Content of Educational Theory(教育理论) in our journal

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    Education and Philosophy: From Divergence to Convergence
    ZHU Shou-Xin,YANG Jie
    Journal of East China Normal University(Educationa    2015, 33 (4): 1-6.   DOI: 10.16382/j.cnki./000-5560.2015.04.001
    Abstract389)   HTML44)    PDF (993KB)(1018)      
    The dissociation of education from philosophy is caused by the diversion of modern scientific epistemology and the knowledge transition of education, which results in the identity crisis of modern educational philosophy. In essence, the dissociation of education from philosophy is the separation of education and human. Knowledge itself does not change the moral foundation of modern society where the perfection of humanity is still the paramount goal of education and the cornerstone of constructing knowledge society order. No matter how society evolves, the relationship between education and human is always the essential issue of educational philosophy and the reverting to humanity is the logical starting point of reviving educational philosophy. The ultimate proposition of educational philosophy is exploring how to achieve the goodness of education, and realize the goodness of human through education.
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    Towards a New Vision: Beyond Whitehead’s Theory of Wisdom Education
    XIAO Shi-Ying
    Journal of East China Normal University(Educationa    2015, 33 (4): 7-14.   DOI: 10.16382/j.cnki./000-5560.2015.04.002
    Abstract496)   HTML99)    PDF (1213KB)(960)      
    Whitehead’s theory of wisdom education emerged from the ancient Greek civilization. It first overthrew the dominant theory of knowledge education and had a great impact on wisdom education and educational practice. However, Whitehead’s wisdom education is limited by its lack of holistic and critic perspective, moral orientation and super-subjectivity consciousness. Therefore, it’s essential to explore an improved theory wisdom education. This article argues that the theory of wisdom education needs to develop towards a new vision.
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    Constructing a Three-factor Model of Teaching-Learning-Assessment Alignment
    CUI Yun-Huo,LEI Hao
    Journal of East China Normal University(Educationa    2015, 33 (4): 15-22.   DOI: 10.16382/j.cnki./000-5560.2015.04.003
    Abstract515)   HTML44)    PDF (1476KB)(1434)      
    On the basis of relevant studies, this paper, from the theoretical analysis perspective, summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is explored and validated with the empirical analysis method. Through exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis the paper finds that the three-factor structure of aligning teaching, learning, and assessment is reasonable, and has good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective.
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    Beyond Tradition: Toward a Critical and Nation-Oriented Comparative Education
    YANG Ming-Quan
    Journal of East China Normal University(Educationa    2015, 33 (4): 23-29.   DOI: 10.16382/j.cnki./000-5560.2015.04.004
    Abstract426)   HTML38)    PDF (1050KB)(775)      
    Comparative Education (CE) will celebrate its 200th anniversary of founded. Contemporary CE is undergoing a series of new trends of development after several paradigm shifts, which means towards critic and localization. With the decline of the “description and borrowing” tradition, CE research has been impacted by Critical Theory and Post-modern Theory, which brings a lot critical discourses in the field. In the Era of Globalization, the meaning of CE should be re-defined, in which the confliction and tension between “internationalization” and “localization” should be interpreted in a new perspective, and a new point of integration and balance should be attained.
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    The Connotation, Origin and Limitation of “the Concept of Modern Childhood”
    LIN Lan
    Journal of East China Normal University(Educationa    2015, 33 (4): 30-35.   DOI: 10.16382/j.cnki./000-5560.2015.04.005
    Abstract448)   HTML39)    PDF (997KB)(1302)      
    The concept of modern childhood appeared firstly in the western developed industrial countries. It reflects the modern way of thinking to the children and their life since the Enlightenment. The concept of modern childhood emphasizes the difference and the opposition between the child and the adult. It builds up the linear mode of childhood development and generates the “standardizing” childhood. The concept of modern childhood derives the modern logic of dichotomy, is restricted by the biology guided research perspective, and consolidates with the development of the institutionalization of school education and the change of modern family life. The concept of modern childhood predicts the deficiency of the children’s social competence for the immaturity of children's physical development, which isolates the child from the adult world and marginalizes the social status of children. The power of definition of childhood is controlled by the adult, the diverse forms of childhood are ignored and the sound of children is buried.
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    A meta-analysis about competences of principals in primary and secondary school
    LIU Li-Li
    Journal of East China Normal University(Educationa    2015, 33 (4): 36-40.   DOI: 10.16382/j.cnki./000-5560.2015.04.006
    Abstract402)   HTML82)    PDF (750KB)(821)      
    Based on the purpose of constructing a general competency model of principals in primary and secondary school, we totally reviewed 8 academic dissertations and 6 journal papers from recent 10 years’ documents, with the amount of sample is 2998 and the number of competences is 224. Through meta analysis, we construct a general competency model involved 9 competences of principals in primary and secondary school. Frequency analysis showed that leadership is the most important competence in all, the second are training others and creativity; self-control and interpersonal sensitivity lie the third, and the fourth are problem analysis, influence, relationship building and communication. On the one hand, the result integrated the relatively scattered outcomes about principals’ competency research; on the other hand, it can also provide empirical evidence for standard competency training to principals in primary and secondary school.
