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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.