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What is Artificial Intelligence (AI) Competency: Essence, Composition and Evaluation Systems Baichang Zhong, Xiaofan Liu, Minghuan Yang Journal of East China Normal University(Educational Sciences)    2024, 42 (1): 71-84.   DOI: 10.16382/j.cnki.1000-5560.2024.01.005 Abstract （1934）   HTML （122）    PDF（pc） （845KB）（2086）       Knowledge map    Save The ChatGPT has both positive and negative effects on education. The field of education should consider not only how to empower students to meet the challenges posed by AI, but also how to develop students’ competency to adapt to AI. In this paper, we refer to this competency as AI competency, i.e., the core competency of students with both domain specificity and domain generality cultivated through AI education. AI competency is a new competency arising from the development of AI technology. Technology ontology, philosophical epistemology and educational psychology are interconnected to understand the essence and composition of AI competency. From the perspective of technology ontology, this paper analyzes the essence of AI competency-the technicalization of human beings. From the perspective of philosophical epistemology and educational psychology, this paper analyzes the composition of AI competency. Key competency development is essentially a dynamic transformation process of “knowledge and thinking”. Affectivity, as a knowledge-derived emotional experience, not only nourishes the process of knowledge construction and thinking development, but also serves as the foundation and source for acquiring moral conceptions. Thus, the interplay of knowledge, affectivity and thinking underpins the logic of students’ AI competency. In this vein, this paper constructs an evaluation system of AI competency based on three dimensions: AI knowledge, AI affectivity, and AI thinking. Table and Figures | Reference | Related Articles | Metrics

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Theoretical Foundations and Practical Strategies of Developing Creative Talent David Yun Dai Journal of East China Normal University(Educational Sciences)    2024, 42 (1): 1-23.   DOI: 10.16382/j.cnki.1000-5560.2024.01.001 Abstract （1144）   HTML （96）    PDF（pc） （917KB）（1113）       Knowledge map    Save The nurturing of creative talent is a significant and urgent matter. However, what constitutes creative talent, and how to identify and educate them-these issues still await good theoretical answers and practical guidance. This article is intended to address human creative potential in terms of how it develops and leads to creative accomplishments, and how educational and social interventions can be designed accordingly to identify, nurture, and culturally support the development of creative productivity. For the nature of creative talent, the article identifies five types of innovations and three types of creative talent. For identification, it is proposed that identification should be more dynamic and developmentally responsive. For nurturing creativity, a three-phase developmental and domain-specific approach is proposed. For cultural support, several issues are brought up as to what constitutes a creativity-friendly culture. Finally, the article proposes a set of five strategic considerations for implementing such a practical agenda, and for guiding policy, the article suggests four principles to follow, as well as precaution for conceptual traps that might hinder this line of work. Table and Figures | Reference | Related Articles | Metrics

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Expectation and Reality: An Analysis of Pay Level and Pay Mix of University Staff in China Yongmei Hu, Ping Zhao, Jing Yuan Journal of East China Normal University(Educational Sciences)    2024, 42 (1): 24-40.   DOI: 10.16382/j.cnki.1000-5560.2024.01.002 Abstract （897）   HTML （66）    PDF（pc） （921KB）（1955）       Knowledge map    Save In order to find out the problems and then provide empirical basis for the reform of pay system of Chinese university staff, the current study analyzes the actual and expected pay level and pay mix of Chinese university staff by using administrative data and large-scale micro survey data, and draws the following conclusions. The pay level of Chinese university staffs is relatively competitive in China, but it is not internationally competitive enough. The annual pay and its components of most staff are lower than the average, and the pay expectation of the vast majority of staffs is higher than the actual pay. The proportion of the base pay of university staff in the monthly pay is low, and it is lower than their expectation. The proportion of faculties in the “Double First-Class” universities and staff in the eastern regions expecting salary increases is significantly higher than that of other staff. Based on the above research findings, the study proposes three suggestions on raising pay level and optimizing pay mix to facilitate the reform of pay system of Chinese university faculty. Table and Figures | Reference | Related Articles | Metrics