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    Comparative Studies of China and US Teacher Recognition Institutions
    WANG Qiang
    Journal of East China Normal University(Educationa    2015, 33 (4): 41-48.   DOI: 10.16382/j.cnki./000-5560.2015.04.007
    Abstract378)   HTML36)    PDF (1168KB)(784)      
    After comparing teacher recognitions in “A” province with the ones in Massachusetts and Florida, the author make systematic analysis of China and US teacher recognition institutions. It is found that the sponsors, candidates, contents, and incentives in China and US are different. According to this finding, the suggestions are given to improve teacher recognition institutions in China from hierarchic identities to professional stratification, from irrational incentive to social value recognition, and from top-down planning to multiple choices.
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    Measurement and visualization analysis of the educational rights and obligations in China——Based on 2000-2015 CNKI database
    LIU Dong-Dong,LI Yi-Shan,LIU Zi-Yang,ZHOU Fang
    Journal of East China Normal University(Educationa    2015, 33 (4): 49-57.   DOI: 10.16382/j.cnki./000-5560.2015.04.008
    Abstract368)   HTML99)    PDF (1317KB)(838)      
    Educational rights and obligations are the key issue of educational law. Educational rights and obligations as the entry point of the research have made some achievements. Use of bibliometric visualization software CiteSpace, drawing CNKI database 2000--2015 Years Documents keywords co-occurrence network map, you can see the scope of educational research focused on the rights and obligations: compulsory education, higher education, balanced education. Crescendo type research fronts include: teachers’ educational rights and obligations, balanced development of education and the American experience; steady gradually based research front include: education laws and regulations, the legal relationship of education, governing education by law and right to education; the forefront of the latest research are: Education law relief , protection of vulnerable groups of the right to education and school choice. Based on literature analysis shows: Educational rights and obligations to the entry point of research, analysis and countermeasures more attention to education laws proposed practical problems, which will become the development trend of future research.
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    The Critical Reflection on the imperial examination and its Characteristics
    ZHANG Hui-Jie
    Journal of East China Normal University(Educationa    2015, 33 (4): 107-112.   DOI: 10.16382/j.cnki./000-5560.2015.04.016
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    The imperial examination is the institution of selecting officials by exams in China's feudal dynasty, the millennium surviving from the imperial examinations in Confucian ethics of the positive and negative effects lead to dictatorship rule to resolve the plight of clever. It’s the historical necessity of the abolition of the imperial examination in the social modern transformation. Chinese imperial examinations causing lasting and far-reaching impact, the Millennium accumulated in the imperial examinations lingering and deep cultural tradition. The critical reflection on the imperial examination institution, especially the Confucian culture in human ethics, the impartiality in the imperial examination, the single exam test ideas and content of official position, Which can provide historical reference for the examination system reform a reality, and explore the system key, pass the exam and other institutions to optimize the combination of real strides to promote Chinese education and society.
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    The Teaching World: a Bidirectional Transformation between Life World and Science World  
    Nan Ji-Wen
    Journal of East China Normal University(Educationa    2015, 33 (3): 1-6.   DOI: 10.16382/j.cnki.1000-5560.2015.03.001
    Abstract485)   HTML37)    PDF (499KB)(1400)      
    In the educational community, the discussion of “teaching/education returning to life” still remains confusing and contentious. Therefore, it is of great importance both in theory and practice to explore the relationship among the teaching world, life world and science world from the perspective of instructional theory. In the discourse of instructional theory/educational theory, the relationship between teaching world and other worlds can be discussed from the perspectives of the three worlds, namely the teaching world, life world and science world. In instructional theory, the teaching world, which occupies an intermediate position between the life world and science world, can achieve the bidirectional transformation between the life world and science world; in other words, it turns the science world into the life world and transforms the latter into the former. It is in the process of the bidirectional transformation that teaching can achieve its purposes through instilling its influence into students’ spiritual world. Therefore the idea of “teaching returning to life”is one sided; instead, it’s essential that teaching should focus on the life world, go beyond the life world and toward the science world.
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    Reflecting the Transformation of Educational Leadership Models
    HU Zhong-Feng,WANG Yi-Ning
    Journal of East China Normal University(Educationa    2015, 33 (3): 7-13.   DOI: 10.16382/j.cnki.1000-5560.2015.03.002
    Abstract440)   HTML171)    PDF (1412KB)(2921)      
    Educational leadership has been the major concern among educational researchers ever since 20th century and dozens of different models of educational leadership have emerged. Each model demonstrates its advantages as well as its limitations. Along with the development and change of the research on educational leadership model, the new models are gradually improved, towards integrating other modes. Research on the educational leadership models in China should closely catch up with the international trend through localized development as well as combining theory with practice.
