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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 （4946）   HTML （534）    PDF （699KB）（4834）       Knowledge map    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

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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 （3424）   HTML （496）    PDF （805KB）（4834）       Knowledge map    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

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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 （2548）   HTML （162）    PDF （728KB）（2543）       Knowledge map    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

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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 （5182）   HTML （390）    PDF （853KB）（2155）       Knowledge map    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

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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 （1447）   HTML （114）    PDF （1388KB）（2810）       Knowledge map    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

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ChatGPT/AIGC and the Future Vocational Education Guoqing Xu, Jinfang Cai, Beijia Jiang, Zheng Li, Hui Yang, Jie Zheng Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 64-77.   DOI: 10.16382/j.cnki.1000-5560.2023.07.007 Abstract （1555）   HTML （95）    PDF （668KB）（2049）       Knowledge map    Generative artificial intelligence such as ChatGPT has attracted strong attention since its inception. This paper reveals the future picture of vocational education under the influence of ChatGPT from four main aspects: vocation, vocational ability, personnel training in vocational education and scientific research in vocational colleges, which affect the development of vocational education and reflect the important functions of vocational education. Firstly, in terms of vocation, this paper puts forward corresponding coping strategies after clarifying the technical principles, mechanisms and paths of ChatGPT’s impact on vocation. Secondly, in terms of vocational ability, after combing the ability of ChatGPT, this paper analyzes the influence of ChatGPT on vocational ability from the explanation of the characteristics and structure of vocational ability, and suggests how to deal with the above influence. Thirdly, in terms of personnel training in vocational education, this paper first discusses the personnel training of vocational education school system, combs the application of artificial intelligence technology in the field of higher vocational education personnel training, and then analyzes the challenge of ChatGPT to higher vocational education personnel training and puts forward countermeasures. Then this paper discusses the personnel training of vocational skills training system, expounds the influence of iterative update of ChatGPT on future skills training and the influence of ChatGPT on the future skills training mode of vocational education. Finally, in terms of scientific research in vocational colleges, after clarifying the basic connotation of scientific research in vocational colleges, this paper depicts the iterative process of scientific research in vocational colleges in the change of skill formation, expounds the influence of ‘de-skill’ technology development represented by ChatGPT on scientific research in vocational colleges, and answers how scientific research in vocational colleges should deal with ‘de-skill’ technology development represented by ChatGPT. Reference | Related Articles | Metrics

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The Influence of ChatGPT/AIGC on Education: New Frontiers of Great Power Games Nanping Yu, Yiran Zhang Journal of East China Normal University(Educational Sciences)    2023, 41 (7): 15-25.   DOI: 10.16382/j.cnki.1000-5560.2023.07.002 Abstract （1529）   HTML （321）    PDF （1057KB）（1588）       Knowledge map    The emergence and development of the new generation of artificial intelligence (AI), represented by the ChatGPT, marks the significant transformation from the weak AI to the strong AI, so as to bring great opportunities and challenges to the education system. The new generation of AI’s technological involvement in education elevates the relationship between teachers and students to a brand new third dimension. It presents the following characteristics: a)the network effects of the relationship between teachers and students, b) the dynamic creation of teaching activities, c) th implicit transmission of knowledge and information. From the perspective of application scenarios, the ChatGPT model will focus on three fields: “teachers”, “students”, and “disciplines”, and play an active role in team building, student training, , and discipline building. The application of ChatGPT to the education system not only cast game-changing influence on the current education norms, but also enlarges the gaps in regional developments, controls the industrial transformation process, reshapes the labor structure and complicates the national information security. Th above-mentioned influences not only go beyond the scope of self-definition of education, but also spread to every field of today’s society, and becomes new Frontiers of Great Power Games, directing the shaping of international power structure. In this process, education will be re-understood and redefined. Table and Figures | Reference | Related Articles | Metrics

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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 （2617）   HTML （245）    PDF （837KB）（2892）       Knowledge map    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

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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 （2529）   HTML （125）    PDF （1016KB）（1637）       Knowledge map    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

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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 （145）   HTML （12）    PDF （771KB）（208）       Knowledge map    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

