Primary and secondary school teachers were pushed to the forefront of online teaching by the Covid-19 pandemic. There is a public concern about their teaching performance and effect. This study is based on the large-scale online teaching survey authorized by Jiangsu Education Department. Descriptive statistical analysis and multi-linear regression analysis were carried out on high-performing teachers from 180,965 valid teacher questionnaires and found that high-performing teachers who are experienced in online teaching, have good psychological status, and can adapt to online teaching quickly. They are more flexible in online teaching, emphasizing students’ independent learning ability development. They have diverse needs in online teaching, focusing on online learning environment and resources. There are significant differences among the following three types of teachers: actively competent, adaptive-achieving, and stress-achieving. Accordingly, the following suggestions are made: to play the cascading effect of teachers’ online teaching ability improvement; to precisely target teacher training and promote the regularization of blended teaching; to provide targeted support to outstanding teachers.
In recent thirty years, causal inference method has become the mainstream method of quantitative research in social science and has been widely used in the field of education. In 2021, the Nobel Economics Prize was awarded to David Card, Joshua D. Angrist, and Guido W. Imbens for their contributions to promoting the development of causal inference methods. Taking the causal inference research of the three economists in the field of education as the starting point, firstly, this paper discusses the dual attributes of educational research, which have both humanistic care and scientific rationality, and expounds the significance of obtaining effective causal evidence in promoting the development of educational science research. Secondly, this paper introduces in detail the important research findings made by the three Nobel Prize winners in the aspects of Return to Education, the effect of Small Class Teaching, and the effect of school investment on the development of students’ cognitive ability. Lastly, this paper discusses the existing problems and future improvement direction of educational causal studies in China.
K-12 students were pushed to the forefront of online learning with their widely-involved parents by the Covid-19 pandemic. There is a public concern about their learning performance, adaptability and parental influences. This study is based on the large-scale online teaching survey authorized by Jiangsu Education Department. Several descriptive or exploratory statistical analysis were carried out on 449,650 valid student questionnaires. It's found that with the parental involvement in online learning, students had satisfying learning involvement and acceptable goal attainment, but their learning psychology was not so good, though there were certain demographic differences. Homework guidance and good learning environment are two important parental factors that affect learning outcomes, also positively predicting learning involvement. Besides, parent-child communication atmosphere and family expectations both influence learning involvement. Learning psychology is positively affected by homework guidance, learning environment, parent-child atmosphere and family expectations. There are five typical online learners through cluster analysis, whose characteristics reflect different family parenting styles. The research suggests that in the post-epidemic era blended learning has to pay attention to several aspects such as home-school collaboration, learning psychological intervention, and online learning interaction.
Based on the large-scale online teaching survey authorized by Jiangsu Education Department, this study aimed to examine the mediating role of parental educational anxiety between parental engagement and perceived child burnout in the context of online learning of a total of 1,039,155 parents from Jiangsu Province. The results showed that, (1) after controlling for parental literacy, parental educational anxiety positively influenced parental perceptions of their children’s academic burnout while “masking” the relationship between parental engagement and parental perceptions of their children’s academic burnout. (2) Among parents of elementary and junior high school students, the influence of parental engagement on their children’s perceptions of academic burnout was mediated by parental educational anxiety. (3) The inconsistent effect of parental involvement on the perceived academic burnout of high school students was masked by parental anxiety. (4) The mediating effect of parental involvement on the perceived academic burnout of children differed across dimensions. The results of the study showed that in the context of online learning, high parental engagement was beneficial in relieving their children’s academic burnout among parents of elementary and middle school students, while the “masking” effect of educational anxiety among parents of high school students indicated that parents of high school students needed to help their children overcome their academic burnout through relieving their own educational anxiety. The “masking” effect of educational anxiety among parents of high school students indicates that parents of high school students need to alleviate their own educational anxiety to help their children overcome the problem of academic burnout in online learning.
It is of great significance to scientifically evaluate the online teaching leadership behavior of principals during the epidemic period, correctly measure the adaptation and sustainability of online teaching, and judge the main teaching modes adopted by schools in the future. According to the time line, this study examines the changes of online teaching leadership behavior of different principals. This study is based on the large-scale online teaching survey authorized by Jiangsu Education Department. We collect 3,668 valid questionnaires from primary and secondary school principals, and conduct descriptive statistical analysis, Chi square test and one-way ANOVA, supplemented by interviews with 17 principals. The results show that different principals’ online teaching leadership behaviors show common characteristics, and the adaptation shows a trend of increasing assimilation level and stabilizing or reducing sustainable willingness. Then, according to the characteristics of differences, the study depicts four types of principals, namely, the temporary change of opportunity, the change of time, the adaptation to circumstances and the change of initiative. Finally, the study puts forward the promotion strategies that are consistent with different principals, namely, transcending path dependence to promote cognitive evolution, acquiring effective knowledge to expand opportunity space, focusing on reflective learning to create synergy, and establishing future vision based on action research.
