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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 （1384）   HTML （94）    PDF （845KB）（1151）       Knowledge map    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 （982）   HTML （87）    PDF （917KB）（775）       Knowledge map    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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Education in Metaverse: The Status Quo and Innovation Lin Wang, Hongzhou Chen, Wei Cai Journal of East China Normal University(Educational Sciences)    2023, 41 (11): 38-51.   DOI: 10.16382/j.cnki.1000-5560.2023.11.004 Abstract （810）   HTML （42）    PDF （3660KB）（349）       Knowledge map    This article examines the educational practice and cutting-edge ideas of different actors under the concept of metaverse. We bring forward three levels of observation of education in Metaverse, namely, the changing structure empowered by decentralized technology, the altered knowledge and experience of education in metaverse, and the development of human-computer Interaction. We believe that, first, Web 3 Education will update the traditional educational model and highlight the publicity of education from the dimensions of DAO, Defi and DID. Second, video games have significant advantages in forging educational cognitive chains, expanding digital classroom narratives, and building ubiquitous learning mechanisms, and are important auxiliary educational resources in Metaverse. Finally, the new form of human-computer interaction broadens the boundaries of disciplines, and the university metaverse that takes place in the digital education community creates new connection possibilities for education and learning. 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 （697）   HTML （54）    PDF （879KB）（448）       Knowledge map    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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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 （683）   HTML （60）    PDF （921KB）（614）       Knowledge map    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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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 （652）   HTML （41）    PDF （742KB）（622）       Knowledge map    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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The Practical Characteristics, Difficulties and Cooperative Ways of Teacher Subjects in Children’s Transition from Kindergarten to Primary School: An Empirical Investigation of Kindergarten and Primary School Teachers from 11 Provinces and Cities Jin Huang, Fang Tian, Hui Qiao, Meng Zhang, Chang Yu Journal of East China Normal University(Educational Sciences)    2023, 41 (11): 1-12.   DOI: 10.16382/j.cnki.1000-5560.2023.11.001 Abstract （533）   HTML （59）    PDF （1189KB）（474）       Knowledge map    The transition from kindergarten to primary school is a critical period for children to adapt to society and future education. Kindergarten teachers and primary school teachers are important participants to ensure effective two-way coordination and support the smooth transition. Based on the perspective of multi subjects’ collaborative participation in the transition practices, this study investigates the transition beliefs and practice of kindergarten and primary school teachers. Participants were 9,872 kindergarten teachers and 7,411 primary school teachers from 11 provinces and cities. The findings revealed that there were conflicts in the belief and understanding of transition to school between kindergarten and primary school teachers, and there was inconsistency in the organization and implementation of curriculum and teaching. They faced such practical difficulties as weak belief in cooperation, low implementation rate of cooperation, limited external support, and insufficient internal understanding. These findings highlight that it should promote the coordination of kindergarten and primary school teachers to support the smooth transition of children in such aspects as establishing a consensus on two-way coordination based on children’s position, realizing the continuity of curriculum and teaching, building an interactive platform and forming a supportive guarantee system. Table and Figures | Reference | Related Articles | Metrics

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An Empirical Study on the Role of Education in Promoting Urbanization Boshen Wan, Weifang Min Journal of East China Normal University(Educational Sciences)    2023, 41 (10): 40-52.   DOI: 10.16382/j.cnki.1000-5560.2023.10.004 Abstract （480）   HTML （19）    PDF （836KB）（400）       Knowledge map    Urbanization is not only a way that a country must go through for modernization, but also an important driving force for economic growth and common prosperity. It could promote new rural construction and develop modern agriculture, thus raising farmers’ income and allowing them to enter the secondary and tertiary sector of the economy with higher productivity through better education. Based on the provincial-level panel data of China from 2005 to 2020, by using a two-way fixed effects model, this study finds that: first, education investment could accelerate urbanization; second, economic growth and technological advances could also promote urbanization process; finally, regional development could moderate the educational effect on urbanization. Table and Figures | 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 （469）   HTML （37）    PDF （853KB）（319）       Knowledge map    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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Metaverse in Education: Position Every Child Real Experience in the New World Xiaoqing Gu, Ping Wan, Gong Wang Journal of East China Normal University(Educational Sciences)    2023, 41 (11): 13-26.   