues in senior high school entrance examination from the perspective of educational evaluation. The author proposes the quality-efficiency oriented entrance examination system which integrates the senior high school entrance examination and the junior high school graduation examination, combining student achievement assessment, scholastic assessment test and occupation adaptability test. In so doing, it will promote student choice opportunity and educational equality in the educational process.
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doi: 10.16382/j.cnki.1000-5560.2017.05.013
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Mindful agency is a new concept of positive learning disposition in the field of educational psychology. The current study constructed Mindful Agency Scale for College Students based on a sample of Chinese undergraduate students. In our empirical study, two batches of data were collected, including 654 questionnaires. And the Cronbach'sα of the scale was.84. The exploratory factor analysis revealed a five-dimensional structure of mindful agency:learning methods, emotional regulation, awareness of planning, openness to experience, and learning engagement. The result of confirmatory factor analysis confirmed the validity of the five factor model. It could be concluded that the scale demonstrates satisfactory reliability and validity, and it could provide psychometric support in studying mindful agency in the Chinese context.
Mindful agency is a new concept of positive learning disposition in the field of educational psychology. The current study constructed Mindful Agency Scale for College Students based on a sample of Chinese undergraduate students. In our empirical study, two batches of data were collected, including 654 questionnaires. And the Cronbach'sα of the scale was.84. The exploratory factor analysis revealed a five-dimensional structure of mindful agency:learning methods, emotional regulation, awareness of planning, openness to experience, and learning engagement. The result of confirmatory factor analysis confirmed the validity of the five factor model. It could be concluded that the scale demonstrates satisfactory reliability and validity, and it could provide psychometric support in studying mindful agency in the Chinese context.
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doi: 10.16382/j.cnki.1000-5560.2002.01.004
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doi: 10.16382/j.cnki.1000-5560.2001.02.002
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doi: 10.16382/j.cnki.1000-5560.1995.03.009
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doi: 10.16382/j.cnki.1000-5560.2009.02.002
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doi: 10.16382/j.cnki.1000-5560.2015.04.007
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After comparing teacher recognitions in "A" province in China with these in Massachusetts and Florida, the author offers a systematic analysis of China and US teacher recognition systems. The findings show that the sponsors, candidates, contents and incentives in China are different from those in US. Based on the findings, the article makes three suggestions for improving teacher recognition systems in China: shift from hierarchic identities to professional stratification, from irrational incentive to social value recognition, and from top-down planning to multiple choices.
After comparing teacher recognitions in "A" province in China with these in Massachusetts and Florida, the author offers a systematic analysis of China and US teacher recognition systems. The findings show that the sponsors, candidates, contents and incentives in China are different from those in US. Based on the findings, the article makes three suggestions for improving teacher recognition systems in China: shift from hierarchic identities to professional stratification, from irrational incentive to social value recognition, and from top-down planning to multiple choices.
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doi: 10.16382/j.cnki.1000-5560.2008.01.007
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doi: 10.16382/j.cnki.1000-5560.2017.04.007
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Critical pedagogy is a movement, bound together in a concern about the impact of modern society on the conditions of growing up. Its methodological principles are those of the hermeneutics, the dialectics and the critique of ideologies. The author argues that relations between society and education can be discussed in three ways, i. e, critical pedagogy looks at education by discourse in terms of three paradigms. The first paradigm looks at education from a social standpoint only. The second paradigm focuses on the idea that education should be seen as an autonomous system. The third paradigm relates to the Bildung tradition and is renewed in the German reform pedagogy. Then, the author discusses its ten traditional origins, of which the author pays homage to Klaus Mollenhauer, who introduced empirical approaches to education research developed in the USA. Inspired by the late writings of Mollenhauer's, the author points out that the dynamics of social and cultural changes have accelerated in a way that does not suit the accelerating time an individual is given by nature. Meanwhile, critical pedagogy will have to meet the challenges posed by education in global society and create a safe environment for the sake of the children's development.
Critical pedagogy is a movement, bound together in a concern about the impact of modern society on the conditions of growing up. Its methodological principles are those of the hermeneutics, the dialectics and the critique of ideologies. The author argues that relations between society and education can be discussed in three ways, i. e, critical pedagogy looks at education by discourse in terms of three paradigms. The first paradigm looks at education from a social standpoint only. The second paradigm focuses on the idea that education should be seen as an autonomous system. The third paradigm relates to the Bildung tradition and is renewed in the German reform pedagogy. Then, the author discusses its ten traditional origins, of which the author pays homage to Klaus Mollenhauer, who introduced empirical approaches to education research developed in the USA. Inspired by the late writings of Mollenhauer's, the author points out that the dynamics of social and cultural changes have accelerated in a way that does not suit the accelerating time an individual is given by nature. Meanwhile, critical pedagogy will have to meet the challenges posed by education in global society and create a safe environment for the sake of the children's development.
