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Research Report on Employment Trends of Chinese College Graduates: Based on 2003—2021 Survey Data Changjun Yue, Qinxue Feng, Xiaojia Xin, Wenqi Qiu Journal of East China Normal University(Educational Sciences)    2023, 41 (9): 138-154.   DOI: 10.16382/j.cnki.1000-5560.2023.09.010 Abstract （15460）   HTML （1215）    PDF（pc） （853KB）（6965）       Knowledge map    Save Based on ten national survey data sets on Chinese college graduates’ employment status from 2003 to 2021, this paper conducts empirical analysis on employment characteristics and trend of Chinese college graduates. The main conclusions are as follows. First, from the perspective of graduation destination, the proportion of formal employment has reached a new low level, while the proportion of further education continues to rise. The placement rate has declined, and the unemployment rate has rebounded. The placement rates of graduates with different educational levels tends to converge. Second, from the perspective of employment quality, the higher the graduates’ education level, the higher the starting salary and the faster the salary grows. There is a L-shaped downward trend in relative starting salary. Nearly 50% of graduates have lower starting salaries than expected. Employment satisfaction is on a fluctuating upward trend. Third, from the perspective of employment structure, the employment proportion in large and medium-sized cities exceeds 80%. The employment proportion of private enterprises has jumped to first place. The employment proportion of enterprises increases at the beginning and then decreases, which exceeds 50%. Career types shift from homogenization towards diversification, then back to homogenization. The education industry has become the preferred choice for graduates. Fourth, from the perspective of employment matching, the proportion of education-job match first decreases and then increases, exceeding 70%. The proportion of major-job mismatch is about 40%. Fifth, from the perspective of job-searching status, schools are the main source of job-searching information. The number of job applications has not gradually increased over time, and some graduates have obtained job opportunities but do not accept. Expenses on human relationship, transportation and clothing are the three major job-searching expenses. Ability is the most important factor that affects employment outcomes. Graduates have stable career intentions, attaching importance to prospects and income. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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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 （12267）   HTML （1075）    PDF（pc） （699KB）（27292）       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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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 （8930）   HTML （434）    PDF（pc） （728KB）（15003）       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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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 （7397）   HTML （716）    PDF（pc） （805KB）（17166）       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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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 （5654）   HTML （263）    PDF（pc） （845KB）（10859）       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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林祥 金, 庚靖 李 Journal of East China Normal University(Educational Sciences)    2000, 18 (1): 77-81.   DOI: 10.16382/j.cnki.1000-5560.2000.01.009 Abstract （5437）   HTML （84）    PDF（pc） （462KB）（942）       Knowledge map    Save 陶行知先生是我国近代创造教育的开拓者。针对旧中国教育脱离实际的严重弊端, 他提出旨在造就创造型人才，培养创新精神创造教育思想。这个思想主要以“行是知之始，知是行之成”为理论依据，以生活为教育内容，强调教学做合一; 力图通过“六大解放、“三个需要”、“一大条件”来解放、培养并发展学生的创造力; 同时采取启发、自动、手脑并用等方法实施创造教育。这是一种具有中国特征，又反映现代教育理论发展趋势的新的教育理论。它不仅为中国教育理论宝库作出了独特贡献，而且对于我国当社会主义教育事业的改革与发展有着重要的现实意义。 Reference | Related Articles | Metrics | Comments（0）

