Top Read Articles

Published in last 1 year |

In last 2 years |

In last 3 years |

All

Please wait a minute...


For Selected: Download Citations EndNote Ris BibTeX Toggle Thumbnails

Select

The Impact of the “Double Reduction” Policy on the Participation and Expenditure of Students’ Families on Off-campus Tutoring Xiaodong Pang, Haiping Xue, Fengqiu Xiao Journal of East China Normal University(Educational Sciences)    2025, 43 (1): 17-36.   DOI: 10.16382/j.cnki.1000-5560.2025.01.002 Abstract （4453）   HTML （99）    PDF（pc） （1174KB）（2564）       Knowledge map    Save The “Double Reduction” policy proposes the goal of “reducing the burden of off-campus tutoring expenditures on the families of students in the compulsory education stage.” However, there is currently a lack of research to evaluate the degree of achievement of this policy goal. This study uses a large sample survey data of families of students in the compulsory education stage sampled nationwide, applying the difference-in-differences model (DID) to analyze the impact of the “Double Reduction” policy on the participation and expenditure of students’ families on off-campus tutoring. The study found that (1) the “Double Reduction” policy has significantly reduced the participation and expenditure of students’ families on “disciplinary” off-campus tutoring. The effect remain robust after applied PSM-DID model. (2) the “Double Reduction” policy has a significant reduction effect on student families’ participation in various “disciplinary” off-campus tutoring in “mid-semester, winter and summer vacations”, “online and offline”. The conclusion remain robust after applied PSM-DID model. (3) The “Double Reduction” policy has a significantly increasing effect on the participation and expenditure of students’ families in “non-disciplinary” off-campus tutoring, and the findings does not pass the PSM-DID robustness test. (4) Heterogeneity analysis found that the “double reduction” policy significantly reduced the participation and expenditure of “disciplinary” off-campus tutoring for families of students with middle and low socioeconomic backgrounds, but had no significant impact on families of students with high socioeconomic backgrounds. The research findings of this article provide evidence that the “Double Reduction” policy goal has been achieved. The government should strengthen the supervision of “disciplinary” off-campus tutoring, further strengthen the supervision of “non-disciplinary” off-campus tutoring, intensify efforts to manage the “invisible variation” problem of “non-disciplinary” off-campus tutoring. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

Learn to Question: Study on the Pattern of Undergraduates-GAI Collaborative Learning Shanyun He, Yan Shen Journal of East China Normal University(Educationa    2025, 43 (2): 34-48.   DOI: 10.16382/j.cnki.1000-5560.2025.02.004 Abstract （4079）   HTML （64）    PDF（pc） （1207KB）（5971）       Knowledge map    Save The advent of Generative Artificial Intelligence(GAI) represented by ChatGPT has challenged the traditional learning. How students learn through GAI tends to be an urgent problem to be explored in the current education and teaching reform. This research analyses the dialogues in class between undergraduate and GAI by coding discourse types, questioning levels, questioning strategies and students’ self report to explore the learning model of human-artificial intelligence collaboration. It is found that in student-GAI dialogues dominated by students, there are more single round conversations and less continuous discussions around a topic. The main types of students’ discourse are initial questioning, extended questioning and rephrasing questioning, while the evaluation and continuing instruction discourses are less. What’s more, students’cognitive level of questioning is low, focusing on knowledge level questioning and comprehension level questioning. The using of questioning strategies is unfamiliar and students seldom use role questioning, material questioning and scheme questioning. In addition, it is discovered that different task stages and different experience both lead to different conversation situation between students and GAI. With the development of task solving, there are more frequent and sustained dialogues, along with the deeper cognitive level and more proficient using of questioning strategies. Meanwhile, students with more experience in using GAI generate more dialogues with high cognitive level. In student-GAI dialogues representing different characteristics, though there are different opinions towards using GAI in class teaching, most of the students hold a positive attitude. In students’ perception, GAI has the advantage in generating responses, furnishing valuable information, handling various types of tasks and fostering the development of student abilities, thereby assisting students in learning. But at the same time, GAI faces challenges related to technical limitations, raising concerns about student development, learning assessment, and overall educational ecosystem. According to the findings of the research, our study provides effective suggestions for further introducing GAI into classroom teaching from three aspects: providing question guidance, enriching question scenes and strengthening reflection of GAI response. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

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 （3430）   HTML （51）    PDF（pc） （864KB）（4101）       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）

Select

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 （3406）   HTML （48）    PDF（pc） （1458KB）（4826）       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）

Select

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 （3338）   HTML （43）    PDF（pc） （752KB）（3626）       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）