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The previous research shows that ITR has more merits than CTT in the evaluation of examination. Based on the data collected in math subject in National College Entrance Examination of one district, the paper compares the differences between CTT and IRT on project parameters, ways of evaluation and accuracy assessment. The research shows that the characteristics of each project properties are more easily reflected under the IRT parameters, and the IRT parameters are more accurate than the CTT. The function of the project information can reflect the information of the tests better. IRT and CTT have different evaluation ways and the scores under the evaluation of IRT, which represents students' abilities, are higher than those of CTT. CTT is different from IRT in precision estimation, but the test information function and confidence interval of IRT are more accurate than that of CTT. The Empirical study shows the advantages of IRT in evaluating the math subject in College Entrance Examination, which is valuable and has potential applications.
The previous research shows that ITR has more merits than CTT in the evaluation of examination. Based on the data collected in math subject in National College Entrance Examination of one district, the paper compares the differences between CTT and IRT on project parameters, ways of evaluation and accuracy assessment. The research shows that the characteristics of each project properties are more easily reflected under the IRT parameters, and the IRT parameters are more accurate than the CTT. The function of the project information can reflect the information of the tests better. IRT and CTT have different evaluation ways and the scores under the evaluation of IRT, which represents students' abilities, are higher than those of CTT. CTT is different from IRT in precision estimation, but the test information function and confidence interval of IRT are more accurate than that of CTT. The Empirical study shows the advantages of IRT in evaluating the math subject in College Entrance Examination, which is valuable and has potential applications.
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doi: 10.16382/j.cnki.1000-5560.2017.01.007
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This article is based on the empirical investigation in 546 elementary and middle schools from 82 counties 14 provinces, as well as macro data of compulsory education development and case studies of each province from 2010 to 2014, It aims to evaluate the balanced development of compulsory education in China since the implementation of National Medium and Long-term Plan for Education Reform and Development (2010-2020) and presents an analysis of the balanced development of compulsory education since 2010. According to the evaluation, compulsory education in China has made remarkable achievements in terms of balanced development, reaching a new starting point. First, a guarantee mechanism has been established to promote the compulsory education in a strategic way. Second, an investment mechanism has been improved to ensure a growing investment in compulsory education. Third, remarkable achievements have been made in the standardization of school construction. Fourth, some progress has been made in capacity-building of the teaching staff, and the balanced allocation of the teaching staff is under way.However, the evaluation reveals some problems, such as inadequate funding of compulsory education in central areas, big gaps in education quality between schools, structured short-staffed schools in rural areas, plus the new challenges in urbanization. Therefore, to promote high-quality and balanced development of compulsory education in China, it's essential to adhere to the development concept of innovation, coordination, green, openness and sharing, adopting a top-level design and overall planning, and ensuring there is a cushion in place for those in great need. Besides, it's important to build a development network, focusing on the key points to promote balanced and improved quality. First, it's important to renew the development concept and change the traditional ways of balanced development of compulsory education. Second, it's necessary to establish a linking mechanism, strengthen the responsibilities of the government to promote the balanced development and synergetic governance of compulsory education. Third, it's imperative to further improve comprehensive reform, solve the problems one by one, and overcome the major obstacles to the balanced development of compulsory education. Fourth, it's advisable to enhance the guarantee system, and explore a three-dimensional path to balanced development of compulsory education.
This article is based on the empirical investigation in 546 elementary and middle schools from 82 counties 14 provinces, as well as macro data of compulsory education development and case studies of each province from 2010 to 2014, It aims to evaluate the balanced development of compulsory education in China since the implementation of National Medium and Long-term Plan for Education Reform and Development (2010-2020) and presents an analysis of the balanced development of compulsory education since 2010. According to the evaluation, compulsory education in China has made remarkable achievements in terms of balanced development, reaching a new starting point. First, a guarantee mechanism has been established to promote the compulsory education in a strategic way. Second, an investment mechanism has been improved to ensure a growing investment in compulsory education. Third, remarkable achievements have been made in the standardization of school construction. Fourth, some progress has been made in capacity-building of the teaching staff, and the balanced allocation of the teaching staff is under way.However, the evaluation reveals some problems, such as inadequate funding of compulsory education in central areas, big gaps in education quality between schools, structured short-staffed schools in rural areas, plus the new challenges in urbanization. Therefore, to promote high-quality and balanced development of compulsory education in China, it's essential to adhere to the development concept of innovation, coordination, green, openness and sharing, adopting a top-level design and overall planning, and ensuring there is a cushion in place for those in great need. Besides, it's important to build a development network, focusing on the key points to promote balanced and improved quality. First, it's important to renew the development concept and change the traditional ways of balanced development of compulsory education. Second, it's necessary to establish a linking mechanism, strengthen the responsibilities of the government to promote the balanced development and synergetic governance of compulsory education. Third, it's imperative to further improve comprehensive reform, solve the problems one by one, and overcome the major obstacles to the balanced development of compulsory education. Fourth, it's advisable to enhance the guarantee system, and explore a three-dimensional path to balanced development of compulsory education.