Online teaching has played an important role during the period of the COVID-19 pandemic, and how to integrate online teaching into normal teaching after the epidemic has become a hot issue in the field of education. Education administrators play a key role in leading the implementation of online teaching, so it is of great significance to pay attention to their willingness to support the integration of online teaching into normal teaching and its influencing factors. This study, based on the large-scale online teaching survey authorized by Jiangsu Education Department, uses the technology acceptance model and the expectation confirmation model to constructed a willingness model that affects the regional education managers to support the integration of online teaching in normal teaching. Through the investigation of education administrators in various urban areas of Jiangsu Province, it was found that the education administrators generally supported the integration of online teaching in normal teaching. In terms of specialty differences, the education administrators of art and sports majors have the lowest integration intention. In terms of regional differences, the education administrators with low integration intention concentrated in the municipal districts (not the main urban areas) and the areas with low frequency of online teaching in pre-epidemic areas. In terms of influencing factors, satisfaction, performance expectation and effort expectation all have a significant positive impact on the willingness of regional education administrators to support the integration of online teaching into normal teaching, and satisfaction has the greatest impact.
Universities play an important role in promoting local economic growth, especially in the urbanization process in recent years. Taking advantage of the arguably exogenous policy shocks of new satellite campuses and the micro-transaction data of land and housing in Beijing, this paper uses a quasi-experiment design to explore the impact of universities on real estate prices. The findings show that: first, the newly built satellite campus has a significant positive impact on the prices of commercial and residential land within 5 km. Second, the more newly built satellite campuses, the closer the new campuses are to the city center, and the higher the land price. Third, only public universities can significantly increase the price of newly built commercial housing within 3 km radius, while non-public universities have no significant effect on the housing price. Therefore, it is necessary to form a long-term mechanism involving multiple subjects (such as universities, local governments and social forces), to link the construction of new satellite campuses closely with the local economic growth, and to promote the more sustainable interaction between the new satellite campuses and the local economic growth.
This is an experimental report on mathematics teaching reform conducted in an urban-rural fringe area in the west of Shanghai. From 1977 to 2022, this 45-year experiment has witnessed a change of Chinese society from Reform and Opening up to educational modernization. In the early part of the experiment, we found an effective way to improve the quality of education in common conditions. We summed up a Chinese experience that students learn from variant experience and teachers grew up in action research. In the later part, we focused on ability and accomplishment objectives, and we found out some key initiatives to improve students’ inquiry and innovation ability. Then these results brought some actual effect and a positive social impact. The whole report gathered practice crystallization of three generations of old, middle-aged and young people. This experiment went through three stages: first, improving the educational quality generally and dramatically from a very low (1977—1992); second, prioritizing comprehension so as to break through the bottleneck of high cognition (1992—2007); third, perfecting teaching research to promote inquiry and creativity (2007—2022).
On March 13, 2018, Yuan Zhibin conducted an interview with Professor Po-Shen Loh on topics such as mathematical learning experience, mathematical teaching methods and other topics. From this, we learn more about Professor Po-Shen Loh’s unique and inspiring mathematical learning experience and mathematical teaching methods. This reveals the key to mathematics education: inquiry reading, computational reasoning, speculative communication, and happy learning.
Expanding the research scope and expanding the discipline boundary are the main paths to the discipline construction of educational history in recent decades. With the passage of time, the limitation of epitaxial growth benefit is becoming more and more obvious. This article advocates drawing on the research results of relevant disciplines, introducing children’s age stages as a conceptual tool for understanding educational history, and investigating the historical process of education from the relationship between the change of age stages and educational evolution, so as to change the research perspective and promote the connotation development of the discipline of educational history.
Although the teaching space is not a private space, it does have privacy requirements. Establishing, respecting and maintaining the right to privacy in teaching spaces is the need to protect the dignity of teachers and students, ensure freedom of teaching, promote the outstanding growth of teachers and students, and ensure the regular operation of teaching organizations. In the era of information technology, private information in the teaching space is easy to be collected and disseminated, and easier to be reused, causing unpredictable privacy violations. Even the legal method of “notification and permission” and anonymous technical treatment can not effectively reduce the privacy risk of teaching space. Although the privacy risk in the teaching space in the era of information technology is almost impossible to be eliminated, it should be reduced as much as possible. To this end, it is necessary to reshape privacy ethics, reconstruct science and technology ethics, legislate to establish the privacy rights of teaching spaces, clarify the responsibilities of schools and parents, and strengthen privacy protection education for teachers and students.
