01 March 2024, Volume 42 Issue 3 Previous Issue   
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An Empirical Study on the Evaluation of College Entrance Examination System by Different Stakeholders
Haifeng Liu, Huafeng Wei
2024, 42 (3):  1-11.  doi: 10.16382/j.cnki.1000-5560.2024.03.001
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Based on the valid data of 83,694 questionnaires on the reform of college entrance examination, the study examines the evaluation of the national college entrance examination system by high school students, college students, high school teachers, college teachers, parents, and social stakeholders. Through word frequency analysis, “fairness”, “high competition” and “pressure” are the most extensive and prominent evaluation of the college entrance examination system. Through the analysis of entropy value, the evaluation of the college entrance examination system is different among different stakeholders, showing different interests. Cluster analysis further verifies and deepens the conclusions of word frequency analysis and entropy analysis. In view of this, maintaining the fairness of the college entrance examination is still the most important prerequisite for the reform of the college entrance examination, and we should consider the interests of all stakeholders when promoting the reform of the college entrance examination, the policy evaluation of college entrance examination reform should be extended appropriately.

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Has the New College Entrance Examination Promoted Students’ Independent Subject Selection: Empirical Analysis Based on CatBoost Regression Tree model
Jianhua Zhou, Zhengyi Shan, Hongxia Qin
2024, 42 (3):  12-25.  doi: 10.16382/j.cnki.1000-5560.2024.03.002
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One of the goals of the new college entrance examination reform is to enable candidates to choose exam subjects independently. However, existing research has not reached a consensus on whether the new college entrance examination has increased students’ autonomy in subject selection. Based on 31,656 college students’ samples obtained from the “College Entrance Examination Reform Questionnaire Survey” in 2022, this paper randomly divided the samples into training group, verification group and test group according to the proportion of 70%, 15% and 15%, and constructed CatBoost regression Tree model with the training group. The model passed the test of the verification group and the test group. Empirical research based on this model has found that the new college entrance examination promotes students’ autonomy in subject selection and enhances their right to choose, but their choice power has decreased, rather than improved. The new college entrance examination has intensified the logical conflicts among candidates, parents, and high school teachers in choosing subjects, increasing the anxiety of candidates in choosing subjects. From the perspective of promoting students’ autonomous subject selection, the “3+1+2” model is a rational return to the reform of the college entrance examination, which is conducive to maintaining the stability and sustainability of the reform.

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Research on the Adaptability Model of Senior High School Teachers under the Background of New College Entrance Examination: From the Perspective of Personal-environmental Fit Theory
Muzhou Li, Sixin Zeng
2024, 42 (3):  26-37.  doi: 10.16382/j.cnki.1000-5560.2024.03.003
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With the all-round progress of the new college entrance examination reform, senior high school teachers, as the practitioners of the new reform, are facing new problems and challenges in education and teaching, and the adaptive development of high school teachers has become a key factor for the effectiveness of the new reform. Based on the theory of personal-environment fit, this paper constructs an analysis model of teachers’ adaptability. The results show that high school teachers have a high overall evaluation of teachers’ adaptability development under the new college entrance examination. High school teachers of different genders, schools, degrees, professional titles and subjects have significant differences in their cognition of teachers’ adaptive development under the new college entrance examination. Stress adaptation has become the key factor to affect the adaptive development of high school teachers, and there is a positive and weak correlation between stress adaptation→knowledge adaptation, stress adaptation→organizational adaptation. Under the background of the new reform, we should promote the adaptive development of high school teachers, set up the idea of life-long learning, and enhance the knowledge adaptation of high school teachers. Also, it's important to optimize the teacher evaluation mechanism, enhance the pressure adaptability of high school teachers, strengthen digital technology to empower and enhance the organizational adaptability of high school teachers. We should attach importance to college entrance examination reform and enhance the goal adaptability of high school teachers.

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Culture, Mind, and Education:An Analysis Based on Cultural Sociology about the Underlying Principles of Educational Reform Dilemmas
Guangcai Yan
2024, 42 (3):  38-50.  doi: 10.16382/j.cnki.1000-5560.2024.03.004
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Inspired by cognitive science, cultural sociology has increasingly focused on the cognitive attributes of culture in recent years. Culture is not a holistic entity but rather akin to a toolbox. Through self-construction, individuals form unique mental structures which gradually exhibit commonalities known as cultural schemas in social network interactions. The numerous conceptual disagreements and debates in the field of education stem from this spontaneous initiation of mental structures, referred to as collective consciousness and unconsciousness, resulting in cognitive biases that lead to stereotyped prejudices and biases. This article rejects the notion of cultural determinism in education and emphasizes the openness of human minds. It highlights the positive interaction between different social networks, activation of reflective consciousness, and cultivation of critical thinking as fundamental approaches to resolving educational reform dilemmas.

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The Construction of High-quality Campus Learning Spaces: A Life-world Perspective
Jiankun Cheng, Conggen Yan
2024, 42 (3):  51-60.  doi: 10.16382/j.cnki.1000-5560.2024.03.005
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The scientification of physical learning space leads to the objectification of campus learning space, the partition of space layout and the standardization of space design, which leads to the students lack of the sense of space security, sense of space belonging, and sense of space acquisition. Building high-quality campus learning space based on the life world is an effective way to alleviate the scientific crisis of learning space. The high-quality learning space based on the life world has the characteristics of non-structure and turbulence in ontology. In relation to learners, learners reside in “learning space” and in function, it is to plan and realize the life possibilities of learners. It can provide students with positive emotional experience. To build a high-quality campus learning space, we should give up our infatuation with the scientific space and return to the learning space based on the living world. In addition, it's necessary to break down the boundaries of learning space, enhance flexibility and openness and return the space right to students, create personalized learning space, so as to enhance students’ sense of belonging, security and sense of acquisition.

