Journal of East China Normal University(Educationa

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Transformation of Chinese Educational Development Mode: Path Selection and Endogenous Development

CHU Hongqi

Journal of East China Normal University(Educationa 2018, 36 (1): 1-14+159. DOI: 10.16382/j.cnki.1000-5560.2018.01.001

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Educational development mode refers to the methods, means and patterns of promoting educational development. In the 21st century, the dramatic changes in society have triggered the upgrading of educational goals,among which cultivating students' key competencies rather than examination skills is seen as the main goal. The upgraded educational goal has made it imperative to transform educational development mode. This transformation is discussed from the following five aspects:adjusting educational structure, transforming student cultivation mode, transforming educational administration mode, strengthening the construction of teaching force, and improving educational research. The first three aspects involve three paths to transforming development mode, namely structural path, technical path and institutional path. The last two aspects relate to the endogenous development of education, which provides the support of human and intellectual resources for educational development.

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Autonomy-Support: Transformation of Teaching Styles

MA Siteng, ZHAO Qian, JIAO Xinran

Journal of East China Normal University(Educationa 2018, 36 (1): 15-21+159. DOI: 10.16382/j.cnki.1000-5560.2018.01.002

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According to self-determination theory, teachers' autonomy support refers to teachers' specific teaching styles, which help to reduce the control and pressure of students in support of students' self-development. In this study,autonomy support is addressed from three dimensions:encouraging independent thinking, establishing meaningful relevance, and supporting development of interest. Using the quantitative research method to investigate the status quo of teachers' level of autonymsupport, we explored the influential factors through regression analysis. The findings indicated an overall high level of autonomy support in teaching, but relatively poor performance in development of interest. Different teachers had significantly different scores, depending on their locations, genders and teaching abilities. Besides, teaching efficacy, teaching autonomy, opportunities of professional development and participation in decision-making can significantly affect teachers' level of autonomy support.Finally, this study put forward some suggestions regarding improving teachers' level of autonomy support, such as putting emphasis on teacher professional development, reforming evaluation system, protecting teachers' autonomy.

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Self-regulated Learning, Cooperative Learning and Inquiry Learning: Transformation of Student Learning Styles

ZHANG Yaxing

Journal of East China Normal University(Educationa 2018, 36 (1): 22-28+160. DOI: 10.16382/j.cnki.1000-5560.2018.01.003

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Self-regulated learning, cooperative learning and inquiry learning are highlighted in the new curriculum reform as the direction of learning styletransformation in China. This study, based on a stratified survey of sampled 440 teachers and 14,406 students, attempted to investigate the status quo and influential factors of learning style transformation in primary and secondary schools. The findings show that, despite the changed learning styles, self-regulated learning and inquiry learning still need to be improved. The transformation of learning styles among girls, lower-graders and urban students are relatively better. In addition, obtained teaching support, teaching autonomy and teaching styles have significant positive effects on learning style transformation, while examination oriented teaching ability has a significant negative effect. Also, mother's education, peer relationship,teacher-student relationship and learning motivation have significant positive impact on learning style transformation. However, higher academic pressure is not conducive to the transformation of learning styles.Therefore, it is necessary to promote teacher professional development, enhance democracy in educational management, improve the relevance of learning activities, and establish a good learning environment.

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Participatory Democracy: Transformation of School Management Styles

Xuelian, LI Gang

Journal of East China Normal University(Educationa 2018, 36 (1): 29-34+160. DOI: 10.16382/j.cnki.1000-5560.2018.01.004

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Participatory democracy is the goal and direction of the transformation of school management styles. This study, based on a survey of 99 principals and 4,890 teachers in 103 schools, considers the status quo and influential factors of the democratic transformation in public primary and secondary schools.The results show that the current democratic participation in school management is kind of surface participation, and there exist such problems as insufficient participation, unequal participation and limited participation.Factors affecting the democratic transformation of school management include hindrance in administration, system, concept and idea. Therefore, it's suggested that education authorities should transform their governing modes by scientific decentralization. Primary and secondary schools should strive to build a sound democratic system by improving the internal governance structures. In addition, principals should change their authoritarian style and establish effective partnership between managers and participants.