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A Study on the Current Situation and Influencing Factors of Students’Labor Literacy in Primary Schools in China Xiaojie Wang, Naiqing Song Journal of East China Normal University(Educational Sciences)    2024, 42 (2): 78-91.   DOI: 10.16382/j.cnki.1000-5560.2024.02.006 Abstract （889）   HTML （62）    PDF（pc） （879KB）（818）       Knowledge map    Save Through the analysis of the data of 156,050 students in primary schools and 100,039 parents in 24 provinces in China, we found that student’s labor literacy is generally good, but there is still room for improvement,in particular,the “unity of knowledge and practice” of students’ labor, students’ concept of labor honor and disgrace, students’ willingness to housework, students’ labor creativity, students’ labor time, students’ labor initiative, students’ refined labor capacity need to be improved. The labor concept of urban pupils is significantly better than that of rural pupils; the labor capacity of pupils in the west is significantly higher than that of pupils in the central and east China; the labor participation of girls is significantly better than that of boys, and the labor capacity of third graders is significantly lower than that of fourth, fifth and sixth graders. Also,the number and types of labor courses and activities in school, special places and teachers of labor education, parents’ labor education concept, attitudes and participation have a positive impact on students’ labor literacy, among them, the types of school labor education courses and activities, and parents’ attitudes towards labor education have a greater impact. Being only child family, having a nanny care has a negative impact on students’ labor literacy, but the impact is relatively small. Accordingly, we put forward countermeasures and suggestions from the aspects of changing educational ideas, improving course content, optimizing teaching methods, paying attention to characteristic development, perfecting the coordination mechanism, and strengthening the condition guarantee. Table and Figures | Reference | Related Articles | Metrics

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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 Journal of East China Normal University(Educational Sciences)    2024, 42 (3): 78-86.   DOI: 10.16382/j.cnki.1000-5560.2024.03.007 Abstract （874）   HTML （54）    PDF（pc） （742KB）（1233）       Knowledge map    Save 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. Table and Figures | Reference | Related Articles | Metrics

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First Report on the Development of Chinese Adolescents’ Social and Emotional Skills: Based on the Second Round of SSES Data Zhenguo Yuan, Zhongjing Huang, Hong Wang, Xiangyu Wang, Jing Zhang Journal of East China Normal University(Educational Sciences)    2024, 42 (5): 1-32.   DOI: 10.16382/j.cnki.1000-5560.2024.05.001 Abstract （625）   HTML （84）    PDF（pc） （4355KB）（1011）       Knowledge map    Save This report analyzes data from the Survey on Social and Emotional Skills for the 10- and 15-year-old groups of students in Jinan City, China, and finds that students in the 10-year-old group scored higher than students in the 15-year-old group in all 16 social and emotional skills. In the 10-year-old group, boys scored higher than girls in all social and emotional skills except responsibility and achievement motivation, where the top three skills with the greatest differences were curiosity, creativity, and emotional control. In the 15-year-old group, girls scored higher than boys on responsibility, empathy, and tolerance, with empathy being the top one with the largest difference. Boys scored higher than girls in all other social and emotional skills, with the top three skills with the greatest differences being stress resistance, emotional control, and curiosity. The social and emotional skills of the advantaged students were higher than those of the disadvantaged group. There is no significant difference in social and emotional skills between general secondary school students and vocational secondary school students. In the 15-year-old group, private school students were slightly higher than public school students in engaging with the others and open-mindedness, while the results were reversed in other skills. Optimism was by far the skill most closely related to health behaviors, body image, life satisfaction, satisfaction with relationships, and current psychological well-being. Emotional control and stress resistance were most closely related to students’ test and class anxiety. Task performance, especially achievement motivation and perseverance, as well as curiosity were strongly associated with better student performance in Chinese, Math, and Arts. Notably, 15-year-old girls benefited more than boys from social and emotional skills, while 10-year-old boys benefited more than girls from social and emotional skills. The relationships between body image, health behaviors, satisfaction with relationships, current psychological well-being, and most of the skills were stronger for advantaged than that for disadvantaged students. Advantaged students tended to participate in more career development activities than disadvantaged students. Students with higher social and emotional skills, especially those with higher levels of creativity and curiosity, engaged in more career development activities. Girls and advantaged pupils tend to be more ambitious about their future education and careers than boys and disadvantaged pupils. Students with high levels of open-mindedness and task performance have higher future educational aspirations and career ambitions. Table and Figures | Reference | Related Articles | Metrics

