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Exploring the Impact of ChatGPT/AIGC on Education and Strategies for Response Zongkai Yang, Jun Wang, Di Wu, Xu Chen Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 26-35.   DOI: 10.16382/j.cnki.1000-5560.2023.07.003 Abstract （12879）   HTML （1097）    PDF（pc） （699KB）（30407）       Knowledge map    Save ChatGPT, as a representative of AIGC, has a significant impact on education. It empowers teaching by shifting the teaching model from “teacher-student” to “teacher-computer-student”, promoting the shift of teaching content from manual production to intelligent production, and catalyzing the assessment model of “knowledge + literacy”. ChatGPT also empowers learning by promoting the ubiquitization of learning space, meeting the personalized needs for full coverage of the learning process, and forming a human-computer collaborative learning mode. Additionally, ChatGPT empowers education by promoting higher-order ability cultivation and comprehensive literacy cultivation, and innovating the education model of discipline integration. To cope with the impact caused by ChatGPT, we must pay full attention, think calmly, and respond positively. This requires us to accelerate the development of high-level competing products with localized characteristics and to thoroughly study the laws of intelligent pedagogy with human-computer synergy. It also involves handling the important relationships between change and invariance, equity and efficiency in education, and the specialization and universality of technology. Besides, it's important to correctly grasp the direction and development of integration of AI technology and education, and lead the transformation of education system structure and operation mechanism. Reference | Related Articles | Metrics | Comments（0）

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伟娜 马, 标 桑, 灵敏 洪 Journal of East China Normal University(Educational Sciences)    2008, 26 (1): 89-96.   DOI: 10.16382/j.cnki.1000-5560.2008.01.003 Abstract （3694）   HTML （119）    PDF（pc） （459KB）（28910）       Knowledge map    Save 心理弹性目前已成为心理学的一个重要研究领域, 并日益为心理学界所关注。已有研究分别从不同角度给予心理弹性不同的定义, 虽没有形成统一的概念, 但在进行研究时, 都认可两个基本的操作性定义要素:个体遭遇逆境和个体成功应对。有关心理弹性的研究目前大多停留在第一阶段, 即对心理弹性变量的探讨; 对心理弹性内在机制的探讨是心理弹性研究的第二阶段, 这将成为今后研究的重点。本研究在综合国外大量文献的基础上重点探讨了心理弹性作用机制的理论模型, 并提出注重生态学原则、进行细化研究、拓展纵向研究、加强认知研究和实施干预研究, 将可能成为心理弹性作用机制的研究趋势。 Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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ChatGPT/AIGC and Educational Innovation: Opportunities, Challenges, and the Future Yongxin Zhu, Fan Yang Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 1-14.   DOI: 10.16382/j.cnki.1000-5560.2023.07.001 Abstract （7903）   HTML （724）    PDF（pc） （805KB）（18261）       Knowledge map    Save A text-based artificial intelligence application called ChatGPT has sparked attention from all walks of life upon its launch, and its demonstrated value of educational innovation has been hotly debated in particular. Thanks to its advanced algorithms, powerful computing capabilities and massive data base, ChatGPT can learn on its own when interacting with users, thus intelligently providing Q&A, translation, writing and other services. In addition, the newly-released upgraded version of ChatGPT—GPT-4 can also better solve real-time problems, reason logically and write creatively. In the field of education, ChatGPT can be used as a teaching tool, answer professional academic questions, build autonomous learning platforms, save human resources costs, and reconstruct school education structures, providing many development opportunities for educational innovation. However, it also brings some risks and challenges, impacting the role of teachers, the goals of talent cultivation, the traditional school order, and exposes typical issues such as technological dependence, academic misconduct, and intelligent discrimination. Currently, technological renovation is pressing educational innovation step by step, which requires us to approach new technologies positively and cautiously, achieving self-reliance and strength in intelligent technology by strengthening organized scientific research, building a national digital security barrier through revising relevant laws, enhancing application service transparency by clarifying digital education standards, and transforming talent cultivation concepts to form flexible thinking in education evaluation. Based on all this, we must make every effort to create a new form of human civilization in the process of moving towards human-machine co-teaching. Reference | Related Articles | Metrics | Comments（0）

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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 （1624）   HTML （36）    PDF（pc） （1604KB）（17791）       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）