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A Conceptual Framework of Higher-order Thinking Shufeng Ma, Xiangdong Yang Journal of East China Normal University(Educational Sciences)    2022, 40 (11): 58-68.   DOI: 10.16382/j.cnki.1000-5560.2022.11.005 Abstract （5161）   HTML （181）    PDF（pc） （755KB）（4065）       Knowledge map    Save Higher-order thinking is a key competence for individuals to adapt to external environments and cope with future challenges. The theory of constructivism argues that people do not passively receive information from the environment, but actively construct knowledge to update their mental models. In authentic learning contexts, higher-order thinking manifests as the ability to identify the connection between prior knowledge and external information, transfer background knowledge to a new situation, and solve complex problems that do not have definite answers. Higher-order thinking is not a single thought process, but a complex cognitive process in which multiple mental operations coordinately work together. The conceptual framework of higher-order thinking incorporates the analysis of problem situations, the identification and formation of the relationship between old and new knowledge, the synthesis of information from different dimensions, the creation of new knowledge, and the monitoring, management and adjustment of the thinking process. The conceptual framework explains how the five cognitive components influence each other and synergistically regulate the process of cognitive development. The framework provides a new theoretical perspective for interpreting higher-order thinking, and lays a theoretical foundation for in-depth research on the developmental mechanism of higher-order thinking. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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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.   Abstract （5094）   HTML （2014）    PDF（pc） （867KB）（5666）       Knowledge map    Save 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 （4886）   HTML （413）    PDF（pc） （837KB）（10726）       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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The Difficulties and Corresponding Strategies of Educational Digital Transformation Junjie Shang, Xiuhan Li Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 72-81.   DOI: 10.16382/j.cnki.1000-5560.2023.03.008 Abstract （4712）   HTML （153）    PDF（pc） （1016KB）（6999）       Knowledge map    Save The digital transformation in education is an inevitable result of the developing affordance of digital technology for education. This paper discusses the barriers, difficulties, and coping strategies in the educational digital transformation. It first describes three stages of future panoramic transformation of education: infrastructure upgrading, learning mode reforming, and educational process reengineering. The digital transformation of education, as a technology-involved innovative social revolution, is not bound to be a smooth journey. The interaction between technologies and education subjects is affected by multiple factors, thus leading to various corresponding difficulties and obstacles. The surface difficulties mainly come from the barriers of technological availability in building the new education infrastructure, referring to limited investments (e.g., human & financial) and technical bottlenecks. The deep difficulties mean educational subjects’ (e.g., teachers, students, & parents) action obstacles. The core difficulty is how to improve the consensus on digital educational innovation and how to deal with the relationship between humans and technology. To solve the core difficulty of educational digital transformation, it is necessary to carry out structural reform in education and strengthen the basic research of learning science to have a deep understanding of the process and mechanism of education with digital transformation. Finally, this paper puts forward several practical strategies to solve these difficulties from three levels: foundation-building strategies, empowering strategies, and exploring strategies. Table and Figures | 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 （4590）   HTML （536）    PDF（pc） （899KB）（14407）       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 Transformation of Teachers’ Work in the Era of ChatGPT/AIGC: Opportunities, Challenges, and Responses Huan Song, Min Lin Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 78-90.   DOI: 10.16382/j.cnki.1000-5560.2023.07.008 Abstract （4483）   HTML （192）    PDF（pc） （1388KB）（8540）       Knowledge map    Save As the latest breakthrough in artificial intelligence, ChatGPT has attracted widespread attention and discussion in the field of education since its release, requiring an analysis and exploration of its impact on teachers’ work from both theoretical and practical perspectives. Drawing upon the theoretical ideas of Biesta’s “weakness of education” and Dewey’s “philosophy of communicative action”, this paper deeply considers the essence of the integration between ChatGPT and education. According to different ways of thinking about “strong education” and “weak education”, teachers and schools have different degrees of replaceability. Teachers should pay attention to the value orientation of education, grasp the essence of education, seize the opportunities brought by ChatGPT in personalized learning, teacher workload, and teacher self-growth, and actively respond to the challenges brought by ChatGPT in learning objectives, teaching processes and design, and evaluation methods. Starting from the fundamental task of education and “competency-based suyang” education, and focusing on the digital information literacy of educators, this paper proposes new requirements for the structure of teachers’ competency in the new era: the ability to lide shuren (cultivate moral character and educate students), professional ethics in the digital age, the ability to integrate artificial intelligence into teaching, and the ability to update the curriculum, learning, teaching, and evaluation. Table and Figures | Reference | Related Articles | Metrics | Comments（0）

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Research on the Relationship between Exam-oriented Education and Students’ Creativity Zheng Ke, Can Liang Journal of East China Normal University(Educational Sciences)    2023, 41 (4): 72-82.   DOI: 10.16382/j.cnki.1000-5560.2023.04.006 Abstract （4035）   HTML （189）    PDF（pc） （783KB）（6649）       Knowledge map    Save Although many people rightly believe that exam-oriented education hinders the development of Chinese students’ creativity, there is no basic evidence to prove that the overall creativity level of Chinese students is lower than that of other countries. Therefore, it should not be simply asserted that exam-oriented education restricts the cultivation of Chinese students’ creativity. But this does not mean that exam-oriented education has nothing to do with students’ creativity. A reasonable explanation is that exam-oriented education has different effects on different types of students. It is effective in “raising the bottom”, but it will obviously hinder the creativity of top students. This is supported by many direct and indirect factual evidence. Although the number of highly creative students accounts for a small proportion, their creativity is affected, which is related to national security and competitiveness and deserves attention and vigilance. Exam-oriented education has a significant negative impact on the creativity level of top students, which does not mean that other groups of students are not affected by it. But in the environment of exam-oriented education, the top students are more affected and restricted. Using the analytical framework provided by the “the componential theory of creativity”, this negative impact can work through three mechanisms, that is, reducing the width and depth of top students’ knowledge mastery, reducing the spirit of adventure and questioning, as well as the tolerant attitude towards uncertainty, and weakening the internal motivation of learning. Reference | Related Articles | Metrics | Comments（0）

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永鑫 李, 广亚 周 Journal of East China Normal University(Educational Sciences)    2007, 25 (3): 44-50.   DOI: 10.16382/j.cnki.1000-5560.2007.03.011 Abstract （4020）   HTML （42）    PDF（pc） （254KB）（1791）       Knowledge map    Save 西蒙(Simon, 1916—2001)是当代著名的心理学家和经济学家, 也是最出名的多学科专家。西蒙的心理学思想主要表现在管理心理学和认知心理学上, 他是现代管理决策理论的创立者, 也是信息加工心理学的奠基者, 提出了著名的“物理符号系统假设”。本文阐述了管理决策理论的理论基础、决策的原则、类型和决策过程中的信息问题, 描述了信息加工心理学的基本原理、人类认知的基本过程和重要的人类认知现象, 并在此基础上对西蒙的心理学思想进行了评价。 Reference | Related Articles | Metrics | Comments（0）