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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 Abstract （618）   HTML （54）    PDF（pc） （682KB）（451）       Knowledge map    Save 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. Reference | Related Articles | Metrics

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How School Education Contributes to the Social and Emotional Development of Students: A Study Based on Cluster Analysis Jing Zhang, Jie Zheng, Haili Cui, Lijun Zhang Journal of East China Normal University(Educational Sciences)    2024, 42 (5): 72-82.   DOI: 10.16382/j.cnki.1000-5560.2024.05.004 Abstract （566）   HTML （54）    PDF（pc） （853KB）（561）       Knowledge map    Save This study focuses on five key school influencing factors perceived by students: student-classmate relationship, student-teacher relationship, teacher feedback, extra-curricular activities, and sense of belonging at school, and investigates how they collectively impact the social and emotional skills development of students. Utilizing data from the OECD's SSES2023 China survey, which includes a total of 7,648 students aged 10 and 15, we conducted a cluster analysis with the aforementioned five influencing factors as variables. By employing variance analysis and post-hoc tests, we uncovered differences in social and emotional competencies among student groups categorized by these factors. The study identifies five student clusters based on the perceived five school variables: School Satisfaction Group (students scoring high on all five school influencing factors), Social Advantage Group (students scoring high on student-classmate relationship, student-teacher relationship, and student-classmate relationship, student-teacher relationship), Diverse Interest Group (students scoring highest on extra-curricular activities), Feedback Proficient Group (students scoring high on teacher feedback), and School Support Group (students scoring lowest on all five school influencing factors). Among these, students in the School Satisfaction Group demonstrate the most outstanding performance in social and emotional skills, while the School Support Group exhibits the weakest performance. Furthermore, the Social Advantage Group, Diverse Interest Group, and Feedback Proficient Group show variations across different age groups and skill levels. This study not only provides robust data support for schools to conduct social and emotional skills but also offers empirical evidence for understanding the comprehensive influence of school factors on students' social and emotional skills development. It is of significant importance for guiding schools to formulate targeted teaching strategies and intervention measures, thus promoting students’ comprehensive and healthy development. Table and Figures | Reference | Related Articles | Metrics

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Does the “Double Reduction” Policy Affect Parents’ Willingness to Have More Children: A Survey Based on 29 Provinces Across China Xiangmei Chen, Bentao Ning Journal of East China Normal University(Educational Sciences)    2024, 42 (6): 75-85.   DOI: 10.16382/j.cnki.1000-5560.2024.06.007 Abstract （540）   HTML （60）    PDF（pc） （1058KB）（634）       Knowledge map    Save Family fertility willingness is related to the long-term balanced development of the population. Our country faces a risk of low fertility, and the phenomenon of low fertility has become the norm. Most studies focus on the impact of fertility policies on the population and ignore the influence of education policies. Based on a survey of 10,341 primary and secondary school parents in 29 provinces (cities, districts) across the country, the research used the propensity score matching method empirically to test the impact of the “Double Reduction” policy influence on parents’ willingness to have more children and its influencing mechanism. The results found that increasing parents’ recognition of the “Double Reduction” policy in primary and secondary schools can significantly increase parents willingness to have more children. Parents who endorse the “Double Reduction” policy have a higher effect on their willingness to have more children, with an average of 14.6% higher. This result shows that the positive externalities of the “Double Reduction” policy have spilled over to the field of population, and the policy has a positive impact on family reproduction plans. Family education expenditure and educational anxiety mediate the role between parents’ recognition of the policy and parents’ willingness to have more children. Therefore, parents in primary and secondary schools should further improve their awareness of the policy, continue to increase the implementation of the policy, strengthen policy supporting governance, implement multi-level policies in the fields of education and population and fertility, and comprehensively and effectively improve the national rejuvenation fertility desire. Table and Figures | Reference | Related Articles | Metrics

