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    Educational Neuroscience: Constructing the Connection between Mind, Brain and Education
    Zhou Jiaxian
    Journal of East China Normal University(Educationa    2013, 31 (2): 42-48.  
    Abstract1950)   HTML1397)    PDF (902KB)(5626)      
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    On the Cause of the Late Qing Government’s Choice of Meiji Japan’s Educational System
    HE Xiao-Zhou
    Journal of East China Normal University(Educationa    2012, 30 (4): 69-74.  
    Abstract4732)   HTML1710)    PDF (867KB)(5078)      
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    The Psychological Factors and Treatment of School Bullying
    SUN Shijin, SHI Zeyi
    Journal of East China Normal University(Educationa    2017, 35 (2): 51-56+119.   DOI: 10.16382/j.cnki.1000-5560.2017.02.006
    Abstract235)   HTML1248)    PDF (532KB)(5066)      
    School bullying occurs both in China and other countries. The pernicious influence of school bullying is gaining more public concern these years. In fact, it is a global phenomenon. After reviewing literature from China and abroad, we discuss the psychological characteristics of bullies and victims as well as the influence of social environment. Treatment methods are presented in the last section. First, the concept of school bullying is defined. School bullying is the kind of intentional, repetitive aggressive behavior that occurs at schools among students who own power differentials. School bullying includes physical, verbal, relational, cyber attack behavior which always influences victims' mental and physical health. Victims and bullies are the main participants of school bullying. As far as bullies are concerned, their aggressive behaviors are related to physiological factors such as age and gender as well as social factors such as their craving for high social status. Bullies should not be regarded blindly as evil because they are actually victims of their family or social environment. Also, their aggressive behaviors may have historical background and causes. Only after ruminating on their aggressive behaviors can we cope with the problem. In addition, the risk factors of victims such as being out of the ordinary, being solitary and being rejected are stated. However, the bullies are attracted to the psychological weakness implicitly presented by the victims. Only after the self-esteem of victim is enhanced can the occurrence of bullying be restrained. Moreover, according to Society Ecosystems Theory, environment such as family, school and society play important role in school bullying and have mutual effect. This article suggests that it is necessary to create a liberal, equal, supportive, and intimate environment. Finally, the paper discusses treatment methods of school bullying. The growing public awareness of school bullying does not necessarily mean the decreasing incidence of it. And school bullying intervention should be problem-based adopting interdisciplinary approaches. For example, legal researchers should set a bottom line of attacking behavior in order to prevent extreme malignance and produce warning effects. Educational researchers should refer to school intervention approaches from China and abroad, such as creating a positive school climate at the school level, carrying out anti-bullying program at the classroom level or providing counseling at the individual level. A fair, liberal, harmonious, supportive and safe environment is mentioned. Furthermore, we suggest that a good intervention program in place will make bullies unwilling to, unable to, and not daring to bully. Setting bottom line of the law makes bullies unable to do so. Behavioral control at schools prevents bullies from daring to do so. Psychological counseling or other psychological methods make bullies unwilling to do so by improving themselves inherently. Lastly, we point out that the connotation and extension of school bullying should be strictly defined and school bullying should not be intervened unlimitedly because conflicts can improve one's interpersonal skills in some way.
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    The Concept and Essence of Core Competency
    CHU Hong-Qi, CUI Yun-Huo, XIN Tao, ZHANG Hua, SHI ou, YU Wen-Sen
    Journal of East China Normal University(Educationa    2016, 34 (1): 1-13.  
    Abstract818)   HTML967)    PDF (1846KB)(4566)      
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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.  
    Abstract851)   HTML972)    PDF (507KB)(4547)      
    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.
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    The Impact and Psychic Mechanism of Media Violence on Children and their Aggressive Behavior
    XING Shu-Fen,WANG Dan-Yang,LIN Chong-De
    Journal of East China Normal University(Educationa    2015, 33 (3): 71-78.   DOI: 10.16382/j.cnki.1000-5560.2015.03.010
    Abstract471)   HTML1048)    PDF (548KB)(3877)      
    With the prevalence of new medium and violent games, the relationship between media violence and aggressive behavior has become a research focus again. However, controversy still exists regarding the causal relationship between media violence and aggressive behavior, including two opposite theoretical models: General Aggressive Model and Catalyst Model. According to the General Aggressive Model, the effects of media violence on aggressive behavior involve short-term and long-term effect, with different psychic mechanisms. However, such factors as children’s personality, initial aggressive level, their recognition of the role and characteristics of the game will play a regulatory role. In this regard, future studies will be conducted using new paradigms and techniques, in order to reach a relatively consistent conclusion.