Select

The Contribution and Prospect of Empirical Research on Preschool Education in China to the Construction of Self-independent Knowledge System Yongping Yu, Jinxia Yuan, Bin Zhang, Xiaoying Zeng Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 127-145.   DOI: 10.16382/j.cnki.1000-5560.2024.11.008 Abstract （3168）   HTML （96）    PDF（pc） （1604KB）（35283）       Knowledge map    Save The construction and improvement of self-independent knowledge system in preschool education have significant implications for promoting scientific decision-making, high-quality development, and the realization of the goal of becoming a strong educational nation in preschool education. A review of the century-long journey of preschool education research in China reveals that focusing on the evolution of practical issues and conducting empirical research have always been the original foundation and important characteristics of research in this field. This study revolves around three core themes: “child development” “preschool education” and “development of preschool education” and selects empirical research literature on Chinese preschool education since 1919, totaling 1,619papers and 17 books. Through systematic review and analysis of the literature, the main knowledge outputs of empirical research are extracted, and from the perspective of self-independent knowledge system construction, the contributions and issues of existing empirical research are analyzed and reflected upon. Based on this, the future prospects for empirical research in preschool education are proposed, aiming to provide references for the continuous development and innovation in this field. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

Reconstruction of High-quality Primary School Teacher Education System in the New Era: For Children’s Holistic Development Xudong Zhu, Xiaowei Kang, Lanzi Huang Journal of East China Normal University(Educationa    2024, 42 (10): 52-59.   DOI: 10.16382/j.cnki.1000-5560.2024.10.005 Abstract （2808）   HTML （44）    PDF（pc） （616KB）（925）       Knowledge map    Save The high-quality primary school teacher education system in the new era aims to achieve a balance between the supply and demand of primary school teacher education, and ultimately promote the all-round development of children. The high-quality primary school teacher education system is one kind of scientific and professional education, one methodology to think about the operation law of primary school teacher education activities generally, and one organic unity of “body” and “department” and their mutual relations. Problems of China’s primary school teacher education system in the new era include the inability of the current primary school teacher education system to meet the needs of China’s education strategy in the new era, and the inability to meet the needs of the construction of the teacher education system with Chinese characteristics. This study puts forward the following approaches to developing Chinese high-quality primary school teacher education system: a) building a diversified, multi-type and hierarchical system of specialized primary school teacher training institutions according to local conditions; b) improving the enrollment quality of normal university students, and ensure the top teacher education system of student quality; c) strengthening the construction of primary school teachers and educators, and provide teacher support for the top primary school teacher education system; d)strengthening discipline construction and reshaping the curriculum construction of primary school teachers education with higher knowledge attribute; e) reconstructing “theory-practice” mutually activated top teaching mode of primary school teacher education; f) through collaborative quality improvement, reconstructing the organizational guarantee mechanism of top primary school teacher education system. Reference | Related Articles | Metrics | Comments（0）

Select

Digital Textbooks or Paper Textbooks, Which is More Conducive to Students’ Learning? Hao Lei, Chunming Yang Journal of East China Normal University(Educational Sciences)    2024, 42 (12): 99-115.   DOI: 10.16382/j.cnki.1000-5560.2024.12.005 Abstract （2696）   HTML （53）    PDF（pc） （825KB）（6797）       Knowledge map    Save With the development of information technology, digital textbooks have become an important form of teaching materials. However, there is still a debate about which is more beneficial to students’ learning when using digital textbooks or paper textbooks. To this end, this study conducted a meta-analysis of 36 experimental and quasi-experimental studies. The results show that compared with the use of paper textbooks, digital textbooks are more conducive to students’ academic achievement (g=0.218). In addition, in the context of collectivism culture, digital textbooks have a greater impact on the improvement of students’ academic achievement; There is an inverted U-shaped relationship between the intervention duration and the impact of digital textbooks on students’ academic achievement. When the intervention duration is between 12 and 24 weeks, the effect is the largest. Compared with other subjects, digital textbooks have the most obvious positive effect on students’ social studies. Grade type can also regulate the impact of digital textbooks on students’ academic achievement, that is, the more timely test results have a more significant impact. The prediction effect of digital textbooks on students’ academic achievement is not affected by gender, grade, publication year and experiment type.The digital age needs to strengthen technological innovation to provide a better foundation for the teaching and use of digital textbooks, and improve teachers’ digital literacy and better support the learning promotion function of digital textbooks. Also, it's necessary to, based on the periodicity rule of digital textbook promoting learning, create activities to promote students’ learning, improve students’ digital literacy, and give full play to the function of digital textbooks to improve the learning outcomes. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

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 （2635）   HTML （14）    PDF（pc） （734KB）（2731）       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）

Select

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 （2596）   HTML （33）    PDF（pc） （624KB）（2258）       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）

Select

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 （2576）   HTML （10）    PDF（pc） （754KB）（1401）       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）