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春燕 王 Journal of East China Normal University(Educational Sciences)    2008, 26 (4): 73-78.   DOI: 10.16382/j.cnki.1000-5560.2008.04.012 Abstract （3706）   HTML （25）    PDF（pc） （248KB）（1510）       Knowledge map    Save 幼稚园行为课程是由张雪门先生创编的。其基本观点是:幼稚园的课程就是“给三足岁到六足岁的孩子所能够做而且喜欢做的经验的预备。”幼稚园行为课程的目标是以社会需要为远景, 以儿童个体发展需要为近景的促进儿童身心全面发展的目标。幼稚园行为课程的内容为儿童的诸般活动、儿童的自然环境和社会环境。幼稚园行为课程的实施包括动机、目的、活动、活动过程、工具及材料。幼稚园行为课程的基本思想是“生活即教育”、“行为即课程”, 不仅反动了当时幼稚教育中普遍存在的教育与儿童实际生活相脱节的现象, 而且对当今的基础教育课程改革有重要的借鉴与启发意义。 Reference | Related Articles | Metrics | Comments（0）

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荣 王, 标 桑 Journal of East China Normal University(Educational Sciences)    2007, 25 (1): 68-72.   DOI: 10.16382/j.cnki.1000-5560.2007.01.010 Abstract （3646）   HTML （68）    PDF（pc） （207KB）（1626）       Knowledge map    Save 人—情境整体交互作用理论是关于个体功能与发展的理论, 对发展心理学中如何理解人的发展以及如何进行科学研究具有重要的启示意义, 为当前发展心理学的理论、方法和研究取向注入了新的气息和新的力量。 Reference | Related Articles | Metrics | Comments（0）

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自强 辛 Journal of East China Normal University(Educational Sciences)    2007, 25 (2): 42-47,78.   DOI: 10.16382/j.cnki.1000-5560.2007.02.008 Abstract （3535）   HTML （39）    PDF（pc） （78KB）（1363）       Knowledge map    Save 社会不仅是遥不可及的宏观环境或大环境, 它也如同家庭和学校一样是个体直接参与并生活于其中的一种微观环境, 然而这种个体发展的“社会微环境”一直没能在心理学领域得到重视。本文从理论背景、概念定义、基本特性等方面对“社会微环境”这一主题进行了初步的理论建构, 并期望推动它进入学术的视野, 成为今后心理发展研究关注的重要环境变量。 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 （3515）   HTML （110）    PDF（pc） （459KB）（28597）       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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人杰 张 Journal of East China Normal University(Educational Sciences)    2007, 25 (4): 12-20.   DOI: 10.16382/j.cnki.1000-5560.2007.04.005 Abstract （3502）   HTML （51）    PDF（pc） （312KB）（2577）       Knowledge map    Save 为了解决教师的角色冲突, 改进学科研究也不无必要。教育社会学因本身所具学科性质而对此已有长期研究, 且已被正确地寄予更多的希望。然而, 该学科的研究实况离预期相去甚远已非一朝一夕。因此, 有必要识别和改进其不足之处, 使之能够名至实归地推进角色冲突理论的发展和教师角色冲突的解决。当务之急宜从较为具体的教师角色冲突解决方法入手, 共同地在三个方面做出努力:梳理杂乱无章的现有论述, 涉及尚未涉及的突出问题, 以及拓宽系于一途的研究取向。换言之, 本文是以教师角色冲突解决方法为个案, 关于改进教育社会学研究的探讨。 Reference | Related Articles | Metrics | Comments（0）

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卫东 张, 其维 李 Journal of East China Normal University(Educational Sciences)    2007, 25 (1): 46-55.   DOI: 10.16382/j.cnki.1000-5560.2007.01.007 Abstract （3489）   HTML （63）    PDF（pc） （384KB）（4206）       Knowledge map    Save 综观主要来自我国心理学界的认知神经科学研究工作及其重要成果, 从认知行为的神经机制研究、认知行为心理学理论的神经科学研究、基于脑神经机理构建认知行为心理机制理论模型的研究这三个研究层面评述其对我国心理学发展的学术意义和研究贡献。文章指出, 认知神经科学研究强有力地推动了我国心理学的发展, 但其尚难以满足心理现象因果解释的要求, 不能替代心理科学研究本身。心理学研究者掌握和运用认知神经科学研究方法和技术, 旨在使其“服务”于心理学研究, 从认知行为的脑神经机制的探索中获得启发而构建心理学理论, 这是认知神经科学研究对心理学研究的真正学术意义之所在, 目前我国心理学领域在这方面的研究相对不足应引起重视。 Reference | Related Articles | Metrics | Comments（0）