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    The Impact of the “Double Reduction” Policy on the Participation and Expenditure of Students’ Families on Off-campus Tutoring
    Xiaodong Pang, Haiping Xue, Fengqiu Xiao
    Journal of East China Normal University(Educational Sciences)    2025, 43 (1): 17-36.   DOI: 10.16382/j.cnki.1000-5560.2025.01.002
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    The “Double Reduction” policy proposes the goal of “reducing the burden of off-campus tutoring expenditures on the families of students in the compulsory education stage.” However, there is currently a lack of research to evaluate the degree of achievement of this policy goal. This study uses a large sample survey data of families of students in the compulsory education stage sampled nationwide, applying the difference-in-differences model (DID) to analyze the impact of the “Double Reduction” policy on the participation and expenditure of students’ families on off-campus tutoring. The study found that (1) the “Double Reduction” policy has significantly reduced the participation and expenditure of students’ families on “disciplinary” off-campus tutoring. The effect remain robust after applied PSM-DID model. (2) the “Double Reduction” policy has a significant reduction effect on student families’ participation in various “disciplinary” off-campus tutoring in “mid-semester, winter and summer vacations”, “online and offline”. The conclusion remain robust after applied PSM-DID model. (3) The “Double Reduction” policy has a significantly increasing effect on the participation and expenditure of students’ families in “non-disciplinary” off-campus tutoring, and the findings does not pass the PSM-DID robustness test. (4) Heterogeneity analysis found that the “double reduction” policy significantly reduced the participation and expenditure of “disciplinary” off-campus tutoring for families of students with middle and low socioeconomic backgrounds, but had no significant impact on families of students with high socioeconomic backgrounds. The research findings of this article provide evidence that the “Double Reduction” policy goal has been achieved. The government should strengthen the supervision of “disciplinary” off-campus tutoring, further strengthen the supervision of “non-disciplinary” off-campus tutoring, intensify efforts to manage the “invisible variation” problem of “non-disciplinary” off-campus tutoring.

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    Some Fundamental Issues on Educational Great Power
    Zheng Ke
    Journal of East China Normal University(Educational Sciences)    2024, 42 (9): 1-12.   DOI: 10.16382/j.cnki.1000-5560.2024.09.001
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    Regarding the educational great power, there remain several fundamental and underlying issues open to discussion and debate. The first fundamental question is: What does it mean by an educational great power? The essence of this term lies in making a nation powerful by education. Educational great power is the great power by education, not the great power in education. The second fundamental question is: What qualifies an educational great power? The countries that perform better in addressing commanding challenges in education can be considered as educational great power. The third fundamental question is: How does education make a nation more powerful? All nations aspiring to become major powers need education to strengthen the country in three key areas: first, by consolidating and expanding the nation's ideological advantages; second, by providing high-quality talent for industries to compete internationally; and third, by supporting high-level technological self-reliance and strength. The fourth fundamental question is: How can an educationally powerful nation be realized? There are three strategic tasks for building an educationally powerful nation. First, identify the key elements that determine whether a country can truly become an educationally powerful nation and address them as the main battlefield. Second, seize the historical opportunity of the intelligent society and open new tracks for intelligent education. Third, reduce obstacles on the path to building an educationally powerful nation by removing bottlenecks.