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doi: 10.16382/j.cnki.1000-5560.1995.04.003
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doi: 10.16382/j.cnki.1000-5560.2002.04.011
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doi: 10.16382/j.cnki.1000-5560.2003.01.007
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doi: 10.16382/j.cnki.1000-5560.2000.03.006
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doi: 10.16382/j.cnki.1000-5560.2017.02.002
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From a multidisciplinary perspective, we can have a better understanding of school bullying, which will help prevent and control the phenomenon.From the perspective of moral philosophy, bullying has the nature of moral value judgment, which includes the malicious and hurt of the bully, the moral indifference of the spectator and the hurt and insult of the bully. From the perspective of political science, the problem of bullying on school is closely related to social development. School bullying is a kind of social conflict. Solving the problem should rely on the rule of law which is an externalized approach.From the sociological point of view are the social environment, the internal governance situation of the school, the bully, the victim and the bystander the formation conditions of the school bullying. The governance plan needs to be continuously improving and optimizing aspects as the educational content and the school management. From the physical point of view, the school violence is interpersonal violence, The school should cultivate students' psychological ability and other useful methods in order to deal with the school violence, instead of teaching them how to avoid it. The reason for bullying is that they are keen to seek a sense of achievement in the struggle against violence. Therefore, to solve this problem, firstly, we need to understand them and treat them with care and respect. Secondly, searching solutions from law. From the psychological point of view, the school should strengthen the cultivation of students' psychological quality and reduce the psychological health damage to both the victims and the bully. From the perspective of law, but also have different ideas, the first perspective can be attributed to the cause of school bullying spread of consciousness and lack of rational values, lack of civic education, institutional construction lag, the solution focuses on the purification of social environment, Education and the establishment of disciplinary mechanisms. From the second point of view, it is necessary to set up a special legal document, at the same time, revise and improve the existing laws and documents, also increase the content of the prevention and treatment of bullying. The third point of view is that we should set up the special legal system from the following four aspects: establish a clear legal mechanism of rights and responsibilities, develop a multi-level regulations, implement the existing laws and regulations, create a new prevention and control measures. From the fourth point of view, we should analyze the application of the criminal law of the minor crime from the following three aspects: the legal interest infringement, the condemnation, the personal danger. The fifth point of view holds that China should learn from the experience that the United states has. Especially from aspects like such as clear concept and establish the legal prevention mechanism, the reporting mechanism, the handling mechanism and so on.
From a multidisciplinary perspective, we can have a better understanding of school bullying, which will help prevent and control the phenomenon.From the perspective of moral philosophy, bullying has the nature of moral value judgment, which includes the malicious and hurt of the bully, the moral indifference of the spectator and the hurt and insult of the bully. From the perspective of political science, the problem of bullying on school is closely related to social development. School bullying is a kind of social conflict. Solving the problem should rely on the rule of law which is an externalized approach.From the sociological point of view are the social environment, the internal governance situation of the school, the bully, the victim and the bystander the formation conditions of the school bullying. The governance plan needs to be continuously improving and optimizing aspects as the educational content and the school management. From the physical point of view, the school violence is interpersonal violence, The school should cultivate students' psychological ability and other useful methods in order to deal with the school violence, instead of teaching them how to avoid it. The reason for bullying is that they are keen to seek a sense of achievement in the struggle against violence. Therefore, to solve this problem, firstly, we need to understand them and treat them with care and respect. Secondly, searching solutions from law. From the psychological point of view, the school should strengthen the cultivation of students' psychological quality and reduce the psychological health damage to both the victims and the bully. From the perspective of law, but also have different ideas, the first perspective can be attributed to the cause of school bullying spread of consciousness and lack of rational values, lack of civic education, institutional construction lag, the solution focuses on the purification of social environment, Education and the establishment of disciplinary mechanisms. From the second point of view, it is necessary to set up a special legal document, at the same time, revise and improve the existing laws and documents, also increase the content of the prevention and treatment of bullying. The third point of view is that we should set up the special legal system from the following four aspects: establish a clear legal mechanism of rights and responsibilities, develop a multi-level regulations, implement the existing laws and regulations, create a new prevention and control measures. From the fourth point of view, we should analyze the application of the criminal law of the minor crime from the following three aspects: the legal interest infringement, the condemnation, the personal danger. The fifth point of view holds that China should learn from the experience that the United states has. Especially from aspects like such as clear concept and establish the legal prevention mechanism, the reporting mechanism, the handling mechanism and so on.