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Shared Governance: Transformation of Educational Administration Modes

GENG Chao

Journal of East China Normal University(Educationa 2018, 36 (1): 35-41+161. DOI: 10.16382/j.cnki.1000-5560.2018.01.005

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The educational administrative mode involves the issues of who should be the main subject, which way should be adopted, and what educational affairs need to be addressed. The study finds that in traditional educational administration, the government tends to be the single subject, with the top-down management of the total factor and processes of education. Educational modernization calls for innovation in educational administrative modes, and shared governance should be the direction of the transformation of educational administrative modes. There are three factors that affect the transformation of educational administrative modes:multi-layered administrative contracts which have caused deviated targets in educational administration; non-cooperation among different departments which restricts the educational administrative performance; lack of affiliation and identity in educational participation which limits participant enthusiasm of multi-subjects. To transform the traditional mode of educational administration and better serve education development, we need to expand the consultation and cooperation to ensure the participation of multiple subjects in the basic educational administration from the four aspects of concept establishment, rule-making, organization cultivation and system guarantee.

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Theoretical Foundation and School Education Cultivation of Core Competencies

TSAI Ching-tien

Journal of East China Normal University(Educationa 2018, 36 (1): 42-54+161. DOI: 10.16382/j.cnki.1000-5560.2018.01.006

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In this paper, the author articulated the concept of core competencies(key competencies), and explored the importance of theoretical foundation and school education cultivation of core competencies.Based on the three international organisations of UNESCO, OECD and EU, the author conducted an international trend study of core competencies. Then, the author investigated five disciplinary approaches of core competencies as a basis to build a theorectical foundation of core competencies. And finally, the author discussed the importance of school edcucation and curriculum guideline in the cultivation of core competencies.

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Implementation of Key Competencies: Shift from Classification to Stratification

ZHONG Baichang, LI Yi

Journal of East China Normal University(Educationa 2018, 36 (1): 55-63+161+162. DOI: 10.16382/j.cnki.1000-5560.2018.01.007

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With the increasing popularity of student key competencies and discipline key competencies, key competencies are becoming a wind vane in Chinese educational reform. In this paper, we discussed the key questions of how to grasp its essence and put it into practice. We argued that,on the one hand, the essence of key competencies is a new way to interpret educational objectives in terms of all-round development and lifelong development. On the other hand, the hierarchical structure is a desirable framework to analyze key competencies, as it can integrate the educational theory and practice in support of all-round development and lifelong development.

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Principles of Student Placement in Elementary School: Beyond Teaching in Accordance with Learners' Aptitude

LU Xiaodong

Journal of East China Normal University(Educationa 2018, 36 (1): 64-76+162. DOI: 10.16382/j.cnki.1000-5560.2018.01.008

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Teaching students in accordance with their aptitude is a classical education principle in China. Despite its advantages, there exist such problems as studentstereotypes by their teachers or classmates over the 6-year fixed placement in the same elementary school. Therefore, it's necessary to break up the fixed placement of students beyond the principle of teaching students in accordance with their aptitude. This may introduce new values in schools from eight aspects. First, the entrance examination and interview for kindergarten children to enter the elementary school would be useless and harmful. Second, the Chinese metaphor of Never lose at the starting line could be semantically and practically dispelled. Third, there would be little chance for teachers to label certain students underachievers. Fourth,more authentic, frequent changes could take place in primaryschools, which could enable students to learn in a changing world. Fifth, it is possible for students to get out of the small fixed circle of friends into a large circle of friends in schools.Sixth, teaching resources could be allocated more impartially. Seventh, breaking up the fixed placement of students could liberate the students, who would otherwise be the hostage of their teachers. Finally,parents would have no intention of class choice on their children's behalf.

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Textbook Use: The Interaction between Teacher and Textbook-Inquiry on Teachers' Use of Maths Textbooks in Chinese Mainland, Hong Kong and Taiwan

ZHANG Qian, WONG Ngai-Ying, SHI Ou

Journal of East China Normal University(Educationa 2018, 36 (1): 77-84+162+163. DOI: 10.16382/j.cnki.1000-5560.2018.01.009

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While the new round of curriculum reform aims at the development of students' key competencies, the challenge is how to change teachers' rigidly unidirectional use of textbooks (following in most cases), so as to meet students' diversified and personalized learning needs. The inter-relationship between teachers and textbooks is defined based on two dimensions:teachers' satisfaction with textbook design and teachers' fidelity in textbook use. In this study, 1 279 mathematic teachers from Chinese mainland, Taiwan and Hong Kong SAR were surveyed to investigate teachers' general inter-relationship with textbooks. The results presented three patterns of relationship. For mainland teachers, even though the textbooks fail to meet students' learning needs, they still choose to follow the books. On the other hand, Hong Kong teachers choose to adapt, supplement or even reject textbook content to create their own teaching materials. Finally, Taiwan teachers are satisfied with the quality of their textbooks, therefore they feel there is no need to adjust the textbooks.