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    Learn to Question: Study on the Pattern of Undergraduates-GAI Collaborative Learning
    Shanyun He, Yan Shen
    Journal of East China Normal University(Educationa    2025, 43 (2): 34-48.   DOI: 10.16382/j.cnki.1000-5560.2025.02.004
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    The advent of Generative Artificial Intelligence(GAI) represented by ChatGPT has challenged the traditional learning. How students learn through GAI tends to be an urgent problem to be explored in the current education and teaching reform. This research analyses the dialogues in class between undergraduate and GAI by coding discourse types, questioning levels, questioning strategies and students’ self report to explore the learning model of human-artificial intelligence collaboration. It is found that in student-GAI dialogues dominated by students, there are more single round conversations and less continuous discussions around a topic. The main types of students’ discourse are initial questioning, extended questioning and rephrasing questioning, while the evaluation and continuing instruction discourses are less. What’s more, students’cognitive level of questioning is low, focusing on knowledge level questioning and comprehension level questioning. The using of questioning strategies is unfamiliar and students seldom use role questioning, material questioning and scheme questioning. In addition, it is discovered that different task stages and different experience both lead to different conversation situation between students and GAI. With the development of task solving, there are more frequent and sustained dialogues, along with the deeper cognitive level and more proficient using of questioning strategies. Meanwhile, students with more experience in using GAI generate more dialogues with high cognitive level. In student-GAI dialogues representing different characteristics, though there are different opinions towards using GAI in class teaching, most of the students hold a positive attitude. In students’ perception, GAI has the advantage in generating responses, furnishing valuable information, handling various types of tasks and fostering the development of student abilities, thereby assisting students in learning. But at the same time, GAI faces challenges related to technical limitations, raising concerns about student development, learning assessment, and overall educational ecosystem. According to the findings of the research, our study provides effective suggestions for further introducing GAI into classroom teaching from three aspects: providing question guidance, enriching question scenes and strengthening reflection of GAI response.

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    The Contribution and Prospect of Empirical Research on Preschool Education in China to the Construction of Self-independent Knowledge System
    Yongping Yu, Jinxia Yuan, Bin Zhang, Xiaoying Zeng
    Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 127-145.   DOI: 10.16382/j.cnki.1000-5560.2024.11.008
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    The construction and improvement of self-independent knowledge system in preschool education have significant implications for promoting scientific decision-making, high-quality development, and the realization of the goal of becoming a strong educational nation in preschool education. A review of the century-long journey of preschool education research in China reveals that focusing on the evolution of practical issues and conducting empirical research have always been the original foundation and important characteristics of research in this field. This study revolves around three core themes: “child development” “preschool education” and “development of preschool education” and selects empirical research literature on Chinese preschool education since 1919, totaling 1,619papers and 17 books. Through systematic review and analysis of the literature, the main knowledge outputs of empirical research are extracted, and from the perspective of self-independent knowledge system construction, the contributions and issues of existing empirical research are analyzed and reflected upon. Based on this, the future prospects for empirical research in preschool education are proposed, aiming to provide references for the continuous development and innovation in this field.

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    Exploring the Phenomenon of the Chinese Learner and Efforts in Constructing Original China Educational Knowledge: A Fifteen-year Case Study of the China College Student Survey (CCSS) Project
    Jinghuan Shi, Huafeng Zhang, Fei Guo
    Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 12-29.   DOI: 10.16382/j.cnki.1000-5560.2024.11.002
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    Research on the Chinese learner, which gradually developed in the international community after the 1980s, focuses on analyzing the unique characteristics and features of Chinese students' learning within a global comparative framework. It represents the continuation and deepening of the international academic concerns on China. In recent years, represented by the China College Student Survey (CCSS) project, Chinese scholars began to participate in and promote research in this field, attempting to construct local student learning theories based on empirical analysis, which becomes a local force in constructing original knowledge specific to Chinese student learning and even Chinese education. The CCSS project, with its 15 years of implementation and research, exemplifies a process that begins with actively and selectively introducing overseas knowledge and gradually promoting localization at the level of philosophy, concepts and tools, followed by the discovery and contextual analysis of local phenomenon through in-depth mining of local empirical data, which leads to the development of local models and theories. The case of CCSS provides the following insights. To construct the independent knowledge system of Chinese education, it requires a thorough understanding, evaluation, and selective adaptation of global knowledge, an in-depth analysis of empirical research addressing local issues, an effective dialogues with the global academia to highlight the universal significance of local knowledge, and the generation-to-generation transmission of innovation awareness, ideas and methods through the academic training of young scholars.

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    Directions of Education in the World
    Yong Zhao, Chun Lai, Ruojun Zhong
    Journal of East China Normal University(Educational Sciences)    2024, 42 (7): 1-14.   DOI: 10.16382/j.cnki.1000-5560.2024.07.001
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    In the past few decades, we have witnessed exponential increase in educational investment and reform efforts. However, education has seen a decline or regression in quality globally. This paper aims to reveal the reasons behind this paradox and envision the future of education. We argue that the standard curriculum and assessment, the uniform progression, and the selection focus that characterize the current education system is shaped by the sociocultural circumstances of the Industrial Age when modern education was born. This education system constrains students’ growth, hampers education quality, and leads to educational inequalities. This system fails to produce the type of talents needed in the new era that is characterized by the rapid advancement of knowledge, the fast development of AI, and the increasing demand for entrepreneurship, thereby constraining human’s flexibility in thriving in the current and future uncertainties. We hence advocate three key cornerstones of future education: personalizable learning, learning that centers around problem finding and solving, and learning supported by global campus.