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ChatGPT/AIGC Reshape Education: Underlying Logic and Possible Paths Zhi Zhang Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 131-142.   DOI: 10.16382/j.cnki.1000-5560.2023.07.012 Abstract （2693）   HTML （123）    PDF（pc） （1879KB）（17202）       Knowledge map    Save As a large model based on general artificial intelligence, ChatGPT can provide generative information acquisition services, and its functions far exceed any previous retrieval and search tools. Its appearance will also have a profound impact on education. This paper analyzes the influence of ChatGPT on education through literature research and other methods, analyzes and demonstrates its underlying logic of reshaping education from the perspective of brain science, knowledge view, and educational metacognition, and proposes its possible path to reshape education. The article believes that the impact of ChatGPT on education will mainly change education profoundly in the fields of the effectiveness of traditional educational tools, knowledge value theory, resource form, learning model, evaluation methods, and human-machine collaboration IQ. Its change in education conforms to the essence of brain science, echoes with the concept of knowledge, and also conforms to educational values. The birth of ChatGPT gave birth to a new form of education. In the future, it is necessary to accelerate the construction of human-computer collaborative IQ, educational evaluation systems, and computing-based teaching strategy models, and accelerate the revolutionary reshaping of human education. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Artificial Intelligence Curriculum Guidelines for Primary and Secondary Schools Jiang Bo Penner:, Dai Juan Core Members:, Zhou Aimin , Dong Xiaoyong , Liu Xiaoyu , Hong Daocheng Participants:, Jiang Fei , Zheng Longwei , Zhao Jiabao , Zhang Hengyuan , Liu Yalin , Yuan Zhenguo Consultant: Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 121-134.   DOI: 10.16382/j.cnki.1000-5560.2023.03.013 Abstract （9348）   HTML （440）    PDF（pc） （728KB）（15521）       Knowledge map    Save Artificial intelligence (AI) education in primary and secondary schools has just started in China. Lack of unified curriculum standards, we still face many difficulties in the curriculum nature and objectives, textbooks development, and academic evaluation. To address this issue, East China Normal University and Shanghai Artificial Intelligence Laboratory jointly developed the Artificial Intelligence Curriculum Guidelines for Primary and Secondary Schools. The proposed guidelines has six parts including course nature and basic concept, core competency and curriculum objectives, course structure, course content and requirements, academic evaluation standards and implementation suggestions. We aim to construct a scientific and open curriculum guidelines for AI education in primary and secondary schools and simultaneously provide a reference for the construction of an AI education system in China. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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希武 潘 Journal of East China Normal University(Educational Sciences)    2008, 26 (2): 74-79.   Abstract （961）   HTML （11）    PDF（pc） （743KB）（15493）       Knowledge map    Save 柏拉图的《理想国》的一个基本主题是要处理哲学与政治间的冲突, 也即是探讨哲人如何在政治城邦中获得哲学生活方式。基于哲学与政治之间冲突的考虑, 柏拉图的教诲是通过教育实现哲人王统治下的德性城邦和社会。因此, 柏拉图式的教育是实现美好城邦和生活的德性教育。而这种德性教育的意义就在于对何为"美好"生活的不断的追问与探寻之中, 因而它是一种哲学教育和自由教育。 Reference | Related Articles | Metrics | Comments（0）

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Determining Sample Size in Qualitative Research: Saturation, its Conceptualization, Operationalization and Relevant Debates Ailei Xie, Jiayi Chen Journal of East China Normal University(Educational Sciences)    2021, 39 (12): 15-27.   DOI: 10.16382/j.cnki.1000-5560.2021.12.002 Abstract （4948）   HTML （543）    PDF（pc） （899KB）（15024）       Knowledge map    Save Saturation has become an important criterion to judge the quality of qualitative research and explain the rationality of sample size. This paper systematically and critically reviews the literature and introduces three types of saturation: theoretical saturation, thematical saturation and data saturation and points out that researchers should consider their own overall research design to decide which model to adopt. The paper also introduces three ways to record the process of saturation. Among them, the structural coding book is more suitable for recording deductive thematical saturation and data saturation. There are two types of saturation tables which are more suitable for recording a prior thematical saturation. The conceptual depth scale is particularly suitable for recording theoretical saturation. This paper points out that saturation is a process rather than an event. Quality rather than quantity is the key to understand saturation. Saturation itself should be a concrete methodology practice. Researchers should pay attention to the concept of saturation and make a clear statement of the process of achieving saturation, which can help to improve the standardization, transparency, quality and recognition of qualitative research. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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The Emergence of the Teacher Concept: An Experiment in Longitudinal and Transdisciplinary Exploration of Educational Fundamentals Biao Dong Journal of East China Normal University(Educational Sciences)    2024, 42 (12): 1-62.   DOI: 10.16382/j.cnki.1000-5560.2024.12.001 Abstract （1108）   HTML （47）    PDF（pc） （2008KB）（14346）       Knowledge map    Save The concept of the teacher constitutes a crucial element within the foundational knowledge framework of education. The investigation into, and the manner of investigating, the teacher concept itself remains an unresolved challenge. Acknowledgment and recognition of this challenge serve as symbols of conceptual cognition and understanding, reflecting a pulse of the developmental state of professional knowledge, and constituting a metric for assessing professional achievements and practical effects. To reveal the layered emergence of the teacher concept, departing from the uncertain state of foundational knowledge and guided by Marx’s proposition of true projection, combined with the hypothesis of symbolic revolution, this study commences with the recursive trilogy of education by Clement of Alexandria. Through preliminary analysis of Greek teacher myths, pedagogical figures (paidagogos), school teachers (didáskalos), liberal educators, and poet-educators, it elaborates upon the educational conceptions and teacher identity concepts of figures such as Clement of Alexandria, Moses Maimonides, and Hasdai Crescas, thus examining educators within the realms of the Torah and the Christ faith. This presentation unveils the teacher concept, the concept-metaphor, its primordial emergence, historical pulsations, cultural attributes, civilizational values, abstract forms, and inherent contradictions. Examining materials discovered through extensive temporal and spatial explorations of foundational knowledge experiments, centred on the genesis and différance of the teacher concept, it deduces and disseminates certain regular recognitions and normative understandings. Peer review is solicited, employing similar research methodologies for correction and validation. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Does Growth Mindset Affect Students’ Social and Emotional Skills Development: Empirical Analyses Based on OECD Social and Emotional Skills Study Zhongjing Huang, Kaiyue Shang, Jing Zhang Journal of East China Normal University(Educational Sciences)    2023, 41 (4): 22-32.   DOI: 10.16382/j.cnki.1000-5560.2023.04.002 Abstract （2009）   HTML （377）    PDF（pc） （697KB）（12900）       Knowledge map    Save Mindset plays a decisive role in people’s words and deeds. This study adopted the OECD-Suzhou data to explore the growth mindset of 10-year-old and 15-year-old adolescents in social and emotional skills from the perspective of students, parents, and teachers, as well as the relationship between their thinking patterns and abilities. The results of the study show that, first, the growth mindset of students’ social and emotional skills is restricted by socioeconomic status. Second, the growth mindset of students, parents, and teachers’ social and emotional skills is significantly positive, relevant, and predictive for students’ social and emotional skills. This result has enriched the current research on growth-oriented mindset and society and skills, and pointed out and provided new ways and new measures to promote the cultivation of the social and emotional skills of our teenagers. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Research on Teachers’ Emotion Regulation: The Shift from Individual Orientation to Interpersonal Orientation Wenlan Wang, Wenyan Jiang, Hongbiao Yin Journal of East China Normal University(Educational Sciences)    2024, 42 (7): 77-88.   DOI: 10.16382/j.cnki.1000-5560.2024.07.007 Abstract （1399）   HTML （46）    PDF（pc） （771KB）（12794）       Knowledge map    Save Interpersonal interactions are the foundation and center of teachers’ work. Therefore, educational activities are full of the flow of emotions, and emotions permeate and pervade teachers’ daily work. Due to its multi-disciplinary nature, the research on teachers’ emotion regulation has evolved three typical approaches, namely, emotion regulation, emotional labor, and emotional management. However, these three approaches demonstrate a notable individualistic inclination, and lack the adequate attention to the interpersonal characteristics and dynamic processes of emotion regulation. In the past decade, the international literature on emotion regulation has emerged a shift from an individual orientation to an interpersonal orientation. Gradually, the interpersonal-oriented emotion regulation research has experienced the stages of germination and formation. The emerging field of interpersonal emotion regulation has developed some theoretical models and measurement tools that have been applied in various disciplines. It is valuable for the researchers to further strengthen the interpersonal-oriented teacher emotion regulation research because of the interpersonal characteristics of teachers’ work and the recent perspective shift in emotion regulation research. In future, when applying and adjusting the cutting-edge theories to educational research, researchers who are interested in teachers’ emotion regulation need to pay enough attention to the issues of cultural differences and contextual adaptations. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Reconstruction of Teachers’ Competencies: A Key Support for the Digital Transformation of Education Xiaohong Tian, Yilong Ji, Yueliang Zhou Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 91-100.   DOI: 10.16382/j.cnki.1000-5560.2023.03.010 Abstract （2613）   HTML （96）    PDF（pc） （1645KB）（12371）       Knowledge map    Save The digital transformation of education is driven by the technical ecology formed by the integration of multiple technologies, and it is necessary to analyze the needs it brings to the teaching profession from a technical perspective. The technical intention of the digital transformation of education has shifted teachers from “teaching” to “learning”-centered, and smart education environment has shifted human-machine relationship from auxiliary to collaborative. The physical-social-cyber space survival mode penetrated by technology requires teachers to have corresponding moral cultivation capabilities, and the paradigm of knowledge growth in the digital age requires teachers to continue to develop themselves. Borrowing the functional capacity analysis construction path of organizational behavior elements analysis, the paper analyzes the core mission and attributes of educational organizations, and combines the needs of education digital transformation to obtain the specific types of capabilities supporting the digital transformation of education: curriculum development and teaching competency, human-computer collaboration competency, effective moral education competency and self-growth competency. From the perspective of supporting the digital transformation of education, curriculum development and teaching competency is the premise and guarantee of “learning”-centered, and human-computer collaboration competency is the transformation direction of teachers’ ICT capabilities in smart environments. Effective moral education competency is the primary role of teachers in the process of digital transformation, and self-growth competency is the purpose and means of digital survival. Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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ChatGPT in Education: A Diagnostic Study of Teaching Ability Liang He, Zhenyu Ying, Yingying Wang, Wenqi Sun Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 162-176.   DOI: 10.16382/j.cnki.1000-5560.2023.07.015 Abstract （2280）   HTML （115）    PDF（pc） （964KB）（12021）       Knowledge map    Save The development of artificial intelligence technology is triggering profound changes in the field of education. As a new generation of natural language processing tools driven by artificial intelligence technology, ChatGPT has attracted widespread attention and use due to its powerful language understanding and text generation capabilities. However, due to the special nature of education, it is especially important to pay attention to whether it will have a negative impact on students while accepting it. In order to investigate the current teaching ability of ChatGPT, Shanghai Institute of AI Education, East China Normal University organized a diagnostic study of ChatGPT in teaching ability. Through 118 questions and 800 rounds of questioning, six teachers and nine students found that ChatGPT does not yet have the ability to tutor students independently, but it can be used as a good assistant for teachers to improve their daily work efficiency. Teachers should approach, learn, and use general AI tools as soon as possible, understand their potential risks, and teach students how to properly face and use general artificial intelligence tools. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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The Concept, Measurement, Influencing Factors and Effects of Psychological Capital XIONG Meng,YE Yi-duo Journal of East China Normal University(Educationa    2014, 32 (3): 84-92.   Abstract （3795）   HTML （1049）    PDF（pc） （507KB）（11861）       Knowledge map    Save The concept of Psychological capital (PsyCap) is identified as a kind of positive psychological trait for individual development. The study on PsyCap has significant implication for enhancing individual and organizational competitive advantage. During the past decade, there are rich literature on the concept and theory, structure and measurement, impact factors, effects and intervention. A great deal of empirical work of antecedents, consequences and intervention of psychological capital had been systematically reviewed. The development trends in the field include the development of inclusion criteria of different populations‘ PsyCap, the exploration of integration mechanism with antecedents and outcome variables, the strengthening of longitudinal and intervention research, the study of adolescent and special groups, as well as localized and crosscultural research. Related Articles | Metrics | Comments（0）