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doi: 10.16382/j.cnki.1000-5560.2007.03.011
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doi: 10.16382/j.cnki.1000-5560.2004.01.006
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The modern Cynicism in the educational philosophy has a feature of comprehensive collation and reflection on modern education. The problem and crisis of modern educational philosophy lie in modern Cynicism, which is rather an extreme and prevalent illness than Nihilism. It is cynic in philosophy, and what's worse, in life and institution. The modern Cynicism acts as a new ideology, a new life style and practice that generate educational practices without energy or depth. Curing modern Cynicism is to rebuild the value of spiritual life. Public life, public rationality and public spirit should be the fundamental direction of the philosophy of modern education.
The modern Cynicism in the educational philosophy has a feature of comprehensive collation and reflection on modern education. The problem and crisis of modern educational philosophy lie in modern Cynicism, which is rather an extreme and prevalent illness than Nihilism. It is cynic in philosophy, and what's worse, in life and institution. The modern Cynicism acts as a new ideology, a new life style and practice that generate educational practices without energy or depth. Curing modern Cynicism is to rebuild the value of spiritual life. Public life, public rationality and public spirit should be the fundamental direction of the philosophy of modern education.
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This review compares the cognitive reappraisal and expressive suppression strategies with respect to their effects on emotional responses and their neural underpinnings. Cognitive reappraisal not only reduces subjective emotion experience but also decreases the sympathetic responses and deactivates the emotion-related brain such as amygdala and medial orbitofrontal cortex, while expressive suppression leads to sympathetic and medial orbitofrontal cortex activations. Although cognitive reappraisal is more effective than expressive suppression in daily life, and better for people's physical and mental health, repressor behavior can be a pragmatic form of coping that helps people deal effectively with extremely aversive events. What's more, in this paper the author presents that conduct the research on the aspect of unawareness, develop the researching paradigm, expand the researching range and conduct the research from the view of educational neuroscience, all of these may be the researching trends of emotion regulation strategies and its neural basis.
This review compares the cognitive reappraisal and expressive suppression strategies with respect to their effects on emotional responses and their neural underpinnings. Cognitive reappraisal not only reduces subjective emotion experience but also decreases the sympathetic responses and deactivates the emotion-related brain such as amygdala and medial orbitofrontal cortex, while expressive suppression leads to sympathetic and medial orbitofrontal cortex activations. Although cognitive reappraisal is more effective than expressive suppression in daily life, and better for people's physical and mental health, repressor behavior can be a pragmatic form of coping that helps people deal effectively with extremely aversive events. What's more, in this paper the author presents that conduct the research on the aspect of unawareness, develop the researching paradigm, expand the researching range and conduct the research from the view of educational neuroscience, all of these may be the researching trends of emotion regulation strategies and its neural basis.
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doi: 10.16382/j.cnki.1000-5560.2016.01.015
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Yi-Jian (simplicity) is a teaching method developed by mind educator LU Jiuyuan in the Song Dynasty. This meaningful and unique style of teaching method was a pioneer in mind education during the time of Song and Ming Dynasty.Based on the analysis of the collections of LU Jiuyuan's Works, this article aims to clarify the rationales of Yi-Jian and reveal its connotations through the interpretation of such propositions as developing one's original mind, reading for moral cultivation and the Six Classics annotating me. Then it points out the historical implications of the teaching method of Yi-Jian. The author argues that the idea that the heart is the reason is the ontological basis of Yi-Jian. Developing one's original mind refers to moral education, while reading for moral cultivation and the Six Classics annotating me refers to is knowledge. Yi-Jian was closely related to these propositions. Yi-Jian focused on stimulating and cultivating non-intellectual factors such as motivation, emotion, will and so on, especially the use of sudden enlightenment in teaching. It emphasized the cultivation of moral cognition and judgment through intuitive thinking, so it has great positive effect on moral development. Unlike the school of ZHU Xi's Neo-Confucianism education, Yi-Jian is one of the outstanding aspects of LU Jiuyuan's Mind Theory.Based on the detailed discussion of the connotation of Yi-Jian, this paper concludes that many Confucian scholars in the Ming Dynasty such as WU Yubi, CHEN Xianzhang, WANG Yangming and ZHAN Ruoshui inherited and developed LU Jiuyuan's teaching method of Yi-Jian to varying degrees.