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The Status, Problems and Solutions of the Base Salary System for Faculty in Chinese Universities: From the Perspectives of Security and Incentive Function Ping Zhao, Yongmei Hu Journal of East China Normal University(Educational Sciences)    2024, 42 (1): 41-57.   DOI: 10.16382/j.cnki.1000-5560.2024.01.003 Abstract （523）   HTML （27）    PDF（pc） （1236KB）（746）       Knowledge map    Save Promoting the reform of university faculty’ salary system is an important means to improve the qualifications of university faculties. The base salary system should be brought into theoretical discussion and practical reform because of its dual functions of security and incentive for university faculty. Based on relevant policies, administrative data and universities faculty’ salaries survey data, this study analyzes the implementation of the university faculty’ base salary system in China. We find that the base salary system has some problems, such as centralized management, inconsistency between basic salary level and local economic development level, low starting point, low proportion of base salary, inconsistency between the design of salary grade and the law of salary management, and failure of salary adjustment to achieve policy expectations, which inhibits security and incentive effect of base salary. In view of the above problems, combined with the salary management theory, the following policy implications are proposed. Firstly, the human resources and social security departments of central government should establish a unified national base salary system for university faculty, and the provincial government should formulate an overall base salary scale. Secondly, the minimum of base salary of university faculty and the base salary of faculties in developed provinces should be raised moderately to ensure their actual purchasing power. Thirdly, simplify the elements of university faculty’ salary and gradually increase the proportion of base salary. Fourthly, improve the grade difference of the base salary at each post level, and adjust the floating range of the base salary to enhance the medium and long-term incentive effect on faculties. Finally, the adjustment of base salary scale should take into account its proportion in total salary and its grade, and ensure that the increase of base salary and the proportion of base salary in total salary are reasonable. Table and Figures | Reference | Related Articles | Metrics

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The Historical Background, Challenges and Choices for Building a Strong Education Power in a Century of Change Nanping Yu, Hao Huang Journal of East China Normal University(Educational Sciences)    2024, 42 (6): 9-19.   DOI: 10.16382/j.cnki.1000-5560.2024.06.002 Abstract （485）   HTML （22）    PDF（pc） （755KB）（432）       Knowledge map    Save The present time is in a situation of great change unprecedented in a century. From a macro perspective, the world is entering a period of political and economic reshaping. Education is crucial to raising the level of productivity and pushing human civilization out of the productivity stagnation period. The current process of reverse globalization has triggered the outbreak of deep-rooted global conflicts. At the same time, disruptive technologies and industrial changes are deconstructing and reshaping the global industrial chain and value chain while accelerating the reshaping of the new global political and economic landscape. Under the background of entangled and superimposed influences of political intervention and technological power, China will mainly face the influences and challenges of “graded decoupling” of education from the U.S. and the West, subversive technological barriers, and reshaping of the AI ecosystem in the process of constructing a strong educational power. Only with the inherent requirements of Chinese-style modernization and the goal of building a community of human destiny can China build and realize a strong education power in the revolution of education paradigm and education “self-creation”. Reference | Related Articles | Metrics