Select

Empirical Research on Rural Education in China and the Construction of Autonomous Knowledge System Zhihui Wu, Qin Wang Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 54-73.   DOI: 10.16382/j.cnki.1000-5560.2024.11.004 Abstract （2573）   HTML （24）    PDF（pc） （1085KB）（10361）       Knowledge map    Save In the context of the rise of empirical methods and the construction of an autonomous knowledge system, the research on rural education in China highlights the dual value of empirical evidence and autonomy with its unique practical, cultural and academic significance. Following the vein of practice, understanding, knowledge and knowledge system, we can find the logic of practice development, academic knowledge production and knowledge system construction in Chinese rural education. Historically, the interaction between rural education policy, practice and empirical research can be divided into four major stages. Empirical research on rural teachers and rural students highlights the autonomy of the target group; school merger and the elimination of poverty in education under major social changes highlights the autonomy of the phenomenon.The questions “Can the poor have noble children?” and “Do rural schools have a future?” show the autonomy of discourse, and the policy evaluation and resource allocation show the autonomy of the road. However, the current knowledge system of rural education still suffers from fragmentation of problems, narrowing of data and superficialization of knowledge. The future trend of rural education research is urban-rural integration, student competence, and mechanism adjustment; the direction of deepening empirical research involves problem synthesis, method integration, and data standardization; and the goal of constructing an autonomous knowledge system is disciplinary cross-sectionality, content interaction, and academic autonomy. Reference | Related Articles | Metrics | Comments（0）

Select

Exploring the Phenomenon of the Chinese Learner and Efforts in Constructing Original China Educational Knowledge: A Fifteen-year Case Study of the China College Student Survey (CCSS) Project Jinghuan Shi, Huafeng Zhang, Fei Guo Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 12-29.   DOI: 10.16382/j.cnki.1000-5560.2024.11.002 Abstract （2571）   HTML （48）    PDF（pc） （1053KB）（4624）       Knowledge map    Save Research on the Chinese learner, which gradually developed in the international community after the 1980s, focuses on analyzing the unique characteristics and features of Chinese students' learning within a global comparative framework. It represents the continuation and deepening of the international academic concerns on China. In recent years, represented by the China College Student Survey (CCSS) project, Chinese scholars began to participate in and promote research in this field, attempting to construct local student learning theories based on empirical analysis, which becomes a local force in constructing original knowledge specific to Chinese student learning and even Chinese education. The CCSS project, with its 15 years of implementation and research, exemplifies a process that begins with actively and selectively introducing overseas knowledge and gradually promoting localization at the level of philosophy, concepts and tools, followed by the discovery and contextual analysis of local phenomenon through in-depth mining of local empirical data, which leads to the development of local models and theories. The case of CCSS provides the following insights. To construct the independent knowledge system of Chinese education, it requires a thorough understanding, evaluation, and selective adaptation of global knowledge, an in-depth analysis of empirical research addressing local issues, an effective dialogues with the global academia to highlight the universal significance of local knowledge, and the generation-to-generation transmission of innovation awareness, ideas and methods through the academic training of young scholars. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

Does Classroom Assessment Promote Deeper Learning among Students? Analysis Based on 16,758 Data from Primary and Secondary Schools in a County Donghui Zheng, Shengnan Ye Journal of East China Normal University(Educationa    2025, 43 (2): 49-65.   DOI: 10.16382/j.cnki.1000-5560.2025.02.005 Abstract （2542）   HTML （32）    PDF（pc） （1259KB）（2694）       Knowledge map    Save Clarifying the impact of classroom assessment on deeper learning is helpful to explore the direction of student assessment reform and learning style reform in the new era. Through literature review, this article constructs a theoretical framework for classroom assessment that promotes deeper learning, highlighting the integration, guidance, and ethics of classroom assessment. According to the theoretical framework, self-developed “Classroom Assessment Behavior Questionnaire Based on Student Perspective” and “Deeper Learning Questionnaire for Primary and Secondary School Students”. A sampling survey was conducted on 16,758 primary and secondary school students in a county, which is reflected in three aspects. One is that classroom assessment has a significant positive effect on deeper learning, another is that the higher the student’s achievements, the more significant positive effect of classroom assessment on deeper learning, and the third is that grade, urban-rural, and family learning environments significantly affect the effect of classroom assessment on deeper learning. This has important implications for understanding the relationship between classroom assessment and deeper learning. Firstly, embrace the value of classroom assessment in promoting deeper learning, and highlight the integrity and uniqueness of classroom assessment. Secondly, pay attention to the significance of students as the subject of classroom assessment to the change of learning style, and emphasizes the importance of assessment as a deeper learning style. Thirdly, examine the internal differences of deeper learning and different influences of classroom assessment factors, and promote practice of teaching-learning-assessment alignment on deeper learning. Finally, pay attention to the impact of student characteristics on promoting deeper learning through classroom assessment, and focus on the adaptability and ethics of classroom assessment. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