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The Logical Structure and Legislative Perfection of China’s Higher Education Legal System Hua Wang, Xiaobing Sun Journal of East China Normal University(Educational Sciences)    2021, 39 (6): 82-87.   DOI: 10.16382/j.cnki.1000-5560.2021.06.007 Abstract （63）   HTML （146）    PDF （525KB）（625）       Knowledge map    The logical starting point of China’s higher education legal system originates from China’s constitution, education law and its corresponding Chinese education legal system, which is the natural extension and logical expansion of China’s education legal system. However, the coexistence of Higher Education Law and Academic Degrees Ordinance has resulted in the technical separation of higher education legal system, and formed in the practice of rule of law the dual implementation system of management in higher education and academic discipline. Through the systematic analysis of the substantive structure and legislative mode of China’s higher education legal system, this paper puts forward that during the “fourteenth five-year plan” period, China’s higher education legal system should be improved from the aspects of codification, unification, hierarchy and classification. Reference | Related Articles | Metrics

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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 （1167）   HTML （86）    PDF （1879KB）（1652）       Knowledge map    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

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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 （2497）   HTML （475）    PDF （899KB）（2916）       Knowledge map    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

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An Empirical Study on the Evaluation Model of Teacher’s Interdisciplinary Instruction Competency Dequan Zhu, Hongli Peng Journal of East China Normal University(Educational Sciences)    2023, 41 (2): 1-13.   DOI: 10.16382/j.cnki.1000-5560.2023.02.001 Abstract （1483）   HTML （70）    PDF （776KB）（1246）       Knowledge map    Interdisciplinary instruction competency is the fundamental driving force for teachers to carry out interdisciplinary teaching practice activities. Interdisciplinary instruction competency evaluation is an important tool and necessary means to guide and promote teachers to develop interdisciplinary instruction competency. By clarifying the connotation and characteristics of teachers’ interdisciplinary instruction competency, this paper constructs the interdisciplinary instruction competency evaluation index system of primary and secondary school teachers, and uses Delphi method and analytic hierarchy process to form a three-dimensional evaluation model of teacher interdisciplinary instruction competency with weight coefficient value, which integrates interdisciplinary teaching knowledge, interdisciplinary teaching ability and interdisciplinary teaching affection. Through empirical test, combined with the current level of interdisciplinary instruction competency of primary and secondary school teachers in China, this paper puts forward the development path of teachers’ endogenous interdisciplinary instruction competency, that is, to understand the interdisciplinary teaching concept and enhance the interdisciplinary teaching sentiment and liberal consciousness, to deepen interdisciplinary teaching practice and temper interdisciplinary teaching ability and cross-border thinking, and to strengthen the communication between subject teachers and develop interdisciplinary teaching community and organizational culture. Table and Figures | Reference | Related Articles | Metrics

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Development of Competency Assessment Tool for “Studying and Supporting Early Childhood Learning ” for Kindergarten Teachers Qiangqiang Sun Journal of East China Normal University(Educational Sciences)    2022, 40 (12): 91-102.   DOI: 10.16382/j.cnki.1000-5560.2022.12.008 Abstract （370）   HTML （44）    PDF （908KB）（778）       Knowledge map    Studying and supporting early childhood learning is the core competence that kindergarten teachers should possess. The development of an assessment tool will help scientifically diagnose and promote teacher professional development. Based on the COMET work analysis method and behavior integration taxonomy, the study constructs an assessment tool composed of competence dimensions, indicators, and four levels. The surveying attribute test results show that the difficulty, discrimination, and grade division of the evaluation tools are reasonable and have good internal consistency. The confirmatory factor analysis shows that the theoretical model fits well with the observation data and has a high structural effect. It can be seen that the evaluation tools are of high quality and good performance, which can be used as a tool for teacher self-evaluation, and has high application value for kindergarten teachers, kindergarten managers and education administration departments. Table and Figures | Reference | Related Articles | Metrics

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A Maturity Model for Digital Transformation in Education Yonghe Wu, Qiuxuan Xu, Zhuzhu Wang Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 25-35.   DOI: 10.16382/j.cnki.1000-5560.2023.03.003 Abstract （1292）   HTML （67）    PDF （854KB）（1530）       Knowledge map    The digital transformation in education is the driving force and innovation factor of the high-quality development of education. The evaluation of the ability level of the digital transformation in education has become one of the key points of the current education reform and practice. The maturity model provides a new method to solve the difficulty of evaluating the ability level of education digital transformation and helps to lead the implementation of the transformation practice. Based on the theory and basic structure of maturity model, this study analyzes the existing digital maturity model from the perspective of international comparison, and refines the key components of education digital transformation through policy analysis. By referring to the maturity levels and behavior characteristics of Capability Maturity Model and combining with the development characteristics of education digital trans- formation, an evaluation framework of education digital transformation maturity was constructed, which included five key process domains, 18 sub-key domains and five maturity levels. Based on the idea of “macro to medium to micro” to systematically promote digital transformation, this study discusses the key application scenarios of the ma-turity evaluation framework of education digital transformation from national, regional and school levels. A maturity model for digital transformation in education provides feasible evaluation paths for the implementation of education digital strategic actions and high-quality development of education. Table and Figures | Reference | Related Articles | Metrics