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On the construction of independent knowledge system of Chinese pedagogy Guihua Liu, Zhaohai Meng Journal of East China Normal University(Educational Sciences)    2024, 42 (2): 1-17.   DOI: 10.16382/j.cnki.1000-5560.2024.02.001 Abstract （447）   HTML （45）    PDF（pc） （884KB）（469）       Knowledge map    Save The formation of independent knowledge system marks mature discipline, prosperous scholarship and self-conscious discourse of Chinese pedagogy. Originated from “Western Learning Spreading to the East”, Chinese pedagogy repeatedly suffered from overwhelming destructions for more than 120 years. Whereas, Chinese pedagogy all along pursues nationality and succession as main line of independent knowledge construction, takes timeliness and originality as powerful drive for knowledge development, and persists in systematisms and professionality as basis of social identity. Chinese education has increasingly highlighted its properties as people’s wellbeing, national strategy and political arena with changing times for more than 70 years since the founding of PRC. The independent knowledge system of Chinese pedagogy consists of discipline system, academic system, discourse system, textbook system and governance system. Specifically, it is composed of iconic concepts and terminology, core knowledge and cutting-edge knowledge in terms of content formation. The knowledge production of Chinese pedagogy is achieved by academic discipline, school, association and publication. The knowledge development is propelled by mutual transformation of practice knowledge, policy knowledge and education thoughts. The characteristics of Chinese pedagogy stems from valuable tradition, vivid practice and idiographic issues of China’ education, and is based on disciplinary consciousness, academic autonomy and cultural confidence. It is imperative to properly cope with dialectics of Chinese characteristics and general knowledge, lay a solid foundation of education discipline and ignite originality of academic system, enhance coherence of textbook system, take leading role of governance system with all efforts to promote clear articulation, regular adoption, worldwide spreading and powerful impact of Chinese pedagogy.The end is to provide guidance of thoughts and foundation of theories for building education power. Reference | Related Articles | Metrics

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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 Abstract （445）   HTML （76）    PDF（pc） （999KB）（431）       Knowledge map    Save 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. Table and Figures | Reference | Related Articles | Metrics

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Cultural Capital and Educational Attainment: Exploration and Innovation in China’s Context Xiulan Yu Journal of East China Normal University(Educational Sciences)    2024, 42 (6): 20-37.   DOI: 10.16382/j.cnki.1000-5560.2024.06.003 Abstract （438）   HTML （18）    PDF（pc） （979KB）（824）       Knowledge map    Save With regard to the study of cultural capital and educational attainment in China’s context, scholars have not only verified Bourdieu’s theory, but also expanded it due to the inadequacy of the theory being too “French” and “static”. Scholars have explored concepts such as “underclass cultural capital”, and added new indicators to the specific measurement of the concept of cultural capital. They have verified the effect of cultural capital, especially explored the context factors that regulate the influence of cultural capital on education attainment, such as social context, exam-oriented education system, cultural traditions, and changes of times. As for the mechanism of cultural capital affecting education attainment, they have found the mechanism of cultural identification in addition to the exclusion of highbrow culture. The problems in the existing research are mainly reflected in the confusion in the measurement of the concept of cultural capital, the rigid application of cultural capital theory and the lack of innovative research based on the local situation in China. In the future, we need to further define the boundary of the concept of cultural capital and find out the characteristics and mechanisms of cultural capital in China’s context and in the changing times. Table and Figures | Reference | Related Articles | Metrics

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The Impact of Family Socioeconomic Status on Students’ Social and Emotional Skills: The Serial Mediation Role of Growth Mindset and Test and Class Anxiety Zhi Liu, Jia Li, Chenxi Liang Journal of East China Normal University(Educational Sciences)    2024, 42 (5): 83-98.   DOI: 10.16382/j.cnki.1000-5560.2024.05.005 Abstract （390）   HTML （45）    PDF（pc） （1097KB）（881）       Knowledge map    Save Based on the data from the OECD Survey on Social and Emotional Skills conducted in Jinan in 2023, this study focuses on the impact of family socioeconomic status on students’ social and emotional skills. It explores the mediating mechanisms through which growth mindset and test and class anxiety influence this relationship. The findings indicate that: (1) both family socioeconomic status and growth mindset have a significant positive effect on students’ social and emotional skills, while test and class anxiety has a significant negative effect; (2) growth mindset plays a significant positive mediating role, meaning that family socioeconomic status positively promotes students’ social and emotional skills through the mediation of growth mindset; (3) test and class anxiety, as a mediator, shows a significant negative mediating effect, suggesting that family socioeconomic status can adversely affect students’ social and emotional skills through the mediation of test and class anxiety; (4) the study further reveals a significant positive serial mediation effect between growth mindset and test and class anxiety, indicating that family socioeconomic status affects students’ growth mindset, which in turn regulates their level of test and class anxiety, ultimately exerting a comprehensive impact on their social and emotional skills. Based on empirical discussions, this study proposes three suggestions for enhancing the development of student’s social and emotional skills. Firstly, schools should provide more resources and platforms to support students from lower socioeconomic backgrounds. Secondly, establish a path mechanism for cultivating growth mindset with schools as the main battlefield system. Thirdly, promote collaboration between home and school to address the issue of test and class anxiety among adolescents jointly. Table and Figures | Reference | Related Articles | Metrics

