Despite the Coleman Report half a century ago, there is no consensus on which is more important, parenting or schooling, for students’ academic performance. Based on the large-scale assessment data from primary and secondary schools in 16 cities of 5 provinces in eastern and central China, this study used generalized educational production function and established the hierarchical linear model (HLM) to analyze the impact of parenting and schooling on students’ standardized test scores. In addition, we employed Shapley and Owen decomposition method to identify the input factors that have a greater impact on school output and drew the following conclusions. Firstly, in addition to the student-teacher ratio, school input factors such as school conditions and teacher quality have significantly positive effects on students’ academic performance. Secondly, parental participation and parental educational expectations have significantly positive effects on students’ academic performance. Thirdly, parenting factors are more important for primary school students while schooling factors are more important for secondary ones. Finally, compared with school conditions, teacher quality contributes more to the variance of average academic performance in primary and secondary schools. Moreover, compared with primary schools, teacher quality has greater contribution to the variance of average academic performance in secondary schools. Based on the empirical research conclusions, we put forward five suggestions to improve the productivity of primary and secondary education in China. Firstly, the government should adjust the allocation of resources for compulsory education and give priority to funding for secondary school education. Secondly, the government should raise teachers’ salary and improve the work environment to attract high-quality labor into compulsory education. Thirdly, the government and schools should enhance teachers’ teaching through teacher training and cooperation. Fourthly, the government should make rules and regulations about family education to enhance parents’ responsibility in their children’s education. Finally, schools and communities should organize some lectures on family education to promote effective cooperating between schooling and parenting.
Educational administrative agencies are the most important subjects of educational administrative legal relations whose legal status has been studied little. They include executive branches, departments of education and others. Based on 12 laws, 19 administrative rules and 48 regulations, educational administrative agencies have powers of rule-making, permission, penalty, sanction, supply, guidance, supervision, etc. The relationship between educational administrative agencies and non-government schools is external, such as permission, penalty and supervision. However, the relationship between educational administrative agencies and government schools is mainly internal, such as sanction, budget and personnel. Besides, there is not much relation between educational administrative agencies and teachers, students.
The definition of the legal status of the school is the basic premise for studying the internal construction and external relations of the school. From the current judicial practice, the legal status of colleges and universities is getting clearer, but the legal status of primary and secondary schools is still to be explored, which is worth paying attention to. The legal status of primary and secondary schools in China can be divided into civil legal status and administrative legal status. According to the current legal norms of China, its definition needs to be dealt with in a diversified way according to different types of primary and secondary schools. In terms of civil legal status, public primary and secondary schools in China do not have the status of independent legal person, while private primary and secondary schools have the status of legal person. As far as administrative legal status is concerned, primary and secondary schools may be administrative counterparts or internal subsidiary in their relations with administrative organs, and may have the legal status of administrative subjects when evaluating teachers' positions and discharging students from non-compulsory education.
Defining the legal status of teachers is essential for the construction of a high-quality teaching force. Nowadays, the teacher law does not reflect the special characteristics of different teacher groups, which results in disputes in teacher management. The establishment of teachers’ legal status should be based on the publicity of teachers’ occupation, and the legal status of teachers in different schools at different levels should be defined clearly. The legal relationship between teachers and schools also need to be defined, and teachers’ professional status stems from the need of modern national education system and social development. The provision of teachers’ rights and obligations should be based on teachers’ publicity, and differences of teachers’ publicity at different levels and different schools need to be reflected. The legal status of different groups of teachers and the corresponding legal relationship between teachers and related subjects need to be established according to their different intensity of publicity. Thus, the teacher law should ensure the coordination of publicity and autonomy, clarify the rights and obligations of teachers, and the legal status of teachers.
The legal status of students is a basic theoretical issue in the study of educational law and a major practical issue in the process of educational law in China. Students’ rights and obligations are the embodiment of students’ legal status. Based on the current education law on student rights and obligations, the legal status of students can be summarized as a special civil subject in civil law and a special administrative counterpart in administrative law. At present, the students’ right to education is deficient in litigation, procedures and justice. Therefore, it is necessary to bring the relief of the right to education into administrative and judicial review, to provide comprehensive relief to the rights of students, to take into account both substantive rights and procedural rights, and to guarantee the realization of the right to education of students according to law.
