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Portraits of College Student Types Using Generative AI for Learning: An Empirical Study Based on a Survey of Undergraduates from 20 Universities Nationwide Liping Ma, Xiangrui Zheng, Xuehan Zhou Journal of East China Normal University(Educationa    2026, 44 (1): 65-79.   DOI: 10.16382/j.cnki.1000-5560.2026.01.006 Abstract （1815）   HTML （27）    PDF（pc） （904KB）（1016）       Knowledge map    Save As generative artificial intelligence (GenAI) becomes increasingly integrated into college students’ academic activities, some scholars and education administrators have expressed concerns about students’ blind reliance on GenAI and the potential weakening of higher-order thinking skills. Based on a survey of 12,678 undergraduates from 20 universities across China and empirical analysis, this study finds that most students exhibit a critical attitude when engaging in higher-order thinking tasks such as critical and creative activities with GenAI, and believe that GenAI-assisted learning positively contributes to their higher-order cognitive development. Furthermore, a latent profile analysis reveals four distinct types of GenAI-assisted learning users, reflecting the interaction between students' level of technology acceptance and their self-regulated learning abilities: (1) Cautious Experiencers (42%): low acceptance, high critical use; (2) Labor Substituters (24%): low acceptance, low critical use; (3) Balanced Explorers (21.2%): high acceptance, low critical use; (4) Deep Users (12.8%): high acceptance, high critical use. Based on these findings, the paper underscores the necessity for universities to guide undergraduates in the appropriate use of GenAI tools and proposes effective strategies such as targeted educational interventions and the cultivation of AI literacy. These measures aim to help students transition toward the ideal profile of "high acceptance – high critical use." Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Reconstruction of the Concept of “Curriculum” in the Era of Generative Artificial Intelligence Panwang Gao, Shuhong Lu Journal of East China Normal University(Educationa    2025, 43 (6): 50-60.   DOI: 10.16382/j.cnki.1000-5560.2025.06.004 Abstract （1631）   HTML （38）    PDF（pc） （751KB）（3553）       Knowledge map    Save GAI such as ChatGPT has transformed the mode of knowledge production and reproduction, bringing about the “end of scarcity” of knowledge and promoting the experientialization of knowledge. Building a large educational model based on generative AI technology can influence the connotation of the curriculum from the dimensions of philosophical standpoint, curriculum function, and value orientation. The educational model is continually evolving, through language guidance, “feeding” and human feedback alignment, and it brings about the transformation of single-dimensional curriculum “knowledge” to multi-link curriculum “knowledge chain” and even curriculum experience “organism”, as well as the possibility of developmental curriculum goal design, diversity of experience selection, three-dimensional curriculum organization, and panoramic curriculum evaluation, which affects the extension of the curriculum. The picture or depiction of “curriculum” in the context of generative AI is as follows. The essence of curriculum has shifted from knowledge-based and ability-based to subject interaction-focused. The curriculum objectives have shifted from standardization and certainty to openness and flexibility; The curriculum experience has shifted from the mechanical and limited nature of teaching materials and supplementary materials to the freshness and sufficiency of experience. The organization of courses has shifted from linear and single-dimensional to spiral and multi-dimensional space-time. Also, the evaluation of courses has shifted from a score-based and one-dimensional approach to a full-scenario and intelligent approach. The study believes that the “curriculum” in the era of generative artificial intelligence should provide greater possibilities for cultivating talents with the ability to “new quality productivity”. Specifically, it can be defined as helping teachers and students integrate AI-generated content with traditional curriculum systems, providing dual experiences of reality and virtuality, building systematic learning scaffolds and knowledge chains, serving students’ multidimensional development in knowledge and ability, improving students’ core competencies, promoting large-scale individualized teaching through intelligent tutoring systems, helping students bravely cope with an uncertain world and efficiently serve social production, and achieving the ideal of comprehensive development. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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How Principals’ Authentic Leadership Impacts Teachers’ Participation in School Decision Making: A Moderated Chain Mediation Model Chuanyou Bao, Xiaoyu Wang Journal of East China Normal University(Educationa    2026, 44 (1): 105-117.   