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    Science Education Research in China: Historical Evolution, Logic of Development, and Future Prospects
    Yonghe Zheng, Xuanyang Yang, Dan Tao, Jie Yang
    Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 95-110.   DOI: 10.16382/j.cnki.1000-5560.2024.11.006
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    The construction of a high-quality science education system is a fundamental project to promote the integrated deployment of education, science and technology, and human resources. However, the high-quality development of science education cannot be achieved without the support of solid science education research. Referring to the key policies and critical events in science education, China's science education has gone through four development periods, namely “recovery and adjustment”, “rapid development”, “innovation and exploration” and “systematic construction”. Through constructing a three-dimensional analytic framework of “policy-research-social infrastructure”, this study systematically analyzes the research progress of science education in China at different stages of development. Drawing upon these findings, this study summarizes the logic of development in China's science education research, in terms of the development impetus, basic guarantee as well as the model of knowledge production. Finally, this study puts forward five suggestions for the future of science education research in China, including constructing a funding system for science education, focusing on key scientific research questions, forming an interdisciplinary research community, conducting multiple types of empirical research and coordinating policies and practices with multiple stakeholders.

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    Research on Teachers’ Emotion Regulation: The Shift from Individual Orientation to Interpersonal Orientation
    Wenlan Wang, Wenyan Jiang, Hongbiao Yin
    Journal of East China Normal University(Educational Sciences)    2024, 42 (7): 77-88.   DOI: 10.16382/j.cnki.1000-5560.2024.07.007
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    Interpersonal interactions are the foundation and center of teachers’ work. Therefore, educational activities are full of the flow of emotions, and emotions permeate and pervade teachers’ daily work. Due to its multi-disciplinary nature, the research on teachers’ emotion regulation has evolved three typical approaches, namely, emotion regulation, emotional labor, and emotional management. However, these three approaches demonstrate a notable individualistic inclination, and lack the adequate attention to the interpersonal characteristics and dynamic processes of emotion regulation. In the past decade, the international literature on emotion regulation has emerged a shift from an individual orientation to an interpersonal orientation. Gradually, the interpersonal-oriented emotion regulation research has experienced the stages of germination and formation. The emerging field of interpersonal emotion regulation has developed some theoretical models and measurement tools that have been applied in various disciplines. It is valuable for the researchers to further strengthen the interpersonal-oriented teacher emotion regulation research because of the interpersonal characteristics of teachers’ work and the recent perspective shift in emotion regulation research. In future, when applying and adjusting the cutting-edge theories to educational research, researchers who are interested in teachers’ emotion regulation need to pay enough attention to the issues of cultural differences and contextual adaptations.

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    Physical Education Entrance Exam for High School and College:Scientific Inquiry and Ethical Dilemma
    Wen Xiong
    Journal of East China Normal University(Educationa    2025, 43 (3): 78-94.   DOI: 10.16382/j.cnki.1000-5560.2025.03.007
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    At present, the reform orientation (improving scores in the PE senior middle school entrance exam and incorporating PE into the college entrance exam) of PE entrance exam presents a serious theoretical deviation and ethical dilemma, which have a wide and deep influence, not only concerning the major and basic theoretical proposition of school PE in China, but also involving the deconstruction of education-talent evaluation, and even impacting on the social value system. However, there is still a lack of attention to this issue in the fields of PE, education and philosophy-ethics. From the perspective of scientific rationality and value rationality, this paper reflects on the problems related to the reform orientation of PE entrance exam. It argues that, first, the reform of PE entrance exam has been scientifically misplaced, both internally and externally, based on the external reference of the “cultural” subjects and internal examination of evaluative validity of the PE entrance exam. Externally, PE is mainly positioned as individual basic-safeguarding demands and individual-self-development, while “culture” subjects are related to improving-developmental demand and social utility-basic development, and accordingly the evaluation evaluation differentiation and rigidity of these subjects is different.Internally, PE exams assess mainly non essential, specialized athletic ability, making it difficult to characterize “PE” and “health”. Second, the reform of PE entrance exam faces macro and micro ethical dilemmas, which are involving the crisis of education-social value and the fairness of individual-operation issues, rooted in the inherent discord between athletic ability and “culture” subjects. Third, the reform of exam should clarify the misinterpretation of students’ all-round development and “sports development”, prevent the misuse of different evaluation systems, and maintain tension between long-term strategies and expediency. The following issues should be considered: whether sports development (right), as a right mainly pointing to self-development, should be made mandatory for further education; whether PE is a compulsory subject in overseas entrance exams; whether factors such as health and athletic ability associated with PE exams can be used as limiting or differentiating factors of the right to education; if the reform of PE entrance exam continues for reasons of expediency, will it be a level exam, or a differentiated exam, and if it can be generalized to other education stages.

