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Types of Values of Adolescences and Their Family Background: Based on Latent Profile Analysis Maoqing Yang, Maolin Huang Journal of East China Normal University(Educationa    2025, 43 (4): 41-52.   DOI: 10.16382/j.cnki.1000-5560.2025.04.005 Abstract （2682）   HTML （36）    PDF（pc） （752KB）（2261）       Knowledge map    Save This study employed latent profile analysis to identify subgroups of values among 1,992 adolescents in grades 6-9, and further examined how family background influences these subgroups. The result shows that, first, four subgroups were identified: “Collectivism-Diversity Integrated Group”, “Fairness-Rule Oriented Group”, “Balanced Value Group”, and “Value Identity Indifferent Group”. Second, except for the “Value Identity Indifferent Group”, all subgroups prioritized collectivistic and relational values based on individual effort. Third, there are no significant differences in ethnicity among the subgroups. Girls in the “Fairness-Rule Oriented Group” show a stronger sense of fairness and a relatively weaker sense of collective responsibility. Lower-grade students are more likely to fall into the “Balanced Value Group” and “Value Indifferent Group”. Finally, the influence of family background differs across types. Family socioeconomic status negatively predicted the “Balanced Value Group”; the presence of both parents and authoritative or permissive parenting styles negatively predicted the “Balanced Value Group” and “Fairness-Rule Oriented Group”, while neglectful parenting positively predicted the “Value Indifferent Group”. The findings suggest tailoring interventions based on different adolescent value groups to transform their parents’ parenting styles and providing necessary external support to their families. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Can Growth Mindset be Effectively Cultivated in adolescents? A three-year Intervention and Follow-up Study Based on a Rural School in China Junfeng Zhang, Ruxian Yun Journal of East China Normal University(Educationa    2025, 43 (4): 53-69.   DOI: 10.16382/j.cnki.1000-5560.2025.04.006 Abstract （2675）   HTML （38）    PDF（pc） （864KB）（2372）       Knowledge map    Save Cultivating growth mindset is an important strategy for the International Economic Cooperation and Development Organization to enhance the core competencies of adolescents. However, recent empirical studies have weakened or even reversed the positive driving force of growth mindset cultivation, and there is a lack of empirical evidence from East Asia. Addressing the debate of effectiveness of growth mindset intervention and its cross-cultural applicability, this study designed and implemented culturally adapted growth mindset intervention program to a randomized trial and three-year follow-up study at a rural primary school in the Yangtze River Delta region from 2021 to 2024, and used the Difference in Difference method to evaluate the intervention effect. The study found that the intervention program significantly improved the growth mindset level of rural students and had a long-term effect. The effect was more significant for younger students or those with lower initial mindset levels. Besides, the growth mindset enhancement brought about by the intervention effectively improved the students’ learning behavior, including suppressing negative learning motivation, weakening ability-based attribution, improving process-based peer feedback, and strengthening effort-based attribution. Accordingly, schools, families, and society should collaborate closely to jointly create a growth-oriented educational environment, strengthen growing educational principles, equip disadvantaged students with growth mindset as early and as sustained as possible, and bridge academic gaps while promoting educational equity through the development of psychological capital. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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From Single-agent to Multi-agent: Motivational Learning Activities Design and Empirical Study Supported by LLM-based Agents Changqin Huang, Yihua Zhong, Xizhe Wang, Zhongmei Han, Tongquan Wei Journal of East China Normal University(Educationa    2025, 43 (5): 44-56.   DOI: 10.16382/j.cnki.1000-5560.2025.05.004 Abstract （2571）   HTML （37）    PDF（pc） （1458KB）（3146）       Knowledge map    Save The continuous advancements in large language models (LLMs) and agent technologies have made LLM-based agents a promising new tool for enhancing the quality and efficiency of teaching and learning in the educational domain. Based on the functional positioning of LLM-based agents, single-agent systems are capable of supporting various teaching and learning tasks, such as content generation, intelligent feedback, and assessment. However, due to the homogeneous nature of their interaction characteristics and functional attributes, single-agent systems face limitations in promoting deeper cognitive development. In contrast, multi-agent systems can simulate various educational roles, enhancing the diversity and depth of learning interactions and thereby