The guardian of the minor student is a direct stakeholder and plays an indispensable role in the legal relationship of education, but the basic law on education has not paid enough attention to such an issue and the status it deserves. The education by the guardian of the minor student has dual attributes of rights and obligations, so the side of rights should not be neglected when the other side of obligations is emphasized. Compared with the educating power of the state (which is mainly realized through school education), the guardian’s educating right is undoubtedly subordinate, but the latter cannot be ignored. In recent years, both the awareness-raising and the “struggle” of guardians’ educating right have exerted a negative impact on school education. Educational laws and regulations should draw a clear line between guardian’s educating right, state’s educating right and school’s educating right in the future.
Critical thinking can be regarded as the mainstream educational aim of the 20th century in Britain and America, and it reflects the rational tradition of western epistemology and the Kant enlightenment tradition of respecting persons in moral theory. From a pragmatic point of view, most scholars believe that critical thinking is a basic ability necessary to cope with the rapid changes of modern society. J. Dewey and R. S. Peters examined the exploratory significance of the concept of educational aim itself from a philosophical standpoint. McPeck argues that education implies critical thinking from the analysis of conditions of knowledge. Siegel argues critical thinking as an educational ideal from four dimensions: respect for students as persons, self-sufficiency and preparation for adulthood, initiation into the rational traditions, critical thinking and democratic life. Siegel's argument is based on the rational and liberal atmosphere, which has also caused some political philosophers to reflect on whether a democratic society can accept the non-critical thinking education of minorities. Steutel and Spieck summarize critical thinking involving three themes: political policy and legislation, conceptions of the good and the liberal-political framework, concepts of the good and their intrinsic value. They investigate three arguments which intend to justify critical thinking as an aim of education. In their arguments, the support argument explains the first and second themes, and the welfare argument covers more than the support argument to the second theme. However, these two arguments and the necessity argument still cannot fully prove the third theme concerning critical thinking as intrinsic value of good. In addition to promoting critical thinking in liberal society, the author attempts to argue that if minority groups do not violate significant common social values and do not restrict their children's participation in mainstream society, critical thinking is still a desirable educational value. However, mainstream culture should respect minority groups which do not identify the critical thinking as educational value. Regardless of whether we have justified it sufficiently or not, philosophical justification remains to be conducive to the manifestation of educational concepts, helps to embody the spirit of critical thinking, recognizes its possible limitations, and also has positive significance in educational practice.
Labor is a combination of human hands and brains. We believe that labor created the world and men himself. One of its ontological roles is to maintain and promote the development of the hand and the brain. The manufacture and use of tools and equipment occur almost simultaneously with labor, and equipment is an important factor in labor. Martin Heidegger launched the significance of labor/concernful dealing, equipment, the world and the relationship between each other. Individuals can understand equipment only by concernful dealing with it and put it to use in the readiness-to-hand (Zuhandenkeit). During labor then we can know the equipment from-which, towards-which and unusablility. Unusability is the motivation for repairing, transforming and innovating equipment, and for sustained innovation. Only through labor can people understand the referential totalities and the real world. The purpose of labor education is therefore very closely linked to the grasping of the equipment and the world. Labor education is a kind of labor that exerts educational functions essentially. It has six characteristics. Labor education outside the school field is diverse in its origin and purpose. The purpose of labor education in the school field can be biased towards moral education, but as labor itself has the function of uncovering and making truth open, so cognitive labor, exploratory/creative labor are also important aspects of labor education and closely related to the cultivation of innovative talents. Readiness-to-hand can quickly bring individuals to the forefront, and the concept of readiness-to-hand presents the limitation of step-by-step instruction as a principle of teaching. The world lights up only in certain definite ways with the readiness-to-hand, and indeed it has been lit up only with the readiness-to-hand of that concern. The equipment as the readiness-to-hand is modern and the modern world will be lit up. Therefore, in the labor education curriculum, it is necessary to allow students to use different, rich and advanced tools and equipment. The reason why labor education is new in the new era will be highlighted in the advanced tools and equipment of labor education.
The purpose of this study is to explore the developmental levels of students’ equity preferences and influence factors by using stakeholder and spectator game in experimental economic. The result shows that student’s equity preferences change with age, peer relationship, cognition and social experience, from egalitarianism to meritocratism and efficiency. Students can accept more and more inequity allocation based on luck, merit and efficiency difference. Family background and schooling are important factors to impact students' equity preferences. The implication of this study is that educators should consider the different educational equity strategies for different students of ages in schools and families.