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Education as Human Justice

LIU Tong

Journal of East China Normal University(Educationa 2018, 36 (1): 85-92+163. DOI: 10.16382/j.cnki.1000-5560.2018.01.010

Abstract （761）

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It is far from a self-evident truth that education should be just. The combination of education and justice requires a critical examination. Education means the understanding of the actors. The first understanding of the actors is their infinite richness. Review of the richness is based on the revaluation of educational justice:highlighting the original meaning of education. In the original meaning of education, the two factors of the existing world and the people should be first highlighted as the actors. Authentic education is manifested by the interaction between the people and the world, i.e, appreciating the good, which is the manifestation of human being. That is to say, education means human justice. Achieving educational justice demands world justice, understanding justice and practicing justice.

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The Essence,Type and Resolution of Value Conflicts in Education

ZHANG Xiaqing

Journal of East China Normal University(Educationa 2018, 36 (1): 93-97+163. DOI: 10.16382/j.cnki.1000-5560.2018.01.011

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In an era of pluralism, the prevailing value conflict exists in every aspect of society, like in education. Value conflict refers to conflict in value logic, which includes valuation logic and obligation logic. Thus, value conflict can be divided into three types:valuation logics conflict, obligation logics conflict, and conflict between valuation logic and obligation logic. In theory, value conflict can be resolved either by following a better behavior model or by reinforcing an obligation law. However, value conflict resolution in practice needs a precondition, such as the "good will" and "sense of responsibility" of the actors. Therefore, to resolve the value conflict in education, it's essential to cultivate and promote the "good will" and "sense of responsibility" in education.

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Education Informatization: From the Version 1.0 to 2.0

LEI Chaozi

Journal of East China Normal University(Educationa 2018, 36 (1): 98-103+164. DOI: 10.16382/j.cnki.1000-5560.2018.01.012

Abstract （979）

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With the attention and concern of leaders at all levels, the education informatization in China have been achieved remarkable results, especially have been formatting the mechanism and path of education informatization development with Chinese characteristics. At the same time, there are many difficulties and problems in practices, for example, no paying enough attention on it in some districts, not in depth application to teaching, the Innovation practice being not enough.Facing the requirements of the national social development in the new era, we should pay more attention and concerns on creating the new models of teaching and learning, providing services and educational governing. The following three changes should be made from the development of application of educational resources to more extensions than education, from improving the application ability of information technology to the thinking and character of information technology, from the fusion development of education and information technology to the creative development.

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Evolution Logic and Future Trend of Vocational Education Policy in China

QI Zhanyong, WANG Jiaxin, AN Yingying

Journal of East China Normal University(Educationa 2018, 36 (1): 104-111+164. DOI: 10.16382/j.cnki.1000-5560.2018.01.013

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The vocational education policy in China since 1978 has undergone three stages:adjustment of secondary education structure(1978-1995), exploration of vocational education (1996-2010), and establishment of modern vocational education system (2010). Using different orientation analysis models,the authors argue that the evolution logic in the development of vocational education policy can be summarized as follows:the dynamic mechanism by means of management system adjustment, the policy value orientation of vocational education goals, the process assurance of the implementation of vocational education policy based on specification of people and property, the cultural rules of vocational education policy discourse dominated by economic discourse. Finally, the paper discusses the future trend of vocational education policy. First, the formation mechanism should be changed from "ambiguity of power and duties" to "unified coordination". Second, the value orientation should be changed from "single utility" to "multi orientation". Third, the policy of vocational education should be changed from "lack of supervision"to"strict supervision". Fourth, the policy discourse should be changed from "government-oriented" to "public participation".

