Content of Regional education reform (区域教育改革) in our journal

Published in last 1 year |  In last 2 years |  In last 3 years |  All Please wait a minute... For Selected: Download Citations EndNote Reference Manager ProCite BibTeX RefWorks Toggle Thumbnails Select Regional Overall Reform about Learning and Teaching: Rationality, Idea and Practice LI Xiao-Hong Journal of East China Normal University(Educationa    2016, 34 (1): 76-83.   DOI: 10.16382/j.cnki.1000-5560.2016.01.011 Abstract （345）   HTML （30）    PDF （1214KB）（968）       Knowledge map          Learning and teaching reform is the core part of basic education reform. In recent years, some schools promoted autonomously learning and teaching reforms which is difficult to carry out deeply and sustainably because of lack of institutional guarantees, professional supports and reform atmosphere from its located region. Promoting learning and teaching reforms by a region as a whole is an effective path. Regional overall reform about learning and teaching is the need of promoting deep and continuous learning and teaching reform of schools and teachers, is the need of promoting the balanced development of education quality among schools in a region, is the need of carrying out the strategy of regional education development. Regional overall reform about learning and teaching must set up three big ideas: firstly, its aim located in all the students’allround development and individual development, which means that we not only promote students’ learning scores and subject knowledge, but also enhance students’ comprehensive quality. We not only promote the outstanding students’ development, but also improve the students with learning difficulties. Secondly, its subjects include not only schools and teachers, but also education administrators, supporters of the business and the parents which play important roles in learning and teaching reform. It begins from the initial year (such as kindergarten) in order to continuously promote students’ development. The strategies of regional overall reform about learning and teaching include: Firstly, redesign regional education management system which include: 1) construct monitoring and evaluation system of students’ development in a region; 2) improve incentive system of supporters of the business, schools’ administrator and teachers; 3) improve educational management organization structure which clarifies department functions, divides the work reasonably and cooperates closely. Secondly, integrate the reforms of teaching research, scientific research and teacher training in a region which include: 1） break the disciplinary boundaries and do interdisciplinary teaching researches; 2）break the grade boundaries and promote the effective connections between grades; 3) adjust the content of teaching researches and Strengthen the study on student development rules; 4) change the educational research plans in a region, guide teachers to do some little researches about student development and avoid disconnection between teaching researches and teaching practices; 5) reform teacher training in a region and meet the teachers’ training demands about learning and teaching reform. At last, improve the familyschool collaboration in a region. On the one hand, we need to systematically design and implement parents’ training in a region. On the other hand, we need to strengthen the guidance of the contents and styles of familyschool communications for schools and teachers in a region. Related Articles | Metrics Select Principal Leadership and Students’ Modernity Development: A Case Study of Schools in Western China WANG Shu-Tao,TIAN Li-Xin Journal of East China Normal University(Educationa    2016, 34 (1): 84-89.   DOI: 10.16382/j.cnki.1000-5560.2016.01.012 Abstract （303）   HTML （74）    PDF （915KB）（1177）       Knowledge map           China is at the crucial period of modernization and more talents with high level of modernity are needed. In China’s modernization process, western China is believed to the most difficult place as well as the niche point. Among all the factors affecting people’s modernity development, school education is the most important. Students in compulsory schools are at the critical development period of their thoughts, ideas, attitudes and behaviors. Two thirds of their mental awakening time is spent in schools, and they are affected imperceptibly by their significant others in schools, including the principals and the teacher. A principal is the spiritual leader of a school, and his or her thought and ideological orientation reflected by their leadership styles affect the development of students’ modernity.       However, in the past studies, there were no conclusions regarding which leadership styles had more impact on students’ modernity development. Using the cluster random sampling, this study investigated 378 teachers in 50 compulsory education schools from the provinces of Yunnan, Guizhou, Xinjiang, Guangxi and the city of Chongqing. All the variables were measured by teachers, including transformational leadership, transactional leadership, and students’ modernity, as teachers are the intermediate actors between principals and students. Teachers are the best appraisers of principal leadership, as principal’s cognitive behavior is directly shown in their leading process, which can be felt firsthand by teachers. Also teachers are closer to their students and familiar with their level of modernity. The data was collected and analyzed by the software of SPSS20.0 and AMOS20.0.       The findings showed that both transformational leadership and its dimensions (r were between 0.373 and 0.579), transactional leadership and its dimensions (r were between 0.239 and 0.478) had significant relationships with students’ modernity, but transformational leadership had closer ones. All the four dimensions of transformational leaderships, such as idealized influence (β=0.164, p<0.05), inspirational motivation (β=0.253, p<0.01), intellectual stimulation (β=0.159, p<0.05), and individualized consideration (β=0.164, p<0.05), had significant effects on students’ modernity, all of which can explain 42.0% of the change in students’ modernity. The two dimensions of transactional leadership, contingency motivation (β=0.388, p<0.001) and exception management (β=0.185, p<0.01) also had significant effects on students’ modernity, both of which can explain 26.6% of the change in students’ modernity. When the impact of transactional leadership was controlled, transformational leadership had significant and exceptional impact on students’ modernity and all its dimensions. However, when the impact of transformational leadership was controlled, transactional leadership had no or less significant impact on students’ modernity or its dimensions. These results showed that transformational leadership had more advantage than transactional leadership on affecting students’ modernity.       Based on the findings, it’s suggested that principals should change their leadership styles, and strengthen their consciousness and transformational leadership in support of the development of students’ modernity. Related Articles | Metrics