Teaching and learning is the most important educational activity for universities to promote the development of students and respond to the needs of society. Based on the framework of learning-oriented assessment, combined with the years of theoretical and data exploration of CCSS, this study constructs eight indicators to assess the quality of undergraduate teaching and learning in universities of China. They are high-order cognitive ability, problem-solving ability, reading and writing ability, active learning, student interaction, instruction, teacher-student interaction and online teaching. This quality evaluation index system is used to analyze the quality level and trend of undergraduate teaching and learning in China in the past ten years.
To basically realize modernization by 2035 is an important strategic deployment made by the 19th National Congress of the Communist Party of China. In order to achieve this goal, what is the most lacking for vocational education? What should be the focus of the next stage of development? How to develop? The analysis of the development process in the past 40 years and current situation of vocational education tells us that the key factor hindering our vocational education system to a higher level is the imperfection of the basic national institution of vocational education, so the development focus of vocational education in the next stage should be shifted from the construction of schools and colleges to the formation of the basic national institution. The demand of the development of vocational education in China for the national institution involves six levels: coordination level, structure level, demand level, content level, implementation level and evaluation level. The function of the national institution at the coordination level is to coordinate the management function of vocational education of relevant departments; the function of the national institution at the structural level is to link all components of vocational education into a system; the function of the national institution at the demand level is to provide demand information for the development of vocational education; the function of the national institution at the content level is to provide standard for the construction of vocational education curriculum; the function of the national institution at the implementation level is to guarantee the stable supply of the necessary conditions for the operation of vocational education; the function of the national institution of the evaluation level is to make an evaluation of the skill level with social credibility and to ensure its value of employment. The construction of the basic national institution of vocational education is difficult and need a long cycle, which requires a scientific design and long-term planning.
Based on Richard S. Peters’ concept of education as criteria of value judgment and the evolution of educational values disclosed by Chen Gui-sheng, the paper explores the way Karl Marx thinks of education. His thinking of education is located in his evaluation of labor, fighting and instruction, the analysis of which indicates that Marx’s thinking is rooted in his construction of the working class’ emancipation. The author investigates into how educational values are embedded into Marx’s evaluation of three sorts of praxis above from the perspective of working class’ emancipation, and into the specialty of Marx’s thinking from the perspective of educational values. The analysis shows that it is impossible to master Marx’s educational thoughts without his theory of the working class’ emancipation, and that Marx values culture (“Bildung”) over the narrow-sense educational value, the imbalance of which may be relevant to the way Marx thinks of morality and the formation of moral characters.
Discipline of textbook construction is the current pursuit of textbook history, theory and practice. Exploring the basis of constructing discipline of textbook, modern textbook research originated from New Education during the late Qing Dynasty when textbook discipline compilation began. It has accumulated over start-bloom period (1877—1919), diversity-dynamic period (1920—1948), regulation-uncertainty period (1949—1978) and recovery-prosperity period (1979 till now). Currently, discipline element, resource platform and operating mechanism, which support the independence of discipline of textbook, have improved. Broadening the logic of discipline of textbook construction, discipline of textbook is the supporting discipline of education, whose discipline features derive from the complexity and utterance controversy of textbook. Discipline of textbook involves researches on textbook phenomena and rules, which can classify textbook spectrum based on fundamentality, applicability, disciplinarity, intersectionality and comparability. With the distinct practical character, discipline of textbook informs textbook compilation, textbook teaching and textbook assessment, which are its core functions. Designing the strategies to develop discipline of textbook, it is necessary to promote problem domain transformation of textbook theory, establish methodology system of textbook research, excavate disciplinization path of textbook elaboration and enhance systematic guarantee of textbook compiling-research in the future.