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    Legitimacy of the Logic Construction in Education Reform and its Approaches
    XUE Chuan-Hui
    Journal of East China Normal University(Educationa    2015, 33 (3): 14-22.   DOI: 10.16382/j.cnki.1000-5560.2015.03.003
    Abstract413)   HTML36)    PDF (507KB)(1061)      
    Education reform involves its internal and external logic, as well as its dominant and nondominant logic. The complexity of the education reform has resulted in the alienation phenomenon, i.e. in promoting the education reform, such external logic as the political logic and economic logic has evolved into the dominant logic, which has exerted negative influence on education reform. Reflecting on the theory and practice of education reform and coping with the risk of losing public trust of education reform, it is necessary to construct the logic legitimacy of education reform. Also, it’s essential to adhere to the legality, purposiveness and effectiveness in relation to three dimensions: the rule, the value and the practice.
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    Counter-School Survival under Partial Perception: Discussion on Education and Stratum Reproduction
    SHI Qiu-Xia, WANG Yi-Jie
    Journal of East China Normal University(Educationa    2015, 33 (3): 23-31.   DOI: 10.16382/j.cnki.1000-5560.2015.03.004
    Abstract453)   HTML33)    PDF (689KB)(1247)      
    The authors’ field research in a public school for migrant workers’ children reveals that among the underachiever children with little chance of entering a higher school, a survival logic of counter-school characterized by recreation and resistance is taking shape. This logic is based on the partial perception of education under the marginalized and disadvantaged life situation. The children finally choose to enter the secondary labor market, hence the stratum reproduction. However, the strategic selection by the children in specific contexts should be taken into account to further explore the relationship between education and reproduction. When there is no strong in-group consciousness among the migrant workers’ children, the dynamic in counter-school survival logic does not have the potential to transform the fate of social stratum.
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    Is the College-Mode of Teacher’s Professional Development Outdated?
    CAO Yong-Guo
    Journal of East China Normal University(Educationa    2015, 33 (3): 32-42.   DOI: 10.16382/j.cnki.1000-5560.2015.03.005
    Abstract396)   HTML33)    PDF (584KB)(1064)      
    The growing popularity of the practice-mode of teacher’s professional development has been a great challenge to the college-mode. The college-mode is blamed to be separated from the reality of educational practice, which emphasizes the teaching of theories and generalized rules of practices. The practice-mode focuses on the real situated teaching, training reflective practitioners, and developing personal styles of teaching. The inherent deficiencies in the practice-mode have led to subjectivism or random in teacher’s professionalization, as well as teacher’s lack of educational theories and his worship of practice. Teacher’s professionalization lies in how the teacher uses his philosophy to explore a whole educational practice in cultivating a good personality and great character. Based on the nature of teaching in seeking the meaning and human’s well-being, we should reconsider education and teacher’s professionalization. Teacher professional development should be guided by educational theories. In reconstructing the college-mode, it’s important to reflect the unique nature of educational theory, deepen teacher’s understanding of teaching, develop their critical thinking and form a habit of self-assessment.
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    From Community to School-university Partnership: Expansion and Transformation of Sites and Approaches of Teacher Learning
    WANG Xiao-Fang
    Journal of East China Normal University(Educationa    2015, 33 (3): 43-52.   DOI: 10.16382/j.cnki.1000-5560.2015.03.006
    Abstract489)   HTML34)    PDF (539KB)(1915)      
    Teacher learning is mediated by context. Teacher learning occurring in community is characterized as experiential, participative learning and a process of identity formation. However, teacher community with clearly-defined boundary is likely to undermine teacher professional development. School-university partnership can expand teacher learning sites. In this partnership, the boundary is ambiguous, open and inclusive, allowing diverse participants to exchange with each other through multiple discourse practices. In this context, teacher learning involves a process of problem-solving and inquiry, which helps to produce new knowledge and improve the teaching system. Both the development and utilization of boundary objects and boundary crossers are the mediating mechanism to facilitate teachers’ boundary crossing learning. One of the important research topics in the field of teacher learning is how to connect boundary learning in partnership with learning in community.