DOI: 10.16382/j.cnki.1000-5560.2026.01.009 Abstract （1476）   HTML （11）    PDF（pc） （782KB）（986）       Knowledge map    Save Based on self-determination theory and career construction theory, this study systematically examines the impact of principals' authentic leadership on teachers' participation in school decision-making and its underlying mechanism. The results indicate that principals' authentic leadership significantly and positively predicts teachers' participation in school decision-making; basic psychological need satisfaction and job crafting each play a partial mediating role between principals' authentic leadership and teachers' participation in school decision-making, while the chain mediating effect of "basic psychological need satisfaction-job crafting" is also verified in this relationship. Additionally, teachers' career adaptability positively moderates the association between principals' authentic leadership and teachers' participation in school decision-making—specifically, the higher teachers' career adaptability, the stronger the positive impact of principals' authentic leadership on teachers' participation in school decision-making. Therefore, to promote teachers' participation in school decision-making and enhance school governance effectiveness, it is necessary to: improve principals' authentic leadership through the spirit of educators and foster a culture of respect and democracy; innovate teacher incentive mechanisms to stimulate their intrinsic motivation for participation; and emphasize the cultivation of teachers' career adaptability to enhance their capacity for effective participation. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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“Breaking the Five-Only Criteria and Establishing Four Dimensions”: An Empirical Study on the Identification of the Breaking and Establishing in the Evaluation Reform of Basic Education in the New Era Dequan Zhu, Lulu Liu Journal of East China Normal University(Educationa    2025, 43 (6): 61-80.   DOI: 10.16382/j.cnki.1000-5560.2025.06.005 Abstract （1395）   HTML （20）    PDF（pc） （1057KB）（1385）       Knowledge map    Save Deepening the reform of educational evaluation is the top priority of basic education work in the new era. The reform of educational evaluation is a dialectical relationship between “breaking” and “establishing”, and must adhere to the overall principles of breaking and establishing simultaneously, establishing before breaking, and neither breaking nor establishing. Based on the perspective of basic education practice, this study conducts empirical research from the two aspects of “breaking” and “establishing” in the reform of basic education evaluation, in order to provide assistance and reference for the reform of basic education evaluation through the two-way force of “breaking” to eliminate “only” and “establishing” new “dimensions”. On the one hand, a questionnaire survey was conducted among 1,355 basic education teachers nationwide to understand their level of policy awareness, emotional identification, and behavioral tendencies towards “breaking the five only criteria”, and to identify the current implementation status of the “breaking the five only criteria” reform in basic education evaluation. Research has found that, firstly, there is a weak understanding of the policy of “breaking the five only criteria” in the reform of basic education evaluation, and insufficient endogenous motivation. Secondly, the effectiveness of basic education evaluation reform is influenced by the diverse backgrounds of teachers.The third aspect is that basic education teachers’ understanding, emotional identification, and behavioral tendencies towards the policy of “breaking the five only criteria” are closely related and can influence each other. On the other hand, using the Delphi expert consultation method, two rounds of expert consultations were conducted with 20 experts to construct a value system for the reform of basic education evaluation, which includes four primary dimensions of “establishing morality”, “establishing determination”, “establishing ability”, and “establishing action”, as well as 20 secondary observation points. Based on this, the study proposes that the value system of “establishing four dimensions” should comprehensively guide the direction of basic education evaluation reform.Specifically, the reform of basic education evaluation should implement the value orientation of “fostering virtue through education” with “establishing morality”, breaking through the boundaries and limitations of the “Five-only” with “establishing determination”, focusing on the holistic development of individual abilities through “establishing ability”, and shifting from “establishing action” to a specific individual’s practical perspective. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Primary and Secondary School Teachers’ Test Item Development Ability: Current Situation Analysis, Improvement Path and Overall Support Yuqiang Zhang, Qi Li, Xuehui Yin Journal of East China Normal University(Educationa    2025, 43 (6): 81-98.   