providing more personalized and profound learning experiences. Considering that the application of agents in the learning process primarily relies on learners’ initiative, this study based on the ARCS model designed motivational learning activities for both single-agent and multi-agent systems to ensure the effective implementation of learning activities and conducted a quasi-experimental study in the context of English reading. The experimental results reveal that motivational learning activities supported by multi-agent systems significantly outperform single-agent systems in improving students’ performance in reasoning, evaluation, and application tasks. Furthermore, multi-agent systems exhibit stronger motivational effects and effectively promote deeper cognitive development, particularly in abstraction and generalization skills. The study underscores the value of multi-agent systems in supporting deeper learning and provides insights for further exploration of their applications in education. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Physical Education Entrance Exam for High School and College：Scientific Inquiry and Ethical Dilemma Wen Xiong Journal of East China Normal University(Educationa    2025, 43 (3): 78-94.   DOI: 10.16382/j.cnki.1000-5560.2025.03.007 Abstract （1869）   HTML （35）    PDF（pc） （707KB）（3947）       Knowledge map    Save At present, the reform orientation (improving scores in the PE senior middle school entrance exam and incorporating PE into the college entrance exam) of PE entrance exam presents a serious theoretical deviation and ethical dilemma, which have a wide and deep influence, not only concerning the major and basic theoretical proposition of school PE in China, but also involving the deconstruction of education-talent evaluation, and even impacting on the social value system. However, there is still a lack of attention to this issue in the fields of PE, education and philosophy-ethics. From the perspective of scientific rationality and value rationality, this paper reflects on the problems related to the reform orientation of PE entrance exam. It argues that, first, the reform of PE entrance exam has been scientifically misplaced, both internally and externally, based on the external reference of the “cultural” subjects and internal examination of evaluative validity of the PE entrance exam. Externally, PE is mainly positioned as individual basic-safeguarding demands and individual-self-development, while “culture” subjects are related to improving-developmental demand and social utility-basic development, and accordingly the evaluation evaluation differentiation and rigidity of these subjects is different.Internally, PE exams assess mainly non essential, specialized athletic ability, making it difficult to characterize “PE” and “health”. Second, the reform of PE entrance exam faces macro and micro ethical dilemmas, which are involving the crisis of education-social value and the fairness of individual-operation issues, rooted in the inherent discord between athletic ability and “culture” subjects. Third, the reform of exam should clarify the misinterpretation of students’ all-round development and “sports development”, prevent the misuse of different evaluation systems, and maintain tension between long-term strategies and expediency. The following issues should be considered: whether sports development (right), as a right mainly pointing to self-development, should be made mandatory for further education; whether PE is a compulsory subject in overseas entrance exams; whether factors such as health and athletic ability associated with PE exams can be used as limiting or differentiating factors of the right to education; if the reform of PE entrance exam continues for reasons of expediency, will it be a level exam, or a differentiated exam, and if it can be generalized to other education stages. Reference | Related Articles | Metrics | Comments（0）

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Paradigm Shifts in Education: An Ecological Analysis Yong Zhao, Ruojun Zhong Journal of East China Normal University(Educationa    2025, 43 (3): 12-23.   DOI: 10.16382/j.cnki.1000-5560.2025.03.002 Abstract （1820）   HTML （32）    PDF（pc） （624KB）（1604）       Knowledge map    Save The purpose of this article is to analyze educational changes, in particular transformational changes, and suggest a new approach to shifting the paradigm in education using an ecological conceptual framework. Paradigm shift can happen in schools, but it cannot be imposed by systems, and systems typically are unable to propose transformational changes. Such changes should happen within schools, but not affecting the entire school. Thus a “school within a school” approach is proposed with some examples. The small change could affect entire systems from the perspective of panachy theory. This article brings a fresh perspective on making the much needed transformational changes possible in schools. AI partnership, personalized learning, student autonomy and self-determination, self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students. But implementing these would demand a paradigm shift in schools. Schools are the most resilient social entities, but they are also the easiest to change organizations. For over 200 years, the essence of schooling has not changed, but there have been significant changes in curriculum, textbooks, testing, and pedagogy. Today, we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence. It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes. Reference | Related Articles | Metrics | Comments（0）