Yi-Jian (simplicity) is a teaching method developed by mind educator LU Jiuyuan in the Song Dynasty. This meaningful and unique style of teaching method was a pioneer in mind education during the time of Song and Ming Dynasty.Based on the analysis of the collections of LU Jiuyuan's Works, this article aims to clarify the rationales of Yi-Jian and reveal its connotations through the interpretation of such propositions as developing one's original mind, reading for moral cultivation and the Six Classics annotating me. Then it points out the historical implications of the teaching method of Yi-Jian. The author argues that the idea that the heart is the reason is the ontological basis of Yi-Jian. Developing one's original mind refers to moral education, while reading for moral cultivation and the Six Classics annotating me refers to is knowledge. Yi-Jian was closely related to these propositions. Yi-Jian focused on stimulating and cultivating non-intellectual factors such as motivation, emotion, will and so on, especially the use of sudden enlightenment in teaching. It emphasized the cultivation of moral cognition and judgment through intuitive thinking, so it has great positive effect on moral development. Unlike the school of ZHU Xi's Neo-Confucianism education, Yi-Jian is one of the outstanding aspects of LU Jiuyuan's Mind Theory.Based on the detailed discussion of the connotation of Yi-Jian, this paper concludes that many Confucian scholars in the Ming Dynasty such as WU Yubi, CHEN Xianzhang, WANG Yangming and ZHAN Ruoshui inherited and developed LU Jiuyuan's teaching method of Yi-Jian to varying degrees.
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This paper aims at investigating the definition and characteristics of qifu in Chinese from the etymological perspective. It examines the origin, history, and changes of qifu and its synonyms. The phenomenon of qifu expressed in Chinese literary works can be traced back to Shi·Binfeng·Chixiao, which appeared 2600 years ago. Over the long history, although different Chinese words were used to describe the qifu phenomenon, their implication was not much different. Qifu is that the strong harms the weak intentionally. The distinct feature of qifu is the imbalance of power between perpetrators and victims, while repetition is not a necessary characteristic. Qifu phenomenon in Chinese circumstance was different from bullying in English. In China, etymological research was very few in psychological fields, but it can improve understanding of some results of western researches, and advance the local and cross-cultural studies.
This paper aims at investigating the definition and characteristics of qifu in Chinese from the etymological perspective. It examines the origin, history, and changes of qifu and its synonyms. The phenomenon of qifu expressed in Chinese literary works can be traced back to Shi·Binfeng·Chixiao, which appeared 2600 years ago. Over the long history, although different Chinese words were used to describe the qifu phenomenon, their implication was not much different. Qifu is that the strong harms the weak intentionally. The distinct feature of qifu is the imbalance of power between perpetrators and victims, while repetition is not a necessary characteristic. Qifu phenomenon in Chinese circumstance was different from bullying in English. In China, etymological research was very few in psychological fields, but it can improve understanding of some results of western researches, and advance the local and cross-cultural studies.
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doi: 10.16382/j.cnki.1000-5560.1994.01.002
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doi: 10.16382/j.cnki.1000-5560.199402.002
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doi: 10.16382/j.cnki.1000-5560.2001.03.007
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doi: 10.16382/j.cnki.1000-5560.2001.04.008
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doi: 10.16382/j.cnki.1000-5560.2007.04.007
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doi: 10.16382/j.cnki.1000-5560.2000.02.004
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doi: 10.16382/j.cnki.1000-5560.199402.003
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doi: 10.16382/j.cnki.1000-5560.2000.03.005
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doi: 10.16382/j.cnki.1000-5560.1998.02.011
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doi: 10.16382/j.cnki.1000-5560.2005.02.004
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doi: 10.16382/j.cnki.1000-5560.2000.02.011
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doi: 10.16382/j.cnki.1000-5560.1998.03.005
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doi: 10.16382/j.cnki.1000-5560.2003.02.010
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doi: 10.16382/j.cnki.1000-5560.2006.01.011
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doi: 10.16382/j.cnki.1000-5560.2004.02.003
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doi: 10.16382/j.cnki.1000-5560.1996.02.005
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doi: 10.16382/j.cnki.1000-5560.2015.03.016
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Scholars in the Republic of China paid remarkably varied attention to the Universities:American, English, German written by Flexner.There were affirmation and criticism as well as silent resistance to Flexner's theory.Despite these scholars'different attitudes, it was common that they all chose to adopt Flexner's criticism towards the American Universities, while abandoning or neglecting his idea of a modern university, which is the essence of Flexner's theory.The phenomenon was a typical reflection of the general tendency among Chinese scholars dealing with the western theory.They selected the ingredients which adapts to China's society, politics and education, and could be useful to them.This inherent pragmatism spirit of Chinese culture potentially influenced the selection of the western theory on university, which led to the abandoned core concepts of western theory.