DOI: 10.16382/j.cnki.1000-5560.2025.06.006 Abstract （1384）   HTML （25）    PDF（pc） （921KB）（2720）       Knowledge map    Save Teachers’ test item development ability (TIDA) is crucial to the development of teachers’ assessment literacy. In order to better analyse the current situation of the TIDC of primary and secondary school teachers, firstly, an overall analysis was conducted from the three aspects of assessment understanding, assessment theory and technology, and the scientificity and standardisation of the use of assessment tools, and secondly, a two-dimensional four-quadrant analysis framework for teachers’ TIDA was constructed by taking the key scenarios of TIDA as the X-axis and the proficiency level of teachers as the Y-axis. It was found that although high-level teachers were significantly better than ordinary teachers in the four key scenarios of clear cognitive requirements, producing high-quality test items, scientifically assembling test papers, and rationally interpreting and applying the results, the TIDA of teachers was relatively weak in general, and was in need of further improvement. In view of this, it is necessary to enhance specific assessment techniques based on the corresponding practical teaching needs of both ordinary and high-level teachers: to accurately grasp the new curriculum standards and uphold a holistic view of comprehension; to clarify the cognitive requirements of the test items and carry out cognitive task analyses; to prepare multi-dimensional lists of details and produce high-quality questions; to grasp the quality indicators of the test items and scientifically formulate the test papers; and to reasonably interpret and apply the results. It is also necessary to provide overall support for the TIDA of teachers: to establish a sound policy for the cultivation of TIDA of teachers; to systematically improve the curriculum for TIDA of teacher training colleges and universities; to innovate the training mode of TIDA of teachers; and to enrich the professional life of daily school-based research and study with the enhancement of TIDA as the core task. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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A Revolution of Learning in the Era of Generative Artificial Intelligence：Generative Self-Regulated Learning Baichang Zhong, Xiaohong Lin Journal of East China Normal University(Educationa    2026, 44 (1): 44-55.   DOI: 10.16382/j.cnki.1000-5560.2026.01.004 Abstract （1367）   HTML （23）    PDF（pc） （1395KB）（1804）       Knowledge map    Save As generative artificial intelligence (GAI) becomes increasingly embedded in educational practice, the inherent limitations of traditional self-regulated learning theory are becoming more pronounced: ontologically, it neglects the mediating role of the body; epistemologically, it adheres to a linear regulation paradigm; and in practice, it faces the challenge of fragmented technological support—making it difficult to effectively address learners’ complex developmental needs in learning to learn. With its generativity, human-computer interactivity, higher-order capabilities, and autonomy, GAI transcends the dualistic cognitive structure of subject and object. It co-constructs a triadic system of “subject-mediator (technology)-object” with the learner, thereby reshaping the meaning of “learning to learn” toward a model characterized by human-machine collaboration and directly addressing “Jobs question”. In this context, generative self-regulated learning (GSRL) emerges. Guided by dialectical constructivism and Vygotsky’s cognitive development theory at the macro level, and supported by micro-theoretical frameworks of human-technology relationship theory, embodied cognition theory, and dialogic theory, GSRL constructs a triple-loop pathway—“pure thinking-embodied experience-deep cognition”. This pathway not only redefines the logical framework of SRL but also enriches the contemporary connotation of “learning to learn”, signifying a genuine revolution of learning. At the same time, GSRL may pose risks such as loss of reflexivity, alienation of practice, deconstruction of subjectivity, and disruption of intersubjective communication. Therefore, a dialectical balance must be maintained between the instrumental rationality of technology and the value rationality of education, ensuring that education remains centered on human development and contributes to the construction of a Chinese educational knowledge system with both contemporary relevance and indigenous significance. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Current Situation, Problems and Suggestions for the Implementation of Curriculum Standards of Information Science and Technology in Compulsory Education: Based on a Nationwide Large-Scale Survey Zhengfu Li, Xiaofan Lin, Qian Feng, Suchen Li, Shucheng Luo, Feng Li, Xiongying Wei, Zhang Xiong Journal of East China Normal University(Educationa    2026, 44 (1): 80-93.   DOI: 10.16382/j.cnki.1000-5560.2026.01.007 Abstract （1348）   HTML （16）    PDF（pc） （925KB）（295）       Knowledge map    Save The implementation of curriculum standards is the process of transforming educational blueprints into reality, and the quality of its implementation largely determines the effectiveness of curriculum education. In response to the lack of research on the perspective of a nationwide implementation of the “Compulsory Education Information Technology Curriculum Standards (2022 Edition)”, this study conducted extensive research on information technology teachers nationwide using a scale survey method. The survey results reflect that most teachers have confidence in the reform of information technology curriculum standards, actively participate in curriculum standard learning, curriculum resource development and construction, and innovative teaching methods, and generally possess the basic competence of information technology curriculum teaching; At the same time, there are problems such as teachers' professional mismatch, insufficient understanding of curriculum standards, difficulty in supporting high-quality implementation of curriculum standards with existing curriculum resources, and inadequate appropriateness of teaching methods. Based on the actual situation of information technology curriculum construction, corresponding measures can be taken systematically from the aspects of optimizing teacher allocation, improving educational and teaching capabilities, innovating teaching methods, constructing digital and intelligent resource supply, and strengthening basic research to comprehensively promote the high-quality implementation of information technology curriculum standards. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Digital and Intelligent Technology Reshaping the Future of Education: Theory and Practice of “Building Digital Communities” in the New Education Initiative Yongxin Zhu Journal of East China Normal University(Educationa    2026, 44 (1): 1-21.   DOI: 10.16382/j.cnki.1000-5560.2026.01.001 Abstract （1315）   HTML （21）    PDF（pc） （923KB）（312）       Knowledge map    Save “Building Digital Communities” is one of the ten major actions of the New Education Initiative. This paper aims to systematically review over two decades of theoretical exploration and practical experience in the “Building Digital Communities” action of the New Education Initiative, elucidating its essence, value, principles, and methodologies. With the core concept of living a happy and complete educational life, this paper deeply integrates technologies including Internet, big data, and generative AI, to plan new pathways for action upgrades in the digital-intelligent era and explore more possibilities for technology-empowered education. This paper calls for the joint construction of digital-intelligent communities and the co-creation of a new educational ecosystem, contributing the wisdom and strength of New Education to the construction of a socialist modernization strong country in education. Reference | Related Articles | Metrics | Comments（0）

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Between Classroom and Playground: The Physical Experience and Moral Situation of Sports Students Hanwen Zhang, Xuxin An Journal of East China Normal University(Educationa    2025, 43 (7): 86-95.   DOI: 10.16382/j.cnki.1000-5560.2025.07.007 Abstract （1194）   HTML （16）    PDF（pc） （808KB）（2199）       Knowledge map    Save This study, employing qualitative research methods, provides an in-depth description of the physical experiences and moral situations of physical education students graduating from regular high schools as they transition between the classroom and the playground. It presents and analyzes the interactions between their individual and structural dynamics, as well as the cultural production processes involved. The research reveals that these students develop a complex emotional structure characterized by both “glory and stigma” within the educational system. After undergoing comprehensive and meticulous physical discipline, their suppressed bodily experiences lead to resistance against the school, thereby plunging them into a low moral predicament.From the classroom to the playground, high school athletes begin to regain their subjectivity amidst the enjoyment of their bodies and the opening of new meaning spaces. In their training lives, they form a group culture characterized by “loyalty” and “respect for hierarchy” within the atmosphere of a “closely connected and mutually dependent” community and shared memories of “blood and breath”. With the coach's backing, they develop an anti-school cultural confidence or illusion. Upon returning to the classroom, they actively create cultural distinctions and elevate their moral status through bodily management exemplified by “swagger”, yet this effort inevitably falters under the traditional educational value order.Thus, the act of “creative” meaning production paradoxically places individuals in a situation of stigmatization through showing off. The new cultural context in universities has given birth to a new cultural world. When knowledge education is no longer the sole criterion for excellence, and when physical culture is once again respected, the sports student group may achieve true meaning production and cultural creation. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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How Do University Innovation Resources Drive the Development of Students’ Critical Thinking：A Mediating Analysis Based on Learning Approaches Yangjie Huang, Ying Xu, Lingli Weng Journal of East China Normal University(Educationa    2025, 43 (7): 43-58.   DOI: 10.16382/j.cnki.1000-5560.2025.07.004 Abstract （1124）   HTML （30）    PDF（pc） （881KB）（3820）       Knowledge map    Save Critical thinking, as the core objective of cultivating innovative talents in higher education, is profoundly influenced by university innovation resources. However, the mechanisms through which these resources drive critical thinking remain unclear. Based on the Person-Environment Fit Theory and integrating the Input-Process-Output (IPO) model, this study constructs a theoretical framework elucidating the mechanisms linking university innovation resources, learning approaches, and critical thinking development. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data from 51,063 university students in China, the findings reveal that university innovation resource investment significantly promotes students' critical thinking development. challenge-based learning and interactive learning serve as significant mediators in this relationship, with the mediating effect of interactive learning being stronger than that of challenge-based learning. Accordingly, four practical recommendations are proposed: comprehensively optimizing the allocation of innovation resources to facilitate the coordinated development of courses and facilities; building a professional development system for teachers to enhance critical thinking teaching capabilities; optimizing the combination of learning approaches to leverage the synergistic mediating effects; and innovating critical thinking assessment by establishing a multidimensional process evaluation system. The research findings provide critical empirical support and policy references for innovation education in universities and the development of students' critical thinking. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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The Construction of the Theoretical System for Chinese Pedagogy Dong Li Journal of East China Normal University(Educationa    2025, 43 (6): 21-37.   DOI: 10.16382/j.cnki.1000-5560.2025.06.002 Abstract （1093）   HTML （16）    PDF（pc） （803KB）（894）       Knowledge map    Save The construction of the theoretical system for Chinese pedagogy represents a creative transformation of the practical experiences of educational reform in China, an innovative development of the excellent traditional educational culture of China, and a pioneering exploration of the future trends of education in China. As an empirical-rational cognitive schema, the theoretical system of Chinese pedagogy is perpetually caught in the tension between transplantation and local innovation, seeking common ground while preserving differences, between external norms and internal laws, pursuing truth and knowledge, and between universal aspirations and cultural conventions, striving for practicality and utility. Based on principles that activate spiritual motivation through national and temporal characteristics, highlight disciplinary traits through academic and ideological qualities, and hone practical character through realism and transcendence, it is essential to continuously address the questions of “what”, “why”, and “how” regarding the theoretical system of Chinese pedagogy. The construction elements of the Chinese pedagogical theoretical system include the disciplinary context rooted in problem areas, the disciplinary cornerstone based on a family of concepts, the disciplinary coordinates defined by core categories, the disciplinary assertions formed by propositional structures, the disciplinary perspective shaped by logical reasoning, the disciplinary expression articulated through discourse systems, and the disciplinary traits guided by methodological consciousness. Exploring the construction path of the Chinese pedagogical theoretical system requires releasing the theoretical imagination of Chinese pedagogy through field narratives in a return to experience, providing substantive answers to major global educational issues through interactive structuring, and advancing towards a flourishing world pedagogy through the synthesis of Chinese and Western thought and a hundred schools of thought contending. Reference | Related Articles | Metrics | Comments（0）

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Resistance and Reconstruction: The “Second Narrative Turn” in Educational Narrative Inquiry in the Artificial Intelligence Era Qing Wang Journal of East China Normal University(Educationa    2026, 44 (1): 56-64.   DOI: 10.16382/j.cnki.1000-5560.2026.01.005 Abstract （1091）   HTML （8）    PDF（pc） （623KB）（152）       Knowledge map    Save The rapid development of artificial intelligence is triggering a paradigmatic crisis in educational research. Through a critical inheritance of the “narrative turn” in the 1980s educational research, this study proposes the theory of the “second turn” in narrative inquiry for the AI era, constructing a new paradigm of “resisting data alienation” and “reconstructing humanistic narratives.” Centered on technological critique, the “second turn” achieves methodological breakthroughs via threefold paradigmatic innovation. Ontologically, it reveals how AI deconstructs and reconstructs educational experience, shifting narrative ontology from “human-centered experience” to a hybrid intentional existence of “human-technology-experience.” Epistemologically, guided by Feenberg’s secondary instrumentalization, it integrates techno-hermeneutics with Actor-Network Theory (ANT), redefining narrative production as a dynamic negotiation network between humans and technologies. Axiologically, it establishes a dynamic ethical review mechanism by embedding algorithm transparency audits and participatory negotiation procedures into research workflows, safeguarding the emancipatory potential of educational narratives. The practical pathways include transparent human-AI collaborative narrative collection, critically symbiotic human-machine decoding, technology-mediated narrative recreation, and dynamically negotiated ethical evaluation. Ultimately, the “second turn” fulfills dual missions: reconstructing narrative existential depth by resisting data alienation and building narrative resilience, while revolutionizing educational research’s humanistic character through constructing a techno-critical narrative community. Reference | Related Articles | Metrics | Comments（0）