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How Natural Language Processing Technology Empowers the AIED: The Perspective of AI Scientist Bo Zhang, Ruihai Dong Journal of East China Normal University(Educational Sciences)    2022, 40 (9): 19-31.   DOI: 10.16382/j.cnki.1000-5560.2022.09.003 Abstract （2792）   HTML （359）    PDF（pc） （1287KB）（11782）       Knowledge map    Save Natural language processing (NLP) is one of the most important research branches of artificial intelligence (AI). With the boosting of computer performance and the construction of large-scale corpora in the last decade, NLP technology has made great progress and has been widely applied in various areas, especially in the field of education. Specifically, in this paper, we investigate the present research and the trends of NLP technology, and how NLP promotes the development of artificial intelligence in education (AIED) through studying and analyzing publications, reports, and speeches, etc. from eminent domestic and international AI specialists. We are aiming to explore the direction and trend of AIED in the future. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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The Generation Mechanism of the Primary and Secondary School Teachers’ Workload in China Huan Song, Jianjian Wu Journal of East China Normal University(Educational Sciences)    2023, 41 (9): 16-37.   DOI: 10.16382/j.cnki.1000-5560.2023.09.002 Abstract （2347）   HTML （91）    PDF（pc） （1332KB）（11738）       Knowledge map    Save The problem of the overload of primary and secondary school teachers is undermining the development of Chinese basic education. However, existing studies on teacher workload in China have limited discussions on how teachers perceive and cope with workload, as well as lack insight into the generation process of teachers’ workload. Through grounded theory methodology, this study aimed to explore teachers perceptions and responses to workload, and how Chinese teachers’ workload generate. Drawn on qualitative data from 49 Chinese primary and secondary school teachers, head of grassroots administrative department, the results showed that there were three types of workload of primary and secondary school teachers in China: teaching related workload, which teachers were willing to do even if they were tired, special-role workload, which let teachers feel torn on their responsibilities, and additional irrelevant workload, which teachers hated most. The complex sources of teachers’ workload in China were intertwined and layered, rooted in the absence of modern governance and modern school systems, but also shaped by a combination of digital technology, the educationalization of society. Schools as organisational intermediaries may ‘add’ or ‘subtract’ from teachers’ workload. The impact of teacher identity on teachers’ perceptions of and responses to workload, the mechanisms of teacher workload generation, and the differences in the process of teacher workload generation were discussed. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Principles, Procedures and Programs of Latent Class Models Zhonglin Wen, Jinyan Xie, Huihui Wang Journal of East China Normal University(Educational Sciences)    2023, 41 (1): 1-15.   DOI: 10.16382/j.cnki.1000-5560.2023.01.001 Abstract （5258）   HTML （428）    PDF（pc） （837KB）（11429）       Knowledge map    Save The models used in Latent Class Analysis and Latent Profile Analysis are collectively referred to as latent class models, a kind of statistical methods of classifying individuals according to their different response patterns in observation indicators, so as to identify population heterogeneity. It has attracted increasing attention from applied researchers in the fields of pedagogy, psychology, and other social science disciplines. However, it is not easy for most education researchers to understand the existing Chinese literature on the statistical principles and analytical procedures of such models. This paper systematically introduces the basic knowledge, statistical principles, analytical procedures and Mplus programs of latent class models, and clarifies various methods and selection strategies involved in the subsequent analysis of these models. It would help applied researchers enhance their understanding of the principles and methods of the latent class models, and promote the application of these models to educational research. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Aesthetic Motivation: Tension and Dilemma in Educational Games : A New Era of Autonomous Learning Geping Liu, Xiaolang Chen, Xue Huang Journal of East China Normal University(Educational Sciences)    2023, 41 (6): 108-117.   