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    Social Transformation and Schooling in Ethnic Minority Areas: Case Study of Lijiang, Yunnan
    HU Di-Ya
    Journal of East China Normal University(Educationa    2015, 33 (3): 53-57.   DOI: 10.16382/j.cnki.1000-5560.2015.03.007
    Abstract386)   HTML35)    PDF (504KB)(1364)      
    In the context of social transformation in China and the more dramatic changes in culture and livelihood in ethnic minority areas, education for ethnic minority faces severer challenges. Lijiang is a typical ethnic minority area transforming from a traditional agricultural society to a society of integrating agriculture and tourism. It is characterized by great changes in culture, livelihood and population migration. Despite its response, local schooling still needs to transform its conceptions accordingly, attach great importance to the innovation of institution and practice, and implement culturally-sensitive education.
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    Triple Veiling and Clarification of Humanized Education
    ZHANG Zhongyuan & HU Zhongping
    Journal of East China Normal University(Educationa    2015, 33 (2): 1-9.   DOI: 10.16382/j.cnki.1000-5560.2015.02.001
    Abstract699)   HTML37)    PDF (504KB)(1773)      
    In exploring humanized education, researchers tend to look at education problems from the perspective of anti-humanization, without a further analysis of the concept of anti-humanized education. The difference among anti-humanization, dehumanization and weak humanization in education is obscure. Using the category of purpose–means, we seek to reveal and clarify the connotation of the three, their boundaries and interrelationships. We argue that the core of the anti-humanized education is domestication of education,which violates humanity; while the core of dehumanized education is the materialization of education, which is separate from humanity; and the core of weak humanization is alienation of education, which deviates from humanity. Therefore, education should develop towards truth–breaking away from the fetters of domestication, towards harmony–evading the snare of materialization, and towards freedom –getting rid of the fence of alienation.
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    The Status Quo and Trends of Studies on Thoughts of Education in China: a Bibliometric Analysis of Core Periodical Literature
    LIU Tao
    Journal of East China Normal University(Educationa    2015, 33 (2): 10-16.   DOI: 10.16382/j.cnki.1000-5560.2015.02.002
    Abstract494)   HTML122)    PDF (491KB)(1238)      
    Studies on thoughts of education is currently one of the critical areas in educational studies. Using the bibliometric analysis, this paper takes a sample of 1573 articles from CSSCI and PKU, and provides an analysis of the quantity of literature, methodology, research focuses as well as the researchers concerning thoughts of education. Findings indicate that there has been an increasing number of studies on thoughts of education with diversified methodology. Besides, studies are centered on hot topics in educational practice. In general, studies tend to be mature and systematic. Nevertheless, there exist in the studies such problems as “pro-classical” “westernization”, and theories disconnected from reality. Therefore, studies on thoughts of education should concentrate on changes in their topics, contents and methodology.
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    Equalization of Basic Public Service in Compulsory Education under New Urbanization: Policy Dilemmas and Priorities
    ZHI Tingjing & SHANG Weiwei
    Journal of East China Normal University(Educationa    2015, 33 (2): 17-24.   DOI: 10.16382/j.cnki.1000-5560.2015.02..003
    Abstract569)   HTML37)    PDF (1304KB)(1401)      
    The core of new urbanization lies in people’s urbanization. To realize people’s urbanization, the most important thing to do is promote the equalization of basic public service including the compulsory education provision. Nowadays, there exist grave inequality in China’s compulsory education provision, e.g. the overt disparity in the distribution of public education finance, the conspicuous unequal appropriation of infrastructure and facilities, and the widespread selective ignorance and differential treatment in education. To equalize the compulsory education provision, it’s essential to increase the government’s accountability and deepen the system reform of basic public service. Also, it’s imperative to innovate the educational administration by mobilizing the educational authority, transform the orientation of schooling and enhance the democratic participation and equal development in the educational process.
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    The Relationship between Bilingual Semantic Development and Cognitive School Readiness of Uygur Children
    ZHOU Jing & ZHANG Li & MIN Lanbin
    Journal of East China Normal University(Educationa    2015, 33 (2): 25-33.   DOI: 10.16382/j.cnki.1000-5560.2015.02.004
    Abstract705)   HTML115)    PDF (876KB)(1631)      
    This study explores the relationship between Uygur children’s bilingual semantic development and cognitive school readiness. By adopting measures of PPVT and EVT in both Mandarin and the Uygur language, the study examines receptive and expressive language and cognitive school readiness of Uygur children aged between 4 and 6 years. Findings show that the semantic development in both Mandarin and the Uygur language in Uygur children is significant. Still, there is a remarkable difference in bilingual semantic development of children from kindergartens at different quality levels. Uygur children achieve over 50% of the cognitive school readiness concepts after three years of bilingual education. However, their command of concepts in different School Readiness Composite (SRC) subscales and comprehensive subscales varies greatly, implying that attention should be paid to including some concepts in the curriculum for young children. The correlational analysis demonstrates that the relationship between children’s receptive language or expressive language and cognitive school readiness is positively significant and further, the former two are strong predictors of children’s readiness skills. The study indicates that bilingual learning of Uygur children during early years facilitates their cognitive development.
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