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An Analysis of Basic Education System Reform from the Perspective of Strengthening Education Yu Xiao, Tianyu Jin, Huiqin Liu Journal of East China Normal University(Educationa    2025, 43 (5): 86-95.   DOI: 10.16382/j.cnki.1000-5560.2025.05.007 Abstract （1812）   HTML （12）    PDF（pc） （734KB）（1892）       Knowledge map    Save Building an education powerhouse lies in basic education. Through a longitudinal historical review and cross-national comparisons, this study finds that China’s basic education system has evolved over the past century, following a trajectory from imitation to exploration and ultimately to stabilization. International comparisons indicate that the development trends in basic education systems worldwide include shortening the duration of primary education, extending the period of compulsory education, strengthening the articulation between educational stages, adopting multi-track systems, increasing flexibility in education system, and incorporating pre-vocational training. Currently, China’s education system still faces issues such as excessive segmentation of educational stages, the incomplete alignment of compulsory education with the basic education system, and insufficient articulation between educational stages. To address these challenges, this study suggests that the reform of the basic education system should adhere to principles that align with students’ physical and mental development, fulfill the fundamental task of fostering virtue through education, serve the strategic needs of the nation, and adapt to the advancements of the artificial intelligence era. As a reform proposal, the study advocates for the adoption of a “5+5(+2)” or “10(+2)” education system. This model reduces the current twelve-year duration of basic education to ten years, extends the nine-year compulsory education period to cover the entire basic education system, and incorporates a two-year non-compulsory transition period to guide students in exploring their future careers. This approach aims to enhance educational efficiency and quality, thereby meeting societal demands for high-caliber talent. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Sorting Competition in China’s Higher Education from Policy Perspective: Manifestation Type, Formation Logic and Reflection Yu Xiao, Zhentian Liu Journal of East China Normal University(Educationa    2025, 43 (4): 29-40.   DOI: 10.16382/j.cnki.1000-5560.2025.04.004 Abstract （1741）   HTML （9）    PDF（pc） （754KB）（1092）       Knowledge map    Save China’s higher education on the policy level there is a fierce sorting competition, which is mainly manifested as parallel competition driven by resources and self-competition driven by development, reflecting catch-up and transcendence respectively. At the same time, the extraordinary response of low-level decision-makers to higher-level policies further accelerates competition. Multiple policy logics work together to shape sorting competition: in terms of decision-making, the urgent need for higher education in the economic and social development of the latecomer countries promotes the catch-up policy agenda. In terms of response, the new landmark of higher education competition with the transformation and reshaping of the performance view has stimulated the enthusiasm of the bottom. In terms of secondary decision, the fuzziness to alleviate the conflict is conducive to the autonomy of the underlying number writing. Sorting competition is conducive to the efficient implementation of policies, but it should also be vigilant about the policy distortion under the layer on layer and the fairness problem under the Matthew effect, so as to avoid China's higher education into the dilemma of low-quality development. In the future, policymaking should pursue substantive data growth and cumulative development, move from policy competition to win-win co-operation, and from instrumental rationality to value rationality. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Bringing Back “Cultures”: Revisiting the Concept of Cultural Capital in Chinese Education Research Xiaoxuan Li Journal of East China Normal University(Educationa    2025, 43 (3): 47-57.   