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    Reconstruction of High-quality Primary School Teacher Education System in the New Era: For Children’s Holistic Development
    Xudong Zhu, Xiaowei Kang, Lanzi Huang
    Journal of East China Normal University(Educationa    2024, 42 (10): 52-59.   DOI: 10.16382/j.cnki.1000-5560.2024.10.005
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    The high-quality primary school teacher education system in the new era aims to achieve a balance between the supply and demand of primary school teacher education, and ultimately promote the all-round development of children. The high-quality primary school teacher education system is one kind of scientific and professional education, one methodology to think about the operation law of primary school teacher education activities generally, and one organic unity of “body” and “department” and their mutual relations. Problems of China’s primary school teacher education system in the new era include the inability of the current primary school teacher education system to meet the needs of China’s education strategy in the new era, and the inability to meet the needs of the construction of the teacher education system with Chinese characteristics. This study puts forward the following approaches to developing Chinese high-quality primary school teacher education system: a) building a diversified, multi-type and hierarchical system of specialized primary school teacher training institutions according to local conditions; b) improving the enrollment quality of normal university students, and ensure the top teacher education system of student quality; c) strengthening the construction of primary school teachers and educators, and provide teacher support for the top primary school teacher education system; d)strengthening discipline construction and reshaping the curriculum construction of primary school teachers education with higher knowledge attribute; e) reconstructing “theory-practice” mutually activated top teaching mode of primary school teacher education; f) through collaborative quality improvement, reconstructing the organizational guarantee mechanism of top primary school teacher education system.

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    Reform of the Concept of “Labor Education” in the Development of “Integration of Education and Labor”
    Shaoming Xiao
    Journal of East China Normal University(Educational Sciences)    2024, 42 (8): 9-22.   DOI: 10.16382/j.cnki.1000-5560.2024.08.002
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    “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.

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    Academic and Vocational Streaming in High School Education: Misunderstandings, Facts and Visions
    Zhilei Tian, Yi Xue, Li Yin
    Journal of East China Normal University(Educationa    2025, 43 (2): 105-118.   DOI: 10.16382/j.cnki.1000-5560.2025.02.009
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    In recent years, due to widespread misunderstandings regarding the academic and vocational streaming, educational anxiety has continued to grow and spread in society. Based on a factual and characteristic description of the academic and vocational streaming, this article reexamines the societal criticisms of this streaming. Over the past two decades, the academic to vocational education ratio in China’s senior high school education has experienced roller-coaster-like fluctuations but has consistently remained greater than 1∶1. Currently, at least sixty to seventy percent of students attend regular high schools, with some provinces nearing eighty percent. Micro-level data reveals that while family background plays a significant role in the streaming, academic performance is the predominant factor. Families in major cities and those with multiple children face greater pressures within this streaming, and boys tend to underperform compared to girls. Subsequently, this article provides minority supportive and majority contradictory evidence surrounding mainstream criticisms of the academic and vocational streaming. Finally, grounded in empirical analysis of this streaming, the article explores potential pathways for future harmonization of academic and vocational education in China.

