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01 June 2025, Volume 43 Issue 6 Previous Issue   

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The Indigenization-Internationalization Tension of Chinese Social Sciences under the “Center-Periphery” Paradigm: A Historical Comparative Analysis Wenqin Shen 2025, 43 (6):  1-20.  doi: 10.16382/j.cnki.1000-5560.2025.06.001 Abstract ( 184 )   HTML ( 20 )   PDF (889KB) ( 670 )   Save In the global landscape of social science research, countries like the United States, Britain, Germany, and France occupy central positions, while others, including China, remain in semi-peripheral or peripheral positions. Since the 1990s, Chinese social science research has pursued internationalization while grappling with the demand for indigenization, creating a dual tension between these two goals. This article argues that the anxiety surrounding these dynamics stems from China’s marginal role in the global knowledge system. From an international comparative perspective, this tension is not unique to China. Non-central countries like India and Turkey also exhibit strong indigenization needs. Historically, the demand for indigenization arose from the introduction of Western social sciences to the non-Western world in the early 20th century. However, the “internationalization of export,” characterized by publishing in English, began in continental Europe during the 1950s and 1960s and expanded to East Asia and Latin America after the 1990s. Currently, Chinese social science research is at a pivotal stage, transitioning from the “internationalization of import” to the “internationalization of export.” To navigate this transformation, a balance must be struck between publishing in Chinese and publishing in English. As a significant contributor to social Figures and Tables | References | Related Articles | Metrics

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The Construction of the Theoretical System for Chinese Pedagogy Dong Li 2025, 43 (6):  21-37.  doi: 10.16382/j.cnki.1000-5560.2025.06.002 Abstract ( 136 )   HTML ( 7 )   PDF (803KB) ( 197 )   Save The construction of the theoretical system for Chinese pedagogy represents a creative transformation of the practical experiences of educational reform in China, an innovative development of the excellent traditional educational culture of China, and a pioneering exploration of the future trends of education in China. As an empirical-rational cognitive schema, the theoretical system of Chinese pedagogy is perpetually caught in the tension between transplantation and local innovation, seeking common ground while preserving differences, between external norms and internal laws, pursuing truth and knowledge, and between universal aspirations and cultural conventions, striving for practicality and utility. Based on principles that activate spiritual motivation through national and temporal characteristics, highlight disciplinary traits through academic and ideological qualities, and hone practical character through realism and transcendence, it is essential to continuously address the questions of “what”, “why”, and “how” regarding the theoretical system of Chinese pedagogy. The construction elements of the Chinese pedagogical theoretical system include the disciplinary context rooted in problem areas, the disciplinary cornerstone based on a family of concepts, the disciplinary coordinates defined by core categories, the disciplinary assertions formed by propositional structures, the disciplinary perspective shaped by logical reasoning, the disciplinary expression articulated through discourse systems, and the disciplinary traits guided by methodological consciousness. Exploring the construction path of the Chinese pedagogical theoretical system requires releasing the theoretical imagination of Chinese pedagogy through field narratives in a return to experience, providing substantive answers to major global educational issues through interactive structuring, and advancing towards a flourishing world pedagogy through the synthesis of Chinese and Western thought and a hundred schools of thought contending. References | Related Articles | Metrics

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The Myths, Risks and Imaginative Reconstruction of the Concept of “Educational Evaluation” in the Era Empowered by Digital andAI Technologies Qimin Su, Yanqin Tao 2025, 43 (6):  38-49.  doi: 10.16382/j.cnki.1000-5560.2025.06.003 Abstract ( 177 )   HTML ( 16 )   PDF (719KB) ( 489 )   Save With the progress of digital transformation of educational evaluation, digital and AI technologies empower educational evaluation is deeply rooted in people’s hearts. The “educational evaluation” is a framework concept. It regulates educational evaluation activities, but has internal alienation of a strong technical interest in “how to evaluate” making education better is gradually being forgotten.The “education” origin in the “educational evaluation” is obscured by myths of technical determinism, technical reductionism and technical transcendentalism. It makes digital and AI technologies empower educational evaluation with risks such as digital fetishism, the digital symbolization of human characteristics and digital discrimination. Then it is necessary to make an imaginative reconstruction to the “educational evaluation”. By inducing the conditions for the use of the concept in the ideal state, limiting the bottom-line requirements for digital and AI technologies by the concept in the actual state, ensuring that the concept always reflects the “education” origin and its human nature foundation. This will ensure the rationality of digital and AI technologies to educational evaluation. References | Related Articles | Metrics