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An Empirical Study on the Evaluation of College Entrance Examination System by Different Stakeholders Haifeng Liu, Huafeng Wei Journal of East China Normal University(Educational Sciences)    2024, 42 (3): 1-11.   DOI: 10.16382/j.cnki.1000-5560.2024.03.001 Abstract （373）   HTML （61）    PDF（pc） （909KB）（323）       Knowledge map    Save 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. Table and Figures | Reference | Related Articles | Metrics

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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 Abstract （349）   HTML （28）    PDF（pc） （771KB）（889）       Knowledge map    Save 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. Table and Figures | Reference | Related Articles | Metrics

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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 Journal of East China Normal University(Educational Sciences)    2024, 42 (3): 26-37.   DOI: 10.16382/j.cnki.1000-5560.2024.03.003 Abstract （344）   HTML （37）    PDF（pc） （796KB）（739）       Knowledge map    Save 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. Table and Figures | Reference | Related Articles | Metrics

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Why Conceptual Research is Important: Building the Conceptual Cornerstone for the Construction and Development of Pedagogy Zhengtao Li Journal of East China Normal University(Educational Sciences)    2024, 42 (8): 1-8.   DOI: 10.16382/j.cnki.1000-5560.2024.08.001 Abstract （335）   HTML （36）    PDF（pc） （571KB）（350）       Knowledge map    Save 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. Reference | Related Articles | Metrics

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How Teachers Develop: A Depiction and Analysis Based on Experiential Learning Circle Theory Lu Wang, Ruxia Ma, Le Peng Journal of East China Normal University(Educational Sciences)    2024, 42 (2): 30-45.   DOI: 10.16382/j.cnki.1000-5560.2024.02.003 Abstract （325）   HTML （41）    PDF（pc） （1564KB）（501）       Knowledge map    Save In order to comprehensively understand and promote the change of teachers, it is necessary to deeply portray the process of the change of teachers. This study used epistemic network analysis and cross-lagged analysis to analyze big data on classroom teaching behaviors and practical knowledge of 41 teachers who had participated in a complete experiential learning circle in the COP program for a total of 4 semesters over 2 years, and obtained the evolutionary patterns of teachers’ change based on the experiential learning circle. It was found that there was a definite causal relationship between the knowledge components of teachers’ practical knowledge, such as educational beliefs, reflective knowledge and self-knowledge, and key teaching behaviors related to innovative changes in teaching, such as teachers encouraging students to ask questions and teachers asking high-order thinking questions. The evolution of practical knowledge as an internal characteristic of the change of teachers went through three stages: competitive coexistence, synergistic complementation, and synergistic transformation, while the teaching behaviors of encouraging students to ask questions and asking higher-order thinking questions as external characteristics of the change of teachers went through a quantitative change process from less to more. Practical knowledge and classroom teaching behaviors together as the internal cause of teachers’ change were the basis of teachers’ change, while the big data evidence-based course research support services provided by university researchers were the external cause of teachers’ change and constituted the conditions for teachers’ change, and the external cause induced the change of teachers through the internal cause. Table and Figures | Reference | Related Articles | Metrics