DOI: 10.16382/j.cnki.1000-5560.2023.11.002 Abstract （467）   HTML （40）    PDF （735KB）（437）       Knowledge map    Metaverse attracted attention in the field of education, but there is still a lack of rational understanding. Therefore, it is necessary to rethink about the real meaning of metaverse and its educational value. Metaverse is the existence that connects the real world you are currently in with other different time and space, through which you can enter the real situation of any time and space, and this is also the way for students to learn knowledge in the future. The Metaverse in education enriches the existence of knowledge, the depth of the learner’s learning experience and the scope of the true-life world, allowing students to directly experience the process of knowledge dissemination, knowledge construction, knowledge application, knowledge production and creation. At the same time, the process of interaction between learners and the situation affects the formation and development of human social knowledge, and the influence is fed back to the real-life world to promote the real occurrence of knowledge learning. On this basis, this research further explores the possible application scenarios of metaverse in education and analyzes the key technologies and potential educational value and risks. 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 （453）   HTML （65）    PDF （4355KB）（671）       Knowledge map    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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Justifying “Migration”: The Meaning and Effect of Proactive-education Migrating Sheng Cui, Qiuxiang Wu Journal of East China Normal University(Educational Sciences)    2023, 41 (11): 108-126.   DOI: 10.16382/j.cnki.1000-5560.2023.11.009 Abstract （403）   HTML （36）    PDF （1126KB）（307）       Knowledge map    Education is an increasingly important factor in population migration, and there are groups migrated due to education. However, the impact of migration on students’ academic ability is not consistent. On the basis of clarifying migrant children, left-behind children, immigrant children, and immigrant children of rural migrant workers, this paper divided the groups of proactive-education migrating and passive-education migrating according to whether the main purpose of the migration involved education or not. And then, it explored the effect and mechanism of proactive-education migrating on academic ability. Based on the tracking data of China Education Panel Survey (CEPS), this paper found that proactive-education migrating could significantly improve students’ academic ability. Compared with different control groups, the positive effect of proactive-education migrating on the academic ability ranged from 0.06 to 0.08 standard scores. It also had a direct or indirect impact on academic ability through parent educational expectation and parent involvement. In addition, proactive-education migrating had a heterogeneous effect across different hukou groups and different inflow places. This paper attempts to separate the positive components of the migration effect to justify migration, and to provide migrating strategies for families with different backgrounds. Table and Figures | Reference | Related Articles | Metrics

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The Underlying Logic and Construction Path of Digital Pedagogy: On the Construction of Chinese Digital Pedagogy Guangbin Zhang, Kexun Xue Journal of East China Normal University(Educational Sciences)    2023, 41 (11): 67-84.   DOI: 10.16382/j.cnki.1000-5560.2023.11.006 Abstract （403）   HTML （29）    PDF （762KB）（416）       Knowledge map    The digital transformation of education is a profound educational reform, which has spawned a series of new phenomena and problems in education, nurtured new laws in education, and urgently needs the systematic theoretical research and overall practical guidance. Digital pedagogy, as an interdisciplinary practical science formed by the integration of education, computer science, information and communication science, aims to study the phenomena, problems, and laws of digital education, and answer questions about what and how to cultivate people in the digital age. This study takes the learning law as the starting point, the supporting discipline development of pedagogy and the development of paper, information, digital and other technologies as the main line, and reveals the historical inevitability of digital pedagogy. The return of education to the digital world, data as the new element of education, virtual space as the new space of education and the internal interactio among the three act as the underlying logic of digital pedagogy, and throughout the research. On this basis, it clarifies the nature and positioning of digital pedagogy, and puts forward the academic framework of business digitalization, organization digitalization and technology digitalization, the integration discourse system, and the big data research paradigm. On the basis of theoretical analysis, this paper puts forward the “four principles”, “three stages”, “four forces” and basic guarantee for the construction of Chinese-style digital pedagogy, with a view to providing practical guidance for exploring new laws of digital education, promoting digital pedagogy research and theoretical innovation of Chinese-style education modernization, leading the transformation and upgrading of education digitalization and high-quality development of digital education. 