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Reconstruction of the Concept of “Curriculum” in the Era of Generative Artificial Intelligence Panwang Gao, Shuhong Lu 2025, 43 (6):  50-60.  doi: 10.16382/j.cnki.1000-5560.2025.06.004 Abstract ( 173 )   HTML ( 16 )   PDF (751KB) ( 458 )   Save GAI such as ChatGPT has transformed the mode of knowledge production and reproduction, bringing about the “end of scarcity” of knowledge and promoting the experientialization of knowledge. Building a large educational model based on generative AI technology can influence the connotation of the curriculum from the dimensions of philosophical standpoint, curriculum function, and value orientation. The educational model is continually evolving, through language guidance, “feeding” and human feedback alignment, and it brings about the transformation of single-dimensional curriculum “knowledge” to multi-link curriculum “knowledge chain” and even curriculum experience “organism”, as well as the possibility of developmental curriculum goal design, diversity of experience selection, three-dimensional curriculum organization, and panoramic curriculum evaluation, which affects the extension of the curriculum. The picture or depiction of “curriculum” in the context of generative AI is as follows. The essence of curriculum has shifted from knowledge-based and ability-based to subject interaction-focused. The curriculum objectives have shifted from standardization and certainty to openness and flexibility; The curriculum experience has shifted from the mechanical and limited nature of teaching materials and supplementary materials to the freshness and sufficiency of experience. The organization of courses has shifted from linear and single-dimensional to spiral and multi-dimensional space-time. Also, the evaluation of courses has shifted from a score-based and one-dimensional approach to a full-scenario and intelligent approach. The study believes that the “curriculum” in the era of generative artificial intelligence should provide greater possibilities for cultivating talents with the ability to “new quality productivity”. Specifically, it can be defined as helping teachers and students integrate AI-generated content with traditional curriculum systems, providing dual experiences of reality and virtuality, building systematic learning scaffolds and knowledge chains, serving students’ multidimensional development in knowledge and ability, improving students’ core competencies, promoting large-scale individualized teaching through intelligent tutoring systems, helping students bravely cope with an uncertain world and efficiently serve social production, and achieving the ideal of comprehensive development. Figures and Tables | References | Related Articles | Metrics

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“Breaking the Five-Only Criteria and Establishing Four Dimensions”: An Empirical Study on the Identification of the Breaking and Establishing in the Evaluation Reform of Basic Education in the New Era Dequan Zhu, Lulu Liu 2025, 43 (6):  61-80.  doi: 10.16382/j.cnki.1000-5560.2025.06.005 Abstract ( 151 )   HTML ( 10 )   PDF (1057KB) ( 135 )   Save Deepening the reform of educational evaluation is the top priority of basic education work in the new era. The reform of educational evaluation is a dialectical relationship between “breaking” and “establishing”, and must adhere to the overall principles of breaking and establishing simultaneously, establishing before breaking, and neither breaking nor establishing. Based on the perspective of basic education practice, this study conducts empirical research from the two aspects of “breaking” and “establishing” in the reform of basic education evaluation, in order to provide assistance and reference for the reform of basic education evaluation through the two-way force of “breaking” to eliminate “only” and “establishing” new “dimensions”. On the one hand, a questionnaire survey was conducted among 1,355 basic education teachers nationwide to understand their level of policy awareness, emotional identification, and behavioral tendencies towards “breaking the five only criteria”, and to identify the current implementation status of the “breaking the five only criteria” reform in basic education evaluation. Research has found that, firstly, there is a weak understanding of the policy of “breaking the five only criteria” in the reform of basic education evaluation, and insufficient endogenous motivation. Secondly, the effectiveness of basic education evaluation reform is influenced by the diverse backgrounds of teachers.The third aspect is that basic education teachers’ understanding, emotional identification, and behavioral tendencies towards the policy of “breaking the five only criteria” are closely related and can influence each other. On the other hand, using the Delphi expert consultation method, two rounds of expert consultations were conducted with 20 experts to construct a value system for the reform of basic education evaluation, which includes four primary dimensions of “establishing morality”, “establishing determination”, “establishing ability”, and “establishing action”, as well as 20 secondary observation points. Based on this, the study proposes that the value system of “establishing four dimensions” should comprehensively guide the direction of basic education evaluation reform.Specifically, the reform of basic education evaluation should implement the value orientation of “fostering virtue through education” with “establishing morality”, breaking through the boundaries and limitations of the “Five-only” with “establishing determination”, focusing on the holistic development of individual abilities through “establishing ability”, and shifting from “establishing action” to a specific individual’s practical perspective. Figures and Tables | References | Related Articles | Metrics