Scholars in the Republic of China paid remarkably varied attention to the Universities:American, English, German written by Flexner.There were affirmation and criticism as well as silent resistance to Flexner's theory.Despite these scholars'different attitudes, it was common that they all chose to adopt Flexner's criticism towards the American Universities, while abandoning or neglecting his idea of a modern university, which is the essence of Flexner's theory.The phenomenon was a typical reflection of the general tendency among Chinese scholars dealing with the western theory.They selected the ingredients which adapts to China's society, politics and education, and could be useful to them.This inherent pragmatism spirit of Chinese culture potentially influenced the selection of the western theory on university, which led to the abandoned core concepts of western theory.
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doi: 10.16382/j.cnki.1000-5560.2006.03.001
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Ou Tsuin-Chen is mainly interested in philosophy of education, while Outline of the Philosophy of Education is taken as his most important book in philosophy of education.In terms of his academic life and Outline of the Philosophy of Education, it is found that he established his unique position in the history of philosophy of education in china by the way of building the new system of philosophy of education, developing the pedagogical doctrine of John Dewey, and looking forward the philosophy of education adapted for China.
Ou Tsuin-Chen is mainly interested in philosophy of education, while Outline of the Philosophy of Education is taken as his most important book in philosophy of education.In terms of his academic life and Outline of the Philosophy of Education, it is found that he established his unique position in the history of philosophy of education in china by the way of building the new system of philosophy of education, developing the pedagogical doctrine of John Dewey, and looking forward the philosophy of education adapted for China.
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doi: 10.16382/j.cnki.1000-5560.2008.01.011
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doi: 10.16382/j.cnki.1000-5560.2016.03.005
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To meet the challenges of globalization, knowledge age, and scientific and technological development, various frameworks of 21st Century Competencies have been constructed by different countries or regions. Fostering 21st Century Competencies is a sophisticated process which can only be achieved through multi-layered education systems. Examples in official documents or research reports from various countries and regions could illustrate the ideas and understanding about how 21st Century Competencies could be incorporated into current educational systems. The examples show that curriculum, teaching and learning and assessment, as three interconnected elements in education, should target these competencies.First, the framework of 21st Century Competencies should be integrated into every stage of K-12 disciplinary curriculum. Meanwhile, some interdisciplinary themes should also be embedded into the current curricula to help cultivate students' competencies through experiential learning in the real world. Three interdisciplinary themes are typical of this kind. The first one concerns international, domestic or local events or affairs, which could engage students in learning. The second theme—STEM (Science, Technology, Engineering and Mathematics) has already been universally accepted as interdisciplinary. In addition, the theme of entrepreneurship and innovation is getting more attention and become an interdisciplinary theme as well. These changes in curricula for 21st Century Competencies need to be supported by proper teaching resources.Second, competency-based education calls for reform in teaching and learning strategies. The student-centered approach could motivate students, satisfy their various needs and promote the development of related competencies. Problem-or Project-Based Learning (PBLs) can help teachers shift from teacher-centeredness to student-centeredness.Third, besides changes in curriculum and strategies of teaching and learning, assessment reform is imperative to monitor and guide the implementation of competency-based education. Formative assessment can provide timely and complete record and feedback to students so as to promote their further learning. Meanwhile, national, regional or school examinations should be geared towards competencies. In addition, many competencies are closely related to professions and occupations. Certificate tests are another important way to carry out evaluation. Nevertheless, there are still many issues to be explored about the implementing of 21st Century Competencies education.