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    Does Parental Educational Attainment Affect Relative Poverty of Offspring: An Analysis Based on the 2010-2018 Chinese Household Tracking Survey
    Hongxia Zhao, Yue Zhang, Xiudian Yao
    Journal of East China Normal University(Educational Sciences)    2024, 42 (7): 28-41.   DOI: 10.16382/j.cnki.1000-5560.2024.07.003
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    Exploring the pathway to achieve poverty reduction through education is crucial in the post-poverty era. This study aims to investigate the impact and mechanisms of parental education on the relative poverty of their offspring from the perspective of group differences. The goal is to provide insights and theoretical guidance for poverty reduction through education in the new era. Based on data from the China Family Panel Studies (CFPS), an analysis of variables such as parental education, family size, and relative poverty in 1,143 paired households reveals the following results. First, both the educational level of fathers and mothers affect the relative poverty of their offspring and exhibit longitudinal stability. The higher the parental education level, the less likely their descendants are to fall into relative poverty. Second, looking at the longitudinal development trends, the educational level of fathers and mothers directly impacts the initial level of relative poverty. It then indirectly influences relative poverty rates through the initial level of family size. Third, the educational level of mothers directly affects the initial level of relative poverty and indirectly influences relative poverty rates through the initial level of family size. Last, higher levels of parental education enable better control over family size, reducing the likelihood of their children’s families falling into relative poverty. In summary, education has a significant intergenerational effect on poverty reduction. Efforts should be made to strengthen the long-term role of education in poverty governance in the post-poverty era.

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    Does Classroom Assessment Promote Deeper Learning among Students? Analysis Based on 16,758 Data from Primary and Secondary Schools in a County
    Donghui Zheng, Shengnan Ye
    Journal of East China Normal University(Educationa    2025, 43 (2): 49-65.   DOI: 10.16382/j.cnki.1000-5560.2025.02.005
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    Clarifying the impact of classroom assessment on deeper learning is helpful to explore the direction of student assessment reform and learning style reform in the new era. Through literature review, this article constructs a theoretical framework for classroom assessment that promotes deeper learning, highlighting the integration, guidance, and ethics of classroom assessment. According to the theoretical framework, self-developed “Classroom Assessment Behavior Questionnaire Based on Student Perspective” and “Deeper Learning Questionnaire for Primary and Secondary School Students”. A sampling survey was conducted on 16,758 primary and secondary school students in a county, which is reflected in three aspects. One is that classroom assessment has a significant positive effect on deeper learning, another is that the higher the student’s achievements, the more significant positive effect of classroom assessment on deeper learning, and the third is that grade, urban-rural, and family learning environments significantly affect the effect of classroom assessment on deeper learning. This has important implications for understanding the relationship between classroom assessment and deeper learning. Firstly, embrace the value of classroom assessment in promoting deeper learning, and highlight the integrity and uniqueness of classroom assessment. Secondly, pay attention to the significance of students as the subject of classroom assessment to the change of learning style, and emphasizes the importance of assessment as a deeper learning style. Thirdly, examine the internal differences of deeper learning and different influences of classroom assessment factors, and promote practice of teaching-learning-assessment alignment on deeper learning. Finally, pay attention to the impact of student characteristics on promoting deeper learning through classroom assessment, and focus on the adaptability and ethics of classroom assessment.