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The Connotation and Influencing Factors of Employment Ability of College Students in China：Based on the Comparison Between Applied Universities and Research Universities Qiuheng Shi, Kexin Ren Journal of East China Normal University(Educational Sciences)    2023, 41 (8): 1-12.   DOI: 10.16382/j.cnki.1000-5560.2023.08.001 Abstract （1075）   HTML （114）    PDF （1194KB）（891）       Knowledge map    The structural contradiction between employment difficulty and recruitment difficulty highlights the disharmony between the structure of higher education and the demand for talents of economic and social development. This paper explores the current situation and influencing factors of the employability of college students in research universities and applied universities by constructing a structural model of the employability of college students. It is found that the employability model of college students, which is composed of personality traits, general ability and professional knowledge and skills, is well supported by the data. The employability of Chinese college students is mainly based on comprehensive literacy and ability, and the applied talents have obvious advantages in vocational technical skills. The first classroom is the main front to improve the employability of college students, while the second classroom is of great value to college students with high employability. The quality of practical training in application-oriented colleges and universities needs to be improved. Therefore, colleges and universities should give full play to the different values of the first classroom and the second classroom to realize individualized teaching. Application-oriented colleges and universities should take engineering talents as the goal of talent training, improve students’ comprehensive quality in an all-round and multi-channel way, increase the construction of practice and training so as to realize the combination of characteristics and high quality. Table and Figures | Reference | Related Articles | Metrics

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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 （776）   HTML （332）    PDF （697KB）（1092）       Knowledge map    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

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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 （2633）   HTML （146）    PDF （755KB）（1503）       Knowledge map    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

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The Definition of School Bullying and its Legal Liability REN Haitao Journal of East China Normal University(Educationa    2017, 35 (2): 43-50+118.   DOI: 10.16382/j.cnki.1000-5560.2017.02.005 Abstract （1041）   HTML （168）    PDF （584KB）（3813）       Knowledge map    In April, 2016, the Education Supervision Committee under the State Council, People's Republic of China issued the Circular on Handling School Bullying, aiming to tackle the deliberate or violate insulation and injuries caused by physical, verbal and cyber means among primary and second students nationwide in China. Then in Sep.11th, 2016, China Ministry of Education and other nine departments issued the Guidance of Anti-School Bullying and Violence to prevent the occurrence of school bullying and school violence through educational preventions, legal punishments and the comprehensive resolutions and regulations. #br#At present, school bullying has become a great social and governmental concern. However, there is no shared definition of school bullying and violence though it is highly discussed in the academic community. The difference between school bullying and violence is important for further prevention and discussion. An explicit concept of school bullying is the prerequisite of efficient ways of curbing school bullying and school violence. The concept of school bullying is not the same as that of school violence.#br#In this article, the author argues that the concept of school bullying should be defined narrowly and such bullying phenomenon as out-of-school invasion, teachers as the victims should not be included. The narrow meaning of school bullying is an aggressively, constantly physical or psychological behavior among students or teachers that involves a really mental torture in kindergartens, primary and secondary schools and some other places. The characteristic of the narrow meaning of school bullying involve three aspects.#br#First, it occurs in kindergartens, primary and secondly schools and some other reasonable places. Second, the bullies should be related to the victims. As for the kindergarten, primary and secondly school students, the closer one are their teachers and peer buddies. Third, teachers as the victims are not included. Fourth, school bullying has a constant and permanent influence. Fifth, the victims have to suffer from it unwillingly. Sixth, school bullying does harm to the students. Seventh, school bullying includes different actions such as making threats, stealing, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purposes, etc.. #br#Besides, the article discusses the legal liabilities caused by school bullying (the student, the teacher and the administrator as the bully), which include civil liabilities, administrative liabilities and criminal liabilities. In conclusion, the author argues that only by improving the related laws and regulations and defining the liabilities can we prevent and reduce school bullying by law. Reference | Related Articles | Metrics