Principal curriculum leadership is an important guarantee for school curriculum development, teachers’ professional development and students’ quality improvement. Based on the concept interpretation and dimension decomposition of principal's curriculum leadership, this study discusses the constituent elements and mechanism of principal curriculum leadership. Taking principals of primary and secondary schools as the research objects, descriptive statistics and PLS-SEM were used to analyze the status quo and model test, respectively, to explore the relationship between principals’ curriculum awareness and curriculum leadership effectiveness. The results show that principals of primary and secondary schools have strong ability of curriculum planning and management, but weak ability of curriculum awareness and curriculum assessment. Principals’ curriculum management ability and curriculum assessment ability have a direct impact on curriculum leadership effectiveness, while principals’ curriculum awareness has a positive impact on curriculum leadership effectiveness through six mediation pathways (including four chain mediation roles). Based on the above research results, suggestions are put forward to pay attention to the scientific and accurate training of principals’ curriculum leadership, strengthen the empirical research on the emotional and intellectual elements of principals’ curriculum leadership, and build a narration-based mechanism for improving principals’ curriculum leadership.
The post-truth phenomenon is obviously manifested in the field of education. The post-truth phenomenon, initially defined as political manipulation of public opinion, has evolved into “circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief”. By systematically analyzing the characteristics, manifestations and causes of post-truth public opinion on education, this paper proposes the concepts, principles and methods for governance of post-truth public opinion on education at governmental, social and personal levels.
Using the survey data of 2,385 new generation migrant workers, the relationship between left-behind experience in childhood and individual withdrawal personality was investigated through relevant behavioral tendency variables. The results showed that those with left-behind experience were more likely to “not express labor rights complaints for fear of being fired or being dealt with despitely”, showing a relatively withdrawal personality characteristics. Among them, those who had been left-behind during preschool period are most significant influenced, and the longer been left-behind, the greater the influence. The robustness of the above conclusion was verified by comparison analysis before and after propensity score matching and reference analysis of the willingness variable of “whether or not willing to participate in rights movement to fight for oneself” and the behavior variable of “not to complain about the infringement of rights for fear of revenge”. This paper focuses on the measurement of behavioral tendency in real situations to verify the conclusions drawn from psychological scale and qualitative research, and shows that the long-term influence of left-behind experience on withdrawal personality can be extended from college students and other groups to ordinary migrant workers. The results also indicate that in addition to structural logic and historical logic, the study of new generation of migrant workers should be integrated into the ecological logic to pay attention to the developmental ecosystem in childhood. Because withdrawal personality will directly affect social integration and probably lead to social structure tension of “semi-urbanization”, the future care and protection of left-behind children should pay more attention to their personality development, and special attention should be paid to those children left-behind in preschool stage.
School is not only a place for education, but also an important territory for cultural production and social insight. Through the mixed research paradigm, a five-stage stratified random sampling of 1, 013 rural students was conducted. The two-year follow-up survey recorded the resistance strategies of 18 rural students in elite universities and their transition from students to teachers. The research finds that: in the face of the arbitrariness of “General Culture” in elite universities, the sense of justice and value embodied in “study” is constantly impacted. In the interaction of life experience and dominant structure, students carries out more oriented cultural production around the ethical possibility space of rural “Duty Sense”. When students become teachers and assume the function of “relaisecram” of social reproduction, accompanied by the dangerous leap from “morality” to “rationality” of its survival ethics, "Duty Sense" is once again transferred into the ideology of the school through the civilizing power between social succession, and become the symbol of their conversion to the system.
Universitization of teacher education has become a world trend. The consensus of university education among countries in the world is to foster the unity of scientific research and talent cultivation. However, the conflicts between academic and artistic in the past and the current disputes over specialization, professionalization and deregulation have always existed in the reform of teacher education in universities in various countries and also perplexed the choice of teacher training mode, which is even stuck in the dilemma of educational ethics. Some universities tend to increase the novice teacher teaching experience with internship courses, but they cannot avoid the negative impact of their teaching behavior mistakes on primary and secondary school students. Adhering to the unity of history and logic research principle, this paper systematically summarizes the history of teacher education in university involvement, and investigates the evolution of the relationship between educational research and pre-service training, and focuses on the main contradictions in the process of universalization of teacher education, that is, the separation between educational theory courses and internship courses. As a normal university, with the main responsibility of cultivating teachers, it draws on the new perspective of “consciousness-experience” provided by the phenomenological philosopher Husserl to reconstruct the methodology of education reform from the perspective of universities, and focus on the inner relationship between educational theory and teaching experience, and explore the new path of the integration of theory, experiment and practice in teacher education curriculum reform.