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    The Construction of Autonomous Knowledge in Chinese Teacher Education: Connotation, Progress and Mechanisms
    Huan Song, Miao Xu, Yutong Wu
    Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 30-53.   DOI: 10.16382/j.cnki.1000-5560.2024.11.003
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    Effective education begins with empowered teachers. A critical task for Chinese scholars today is to establish a teacher education system with distinct Chinese characteristics, grounded in autonomous knowledge. This study emphasizes the scientific and disciplinary foundations of teacher education by defining the meaning of knowledge, which is shaped by the dual requirements of internal analysis and external synthesis. The concept of autonomous knowledge is explored through three dimensions: originality, adaptability, and criticality. The production of autonomous knowledge refers to the process of deriving conclusions and generating insights within individual academic research. Meanwhile, the growth of autonomous knowledge involves the longitudinal evolution of knowledge, encompassing the interaction, communication, iteration, and recursion among various academic studies. To more clearly, specifically, and deeply present the progress of research on autonomous knowledge in Chinese teacher education, six research topics are identified in this study: 1) Purpose and value; 2) Recruitment, selection, and entry; 3) Competence of pre-service teachers and teacher educators; 4) Learning and development; 5) Environment and its role; and 6) System. This study employs systematic literature review, content analysis, and case analysis, focusing primarily on academic research conducted since the establishment of the Standards of Teacher Education Curriculum in 2011, with particular emphasis on core journal articles and empirical studies. In the section on the production and growth of autonomous knowledge in Chinese teacher education, the influences of the three driving sources—policy, practice, and theory—on this process are analyzed separately. Classic cases are used to comprehensively illustrate the driving sources, internal processes, and dynamic mechanisms involved in the generation of autonomous knowledge in Chinese teacher education. While significant progress has been made in constructing autonomous knowledge, current achievements are characterized by strong internal but weak external synthesis, a predominant use of deductive methods but limited use of inductive ones, and a lack of critical and negative assessment. Moving forward, it is essential to continue forging a uniquely Chinese path in the scientific development of teacher education, particularly in addressing the long-standing core challenges in this field.

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    The Identity Construction of Teachers Transition from Unprofessionally Trained Backgrounds: An Analysis Based on Grounded Theory
    Shouxin Zhu, Tianjun Cheng
    Journal of East China Normal University(Educational Sciences)    2024, 42 (10): 69-82.   DOI: 10.16382/j.cnki.1000-5560.2024.10.007
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    After the reform of teachers’ qualification system, a large number of unprofessionally trained teachers (UTTs) have obtained qualifications through taking exams, becoming an important component of China’s teacher workforce. Due to the lack of specialized teacher education and training, transition to teachers means UTTs need to go through a more complex process of identity construction. This study focuses on the identity construction process of UTTs under the background of “career transition”. Through in-depth interviews with 32 UTTs, a conceptual model was constructed by using grounded theory methods. It has shown that the identity crisis of UTTs stems from the disruption of identical continuity—between pre-established identity and perceived identity after transition. The identity construction process of UTTs involves a negative identity cycle of “self negation-self reinforcement”, forming a unique interaction back and forth, which actually is a protective self presentation for identity exploration and negotiation. Work reshaping is crucial for UTTs to complete their career transition, and it is also the main way to construct their teacher identity. UTTs’ understanding and confirmation of teacher identity is typically work-centered, and tend to associate themselves with schools as purely “workers”.

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    Digital Textbooks or Paper Textbooks, Which is More Conducive to Students’ Learning?
    Hao Lei, Chunming Yang
    Journal of East China Normal University(Educational Sciences)    2024, 42 (12): 99-115.   DOI: 10.16382/j.cnki.1000-5560.2024.12.005
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    With the development of information technology, digital textbooks have become an important form of teaching materials. However, there is still a debate about which is more beneficial to students’ learning when using digital textbooks or paper textbooks. To this end, this study conducted a meta-analysis of 36 experimental and quasi-experimental studies. The results show that compared with the use of paper textbooks, digital textbooks are more conducive to students’ academic achievement (g=0.218). In addition, in the context of collectivism culture, digital textbooks have a greater impact on the improvement of students’ academic achievement; There is an inverted U-shaped relationship between the intervention duration and the impact of digital textbooks on students’ academic achievement. When the intervention duration is between 12 and 24 weeks, the effect is the largest. Compared with other subjects, digital textbooks have the most obvious positive effect on students’ social studies. Grade type can also regulate the impact of digital textbooks on students’ academic achievement, that is, the more timely test results have a more significant impact. The prediction effect of digital textbooks on students’ academic achievement is not affected by gender, grade, publication year and experiment type.The digital age needs to strengthen technological innovation to provide a better foundation for the teaching and use of digital textbooks, and improve teachers’ digital literacy and better support the learning promotion function of digital textbooks. Also, it's necessary to, based on the periodicity rule of digital textbook promoting learning, create activities to promote students’ learning, improve students’ digital literacy, and give full play to the function of digital textbooks to improve the learning outcomes.