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The Indigenization-Internationalization Tension of Chinese Social Sciences under the “Center-Periphery” Paradigm: A Historical Comparative Analysis Wenqin Shen Journal of East China Normal University(Educationa    2025, 43 (6): 1-20.   DOI: 10.16382/j.cnki.1000-5560.2025.06.001 Abstract （1027）   HTML （26）    PDF（pc） （889KB）（3064）       Knowledge map    Save In the global landscape of social science research, countries like the United States, Britain, Germany, and France occupy central positions, while others, including China, remain in semi-peripheral or peripheral positions. Since the 1990s, Chinese social science research has pursued internationalization while grappling with the demand for indigenization, creating a dual tension between these two goals. This article argues that the anxiety surrounding these dynamics stems from China’s marginal role in the global knowledge system. From an international comparative perspective, this tension is not unique to China. Non-central countries like India and Turkey also exhibit strong indigenization needs. Historically, the demand for indigenization arose from the introduction of Western social sciences to the non-Western world in the early 20th century. However, the “internationalization of export,” characterized by publishing in English, began in continental Europe during the 1950s and 1960s and expanded to East Asia and Latin America after the 1990s. Currently, Chinese social science research is at a pivotal stage, transitioning from the “internationalization of import” to the “internationalization of export.” To navigate this transformation, a balance must be struck between publishing in Chinese and publishing in English. As a significant contributor to social Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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The Myths, Risks and Imaginative Reconstruction of the Concept of “Educational Evaluation” in the Era Empowered by Digital andAI Technologies Qimin Su, Yanqin Tao Journal of East China Normal University(Educationa    2025, 43 (6): 38-49.   DOI: 10.16382/j.cnki.1000-5560.2025.06.003 Abstract （1014）   HTML （19）    PDF（pc） （719KB）（2298）       Knowledge map    Save With the progress of digital transformation of educational evaluation, digital and AI technologies empower educational evaluation is deeply rooted in people’s hearts. The “educational evaluation” is a framework concept. It regulates educational evaluation activities, but has internal alienation of a strong technical interest in “how to evaluate” making education better is gradually being forgotten.The “education” origin in the “educational evaluation” is obscured by myths of technical determinism, technical reductionism and technical transcendentalism. It makes digital and AI technologies empower educational evaluation with risks such as digital fetishism, the digital symbolization of human characteristics and digital discrimination. Then it is necessary to make an imaginative reconstruction to the “educational evaluation”. By inducing the conditions for the use of the concept in the ideal state, limiting the bottom-line requirements for digital and AI technologies by the concept in the actual state, ensuring that the concept always reflects the “education” origin and its human nature foundation. This will ensure the rationality of digital and AI technologies to educational evaluation. Reference | Related Articles | Metrics | Comments（0）

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Community of Industry and Education: Towards the Institutionalized Construction of Relations Between School and Enterprise Guoqing Xu Journal of East China Normal University(Educationa    2025, 43 (11): 1-12.   DOI: 10.16382/j.cnki.1000-5560.2025.11.001 Abstract （987）   HTML （34）    PDF（pc） （622KB）（980）       Knowledge map    Save The “Outline of the Plan for Building a Strong Education Country (2024-2035)” requires “shaping a new form of multi party participation in education and integration of industry and education”. Establishing a community is the main strategy for promoting the integration of industry and education in vocational education, with the aim of institutionalizing cooperation between school and enterprise, and providing institutional guarantees for the construction of a structured practical learning system. This is an inherent logical requirement for the further development of cooperation between school and enterprise in China. The institutionalization of cooperation between school and enterprise is the process of mutual integration of school and enterprise. To promote the integration, it is necessary to stimulate the enthusiasm of enterprises to participate in cooperation between school and enterprise, and more importantly, to build an external driving mechanism. The community of industry and education is an external driving mechanism for the institutionalization of relations of school and enterprise. It is a social organization that operates in a tangible manner. The operational strategies include the government fully stimulating the enthusiasm of enterprises to participate in cooperation between school and enterprise, community management institutions actively promoting the institutionalization of cooperation between school and enterprise, vocational schools actively promoting the development of functions of training in enterprise, and enterprises actively promoting the internalization of training processes. Building a structured practical learning system requires the development of a progressive skills training system, as well as strengthening the construction of vocational qualification and enterprise master certification. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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The “Chinese Class Headteacher” as a Method: A Possible Paradigm for Autonomous Knowledge Production in Basic Pedagogy within the Context of Modernization Xuehong Qi, Fangfang Ren Journal of East China Normal University(Educationa    2026, 44 (1): 22-33.   DOI: 10.16382/j.cnki.1000-5560.2026.01.002 Abstract （982）   HTML （9）    PDF（pc） （773KB）（265）       Knowledge map    Save In the current field of Chinese humanities and social sciences, there is a paradigm shift from viewing indigenous analytical units as “objects” or “ends” to using them as “methods”. This shift aims to identify analytical units sensitive to capturing Chinese experiences, thereby constructing an autonomous knowledge system that fosters subjectivity and global dialogue. The “Chinese class headteacher” is such a unit, deeply embedded in Chinese basic education in China amid the successive transformations of Chinese path to education modernization. Its development reflects issues like the paradox of division of labor, individual-collective tensions, management myths, and discourse gaps.As a self-revolution in class headteacher research, it requires researchers to reconstruct an overall perspective on “the Chinese class headteacher”, inherit and develop the traditional Chinese academic research qualities and ethical responsibilities of seeking knowledge from facts. The specific practical approach lies in the two-way unfolding of “historicizing present experiences” and “localizing global perspectives”. Reference | Related Articles | Metrics | Comments（0）

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Why is It Difficult for Rural Students to Attend Key Universities：The Cultural Reproduction Mechanism of Rural Students and Its Breakthrough Yanyan Du, Yining Xu Journal of East China Normal University(Educationa    2025, 43 (7): 73-85.   DOI: 10.16382/j.cnki.1000-5560.2025.07.006 Abstract （971）   HTML （22）    PDF（pc） （742KB）（3248）       Knowledge map    Save During the early socialization process, rural students complete the reproduction of underclass culture by internalizing the perspectives of the lower class on the social world and the traits conveyed by “significant others” such as their parents. Influenced by the transmission of cultural capital and the lack of economic capital, natural knowledge is internalized into their individual mental schemas, resulting in a relatively narrow scope of knowledge. The rural linguistic expression and family education culture shape rural students into adopting a “restricted linguistic code.” When peers engage in “transgressive” behaviors, rural students are prone to reproducing subcultures for the sake of “social face.” Due to the influence of paternalism and the lack of capital in rural society, rural students lack a clear understanding of their roles, experience imbalances in interpersonal relationships, and develop lower social adaptability. When parents hold low educational expectations, rural students may doubt their academic competitiveness, leading to diminished future aspirations. To foster “success from humble origins,” it is essential to reshape the rural knowledge field, establish mechanisms for cross-class social interactions, encourage rural students to exercise their agency, and actively integrate into school education to disrupt the reproduction mechanism of underclass culture. Reference | Related Articles | Metrics | Comments（0）

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The Algorithmic Knowing Mode of “Knowing-without-Studying”: The “Way of Reading” of Students Majoring in Humanities and Social Sciences in Research Universities Xiaoying Lin, Xiaoyu Wang Journal of East China Normal University(Educationa    2025, 43 (10): 99-115.   DOI: 10.16382/j.cnki.1000-5560.2025.10.007 Abstract （945）   HTML （36）    PDF（pc） （958KB）（2193）       Knowledge map    Save “Reading” is a routine academic activity for students majoring in humanities and social sciences in research universities, aiming at acquiring disciplinary knowledge and cultivating the habit of deep thinking. However, in practice, many students possess their own set of “clever reading methods” that can be described as “knowing-without-studying.” This research utilizing qualitative research tools such as interviews and participatory observation examines the reading behaviors of students in the humanities and social sciences at Peking University. It reveals that behind the students’ technicalized learning behaviors lies the demand for “performable abilities” from the audit culture, the demand for “transferable abilities” from the “accelerated society,” and the algorithmic thinking patterns fostered by the computer age. Long-term adoption of “clever reading methods” will prevent students from delving into the texture and interior of knowledge, making it difficult for them to form the crucial comprehension and judgment in the humanities and social sciences. In the process of technicalized learning, they become “tools” carrying a certain algorithm in the technological age. However, the effort saved by their technicalized learning is precisely the core value of humanities and social sciences education. This approach dissolves the educational value of enlightening the mind, which is one of the crises in talent cultivation in contemporary research universities. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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From Consequence-oriented Utilitarian Education to Responsible Ethical Education with a Balance of Beliefs and Results Na Su, Xiaoying Han Journal of East China Normal University(Educationa    2025, 43 (9): 107-115.   DOI: 10.16382/j.cnki.1000-5560.2025.09.009 Abstract （894）   HTML （10）    PDF（pc） （692KB）（204）       Knowledge map    Save The current excessive utilitarian educational momentum has overly elevated the instrumental value of education, which adversely affects the healthy ecology of education. This utilitarian tendency is also reflected in moral education, which mainly adheres to anthroposocial centrism but without a “human being” in sight. The majority of the judgments of the moral cognition and behavioral results remain in the paper-and-pencil test, and the content of moral education lacks relevance and modernity. The tendency towards utilitarian education is often equated with the idea that education is too “Utilitarian” by all sectors of society, but there are differences and similarities with the theoretical roots of utilitarian education. Under the pressure of reality and the challenges of the times, in order to overcome the shortcomings of utilitarian education, which emphasizes too much on consequences, we need to clarify the theoretical roots of utilitarian education and find a new type of ethical principle to solve the problem of moral education, which makes it difficult to balance the goodness of beliefs and the goodness of results of behaviors. The study concludes that the ethic of responsibility, which takes into account the goodness of motivation and the goodness of results, is the ethical approach that we must follow at present, which can not only overcome the theoretical drawback of utilitarian education that emphasizes too much on consequences, but also extend the human society-centered ethical order to the natural world and future society, and guide the real life world and social practice. In order to solve the problem of utilitarian moral education and to move from utilitarian education, which overly pursues visible educational achievements, to responsibility ethics education, which takes into account both the goodness of beliefs and the goodness of results, it is necessary for all walks of life to make joint efforts to break the ethical constraints of anthropocentrism for sustainable education development, deepen the reform of evaluation, establish a human-centered educational philosophy, and to rectify the phenomenon of over-pursuing visible educational achievements. Meanwhile, it's important to pay attention to learners' existing experience and intrinsic motivation, and face up to the real needs of real life and educational practice. Reference | Related Articles | Metrics | Comments（0）

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Can Big Idea-based Teaching Enhance Students’ Competencies？A Design Experiment Based on the “Optimization” Unit in Elementary Mathematics Hui Liu, Xiaoying Cai, Yaxuan Xu, Xue Han, Dejiang Zhu, Peng Zhang Journal of East China Normal University(Educationa    2025, 43 (10): 44-63.   DOI: 10.16382/j.cnki.1000-5560.2025.10.004 Abstract （874）   HTML （17）    PDF（pc） （1012KB）（3708）       Knowledge map    Save Big idea-based teaching is an instructional paradigm that embodies the cultivation of competencies. The core of competencies is to solve real-world problems creatively, which better aligns with the mechanisms of high-road transfer. Guided by the methodology of the design experiment, the study took the “optimization” unit in elementary mathematics as an example. Firstly, the theoretical prototype of big idea-based teaching was refined through lesson study. A comparison was made between big idea-based teaching and conventional teaching from various dimensions of unit teaching, extracting elements and characteristics, and clarifying the model of big idea-based teaching, which was then exemplified. Subsequently, the effectiveness of the big idea-based teaching model was tested through comparative experimental research. The results of multiple regression analysis indicated that big idea-based teaching enhanced students' competencies, which was reflected in the enhancement of their ability for high-road transfer. Further analysis of students with varying levels of mathematical proficiency revealed that this instructional model could markedly improve the competencies of higher-achieving students in the short term and potentially benefit lower-achieving students over time. Table and Figures | Reference | Related Articles | Metrics | Comments（0）