DOI: 10.16382/j.cnki.1000-5560.2025.03.005 Abstract （1721）   HTML （24）    PDF（pc） （786KB）（5164）       Knowledge map    Save The study of cultural capital in China’s education sector has a long history. Based on Bourdieu’s theories, which have been adapted to the Chinese educational context, a great deal of research has been conducted to expand the mediating role, group differences, and conceptual discernment of cultural capital through quantitative, qualitative, and discursive research methodologies. An examination of Bourdieu’s research lineage reveals that his understanding and use of culture is reflected in the process of early fieldwork, mid-term theoretical construction and late practical reflection. This understanding is not limited to the study of elegant cultural behaviours and complex cultural archives, but also encompasses a kind of gaze on the overall daily life. From the point of view of the “cultural” connotation of cultural capital, we still need to explore the mechanism of cultural capital that truly touches the spiritual core of Chinese culture beyond the absolute measurement of culture and the description of material cultural entities. Reference | Related Articles | Metrics | Comments（0）

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The Public Signal of We Media and the College Entrance Examination Will-Decision Application: A Study Based on “Zhang Xuefeng Journalism Event” Ziying Fan, Xinyi Zhao, Jiayu Wei Journal of East China Normal University(Educationa    2025, 43 (3): 58-77.   DOI: 10.16382/j.cnki.1000-5560.2025.03.006 Abstract （1667）   HTML （34）    PDF（pc） （1204KB）（6671）       Knowledge map    Save The National College Entrance Exam will-decision application is a key part of the higher education system, and it is also a major decision that affects every candidate, and the rational decision of individuals depends on the acquisition of real information. In this paper, we studied the impact of information dissemination on the National College Entrance Exam will-decision application in the era of “We Media”. We manually collected and organized the admission data of 90 “Double World-Class” colleges and universities in each province and each major from 2019 to 2023, and converted them into comparable admission ranks by matching a one-point-one-paragraph table and then systematically evaluate the admission rank. Based on the “Zhang Xuefeng journalism major review event” in 2023, we systematically assessed the public signaling effect of We Media. Based on the scientific and detailed quantitative analysis, we found that, first, the event caused the lowest admission rank in journalism and communication to drop by 15% on average, and this situation showed great differentiation in each province. For example, the decline in Shandong province is more than 30% and less than 5% in Fujian province. Second, the effect depends on the concentration of news dissemination in the We Media and the more short-video users in the region, the greater the impact. Finally, the effect shows an obvious asymmetry. The “non-recommended” majors have a significant decline in the acceptance rank, while the “recommended” majors have little significant increase. “Recommended” majors do not rise significantly, indicating that the main role played by public information in the National College Entrance Exam will-decision application is risk aversion. Therefore, the management of public figures' statements related to college entrance exam will-decision application should be strengthened. A differentiated information supervision strategy should be implemented according to regions, and the market competition of college entrance exam will-decision application information should be promoted to diversify it, in order to scientifically guide students in filling out their college entrance exam will-decision application. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Challenges and Reforms in School Stratification Accompanying Key Higher Education Initiatives in China Junwen Zhu, Yinqi Ma, Lingzhi Shao Journal of East China Normal University(Educationa    2025, 43 (3): 1-11.   DOI: 10.16382/j.cnki.1000-5560.2025.03.001 Abstract （1557）   HTML （22）    PDF（pc） （1082KB）（1204）       Knowledge map    Save Promoting the classification-driven reform of higher education institutions to achieve a transition from stratified to classified development is a critical task for deepening reform and advancing China’s goal of becoming an educational powerhouse. Optimizing the impact of key higher education initiatives on school stratification and addressing their potential negative effects are pressing issues. This study systematically reviews the development history of China’s key higher education initiatives, analyzing their influence on school stratification from dimensions such as resource allocation, concentration of key disciplines, and contributions to enrollment opportunities. The findings reveal that these initiatives have intensified stratification within the higher education system, with institutional structures evolving from a pyramidal hierarchy to a more pronounced stratified model. Key disciplines are increasingly concentrated in a few institutions, and the institutional status conferred by these initiatives often creates a “ceiling effect” for non-selected universities. The stratification is further reinforced by the Matthew Effect in resource flows and evaluation practices that prioritize institutional rank, scale, and rankings over intrinsic quality and contributions. To address these challenges, this study proposes expanding the scope of institutions included in key initiatives, shifting support from discipline-focused to institution-based models, and improving classification evaluation systems centered on institutional types, quality, and societal contributions. These measures aim to alleviate the stratification challenges and promote more balanced development within the higher education system. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Wukong’s Hair: Multi-agent Reshaping Learning Technology Systems Xiaoqing Gu, Xiangjun Hao Journal of East China Normal University(Educationa    2025, 43 (5): 16-29.   DOI: 10.16382/j.cnki.1000-5560.2025.05.002 Abstract （1436）   HTML （59）    PDF（pc） （1291KB）（1999）       Knowledge map    Save The continuous development of artificial intelligence has accelerated the digital intelligence leap in education. The technology of empowering education with a century-old history has ushered in new development in the evolution of a new generation of artificial intelligence technology, which has promoted the ecological reconstruction of education. Firstly, this paper traces the development course of the agent in enabling education in the past hundred years, analyzes the trajectory of the evolution of teaching machines to intelligent students and the various virtual roles they play. Then, it focuses on the analysis of the new development of educational agents brought by generative artificial intelligence, and discusses the new trend of the agent’s role in education practice from single to multiple, to create infinite possibilities for future education. Finally, the paper discusses the mode transformation of educational agents from independent to collaborative under the wave of new generation of artificial intelligence technology, and the reshaping of learning systems, hoping to stimulate more forward-looking discussions on future education. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Whether High School Science Education Can Influence Students’ College Entrance Exam Subject Choices in the Context of the New College Entrance Exam Reform: An Empirical Study Based on the STEM Pipeline Theory Congbin Guo, Wei Wu, Jing Ren Journal of East China Normal University(Educationa    2025, 43 (3): 95-109.   DOI: 10.16382/j.cnki.1000-5560.2025.03.008 Abstract （1418）   HTML （15）    PDF（pc） （815KB）（1544）       Knowledge map    Save Subject selection for the college entrance examination is one of the core elements of the new college entrance examination reform. Most of the existing studies on subject selection for the college entrance examination focus on individual and family background influences, neglecting the consideration of science education at the school level. Based on the STEM pipeline theory and structural equation modeling, this study, after analyzing the survey data on science education in general secondary schools in seven provinces and cities across China, found that activity courses and science and technology competitions had a facilitating effect on students’ choice of physics combination subjects, while statistical surveys showed a hindering effect; however, the effects of theme class meetings and extracurricular activities on students’ subject choice were not obvious; at the same time, the activity courses had a significant impact on students’ choice of subjects by increasing their knowledge of science-related content, career awareness, and access to resources, thereby facilitating students’ choice of physics subject combinations. Science and technology competitions, on the other hand, increased the likelihood of students choosing physics subject combinations by increasing early exposure and career awareness. In contrast, statistical surveys decreased the likelihood of choosing a physics subject combination by decreasing the level of career awareness and access to resources. Furthermore, the negative impacts of statistical surveys were mainly found in county high schools, while the positive impacts were found for students in urban high schools. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Can Junior and Regular College Graduates' Interest-Major Congruence Promote Job Matching? An Empirical Study Based on the Three Dimensional Job Matching of Major, Education and Ability Qinxue Feng, Changjun Yue Journal of East China Normal University(Educationa    2025, 43 (5): 96-114.   