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Relationship between Industry Form and Modern Apprenticeship in China: Empirical Analysis Based on Enterprise Experts' Statements

PU Haihui, XU Guoqing

Journal of East China Normal University(Educationa 2018, 36 (1): 112-118+165. DOI: 10.16382/j.cnki.1000-5560.2018.01.014

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In order to comprehend China's industrial demand for modern apprenticeship, expert meeting approach is adopted in this research. Experts from cultural creative industry, high-end manufacturing industry and modern service industry made presentations at the meeting respectively. Based on the in-depth analysis of their statements, we draw the following conclusions. Firstly, whether the industry needs modern apprenticeship is not determined by the industry type or technical level, but influenced by the industry operation mode and manufacturing organization mode. Secondly, the industry's demand for apprenticeship is negatively correlated with the certainty of the products and the standardization level of the manufacturing. Thirdly, the demand of different industries for modern apprenticeship has its own characteristics. Modern apprenticeship in transformed traditional industry puts more emphasis on inheritance and innovation. High-end manufacturing industry attaches more importance to judging and decision making. Resource accumulation is a major concern in modern service industry. Finally, learning from the operation mode of the German industry will be conducive to the pilot reform of China's modern apprenticeship.

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Three Logical Approaches to Promoting the Open Development of Regional Education

CHEN Ziji, LIU Yongfu

Journal of East China Normal University(Educationa 2018, 36 (1): 119-125+165. DOI: 10.16382/j.cnki.1000-5560.2018.01.015

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To promote the open development of regional education, it's important to tackle the problem of internal and external linkage at micro, meso and macro levels through the exchange and sharing of such educational factors as resources, knowledge, technology, information, talent, capital and so on. At the micro level, local educational authorities should strive to reform school cooperation through open development, so as to achieve the linkage between school and its community.At the meso level, it's suggested that interregional linkage model should be built to achieve the linkage among several regions. At the macro level, it's essential to promote the internationalization of regional education to achieve the linkage between home and abroad. To push the open development of regional education,educational administrative departments need to implement the strategy of top-level design, systematic support and overall promotion so that the three logical approaches can produce synergies to promote the development of regional education.

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Evolution of Adult Education in Britain in the first Half 20th Century: From Working Class Education to Mass Adult Education

LI Li

Journal of East China Normal University(Educationa 2018, 36 (1): 126-136+166. DOI: 10.16382/j.cnki.1000-5560.2018.01.016

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After the Industry Revolution, emphasis was placed on educating the working class in British adult education, which met their needs for education to a certain extent. From the beginning of 20^th century to 1956, British adult education was shaped by the competition among three main actors:Labour Colleges,the Workers' Education Association, University Adult Education. The independent working class education offered by Labour Colleges turned into the training means of Trade Unions' executives while the liberal adult education led by the Workers' Education Association and challenged by university adult education, graduated into mass adult education from working class education. Meanwhile, general higher adult education dominated by the universities, achieved its own institutionalization by competing against the Workers' Education Association and ended up with thriving. The changes in the three forces were closely related to the changes in the British labor movement at the same time. The change of the natureof labor movement directly affected the development of adult education in the first half of the 20th century and it contributed to the evolution of adult education from working class education to mass adult education.

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Non-Continuity and Heterogeneity: Application of Piecewise Growth Mixture Model in Language Development Study

LIU Yuan, LIU Hongyun

Journal of East China Normal University(Educationa 2018, 36 (1): 137-148+166. DOI: 10.16382/j.cnki.1000-5560.2018.01.017

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In recent researches, the piecewise growth mixture model (PGMM) has been used in longitudinal studies to detect the non-continued growing trend and heterogeneous population simultaneously. The present study used the data from Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K) as an example to illustrate the use of PGMM. An ideal model of PGMN is a two-piece growing model, with the turning point at Grade One, linear trajectory in the first period and quadratic trajectory in the second. The result showed that there should be a crucial turning point in the development of reading ability, with a rapid growing rate from kindergarten to Grade One and then a sharp-decline rate after entering the primary school. Furthermore, a three-class model was selected where the heterogeneous sample-based population was essential in describing the growing pattern. Finally, the result indicated the teachers' assessment of children's behavior was more likely to predict the latent class than that of the parents' with the control of the background effects.

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Standards and Assessments of Key Competences of Primary and Middle School Students in France: Dialogue between Charles TIJUS and LIN Jing

Charles TIJUS, LIN Jing

Journal of East China Normal University(Educationa 2018, 36 (1): 149-154+167. DOI: 10.16382/j.cnki.1000-5560.2018.01.018

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Since the beginning of this century, France has successively issued two versions of Common Base of Knowledge and Skills as legal goals for compulsory education to cultivate key competences of primary and middle school students. To achieve these goals, France has organized an assessment system based on Common Base to assess students' key competences. One type of the assessment is school-based and carried out in three stages to diagnose, feedback and improve students' key competences throughout compulsory education. Another named CEDRE is held regularly by DEPP to monitor the progress of students' level of key competences. This article focuses on the provisions of Common Base, the contents of and approaches to assessment, and the highlights and trends in the innovation of assessment in France. One purpose of the article is to offer reference for the cultivation and development of Chinese students'core literacy.