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    Analysis of Naturalistic Instruction Strategy—PRT
    HE Huizhong
    Journal of East China Normal University(Educationa    2013, 31 (4): 46-54.  
    Abstract756)   HTML961)    PDF (923KB)(3723)      
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    Dilthey's Descriptive Psychology and Its Historical Effects
    Wang Shenlian & Guo Benyu
    Journal of East China Normal University(Educationa    2013, 31 (3): 49-55.  
    Abstract1236)   HTML1014)    PDF (945KB)(3553)      
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    The influence of urbanization process on the class size and the scale of school of compulsory education in china
    Fu Weili Zhang Miao
    Journal of East China Normal University(Educationa    2014, 32 (1): 1-10.  
    Abstract977)   HTML1052)    PDF (1926KB)(3522)      
    The rapid urbanization process has led to the strong expansion of the scale of primary and secondary schools in some areas, this brings severe challenges to the adjustment about the class size and the scale of school of compulsory education in the urban and rural regions. There are two notable features on Compulsory education urbanization in China: firstly, the level of urbanization of the elementary school is lower than that of the city's overall development of urbanization in some populous provinces; secondly, the level of urbanization of junior high school is not only higher than that of the elementary school but also significantly surpasses that of the city’s urbanization. As for the following reasons, the slowing down of growth rate of the natural population ,the uncertain migration direction of the rural population, the unbalanced regional urbanization development and the recessive urbanization population explosion, there are several characteristics of school number and scale at the compulsory education,, including the total number is basic reasonable, different development between urban and rural areas, increasing pressure of covert growth of the student number, severe problems of the large class size in some areas. Several measures are suggested to solve the above problems, first to maintain the different balance between the number and scale of the school at two dimensions of rural and town; second, to keep consistent of the level of urbanization of education with the overall level of regional urbanization; third to cope with the uncertainty of floating population by using the flexibility student number of the small class; fourth to implement the scientific monitoring to the rapid urbanized big population province and the population in areas surrounding the center cities; fifth to establish the effective warning mechanism to control the class size and the school scale; sixth to improve the compulsory education coordination level; seventh to ensure that all levels governments are symmetrically in rights and obligations about the education of the floating population children.
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    Studies of Creativity Genomics
    Yi Xinfa; et al.
    Journal of East China Normal University(Educationa    2013, 31 (3): 56-62.  
    Abstract948)   HTML1048)    PDF (958KB)(3475)      
    国家自然科学基金(项目编号:31100755, 31271110)、陕西师范大学中央高校基本科研业务费专项资金项目、2011年教育教学改革研究项目(项目编号:GK201101001)、2011年教师教育研究项目和2012年研究生教育教学改革研究项目(GERP–12–04)。
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    Music, Mind and the Brain
    Zhang Weidong
    Journal of East China Normal University(Educationa    2014, 32 (1): 89-96.  
    Abstract958)   HTML1163)    PDF (492KB)(3394)      
    Music plays an important role both in one’s life and in a society and therefore attracts psychologists and neuroscientists to explore intensively and extensively the psychological mechanisms and neural basis of human musical mind. This paper reviewed the major research advances and results in the areas of cognitive processing and emotional experience of music, the individual differences in responding to and enjoying music, and the implications of psychological and neuro-scientific research on music. The concluding remarks addressed the key issues in current studies as well as directions for future research in the area of music, mind and brain.
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    The Development of Art Therapy: Retrospect and Prospect
    ZHOU Hong
    Journal of East China Normal University(Educationa    2014, 32 (1): 97-102.  
    Abstract935)   HTML1199)    PDF (458KB)(3314)      
    Art therapy is one of psychotherapies to use art in diagnosis and therapy. It emerged in the 1940s and took first step in the 1950s. In the gold times from 1960s to 1990s, art therapy evolved into a professional mental service, and was practiced in various forms and methods, and the application field. In 21st century, integration highlights as a major trend in art therapy which is prominently featured with keeping pace with the progress of science and technology and focusing on the diversity of cultural contexts
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    Foucault's PowerKnowledge and its Pedagogic Meaning
    LI Kong-Wen, WANG Jia-Yi
    Journal of East China Normal University(Educationa    2011, 29 (3): 1-9.  
    Abstract1932)   HTML1143)    PDF (1024KB)(3268)      
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    Cognitive Neuroscience Study on Adolescent Risktaking and Its Implication to Education Practice
    Cheng Chen,et al.
    Journal of East China Normal University(Educationa    2013, 31 (2): 56-62.  
    Abstract1866)   HTML1098)    PDF (960KB)(3259)      
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    A Review of the Development for Sociolemotional Selectivity Theory
    Liu Xiao-Yan &Chen Guo-Peng
    Journal of East China Normal University(Educationa    2011, 29 (1): 47-53.  