DOI: 10.16382/j.cnki.1000-5560.2025.05.008 Abstract （1338）   HTML （20）    PDF（pc） （863KB）（3217）       Knowledge map    Save With the changes in structure of population, economy, and labor market in the stage of high-quality development, structural employment contradictions have become the main contradiction in the employment field. Based on the data from the 2021 Chinese College Graduates Employment Survey, this study examines the impact of junior and regular college graduates’ interest–major congruence on job matching, analyzes the mediating role of academic performance, value-added ability, and emphasis on major-job matching, and conducts heterogeneity analysis by education level and major. It found that interest-major congruence can promote major matching and education matching of junior and regular college graduates in formal employment, and improve their abilities to meet or even exceed job requirements. Academic performance plays a partial mediating effect in the impact of interest-major congruence on major matching and ability matching. Value-added ability plays a partial mediating effect in the impact on education matching and ability matching. The emphasis on major-job matching plays a partial mediating effect in the impact on major matching, education matching and ability matching. Interest-major congruence can help improve the efficacy of major matching and education matching of graduates in humanities and social sciences majors, and promote ability matching of junior college graduates. This study provides new insights from the perspective of matching major, interest, and vocation to improve the job matching of college graduates and alleviate structural employment contradictions. It also has important practical significance for guiding students in filling out college entrance examination preferences and choosing majors. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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How Does Education Prevent the Decline of Middle-income Groups：Data Analysis Based on Chinese Family Panel Studies Maocong Zhang, Minhui Li, Xiaoting Fan Journal of East China Normal University(Educationa    2025, 43 (5): 57-75.   DOI: 10.16382/j.cnki.1000-5560.2025.05.005 Abstract （1314）   HTML （17）    PDF（pc） （1090KB）（2209）       Knowledge map    Save Expanding the middle-income group is an important measure to promote common prosperity. Stabilizing the middle-income group and preventing it from sliding downwards is the top priority for expanding the middle-income group. Based on the China Family Panel Studies data and using a binary choice model, drawing on the vulnerability measurement method of expected poverty, this study estimates the probability of middle-income group decline and empirically tests whether education can prevent middle-income group decline. Research has shown that education can effectively prevent the decline of middle-income groups. Mechanism analysis reveals that education can prevent slippage by improving household employment stability and enhancing risk prevention awareness. Heterogeneity analysis found that within the middle-income group, the effectiveness of education in preventing the decline of the lower middle-income group is greater than that of the middle and upper middle-income groups; In terms of educational hierarchy differences, higher education plays an important role in preventing the decline of middle-income groups. In terms of urban-rural differences, the effectiveness of education in rural areas in preventing the decline of middle-income groups is greater than that in urban areas. Further analysis shows that online education has a significant moderating effect on preventing the decline of middle-income groups, especially for middle-income groups with a predicted decline probability of 40%-70%. Non-degree education does not have a moderating effect. To this end, we must prioritize the development of education and improve the overall level of human capital in society.Also, it's important to accelerate the high-quality development of higher education and increase resource investment, actively promote the AI large language model in the intelligent era to empower online education reform and innovation, and continuously improve the social security system to provide institutional guarantees for stability. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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The Effect of Student Participation in School Governance on Creativity Siteng Ma, Hongqi Chu Journal of East China Normal University(Educationa    2025, 43 (3): 110-123.   DOI: 10.16382/j.cnki.1000-5560.2025.03.009 Abstract （1299）   HTML （18）    PDF（pc） （798KB）（2450）       Knowledge map    Save The development of students’ creativity plays a pivotal role in the implementation of the Innovation-driven Development Strategy. The school environment deeply affects students’ creativity, and the level of student participation in governance in schools is one of the key influencing factors. However, the connotation of student participation in governance remains unclear, and its mechanism of influence on students’ creativity is not well-defined. This study employed a mixed-method approach to analyze the connotation and dimensions of student participation in governance and its utility mechanism on students’ creativity. The qualitative part adopted the grounded theory to analyze interview of teachers and students, revealing that student participation in governance encompasses three dimensions, namely, freedom of expression, agenda participation, and deliberative discussion. The quantitative part revised the questionnaire of student participation in governance and conducted a large-scale survey. The findings display that creative self-efficacy and intrinsic motivation play intervening roles in the indirect influence of student participation in governance on students’ creativity. The serial mediation model obtained in this study sheds light on the relationships between these factors and suggests that schools should cultivate students’ creativity by providing students with a safe space for free expression, encouraging students’ participation in school agendas, and fostering an supportive atmosphere of deliberative discussion. 