DOI: 10.16382/j.cnki.1000-5560.2023.06.009 Abstract （1129）   HTML （43）    PDF（pc） （949KB）（11303）       Knowledge map    Save Educational games, also known as educational electronic games or electronic educational games, are hot spots in the development of smart education industry. Video games are fascinating, but with the addition of the word “education”, they encounter many obstacles at the application level. The theory of game aesthetic motivation reveals that it is human nature to like playing games. People voluntarily follow certain rules (sociality), and then enjoy the freedom, imagination, creation and pleasure in games. The online survey shows that the video game industry pays special attention to audio-visual factors that induce formal aesthetic motivation. However, there are blind spots in the research on the application of educational games at home and abroad, both in terms of form and connotation aesthetic motivation. In recent years, the concept of meta universe and the establishment of the national intelligent education platform have provided new possibilities for the future of ubiquitous learning and autonomous learning. At the same time, practitioners and users of educational games, including game manufacturers and designers, educational administrators, teachers, parents and students, also need to improve their aesthetic and humanistic qualities, so as to promote high-quality educational games to get out of the difficulties at the application level and release greater educational potential. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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What is Artificial Intelligence (AI) Competency: Essence, Composition and Evaluation Systems Baichang Zhong, Xiaofan Liu, Minghuan Yang Journal of East China Normal University(Educational Sciences)    2024, 42 (1): 71-84.   DOI: 10.16382/j.cnki.1000-5560.2024.01.005 Abstract （6307）   HTML （275）    PDF（pc） （845KB）（11247）       Knowledge map    Save The ChatGPT has both positive and negative effects on education. The field of education should consider not only how to empower students to meet the challenges posed by AI, but also how to develop students’ competency to adapt to AI. In this paper, we refer to this competency as AI competency, i.e., the core competency of students with both domain specificity and domain generality cultivated through AI education. AI competency is a new competency arising from the development of AI technology. Technology ontology, philosophical epistemology and educational psychology are interconnected to understand the essence and composition of AI competency. From the perspective of technology ontology, this paper analyzes the essence of AI competency-the technicalization of human beings. From the perspective of philosophical epistemology and educational psychology, this paper analyzes the composition of AI competency. Key competency development is essentially a dynamic transformation process of “knowledge and thinking”. Affectivity, as a knowledge-derived emotional experience, not only nourishes the process of knowledge construction and thinking development, but also serves as the foundation and source for acquiring moral conceptions. Thus, the interplay of knowledge, affectivity and thinking underpins the logic of students’ AI competency. In this vein, this paper constructs an evaluation system of AI competency based on three dimensions: AI knowledge, AI affectivity, and AI thinking. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Cultural Capital of Colleges and Universities: Connotation, Types and Characteristics Qinxiao Hu Journal of East China Normal University(Educational Sciences)    2022, 40 (7): 1-26.   DOI: 10.16382/j.cnki.1000-5560.2022.07.001 Abstract （1316）   HTML （48）    PDF（pc） （1083KB）（10026）       Knowledge map    Save Capital is the basis for the competition and development of individuals and organizations. There are many types of university capital, among which cultural capital is the endogenous driving force for the competition and development of colleges and universities, and it is also a rich inventory for coping with survival crises. Based on the academic history of cultural capital research, combined with the characteristics of university organizational culture, it can be concluded that university cultural capital is the sum of resources. It is governed by the mind dispositions with knowledge moral character as its core in a specific time and space and is expressed through the organic dispositions, objective objects and formal systems. After long-term accumulation and exchange (or conversion), it is lasting, needs to be treated differently, and can bring value proliferation to the development of universities. University cultural capital is divided into spiritual cultural capital, organic cultural capital, objective cultural capital and institutional cultural capital. Whether there is a break between the four kinds of cultural capital is an important way to measure the amount of cultural capital in colleges and universities, and the quality of knowledge is the core yardstick for measurement. The cultural capital of colleges and universities has the characteristics of value proliferation, historical time and space, dynamic plasticity, collective inheritance and internal dependence. Table and Figures | Reference | Related Articles | Metrics | Comments（0）