Error-component analysists argue that residuals generated by subtracting predicted values of test scores from the unconditional class-level mean and then aggregated at the class level can be regarded as teacher effectiveness. The paper tests this argument by using self-collected teacher-student matched data from 22 counties or districts in Hubei province and Guangdong province. Correlated random effect model (CRE) is employed to predict students’ test scores residuals, main findings of this paper are listed as below: (1) there are huge differences among teachers in terms of teaching performance, if a teacher of average quality is replaced by a colleague at 69 percentile whom Hanushek called “a good teacher”, the whole class will witness a net achievement gain of 0.2-0.3 standard deviations depending on which subject is under concern, the effect of which is equivalent to one-year acquisition of knowledge and skills. If he or she is replaced by a “great teacher” standing on the top 16% of the teaching performance distribution, test scores of the class will boost by 0.3-0.5 standard deviations. (2) The economic value of quality teachers is enormous, if a class of 49 students taught by a good teacher is assigned to an average teacher, the present value of earnings losses suffered by the whole cohort of students is between 110 thousand RMB and 240 thousand RMB. By our conservative estimation, the monetary value of a good instructor’s teaching is worth of at least 4.25 million more than a mediocre one across his or her 38-year career life. The article shades light on how to evaluate and value teaching performance.
Cultivating innovative talents has become a basic path for our country to build a strong country in science and technology and solve the “stuck neck” technical problems.Catering to the trend of educational reform in the intelligent age, the use of robotics to enhance students’ creativity shows richer practical value and contemporary significance.In this study, 48 domestic and foreign experimental studies and 6, 057 sample sizes were coded using the meta-analysis method, and the findings show that, first, the overall effect of educational robots on students’ creativity was 0.576, reaching a medium or above level of influence. Among them, the effect of promoting students’ innovative practical ability was the most obvious, and the degree of influence on the quality of innovative personality was average. Second, from the perspective of the academic stage, the effect of educational robot on the creativity of students in junior middle school and primary school was more obvious; Third, in terms of disciplines, software programming had the best impact on students’ creativity, followed by information technology. Fourth, among teaching topics, prototype creation had the most impact on students’ creativity and the level was above the intermediate level. Fifth, in terms of the choice of teaching methods, inquiry teaching can better stimulate students’ creativity. Finally, compared with ordinary classrooms, the laboratory environment was more optimistic for the development of students’ creativity. Combined with field research, four practical suggestions are put forward. We need to promote the implementation of artificial intelligence-related courses, taking into account the cultivation of students’ innovative personality and thinking in the teaching process. Schools should focus on the cultivation of low-level students’ creativity, and vigorously promote software programming teaching. Also, schools need to create robots Maker education model, improve the training system and incentive mechanism for teachers of related subjects; schools should promote the design of laboratory hardware and software environment, and raise funds for educational robots in various aspects.
In the context of the intelligent era, colleges and universities need to pay more attention to the cultivation of deep learning talents and the training of student’ deep learning ability. Discussion-based learning with dialogic peer feedback strategy is an important way to stimulate students’ high-level thinking and deepen their learning input in classrooms. Through an exploratory experiment in the natural state, the research explores the influence of dialogic peer feedback strategy based on online discussion in group on college students’ deep learning and the characteristics of students’ online participation. The study found that: (1) dialogic peer feedback strategy based on online discussion in group can significantly promote students’ learning approach from surface approach to strategic and deep approach, especially for surface learners, which may have negative effects on deep learners; (2) such activity can significantly promote the transformation of students’ cognitive levels from unistructural or low-level multistructural to high-level multistructural, but it has not yet stimulated the development of students’ cognitive levels to relational and extended abstract structures; (3) the cognitive level of deep learners who are more actively involved in activities is not better than that of surface learners, although they have an important role in driving surface learners to participate in and deepen their learning approaches. Based on the findings, some suggestions are provided for college teachers to better design deep learning activities in blended learning environment.
Conceptual framework of children’s all-around development through a multi-disciplinary approach is based on Marxist “all-around development of humans”. It attempts to construct a conceptual framework for children’s all-around development through a multi-disciplinary perspective, consisting of “five pairs of concepts and twelve categories”. Specifically, it includes the conceptual construction of children’s civic and moral development through the lens of political science and ethics; the conceptual construction of children’s cognitive and emotional development through the lens of psychology and brain science; the conceptual construction of children’s social and personality development through the lens of sociology, psychology, social psychology; the construction of children’s artistic and aesthetic development through the lens of art studies and aesthetics; the conceptual construction of children’s health and safety development through the lens of human kinematics, nutrition, and safety; the conceptual construction of children’s physical and brain development through the lens of physiology and brain science. The construction of children’s all-around development through a multi-disciplinary approach is to deepen the discussion around the basic theories for children’s development. The conceptual framework provides theoretical reference for a more comprehensive grasp of the goal of education, as well as theoretical basis for constructing a scientific educational evaluation system.
中国人文社会科学核心期刊