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    The Public Signal of We Media and the College Entrance Examination Will-Decision Application: A Study Based on “Zhang Xuefeng Journalism Event”
    Ziying Fan, Xinyi Zhao, Jiayu Wei
    Journal of East China Normal University(Educationa    2025, 43 (3): 58-77.   DOI: 10.16382/j.cnki.1000-5560.2025.03.006
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    The National College Entrance Exam will-decision application is a key part of the higher education system, and it is also a major decision that affects every candidate, and the rational decision of individuals depends on the acquisition of real information. In this paper, we studied the impact of information dissemination on the National College Entrance Exam will-decision application in the era of “We Media”. We manually collected and organized the admission data of 90 “Double World-Class” colleges and universities in each province and each major from 2019 to 2023, and converted them into comparable admission ranks by matching a one-point-one-paragraph table and then systematically evaluate the admission rank. Based on the “Zhang Xuefeng journalism major review event” in 2023, we systematically assessed the public signaling effect of We Media. Based on the scientific and detailed quantitative analysis, we found that, first, the event caused the lowest admission rank in journalism and communication to drop by 15% on average, and this situation showed great differentiation in each province. For example, the decline in Shandong province is more than 30% and less than 5% in Fujian province. Second, the effect depends on the concentration of news dissemination in the We Media and the more short-video users in the region, the greater the impact. Finally, the effect shows an obvious asymmetry. The “non-recommended” majors have a significant decline in the acceptance rank, while the “recommended” majors have little significant increase. “Recommended” majors do not rise significantly, indicating that the main role played by public information in the National College Entrance Exam will-decision application is risk aversion. Therefore, the management of public figures' statements related to college entrance exam will-decision application should be strengthened. A differentiated information supervision strategy should be implemented according to regions, and the market competition of college entrance exam will-decision application information should be promoted to diversify it, in order to scientifically guide students in filling out their college entrance exam will-decision application.

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    Innovative Methods as an Intrinsic Requirement for Constructing an Autonomous Knowledge System in Education
    Zhenguo Yuan, Chen Xie, Sudong Pan, Shaohui Chi, Na Yu, Siyu Chen
    Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 1-11.   DOI: 10.16382/j.cnki.1000-5560.2024.11.001
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    The growth and accumulation of autonomous knowledge are the foundation for constructing an autonomous knowledge system. The history of scientific development demonstrates that the revelation of the laws of motion in various forms, whether physical, chemical, biological, or social, is inseparable from innovations in research methods. Empirical research plays a key role in this process, and to a certain extent, method innovation equates to the innovation of empirical research methods. Compared to natural sciences and other social sciences, the growth of knowledge in education sciences is relatively slow and the accumulation of knowledge is inadequate. A core reason for this is the insufficiency of empirical research and methodological innovation. Currently, we have entered the digital age and a new stage of high-quality educational development, facing a series of significant theoretical and practical educational issues. Addressing the challenge of inadequate autonomous knowledge through methodological innovation is an intrinsic requirement for constructing an autonomous knowledge system in education.

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    Integration of Knowledge Seeking, Self-perfection, and Pursuit of Career Development: Chinese Students’ Learning Characteristics from an International and Comparative Perspective
    Huafeng Zhang, Jinghuan Shi, Fei Guo
    Journal of East China Normal University(Educationa    2025, 43 (2): 19-33.   DOI: 10.16382/j.cnki.1000-5560.2025.02.003
    Abstract592)   HTML15)    PDF(pc) (967KB)(987)       Save

    Moving beyond entrenched negative stereotypes and Western-centric educational theories, this study offers a nuanced understanding of Chinese students’ learning approaches through an international comparative lens. This approach is essential for developing a contextualized theory of student learning and serves as a cornerstone for enhancing talent development and educational practices. A comprehensive analysis of international research on Chinese learners reveals distinct learning characteristics: an integrated cognitive strategy facilitating knowledge reproduction, motivation deeply rooted in social connections and instrumental tools, purposeful and context-driven academic engagement, and learning philosophies imbued with indigenous virtues. These findings suggest that Chinese students’ educational experiences encompass not only cognitive processes but also embody a holistic ‘great learning’ ethos that integrates knowledge seeking, self-perfection, and pursuit of career development. To foster a meaningful evolution in student learning, educational interventions must transcend the confines of mere internal reforms within schools and engage with broader socio-educational reform that would change the learning characteristics of self-perfection and pursuit of career development.

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