The reason why conceptual research is important is that it leads to “theory”. The importance of conceptual research comes from the importance of concepts. Concepts are the foundation or cornerstone of basic research, and the evolution of concepts is the driving force of disciplinary development. Besides, concepts conceal premise assumptions, reflect ways of thinking, and contain diverse and complex relationships. To better promote conceptual research, it is necessary to pay more attention to thinking patterns, emerging or interdisciplinary fields, integration and transformation, contribution ability, and conceptual misunderstandings.

“The integration of education and productive labor” is an important and fundamental principle of Marxist educational theory, which internally regulates the connotation, form and reform of modern labor education. The material production labor and modern education in the integration of education and labor are historical concepts, and their inherent integration decides or makes labor education be the basic connotation and main form of modern education. In the era of intelligent labor, non-material labor has replaced the dominant material productive labor. The “integration of education and labor” has mainly developed into the “internal integration”, “diversified integration”, and “interactive integration” of education such as information education, communication education, and emotional education, and material labor, non-material labor. This is also known as the “deep integration of education and labor”, resulting in a shift towards “non-material labor education” and intelligent education in labor education. The labor education of “deep integration of education and labor” creates subjective and objective conditions for achieving tremendous development of productivity, liberation of labor and the man, realizing self-improvement of labor people and innovation in economy, society, and education; achieving the unity of labor freedom and human freedom as well as presenting the comprehensive development of personal freedom, individual subject, and the mass public. The eternal significance of labor education in the development of “integration of education and labor” lies in that labor is involved in education and educating man, and returning to the essence of “educating people” in labor education while adhering to the methodology of historical materialism and practical materialism.

The convergence of the development stages of global universities shows that universities have gradually stepped out of the “Humboldt model” and accelerated the transformation to the “post-Humboldt model” since the first decade of the 21st century. The rise of emerging research university is a “global phenomenon”, which is based on the iteration and upgrading of traditional research universities. In a sense, it is a profound higher education model revolution and paradigm reconstruction. The practice and exploration of the new type of research university in China is the choice of developing high-quality higher education in the new era, further implementing the strategy of developing the country through science and education, the strategy of strengthening the country through talents, and the strategy of innovation-driven development, which gives new dynamic to the construction of world-class universities and opens up a new track for high-level research universities. Through the comparative analysis of the essential characteristics of the new type of research university, it is found that the “new” of the emerging research university is the new orientation of serving the national innovation-driven development strategy, the new academic structure of promoting cross-disciplinary and strengthening organized scientific research, and the new multi-body of the university run by the state, enterprises and social forces. As a new type of higher education institution, it still faces many difficulties and challenges in resource allocation, evaluation system and related supporting policies. We should further strengthen top-level design, accelerate relevant policy reforms, and formulate higher education layout plans that meet the needs of building an innovative country. And it's important to improve the classification system of colleges and universities, optimize the spatial layout of colleges and universities, build a new evaluation and review system for the establishment of colleges and universities. Also we should adjust the structure of disciplines and specialties, and promote the reasonable flow and resource sharing of higher education resources across regions and departments to promote regional integration, integration of industry and education, and integration of science and education.

Clark’s “Five Elements Theory” and Etzkowitz’s “Triple Helix Theory” belong to the two mainstream approaches to international entrepreneurial university construction; but both cannot provide theoretical guidance for entrepreneurial university practice in China due to the differences in dynamic mechanism and target scope. Theory of External Righting and Internal Driving emphasizes the conversion of the government-led approach and the activation of independent innovation in secondary colleges, and is based on the dialectical relationship between internal and external factors, and reflects the image and operability of the theory in terms of space and time. To promote the construction of entrepreneurial universities with Chinese characteristics by following the approach to Theory of External Righting and Internal Driving, it is necessary to enable the reform of the education evaluation system at the government level, and to ensure the relative stability of leaders at the university level, and to stimulate intellectual innovation service capacity at the college level.

It is an increasing discourse that scientists should engage in professional science education addressing the general public both in formal and informal education settings. However, we lack well-developed frameworks to analyze how (some) scientists engage in science education and what roles their engagement plays in scientific and other communities. Based on the framework of acquiring interactional expertise, this paper analyses the varied expertise levels, tacit norms and interdisciplinarity for doing and understanding contemporary science challenges in science education. It is difficult for science teachers to represent the real epistemic practice of the whole scientific process in science education settings and learning environments, and then to promote the learners to reflectively participate in epistemic practice. Building on the work of interactional expertise, this paper discusses why some scientists should engage in the practice and research on science education, how they engage, and the socio-epistemic benefits for engagement. It then concludes scientists’ roles and functions in science education.