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Journal of East China Normal University(Educationa 2018, 36 (1): 155-158. DOI: 10.16382/j.cnki.1000-5560.2018.01.019

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Developing an Instrument for Measuring Teachers' Implementation of Curriculum Standards

CUI Yunhuo, ZHOU Wenye, DONG Zehua, ZHANG Jing

Journal of East China Normal University(Educationa 2018, 36 (2): 1-13+153. DOI: 10.16382/j.cnki.1000-5560.2018.02.001

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The curriculum standard is a discipline-specific articulation of talent cultivation, offering a na-tional guideline for teaching as well as an important basis for teachers' teaching. The measurement of teach-ers' implementation of curriculum standards is an evitable requirement for examining the impact of curriculum reforms, analyzing factors of curriculum implementation, and assessing the quality of teaching. It can be di-vided into three dimensions:understanding and motivation, action and strategy, outcome and reflection. Each dimension is subdivided into specific sub-dimensions. Based on the sub-dimensions, a large-scale question-naire is developed. After rigorous sampling, we conducted a set of analyses, including non-rotating principal component analysis, exploratory factor analysis, validity analysis and reliability analysis. The analyses lead to a final questionnaire with strong reliability and validity.

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Journal of East China Normal University(Educationa 2018, 36 (2): 14-28. DOI: 10.16382/j.cnki.1000-5560.2018.02.002

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Legal Issues Regarding the Governance of Public Universities: An Institutional Perspective of Public Service

YU An

Journal of East China Normal University(Educationa 2018, 36 (2): 29-37+153. DOI: 10.16382/j.cnki.1000-5560.2018.02.003

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Rule of law should be a priority in the governance of public universities. Public interest is viewed as the most important attribute in the autonomy of university governance, which should be systematized and codified on the principle of public service in near future. The provision of high education service could be supervised by public-interest administrative litigation. To make up the functional deficiency of university as a civil legal entity, it's necessary to speed up the system construction of public legal entities for public universi-ties. The informal transfer of governance center of the multi-disciplinary university to its faculties undermines the existing legal liability system and it is imperative to limit or eliminate the administrative functions of those faculties as soon as possible. Rights of university teachers with the connotation of public interest should be protected by the social law and administrative law by surmounting the limitation of affiliation to the unit of uni-versity.

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School Administration by Law: Values, Content and Strategies

GUAN Baoying

Journal of East China Normal University(Educationa 2018, 36 (2): 38-45+154. DOI: 10.16382/j.cnki.1000-5560.2018.02.004

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The fulfillment of school administration by law in China lies in the spirit of school administra-tion by law, the scientific connotation of which involves school's legal status, rule of law thinking, legal per-sonality and legal act. The values in rule of law is to achieve the rationality in administration of law, which can be interpreted from the aspects of school administration system, law-based society and law-based govern-ment. School Administration by law is concrete, and its basic contents are reflected in legal sources, legal en-tity, legal rights and duties and legal effects. In the context of rule of law, how to implement school adminis-tration by law is a major concern, which could be addressed by defining school by law, administrating school by law, assessing school by law and benefiting school by law.

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Legalization of Interest Relationship in China's Private Schools: A Perspective of Financial and Tax Law

YU Hao

Journal of East China Normal University(Educationa 2018, 36 (2): 46-53+154. DOI: 10.16382/j.cnki.1000-5560.2018.02.005

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The legalization of interest relationship is an important aspect of the legal construction of pri-vate schools, which not only carry public interest, but also pursue private interest. This involves a variety of specific interest relationship, including the relationship with national interest, social public interest and pri-vate interest. Interest is closely connected with law, particularly with the financial and tax law. By confirming the attribution of interest, harmonizing conflicts of interest and promoting the realization of interest, the finan-cial and tax law realizes the legalization of the interest of private schools. While China's current financial and tax law of private schools embodies the cognitive logic of the legalization of finance and taxation, there remain some limitations, which should be overcome through providing equal nonprofit support to both private and public schools, offering preferential taxation policy to the founder of non-profit schools, and affording a hands-off policy to the establishment of for-profit compulsory schools and so on.