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 （397）   HTML （53）    PDF （1058KB）（384）       Knowledge map    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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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 （392）   HTML （38）    PDF （682KB）（238）       Knowledge map    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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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 （388）   HTML （25）    PDF （1236KB）（321）       Knowledge map    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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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 （378）   HTML （43）    PDF （884KB）（283）       Knowledge map    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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Education and Income Distribution: Theoretic Logics and Actual Evidence Yuhong Du, Yanbin Guo Journal of East China Normal University(Educational Sciences)    2023, 41 (10): 1-11.   DOI: 10.16382/j.cnki.1000-5560.2023.10.001 Abstract （378）   HTML （31）    PDF （1087KB）（418）       Knowledge map    There is an inconsistence between theory and fact in education and income distribution. Human capital theory including the marginal productivity, and the opinion of increasing income and further narrowing income gap by improving human capital level, and Kuznets Curve that market automatically solves income distribution problem constitute the theoretic logic of education and income distribution. The mass process of education democratization and popularization hasn’t narrowed the income gap in the past few hundred years history of western developed countries. The coexistence of education popularization level and income gap expansion, the coexistence of higher return of schooling and lower labor income share, and the coexistence of competitive education race and the lower share of education determining individual income since reform and opening-up disclose factual evidence inconsistent with theory expectations. Which type of education should be developed and how to provide environment with education is an explanation above inconsistency, and is also the future direction of solving income distribution via education: build compensative public education system based on life cycle to narrow education inequality; implement labor market reform and actual change of education opinion synchronizedly; complete and improve high level market and create the institution environment good for human capital. 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 （360）   HTML （15）    PDF （979KB）（396）       Knowledge map    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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From Knowledge Sharing to Knowledge Co-creation: A Decentralized View of Knowledge in the Education Metaverse Xuesong Zhai, Xiaoyan Chu, Jianmin Gu, Yan Li, Huijun Wang Journal of East China Normal University(Educational Sciences)    2023, 41 (11): 27-37.   DOI: 10.16382/j.cnki.1000-5560.2023.11.003 Abstract （356）   HTML （34）    PDF （845KB）（367）       Knowledge map    With the advent of Web3.0 era characterized by semantic network and swarm intelligence, educational metaverse have become the exploration topic of future education under the new generation of Internet revolution, which will profoundly affect the future knowledge dissemination and knowledge production in education. Exploring the innovation of knowledge concept in the context of educational metaverse is not only necessary to clarify the connotation of educational metaverse, but also an essential requirement to build a higher quality and more equitable education service system. From the perspective of technology-society interconstructionism, the current research elaborated the decentralised characteristics and technological basis of the education metaverse. Oriented to three realistic problems of cultivating top innovative talents, quality and equitable development of education and education evaluation reform, the study uncovered the technological-social duality of education metaverse from the decentralised concept of knowledge. Combining the technological characteristics and the educational needs of society, the education metaverse effectively empowers decentralised knowledge co-creation in the process of knowledge production, dissemination and application. However, the knowledge concept of the education metaverse is a relative decentralisation, which still requires central institutions to play an appropriate role in the education ecology, classroom teaching and knowledge organization. A rational and critical investigation of the decentralised knowledge concept of the educational metaverse provides a reference for further promoting the high-quality and balanced development of education driven by the “Internet + Education”. Table and Figures | Reference | Related Articles | Metrics