The rapid popularization of the general large model represented by ChatGPT in education industry may lead to systematic reform and even ecological reconstruction of education. While the ethical issues that can arise from the use of technology in education have been a concern for many years, never has the educational application of general large model raised such concerns about the ethics of technology. On the one hand, the basic principle of the effect of technology on educational activities is homogeneous, so the types of ethical risks in the application of general large model education are similar compared with the past. However, due to the different level of intelligence, the degree of risks may aggravate traditional ethical problems. In terms of educational security, the privacy theft of educational subjects and organizations may aggravate the security crisis of educational process, and ideological infiltration may aggravate the security crisis of educational outcome. In terms of educational relationship, it may aggravate the teachers’ fear and worship of technology in the teacher-machine relationship, and the students’ addiction to technology in the machine-student relationship. From the aspect of education equity, it may aggravate the inequity of education starting point and expand the inequity of education result. On the other hand, general large model has special technical basis and characteristics, which brings more subversive changes to education and leads to new alienation phenomenon, which may produce new ethical risks. From the aspect of education security, the adversarial attack risk of large model system may make students face algorithm regulation and produce new cognitive security problems, and the emergence of model ability may make generative AI out of control in education application. In terms of educational relationship, the “man-machine” cooperative education model may hinder the emotional and ideological exchange between teachers and students. In terms of educational equity, users may be treated unfairly by the general model without being aware of it, and the fairness of the educational process may be difficult to guarantee. In order to avoid the ethical risks that may arise from the application of general large model in education, attention should be paid to ensuring the moralization of general large model at production level, specifying the guidance for general large model in education application practice level, establishing the supervision system for general large model in education application at management level, and strengthening the theoretical research on the technical ethics of education industry in the intelligent era at the research level.

“Dialogue” as an original educational value orientation is not only the core of traditional educational philosophy inheritance, but also the basis for reflecting on the value of educational technology. With the implementation of generative artificial intelligence products represented by ChatGPT, educational dialogue has entered a new evolutionary stage. Unlike the “human-human dialogue” or “human-machine-human dialogue” in the past, the strong intervention of generative AI products makes the machine become the subject of dialogue, and the relationship of “human-machine dialogue” is established, which in turn promotes the transformation of dialogue subjects, dialogue forms and dialogue relationships to different degrees. In this context, this study attempts to reflect on how the changes in dialogue subjects, dialogue relations, and the generation of dialogue content will bring about substantive changes in educational dialogue from the perspective of the transmigration path of educational dialogue forms, examine the application dilemma of human-machine dialogue from the perspective of techno-critical philosophy, and analyze the potential risks of generative AI products represented by ChatGPT in educational dialogue. Also this study tries to respond to the urgent practical problem of how to realize the quality aggregation of technology and educational dialogue in the age of AI.

The university charter should play its due role in the adjudication of cases involving the university as a party. The connotation of the application of the university charter of association in judicial practice can be grasped from two aspects: the binding force and legal nature of the university charter of association, in order to reflect the mechanism, value, significance, and institutional foundation of the application of the university charter of association in judicial practice. Through reviewing relevant cases, it has been found that the role of the university charter in judicial adjudication is not yet fully realized. The main reason is the inconsistent nature of university management behavior in judicial adjudication, the inconsistent boundary determination of judicial intervention, and the inconsistent determination of whether it belongs to legitimate rights and interests. Therefore, the court should use "the same case and the same judgment" as the basis for judgment, use analogical reasoning as the specific operation method, and meet three requirements in specific operations: consistency in constituent elements, relevance in legal conclusions, and commonality in practical reasons.

School curriculum leadership has both administrative attribute and professional attribute. The admini-strative attribute is mainly embodied in administrative position and its power action and so on. It focuses on pro-blems dealing with curriculum administrations and has top-down power-obedience effects. The professional attribute is mainly embodied in specialized knowledge and experience of richness, profundity, mystique and enlightenment. It focuses on problems dealing with curriculum and instruction and influencing other educator’s professional roles and efficiency and has multi-exchange idea-identity effects. Different syntagmatic relationship of the two attributes means different developments for the school curriculum and instruction. These two should be promoted and brought out the best in each other instead of black or white, or mutual negation.

As an integral part of the history of educational activities, the history of educational interaction should become an important research field of educational history. The proposal of the history of educational interaction is based on the theoretical guidance of historical materialism, an academic practice that conforms to the downward research trend of social science, and is also the discipline demand for enriching the research of educational history. The research on the history of educational exchanges enriches and deepens the research content of the history of education in the course of exploration and exploration, reconstructs the explanatory logic of the history of education in the course of retrospection and interpretation, and provides a historical mirror for the current educational reform in the course of refinement and reflection. The study of the history of educational interaction is a discussion of the interaction history of the educational subjects in various ways in the process of education in order to realize the valuable development of human beings, including seven dimensions: the communication of ambition, industry, learning, interest, love, geography and blood. At present, to carry out the research on the history of educational interaction, we should establish the problem consciousness, strengthen the excavation of historical materials, broaden the scope of theoretical reference, and expand the research field.