To meet the challenges of globalization, knowledge age, and scientific and technological development, various frameworks of 21st Century Competencies have been constructed by different countries or regions. Fostering 21st Century Competencies is a sophisticated process which can only be achieved through multi-layered education systems. Examples in official documents or research reports from various countries and regions could illustrate the ideas and understanding about how 21st Century Competencies could be incorporated into current educational systems. The examples show that curriculum, teaching and learning and assessment, as three interconnected elements in education, should target these competencies.First, the framework of 21st Century Competencies should be integrated into every stage of K-12 disciplinary curriculum. Meanwhile, some interdisciplinary themes should also be embedded into the current curricula to help cultivate students' competencies through experiential learning in the real world. Three interdisciplinary themes are typical of this kind. The first one concerns international, domestic or local events or affairs, which could engage students in learning. The second theme—STEM (Science, Technology, Engineering and Mathematics) has already been universally accepted as interdisciplinary. In addition, the theme of entrepreneurship and innovation is getting more attention and become an interdisciplinary theme as well. These changes in curricula for 21st Century Competencies need to be supported by proper teaching resources.Second, competency-based education calls for reform in teaching and learning strategies. The student-centered approach could motivate students, satisfy their various needs and promote the development of related competencies. Problem-or Project-Based Learning (PBLs) can help teachers shift from teacher-centeredness to student-centeredness.Third, besides changes in curriculum and strategies of teaching and learning, assessment reform is imperative to monitor and guide the implementation of competency-based education. Formative assessment can provide timely and complete record and feedback to students so as to promote their further learning. Meanwhile, national, regional or school examinations should be geared towards competencies. In addition, many competencies are closely related to professions and occupations. Certificate tests are another important way to carry out evaluation. Nevertheless, there are still many issues to be explored about the implementing of 21st Century Competencies education.
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doi: 10.16382/j.cnki.1000-5560.2000.04.008
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doi: 10.16382/j.cnki.1000-5560.2001.03.005
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doi: 10.16382/j.cnki.1000-5560.2009.01.011
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doi: 10.16382/j.cnki.1000-5560.2002.04.005
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doi: 10.16382/j.cnki.1000-5560.2001.03.002
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doi: 10.16382/j.cnki.1000-5560.2003.01.003
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doi: 10.16382/j.cnki.1000-5560.2017.01.001
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Ever since OECD started in 1997 the project of Definition and Selection of Competences:Theoretical and Conceptual Foundations, the term "key competences" has been highlighted in the educational documents in many countries and regions. Despite varied definitions of key competencies, there is a common understanding in those countries and regions. First, key competences should be understood from two aspects:fostering the whole person and promoting social development; second, both citizenship and internationalization have been emphasized by each economy and international organizations; third, most economies put emphasis on such competences as information, science and creativity in the new century. Meanwhile, each economy pays more attention to their excellent traditional culture in building the system of their own key competences.In order to deepen the comprehensive educational reform, it is imperative to explore and construct the system of key competences in China. Therefore, it is necessary to review the Three-competence theory and Basic-skill theory developed by Tao Xingzhi, a famous Chinese educator in the 20th century. In his career, Tao first proposed three essential competencies, including learning to live, learning to be initiative and learning to be creative; later, Tao developed the idea of 23 basic skills at Yu Cai Middle School, which came to be known as Three-competence theory and Basic-skill theory. In Tao's opinion, learning to live, learning to be initiative and learning to be creative are necessary for one to be a whole person and the 23 basic skills are the embodiment of these three competences. In a sense, these two theories could be considered as Tao's idea of key competencies.Based on Tao's Three-competence theory and Basic-skill theory, as well as a comparative analysis of the related researches on key competences, this paper attempts to develop a new system of key competencies in the new era. That is, key competences involve field competencies and general competencies. General competencies cover social development (social responsibility, national identity, international understanding and cooperation), personal development (self-understanding and self-management, the competence to be happy) and advanced learning ability (critical thinking, creativity and lifelong learning). Field competences put more emphasis on specific fields, such as language literacy, mathematical competences, science skills, art literacy and information skills.
Ever since OECD started in 1997 the project of Definition and Selection of Competences:Theoretical and Conceptual Foundations, the term "key competences" has been highlighted in the educational documents in many countries and regions. Despite varied definitions of key competencies, there is a common understanding in those countries and regions. First, key competences should be understood from two aspects:fostering the whole person and promoting social development; second, both citizenship and internationalization have been emphasized by each economy and international organizations; third, most economies put emphasis on such competences as information, science and creativity in the new century. Meanwhile, each economy pays more attention to their excellent traditional culture in building the system of their own key competences.In order to deepen the comprehensive educational reform, it is imperative to explore and construct the system of key competences in China. Therefore, it is necessary to review the Three-competence theory and Basic-skill theory developed by Tao Xingzhi, a famous Chinese educator in the 20th century. In his career, Tao first proposed three essential competencies, including learning to live, learning to be initiative and learning to be creative; later, Tao developed the idea of 23 basic skills at Yu Cai Middle School, which came to be known as Three-competence theory and Basic-skill theory. In Tao's opinion, learning to live, learning to be initiative and learning to be creative are necessary for one to be a whole person and the 23 basic skills are the embodiment of these three competences. In a sense, these two theories could be considered as Tao's idea of key competencies.Based on Tao's Three-competence theory and Basic-skill theory, as well as a comparative analysis of the related researches on key competences, this paper attempts to develop a new system of key competencies in the new era. That is, key competences involve field competencies and general competencies. General competencies cover social development (social responsibility, national identity, international understanding and cooperation), personal development (self-understanding and self-management, the competence to be happy) and advanced learning ability (critical thinking, creativity and lifelong learning). Field competences put more emphasis on specific fields, such as language literacy, mathematical competences, science skills, art literacy and information skills.