    Abstract1501)   HTML24)         
    Socioemotional selectivity theory(SST) was developed by Carstensen about 20 years ago and becomes more and more popular. With development of the theory, selectivity, emotion and perception of time was comparatively stressed in different stage, which actually are three central concepts of SST. However, some introduction of this theory in China is not so complete. The main ideas of SST and corresponding evidence were reviewed according to three concepts in this paper. Additionally, the implications and problems of SST were discussed.
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    STEAM Education in America: Framework, Characteristic and Implication
    WEI Xiaodong, YU Bing, YU Haibo
    Journal of East China Normal University(Educationa    2017, 35 (4): 40-46+134+135.   DOI: 10.16382/j.cnki.1000-5560.2017.04.004
    Abstract296)   HTML596)    PDF (1159KB)(3175)      
    In recent years, to promote basic education reform, the United States has given high priority to its STEAM education, which has become a national strategy. It's widely accepted that STEAM education helps students to understand the world in an integrated way, to use interdisciplinary thinking to solve practical problems, develop their logical thinking and problem solving skills, and cultivate high quality STEAM talents. With the worldwide spread of STEAM education, it will certainly bring about major changes in basic education. This article looks at the background of STEAM education, analyzes its framework and summarize the characteristics of STEAM education, so as to offer some lessons for the reform of basic education in China.
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    Journal of East China Normal University(Educationa    2017, 35 (4): 15-30.   DOI: 10.16382/j.cnki.1000-5560.2017.04.002
    Abstract104)   HTML135)    PDF (640KB)(3124)      
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    An Study on the Application of Virtual Reality in Teaching and Training of Special Children
    Wang Tingzhao, et al.
    Journal of East China Normal University(Educationa    2013, 31 (3): 33-40.  
    Abstract805)   HTML961)    PDF (963KB)(3088)      
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    The Intuition in Number Processing
    CHEN Ya-Lin, LIU Chang
    Journal of East China Normal University(Educationa    2011, 29 (4): 57-63.  
    Abstract1868)   HTML1071)    PDF (841KB)(3049)      
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    Analysis of 21st Century Competencies and Frameworks
    1SHI Man;2,3LIU Cheng;4LIU Xia;5 ZHOU Pingyan;3 Chris Tan;3、5LIU Jian;6、3 WEI Rui
    Journal of East China Normal University(Educationa    2016, 34 (3): 29-37.   DOI: 10.16382/j.cnki.1000-5560.2016.03.004
    Abstract274)   HTML771)    PDF (1379KB)(2925)      

    Due to the overlap in their educational goals, international organizations and economies possess both similarities and differences in the selection and framework construction of 21st Century Competencies. This article first presents different frameworks for 21st Century Competencies. For instance, the framework of OECD aims to help its citizens live a successful life and develop wellfunctioning societies; the EU framework is to sharpen citizens’ learning skills and promote lifelong learning; and the US P21 framework is to cultivate creativity and entrepreneurship with a focus on the needs of job market. Frameworks of some Asian economies like Singapore, and Mainland China, emphasize core values and sense of responsibility. Still there are other frameworks focusing on enriching citizens’ daily life and improving the quality of their leisure time, such as Russia’s framework. Then it identifies 18 competencies from 29 frameworks, which are categorized into two groups: subjectspecific and general competencies. Next, the authors offer a comparative analysis of how much attention are paid to the 18 competencies in different frameworks, especially the discrepancy in competency selection between highincome, middleand lowerincome economies. Findings show that competency frameworks are characterized by inclusiveness, comprehensiveness and diversity. Seven competencies have gained attention from most organizations and economies, including competencies of communication and collaboration, information, creativity and problem solving, selfperception and selfcontrol, critical thinking, learning skills and lifelong learning, civic responsibility and social participation. However, competencies like environment, finance, life planning and wellbeing and leadership, which are considered important in future education development, are not incorporated in many frameworks. Moreover, most economies have incorporated competencies like language, mathematics, humanities, sports and health, critical thinking, communication and collaboration, civic responsibility and social participation. Highincome economies pay special attention to several competencies, such as information literacy, creativity and problem solving, crosscultural competence, especially selfperception and selfcontrol. Competencies like science and technology, art, environment, especially learning skills and lifelong learning, have become the focus of the middle and lowerincome groups. In conclusion, based on the analysis above, the article makes some policy suggestions regarding the development of 21st Century Competencies frameworks. Competencies should be developed in line with the times, global trends, regional demands, and local educational goals. The concept of competencies should be precisely interpreted and a systematic network within competencies should also be established. The framework and education practice of 21st century competencies should focus on lifelong learning. In particular, it’s important to pursue some eternal competencies facing the future.

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