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Good Institution for Modern School Governance

HU Jinmu

Journal of East China Normal University(Educationa 2018, 36 (2): 54-59+154+155. DOI: 10.16382/j.cnki.1000-5560.2018.02.006

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Every institution has its ethical dimension, which requires reviewing the ethical legitimacy of school structures from the perspective of institutional ethics. Only when an institution is equipped with ethical legitimacy can it be a good one. However, under the influence of instrumental rationality and utilitarianism, efficiency, rather than morality, acts as the criteria for assessing schools. In pursuit of efficiency, schools tend to adopt a control-focused ‘dehumanized’ standardization, causing a ‘demoralizing education’ in school life. To cope with this crisis, people should take into consideration the great value of good institution in school life. Good institution is the best way to protect school life, as it gives human existence higher priority, takes justice spirit as the ethical base, and rational dialogue as the ethical system.

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Correlations between School Bullying and Mental Health among Middle School Students in Rural China

GAO Shen, MIN Wenbin, CHANG Fang, SHI Yaojiang

Journal of East China Normal University(Educationa 2018, 36 (2): 60-67+155. DOI: 10.16382/j.cnki.1000-5560.2018.02.007

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This study aims to explore correlations between school bullying and mental health among mid-dle school students in rural China, provides empirical evidence to enhance psychological status of rural students. Using mental health test (MHT) and individual survey as evaluating tools this study analyzed 8536 rural middle school students. Results showed that about 10% rural middle school students were evaluated at risk for mental health problems, 37% students were reported being bullied. There are significant correlations between mental health and bullying. Findings also suggest that interventions focusing on school bullying in ru-ral middle school may also help reduce mental health problem.

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Research on Developing the Measurement Model For School Characteristics

FAN Yongfeng, SONG Naiqing

Journal of East China Normal University(Educationa 2018, 36 (2): 68-78+155+156. DOI: 10.16382/j.cnki.1000-5560.2018.02.008

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School characteristics is a major concern in school education worldwide. However, there still remains no agreed understanding of it, and there is little research on measurement of school characteristics. Combining qualitative and quantitative approaches, this study employed various research methods, including literature review, questionnaire survey, interview, and some data analysis methods like exploratory factor a-nalysis and structural equation model. It first redefined the concept of school characteristics, and then devel-oped the measurement index system, as well as the measurement scale and model for school characteristics. The measurement model for school characteristics involves three dimensions:adaptability of school philosophy to internal reality and external environment, consistency between practice and theory, the superiority of the effects of school characteristics and their quantitative relation.

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The Essence and Practice of Analytic Philosophy of Education: From a Personal Teaching Point of View

DAN Jau-wei

Journal of East China Normal University(Educationa 2018, 36 (2): 79-86+156. DOI: 10.16382/j.cnki.1000-5560.2018.02.009

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This paper starts with the author's reflection on his teaching of Philosophy of Education in un-dergraduate courses. He confesses that his teaching, modelled on analytic philosophy of education, has not been very successful by any standard. He therefore tries to trace out the possible reasons for his failure. The author maintains that the essential characteristics of philosophical activities, characterized by the tackling of fundamental issues, dialogues and arguments, are the main reasons for students' unwillingness to approach philosophy of education. Moreover, he argues that Western philosophy in general, or analytic philosophy in particular is rather difficult for Chinese students. He hence suggests that good works which can manifest the essence of analytic philosophy of education in Chinese should be the main teaching materials for the under-graduate course of Philosophy of Education.

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What Educational Issues has the Analytic Philosophy of Education Resolved

CHIEN Cheng-Hsi

Journal of East China Normal University(Educationa 2018, 36 (2): 87-100+156+157. DOI: 10.16382/j.cnki.1000-5560.2018.02.010

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Philosophy of education, influenced by analytic philosophy, experienced a revolution in the 1960s in English-speaking world. Philosophers like Peters, Hirst and Scheffler promoted analytic philosophy of education as a mainstream academic discipline. The author argues that the topics of analytic paradigm in early times, such as practical nature of educational theory, autonomy as aim in education, have implications for the Chinese world. So do the liberal spirit of educational policies concerning political philosophy in later period, advocated by analytic philosophers of education. However, analytic philosophy of education has been criticized by multiculturalism, feminism, postmodernism and post-structuralism. The author holds that analyt-ic paradigm still remains a competitive and influential approach. It's suggested that by investigating numerous literature of analytic paradigm, the Chinese world can expand their horizons, promote the academic level of philosophy of education and inform educational practices.