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Framing the Research into Teacher Professional Learning Communities: Paradigms, Interests and Discourses
Hongbiao Yin, Han Qin
2024, 42 (3):  61-77.  doi: 10.16382/j.cnki.1000-5560.2024.03.006
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Teacher professional learning communities is one of the major issues in the field of teacher professional development and teacher learning. With more than thirty years of development, establishing and developing teacher professional learning communities has been commonly recognized as an important strategy for enhancing teacher learning and improving school effectiveness in the educational policies and school reforms across the world. Accordingly, researchers have extensively examined teacher professional learning communities in different contexts. However, existing studies have rarely investigated the underlying values, epistemological interests, and inquiry intentions held by the research and practices of teacher professional learning communities. Drawing on Habermas’s theory of cognitive interests, we summarized the three inquiry paradigms (i.e., technical, practical, and critical paradigms) and six research discourses (i.e., restructuring, effectiveness, community, cultural, critical, and transformative discourses) in the existing research on teacher professional learning communities, and concluded the understandings of the nature of teacher professional learning communities, research emphases, and developments in each paradigm. Based on this paradigmatic analysis, we presented our attitudes towards various research paradigms, and outlined the directions for future research into teacher professional learning communities in each paradigm.

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The Vitality of Teachers and Positive Teacher-student Relationships: A Study on the Emotional Transmission Effect
Wei Yan, Zhongying Shi, Kaiping Peng
2024, 42 (3):  78-86.  doi: 10.16382/j.cnki.1000-5560.2024.03.007
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In recent years, the emotional interactions between teachers and students in the classroom have garnered increasing attention. Drawing from the vitality theory, this study posited that the vitality of teachers might enhance students’ vitality and foster positive teacher-student relationship via emotional transmission effect, specifically through students’ perception of teacher enthusiasm. This hypothesis was empirically examined with a sample of 2,386 Chinese middle school students and 76 headteachers. Data on student and teacher vitality, students’ perception of teacher enthusiasm, and positive teacher-student relationship were collected using questionnaires. A chain mediation model was established and evaluated. Results showed that teacher vitality directly predicts positive teacher-student relationship. The relationship is underpinned by the mediators of students’ perception of teacher enthusiasm and student vitality, and by the chain mediating effect of the two. In essence, when teachers demonstrate energy, enthusiasm, and vitality in their teaching, they are more likely to transmit this passion to their students. This, in turn, fosters more positive teacher-student relationships. These findings have significant implications for bolstering educational vitality, enhancing the mental health of teachers and students, and cultivating positive teacher-student relationships.

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The Conversion of Logic in the Modernization of Educational Governance
Mingfeng Du
2024, 42 (3):  87-98.  doi: 10.16382/j.cnki.1000-5560.2024.03.008
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The promoting of the modernization of educational governance is inseparable from its effective construction. In China, the construction of educational governance mainly benefits from the continuous reform of the government functions and the social construction since the reform and opening-up policy. There appeared two analytical approaches based on the two aspects above: the state logic and the social logic. The former believes that the educational governance relies on state construction and highlights the dominant status of the state, while the latter emphasizes that educational governance is a joint governance involving multiple subjects. Both are trying to build the different conceptual framework and practice paths, but have not paid enough attention to “education” itself. In the new era of China, we need to highlight the position of “education” which means that “education” is the common interest, the action criteria and the association way of “governance”.

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Beyond the Three Stages Theory: Rethinking the American Educational Historiography in the 20th Century
Huimin Wang
2024, 42 (3):  99-114.  doi: 10.16382/j.cnki.1000-5560.2024.03.009
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Since the reform and opening-up, researchers in China has started the study on the American educational historiography in the 20th century. In the past forty years, the researchers have divided the history of American educational historiography into three stages: traditionalist, conservative revisionist, and radical revisionist. This framework of interpretation was widely recognized by the scholarship community. It is of some value. But it also brings some paradox and misunderstanding. This paper explores and interprets the key documents, and then presents the parts which were exaggerated, misread, ignored and underestimated in the three stages theory. Different schools just generalizes different points of view, but they cannot represent the panorama of the academic research. The stereotyped tagging and simplification are not advisable to have an objective and accurate understanding of academic history. The analysis of academic history and topic study complement each other. Rethinking the history of American educational historiography is of great significance to the development of history of education research.

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From the World to China: Why Futures Literacy is Necessary as a New Vision for Futures Education Research ——Yu Jinshen in Conversation with Futurist Riel Miller
Jinshen Yu, [French] Riel Miller
2024, 42 (3):  115-126.  doi: 10.16382/j.cnki.1000-5560.2024.03.010
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Futures education has become an international hot topic in recent years. As futures have not yet happened, no one can predict where education will go in the future. Therefore, we need to study futures education through new perspectives. Futurist Riel Miller developed the concept of futures literacy to help people develop an ability to know what the future is and how to use it. In the last decade or so, futures literacy has formed a global network, facilitated by UNESCO, with more than 100 Futures Literacy Laboratories-Novelty in 44 countries, to discuss the topic of futures literacy. In view of this, this dialogue focuses on three aspects: the theoretical background of futures literacy, the possible paths to study futures education and the value of mirroring futures education in China, in order to show the path of futures education research under the perspective of futures literacy.

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