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 （2527）   HTML （29）    PDF（pc） （786KB）（9296）       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）

Select

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 （2462）   HTML （35）    PDF（pc） （707KB）（6618）       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）

Select

Science Education Research in China: Historical Evolution, Logic of Development, and Future Prospects Yonghe Zheng, Xuanyang Yang, Dan Tao, Jie Yang Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 95-110.   DOI: 10.16382/j.cnki.1000-5560.2024.11.006 Abstract （2441）   HTML （46）    PDF（pc） （968KB）（11640）       Knowledge map    Save The construction of a high-quality science education system is a fundamental project to promote the integrated deployment of education, science and technology, and human resources. However, the high-quality development of science education cannot be achieved without the support of solid science education research. Referring to the key policies and critical events in science education, China's science education has gone through four development periods, namely “recovery and adjustment”, “rapid development”, “innovation and exploration” and “systematic construction”. Through constructing a three-dimensional analytic framework of “policy-research-social infrastructure”, this study systematically analyzes the research progress of science education in China at different stages of development. Drawing upon these findings, this study summarizes the logic of development in China's science education research, in terms of the development impetus, basic guarantee as well as the model of knowledge production. Finally, this study puts forward five suggestions for the future of science education research in China, including constructing a funding system for science education, focusing on key scientific research questions, forming an interdisciplinary research community, conducting multiple types of empirical research and coordinating policies and practices with multiple stakeholders. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

Integration of Knowledge Seeking, Self-perfection, and Pursuit of Career Development: Chinese Students’ Learning Characteristics from an International and Comparative Perspective Huafeng Zhang, Jinghuan Shi, Fei Guo Journal of East China Normal University(Educationa    2025, 43 (2): 19-33.   DOI: 10.16382/j.cnki.1000-5560.2025.02.003 Abstract （2411）   HTML （22）    PDF（pc） （967KB）（2070）       Knowledge map    Save Moving beyond entrenched negative stereotypes and Western-centric educational theories, this study offers a nuanced understanding of Chinese students’ learning approaches through an international comparative lens. This approach is essential for developing a contextualized theory of student learning and serves as a cornerstone for enhancing talent development and educational practices. A comprehensive analysis of international research on Chinese learners reveals distinct learning characteristics: an integrated cognitive strategy facilitating knowledge reproduction, motivation deeply rooted in social connections and instrumental tools, purposeful and context-driven academic engagement, and learning philosophies imbued with indigenous virtues. These findings suggest that Chinese students’ educational experiences encompass not only cognitive processes but also embody a holistic ‘great learning’ ethos that integrates knowledge seeking, self-perfection, and pursuit of career development. To foster a meaningful evolution in student learning, educational interventions must transcend the confines of mere internal reforms within schools and engage with broader socio-educational reform that would change the learning characteristics of self-perfection and pursuit of career development. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

Towards High-level Evidence: The Evolution and Contribution of Knowledge in Early Childhood Development in China Yaojiang Shi, Qiannan Song, Xinyue Zhang, Yuan Gao, Shibin Liang, Yali Zhang, Ai Yue Journal of East China Normal University(Educational Sciences)    2024, 42 (11): 74-94.   DOI: 10.16382/j.cnki.1000-5560.2024.11.005 Abstract （2392）   HTML （15）    PDF（pc） （2368KB）（5055）       Knowledge map    Save Investing in early childhood development (ECD) has become a global priority. China recognized the significance of ECD for children aged 0-3 as early as the early 20th century. The evolution of ECD in China has progressed through five key stages: emergence, foundation, expansion, institutionalization, adjustment and innovation. Since 2010, China has actively integrated international best experiences, exploring and implementing various strategies to generate practical evidence that advances the field of ECD. Beginning in 2012, research teams have concentrated on two critical factors influencing ECD—nutrition and parenting—by conducting randomized controlled trials (RCTs) involving 5,000 children aged 0-3 and their families in rural China. These studies have mapped the knowledge discovery process in the ECD field, evaluated the impact on children and families, and developed comprehensive models and operational plans for nutrition and parenting interventions executed by diverse stakeholders. These efforts culminated in the creation of detailed operational manuals. The evidence generated from these empirical studies not only provides robust support for China's ECD models but also serves as a valuable resource for the global community in exploring and refining ECD approaches. It is recommended that China develop and implement a nationwide ECD intervention plan to ensure that families across various regions and socioeconomic backgrounds have access to appropriate nutrition and parenting support. Furthermore, enhancing cross-sector collaboration and resource integration is essential for advancing the ECD agenda collectively. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

Select

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 （2387）   HTML （67）    PDF（pc） （1291KB）（3004）       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）