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 （1272）   HTML （32）    PDF（pc） （751KB）（2328）       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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National Rejuvenation and Educational Reform in the Great Change: The Formation of Chinese Modern Pedagogy and Its Paradigm Transformation Yong Zhou Journal of East China Normal University(Educationa    2025, 43 (4): 1-8.   DOI: 10.16382/j.cnki.1000-5560.2025.04.001 Abstract （1240）   HTML （22）    PDF（pc） （624KB）（619）       Knowledge map    Save In 1840, China witnessed the formation of modern pedagogy stimulated by seeking for national rejuvenation in the great change. Its original paradigm was the pedagogy of putting down British invasion and self-strengthening. Due to the varied focuses of national rejuvenation and its educational demand answers, there was significant paradigm transformation of the Chinese modern pedagogy embodied in the educational reform movements since 1895, indicated by the successive emergence of the pedagogy of political reform, of new Confucian classic learning, of civic aesthetic education, of modern liberal arts and science, and of new thoughts. Paradigm transformation also occurred in the discipline of pedagogy formed since 1901,revealed in turn by constructing the normal and public school pedagogy, disseminating Dewey or American pedagogy, and rearranging ancient Chinese educational heritages. Studying the formation of Chinese modern pedagogy and its paradigm transformation can not only enrich the historical research of Chinese pedagogy, but also provide today's educational theorists dedicating to constructing Chinese pedagogy with sound samples. 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 （1226）   HTML （6）    PDF（pc） （782KB）（67）       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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Innovate Research Methods to Raise Educational Scientific Research Quality Level Weifang Min Journal of East China Normal University(Educationa    2025, 43 (5): 1-15.   DOI: 10.16382/j.cnki.1000-5560.2025.05.001 Abstract （1221）   HTML （81）    PDF（pc） （856KB）（1149）       Knowledge map    Save This paper first expounds the importance of educational science research methods in enhancing the overall quality of educational research. It then provides a detailed argument that, since the 1980s, scientific and technological advancements in areas such as informatization, digitization, and intelligentization have created the necessary conditions for in-depth exploration of complex educational problems and large-scale data analysis and processing. These developments have in turn driven continuous innovation in educational science research methods, including new approaches to quantitative and qualitative research, technology-driven methodologies, and the rise of mixed methods. On this basis, through a concise analysis of three research cases, this paper demonstrates the pivotal role of the innovation of educational science methods in raising the quality level of educational research and advancing the development of education. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Cognitive Echo: The Think-aloud Protocol for Simulated Student Agents Longwei Zheng, Anna He, Changyong Qi, Bihao Hu, Xiaoqing Gu, Daocheng Hong Journal of East China Normal University(Educationa    2025, 43 (5): 30-43.   DOI: 10.16382/j.cnki.1000-5560.2025.05.003 Abstract （1189）   HTML （32）    PDF（pc） （1070KB）（1534）       Knowledge map    Save This study proposes a trainable role-played agent capable of simulating students’ cognition by integrating the think-aloud protocol with large language models. The research develops an agent training framework based on the reconstruction and uploading of learning experiences and the reproduction of learning scenarios. Compared to traditional prompt-engineering approaches, this framework generates simulated learning experiences from authentic learning records, allowing the agent to more accurately simulate students’ cognition. Through fine-tuning with limited data, the effectiveness of the agent in cognitive simulation is demonstrated. A new method, “Cognitive Echo,” is introduced to supplement the traditional synchronous think-aloud method. This approach reduces interference in cognitive data collection. The results indicate that the agent can acquire learning experiences from existing data without the need for complex domain modeling. This makes the agent applicable to various fields such as educational decision-making simulation and teacher training. As a result, it helps reduce the costs and risks associated with educational innovation. Table and Figures | Reference | Related Articles | Metrics | Comments（0）