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doi: 10.16382/j.cnki.1000-5560.2015.03.008
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"Within many cities, there are effective classrooms-'beacon'schools and even clusters of such schools-but there are few if any examples of a successful model being expanded to the scope of an entire district". After education reforms such as the global education reform movement, the successful systems of the Pacific Rim and the 'moral drive for improvement', London began to consider and practice the challenging issue: to take school reform to scale, i. e. within the framework of vertical co-operation between national, municipal and local levels and combined with policy interventions for improvement of education reform and development, a set of plans has been taken for comprehensive school improvement to scale. Whether the London Challenge is transferable and could be copied and whether it is sustainable for area-based improvement, only time will tell.
"Within many cities, there are effective classrooms-'beacon'schools and even clusters of such schools-but there are few if any examples of a successful model being expanded to the scope of an entire district". After education reforms such as the global education reform movement, the successful systems of the Pacific Rim and the 'moral drive for improvement', London began to consider and practice the challenging issue: to take school reform to scale, i. e. within the framework of vertical co-operation between national, municipal and local levels and combined with policy interventions for improvement of education reform and development, a set of plans has been taken for comprehensive school improvement to scale. Whether the London Challenge is transferable and could be copied and whether it is sustainable for area-based improvement, only time will tell.
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doi: 10.16382/j.cnki.1000-5560.1996.02.009
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doi: 10.16382/j.cnki.1000-5560.1997.04.008
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doi: 10.16382/j.cnki.1000-5560.2006.02.008
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doi: 10.16382/j.cnki.1000-5560.2015.03.010
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With the prevalence of new medium and violent games, the relationship between media violence and aggressive behavior has become a research focus again.However, controversy still exists regarding the causal relationship between media violence and aggressive behavior, including two opposite theoretical models:General Aggressive Model and Catalyst Model.According to the General Aggressive Model, the effects of media violence on aggressive behavior involve short-term and long-term effect, with different psychic mechanisms.However, such factors as children's personality, initial aggressive level, their recognition of the role and characteristics of the game will play a regulatory role.In this regard, future studies will be conducted using new paradigms and techniques, in order to reach a relatively consistent conclusion.
With the prevalence of new medium and violent games, the relationship between media violence and aggressive behavior has become a research focus again.However, controversy still exists regarding the causal relationship between media violence and aggressive behavior, including two opposite theoretical models:General Aggressive Model and Catalyst Model.According to the General Aggressive Model, the effects of media violence on aggressive behavior involve short-term and long-term effect, with different psychic mechanisms.However, such factors as children's personality, initial aggressive level, their recognition of the role and characteristics of the game will play a regulatory role.In this regard, future studies will be conducted using new paradigms and techniques, in order to reach a relatively consistent conclusion.
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doi: 10.16382/j.cnki.1000-5560.2009.02.003
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doi: 10.16382/j.cnki.1000-5560.1997.02.005
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Given the ethos of xenophilia and utilitarianism tendency in Chinese universities, Qian Mu thought that educational aims of Chinese universities should aim at cultivating "talents who truly love and serve China". In other words, the educational goal of university should be nurturing holistic human rather than training specialists; graduates should lead the social development rather than follow the tide of society; a university should educate more talents in humanities and social science rather than in natural sciences. In view of more or less xenophilia and utilitarianism in today's Chinese universities, Qian Mu's thoughts on educational aims of universities have crucial implications for the present higher education institutions.
Given the ethos of xenophilia and utilitarianism tendency in Chinese universities, Qian Mu thought that educational aims of Chinese universities should aim at cultivating "talents who truly love and serve China". In other words, the educational goal of university should be nurturing holistic human rather than training specialists; graduates should lead the social development rather than follow the tide of society; a university should educate more talents in humanities and social science rather than in natural sciences. In view of more or less xenophilia and utilitarianism in today's Chinese universities, Qian Mu's thoughts on educational aims of universities have crucial implications for the present higher education institutions.
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doi: 10.16382/j.cnki.1000-5560.2003.01.004
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