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Primary and Secondary School Teachers’ Test Item Development Ability: Current Situation Analysis, Improvement Path and Overall Support Yuqiang Zhang, Qi Li, Xuehui Yin 2025, 43 (6):  81-98.  doi: 10.16382/j.cnki.1000-5560.2025.06.006 Abstract ( 210 )   HTML ( 14 )   PDF (921KB) ( 821 )   Save Teachers’ test item development ability (TIDA) is crucial to the development of teachers’ assessment literacy. In order to better analyse the current situation of the TIDC of primary and secondary school teachers, firstly, an overall analysis was conducted from the three aspects of assessment understanding, assessment theory and technology, and the scientificity and standardisation of the use of assessment tools, and secondly, a two-dimensional four-quadrant analysis framework for teachers’ TIDA was constructed by taking the key scenarios of TIDA as the X-axis and the proficiency level of teachers as the Y-axis. It was found that although high-level teachers were significantly better than ordinary teachers in the four key scenarios of clear cognitive requirements, producing high-quality test items, scientifically assembling test papers, and rationally interpreting and applying the results, the TIDA of teachers was relatively weak in general, and was in need of further improvement. In view of this, it is necessary to enhance specific assessment techniques based on the corresponding practical teaching needs of both ordinary and high-level teachers: to accurately grasp the new curriculum standards and uphold a holistic view of comprehension; to clarify the cognitive requirements of the test items and carry out cognitive task analyses; to prepare multi-dimensional lists of details and produce high-quality questions; to grasp the quality indicators of the test items and scientifically formulate the test papers; and to reasonably interpret and apply the results. It is also necessary to provide overall support for the TIDA of teachers: to establish a sound policy for the cultivation of TIDA of teachers; to systematically improve the curriculum for TIDA of teacher training colleges and universities; to innovate the training mode of TIDA of teachers; and to enrich the professional life of daily school-based research and study with the enhancement of TIDA as the core task. Figures and Tables | References | Related Articles | Metrics

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Principal Leadership Enhancement: Personality Traits or Organizational Environment？ Lili Liu, Qinghao Li, Hongying Bao 2025, 43 (6):  99-115.  doi: 10.16382/j.cnki.1000-5560.2025.06.007 Abstract ( 80 )   HTML ( 11 )   PDF (1254KB) ( 48 )   Save Endogenous subject formation and exogenous environment shaping are usually regarded as the main pathways to the formation of principal leadership, but no empirical research has been conducted to explore the relative importance of the two on the enhancement of principal leadership. A questionnaire survey was conducted among a group of primary and secondary school principals to investigate the effects of personality traits and organizational environment on principal leadership. The study found that personality traits were the dominant force in principal leadership enhancement, while the influence of environment was less than thirty percent (23.95%). In other words, whether or not principal leadership is improved “depends on the struggle”, while extroversion, openness, sense of responsibility and sense of support from superiors have a positive impact on principal leadership. Also, autonomy of school running has a “too little too late effect” on the development of principal leadership, showing a “shifting inflection point effect”. The influence of superior support on the leadership of principals is in the form of “sending charcoal in snowy weather”, which has a higher marginal effect on growth-oriented principals than that of expert principals. In addition, the development of the trait of sense of responsibility enables principals to “raise the low and expand the middle”. The development of the trait of sense of responsibility helps principals to realize “raising the low and expanding the middle”, effectively narrowing the group differences in the leadership development of principals. Finally, trengthening the trait of extroversion and openness has an “icing on the cake” effect on the leadership of principals, promoting the expert principals to form a “superposition effect of advantages”, helping them to develop towards excellence.Based on this, it is recommended that we optimize the selection criteria for principals, design supportive programs, and ensure a dynamic balance between “decentralization” and “control” in order to promote the enhancement of principal leadership. Figures and Tables | References | Related Articles | Metrics

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Administrative Self-regulation of Discretion in Punishment of Teacher Ethics Violations in Public Universities Jing Ma, Wenquan Yuan 2025, 43 (6):  116-126.  doi: 10.16382/j.cnki.1000-5560.2025.06.008 Abstract ( 86 )   HTML ( 9 )   PDF (699KB) ( 273 )   Save The Outline for Building a Strong Education Country(2024-2035) proposes a "zero tolerance" policy to teacher ethics violations. The effective and legal punishment for teacher ethics violations is inherent to the “strict enforcement of the policy”. However, the current punishment for teacher ethics violations in public universities is inefficient and disorderly. Administrative self-regulation can effectively prevent the arbitrary exercise of administrative power. Based on the nature of the punishment power for teacher ethics violations of public universities, the construction of an administrative self-regulation mechanism from the three dimensions of entity regulation, procedural regulation, and outcome regulation has logical consistency, which is conducive to promoting the effective and legal operation of punishment for teacher ethics violations in public universities. Specifically, it includes setting the discretionary benchmark with plot refinement + effect standardization as the core, constructing a due process around “multi-stakholder participation to prevent bias”, “impartial hearings for the accused”, and “transparency to counter arbitrariness”, and improving hierarchical supervision and internal appeal system based on the self-correction function of administrative entities. References | Related Articles | Metrics