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How to Treat the Inherent Defects in Education Policy

SHAO Zebin

Journal of East China Normal University(Educationa 2018, 36 (2): 101-109+157. DOI: 10.16382/j.cnki.1000-5560.2018.02.011

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There exist inherent defects and deficiencies in education policies, which result from the fol-lowing three constraint conditions:a) the limited ability of education policy to solve problems caused by the subject's limit of rationality; b) the inefficiency of education policy in response to complicated educational problems; c) the fragility of rigid education policy in coping with various problems of educational practice. In dealing with these inevitable defects, practitioners tend to adopt three passive patterns:confrontation, ostensi-ble obedience, and praising profitability. Meanwhile, there are three positive patterns:selective adaption, re-flective adaption, reconstructive adaption. Constructive criticism, constitutive criticism and foundational criti-cism are the three critical ways of education policy for researchers who have non-interest relation to education policy. Recognizing its imperfect feature helps improve education policy in a soberer, easier and more accessi-ble way.

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The Implication of Education Justice in Teaching Students Based on Their Aptitude

HE Juling

Journal of East China Normal University(Educationa 2018, 36 (2): 110-116+157. DOI: 10.16382/j.cnki.1000-5560.2018.02.012

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Teaching students based on their aptitude is not only a teaching principle, but also an educa-tional principle throughout the whole process of education practice. In essence, teaching students based on their aptitude embodies education justice. Teaching students based on their aptitude reflects the legitimacy and justification of the relationship between educators and students. Its fundamental purpose is to achieve what education means to be. The prerequisite of teaching students based on their aptitude is to respect and ac-knowledge the individuality and characteristics of students and to deliver targeted and tailored education based on these differences and characteristics. The fundamental purpose is to ensure every student can start from where they are and become a better self and a true human being with human qualities. Education for this pur-pose is justice education, which is the implication of teaching students based on their aptitude.

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The Highest State of Teacher Development: Teacher Life Consciousness

YUE Xinyun

Journal of East China Normal University(Educationa 2018, 36 (2): 117-122+158. DOI: 10.16382/j.cnki.1000-5560.2018.02.013

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Teacher development can be divided into three states according to awareness of educational meaning:craftsman state which considers education as an occupation, proficient state which considers educa-tion as a profession; person state which considers education as an enterprise, that is life consciousness state. Teacher life consciousness is favorable for giving full play to teachers potentials, developing the subjectivity of teachers. Teachers should have the consciousness of thinking life, respecting life and growing life.

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The Evolution of American Educational Thoughts and its Characteristics

ZHANG Binxian, CHEN Luxi

Journal of East China Normal University(Educationa 2018, 36 (2): 123-132+158. DOI: 10.16382/j.cnki.1000-5560.2018.02.014

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Understanding the evolution of American education and American educational thoughts cannot just copy the historical understanding of American political history. Based on the evolution of American educa-tion, the research suggests that the history of American education has undergone the four developmental stages of germination, formation, prosperity, and pluralism and the evolution is characterized by multiple subjects, complex contents, widespread controversy and various representations with the striking features of the epoch.

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Gender Gap Discrimination Power in College Entrance Examination and its Relationship with Gender Ratio of College Admission

SHAO Zhifang, PANG Weiguo, DUAN Rui

Journal of East China Normal University(Educationa 2018, 36 (2): 133-138+158+159. DOI: 10.16382/j.cnki.1000-5560.2018.02.015

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Girls in mainland China are getting more offers from universities and colleges than boys in re-cent years. It's believed that the given subjects and contents in College Entrance Examination are important contributing factors. This study attempts to answer the two questions:a) is gender gap discrimination power stable in recent years? b) is gender ratio of college admission determined mainly by gender gap in academic a-chievement? sample 3,160 high school students from Shanghai, Shandong, Zhejiang and Hunan participated in the study. Their scores in Mathematics, Chinese and English, together with the test items of National Col-lege Entrance Examination in the year 2005, 2008, 2011 and 2014 were collected and analyzed. Gender gaps were calculated, and hence the stability of gender gap discrimination power across the years. The results show:a) gender gap discrimination power is not stable; b) many of the academic achievement gender gaps are small; c) gender ratio of college admission is determined mainly by participants' gender ratio and general admission rates.

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Quality and Equity: the Goal and Path of Global Educational Governance in UNESCO——Discourses between David Atchoarena and Zhang Dan

David ATCHOARENA, ZHANG Dan

Journal of East China Normal University(Educationa 2018, 36 (2): 139-147+159. DOI: 10.16382/j.cnki.1000-5560.2018.02.016

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Through the dialogues with David Atchoarena, this paper attempts to explore the goals and path of global education governance of UNESCO in the context of economic globalization and internationaliza-tion of education. Then it tries to answer the questions like how UNESCO organize educational research, and how to coordinate relevant institutions cooperation? How these research findings assist to develop their deci-sion-making? What's the relationship between research mechanisms and decision-making mechanisms, and how these ideas affect each national education policies, etc.

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Journal of East China Normal University(Educationa 2018, 36 (2): 148-152. DOI: 10.16382/j.cnki.1000-5560.2018.02.017

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Exploration in Reform Context: Improving Gaokao System with Chinese Characteristics

YUAN Zhenguo

Journal of East China Normal University(Educationa 2018, 36 (3): 1-12+166. DOI: 10.16382/j.cnki.1000-5560.2018.03.001

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Gaokao (National College Entrance Examination) in China has been changing since its resumption in 1977. Guided by the principles of voluntary application and merit-based admission, the Gaokao system with Chinese characteristics values Chinese examination tradition and cultural psychology, as well as celebrates the orientation towards modernization and future. The system has greatly improved through continuous reform explorations, involving the change from the state-level organizing of national examination to the provincial, from Gaokao once a year to twice a year, from paper-based testing and enrollment to computer-based, from one-size-fit-all examined subjects to personalized selection scenario. In addition, the undifferentiated examination has shifted to a differentiated one targeting various types of higher education institutions; and the enrollment policies now focus on applicants' comprehensive qualities rather than their examination results alone.

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More Emphasis on Science Subjects in Gaokao Reform

KE Zheng

Journal of East China Normal University(Educationa 2018, 36 (3): 13-24+166. DOI: 10.16382/j.cnki.1000-5560.2018.03.002

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Some science subjects like physics and chemistry, played an important role in China's early Gaokao system. However, in new Gaokao, the importance of science subjects has been greatly weakened, which has become a great concern. It's understood that China's development has a lot to do with science education. Nowadays,the number of registered students for science examination has decreased significantly. The main reason is that unscientific scoring methods have put those students at a disadvantage. Solutions to this problem are sought by different stake-holders. Based on its analysis of the advantages and disadvantages of these solutions, this paper argues that, considering the current Gaokao's policy framework, three measures should be taken to solve this problem.

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Scientific Literacy Development in CEE Context: Dilemma and Solution—A Case of CEE Reform in Jiangsu

JU Qin, ZHANG Lan

Journal of East China Normal University(Educationa 2018, 36 (3): 25-32+166+167. DOI: 10.16382/j.cnki.1000-5560.2018.03.003

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Scientific literacy, a reflection of national overall strength, is essential for the national implementation of innovation for development. K-12 science education is a main channel to develop scientific literacy, and the college entrance examination (CEE)has a guiding effecton K-12 education. Based on the practice of CEE in Jiangsu province, this article analyzes the utilitarian tendency in the current CEE model, which causes the decreased number of applicants in science subjects, making science courses "marginalized". It then argues that a scientific and fair system of examination and enrollment should be established, including granting colleges and universities the autonomy in enrollment,updating the concept of education and teaching and improving evaluation mechanism. This will help promote the development of scientific literacy and offer some policy implications for the CEE reform.

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An Analysis of the Jiangsu CEE Scheme Based on Chosen Subjects for CEE in Y City, Jiangsu Province—With Discussing of Zhejiang, Shanghai Comprehensive Reform Pilot Scheme

ZHANG Tianruo

Journal of East China Normal University(Educationa 2018, 36 (3): 33-40+167. DOI: 10.16382/j.cnki.1000-5560.2018.03.004

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Since the pilot reform of the college entrance examination (CEE) in Zhejiang and Shanghai, the decreasing number of students choosing physics subject has become a major concern. Based on the data of the chosen subjects for CEE from 2003 and 2008 in Y city, Jiangsu province,this article analyzes the similar phenomenon caused by the reform of CEE schemes in Jiangsu province, where two different CEE schemes were carried out respectively. The analysis focuses on the deficiency of the two schemes in Jiangsu, revealing the consequent immediate and long-term effects, which can provide some implications for the new reform of CEE.

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