Inquiry into the teaching epistemology for competence development aims to clarify the relationship between knowledge and competence, and the epistemology principles and teaching mechanism of their transformation. Competence is the moral ability of using knowledge to solve complex problems, and this learning outcome is based on knowledge and beyond, and depends on the fact that learners could transfer and utilize knowledge morally in complex situation. The nature of competence is practice which implies the epistemological meaning of the unity of knowledge and action, intellect and morality. This implication demands that teaching epistemology should handle well with the integration between ‘learning’ and ‘utilizing’. Although traditional teaching epistemology consistently advocates ‘learning for utilizing’, clamped by the knowledge creed of firm belief in rationalism, it struggled with the dualism cruces including the time sequence view, instrumental theory and mechanism in dealing with the relationship between knowledge and action, ‘learning’ and ‘utilizing’. The crux of dualism not only split the inherent unity of ‘learning’ and ‘utilizing’, but made it difficult to ensure the practicality of learners’ learning outcomes. ‘Utilizing for learning’ adjusts the sequence between ‘learning’ and ‘utilizing’ and aims to re-evaluate the epistemology meaning of action and practice, so as to promote ‘learning for utilizing’. ‘Utilizing for learning’ as the practice-oriented teaching epistemology, not only outlines the teaching mechanism of turning knowledge into competence, but reflects the practical turn of modern and contemporary epistemology research, the newest development of learning science and the action-based epistemology tradition implied in Chinese culture.
Based on the 282-prefecture-city panel data from 2007 through 2016, this paper tests the overall impact and spatial distribution effect of the policy statements related to the fiscal education investment on the efforts of local governments by using FE estimates. Empirical results show that the education expenditure as a proportion of public fiscal spending or GDP, the growth rate of education expenditure and education expenditure per student have increased significantly when the key word “4%” is clearly stated in government working paper. The growth of education expenditure in public fiscal spending and the sequential growth of education expenditure within the county are both significantly lower than those in urban areas. The growth of the proportion of education expenditure in GDP and education expenditure per student within county areas are considerably higher than those in municipal districts. This study responds to the long-term mechanism establishment of fiscal education expenditure in the post-4% era and the integrated development of urban and rural education.
Since 1980s, the common problems faced by the public schools around the world have enhanced a wave of re-building public schools worldwide, among which, marketization and privatization are the main ideas. At the same time, a process of reforming public school system has also started in China. How to understand the national and civil nature of public schools, how to fully state the characteristics of public schools are the fundamental problems of the reform. Simplifying the administrative procedures and delegating powers to lower levels, as well as building an education system adapting to socialist marketing system, would be the two important issues of reform, behind which, there is a possibility of exploring a modern school system beside the government. During the reform, because of the conflict of interests, past values, and cognition of social status, some schools went wrong direction, for examples, chaos of the teaching order, and the education inequities. The end of public school reform shows that education reform should understand the goodness of education, deal with the relationships of education and market, and stick to the public responsibility of public schools.
The development of pedagogy at East China Normal University has presented us with a magnificent historical picture, which enables us to clearly grasp the developmental trajectory and innovation progress in People’s Republic of China. In the construction of educational knowledge, it reflects the shift from the sinicization of pedagogy to Chinese pedagogy. In the aspect of educational practice, it has gone through a process from experience generalization to theory production. In the service of national policy making, it has undergone a shift from evidence-informed government to evidence-driven policy making. In the term of leading the academic frontier, it has a shift from gearing to international standard to tell the story of Chinese education.
The spirit of “teacher-student cooperation” has been closely linked to the university’s specific practices since its founding, and has been enriched and given new meaning as the times have changed. Based on the spirit of cooperation between teachers and students, Great China University used the mentorship system as an institutional practice that helped the university survive various tests. The “teacher-student cooperation” combines the essence of the traditional academy with the modern university system, which can provide direct ideological resources for the modernization of the university governance system, and is an inspiration for the establishment of a harmonious teacher-student relationship and the reform of the school system at present.
Guanghua University was born in the May 30th Movement in 1925. It was combined with the Great University of China as East China Normal University in 1951. Before the Anti-Japanese War, with the efforts of president Zhang Shouyong and Qian Jibo, Dean of the College of Arts, the Department of Chinese literature of Guanghua University made remarkable achievements in talent training and became an important town for the teaching and research of Sinology. Of course, limited by subjective and objective conditions, the Department of Chinese literature of Guanghua university had some problems, such as inability to set up research institutes, insufficient degree of discipline specialization, limited academic communication circle between teachers and students, which affected the further development of the discipline. Reviewing the teaching and research of the Department of Chinese literature of Guanghua University, such as the misplaced development of disciplines, emphasis on Sinology education, broken boundaries inside and outside the classroom, has guiding significance for the discipline and academy construction of Universities.
The relationship between normality and scholarship is an important issue in the history of higher education about the running of normal universities and teacher education. The combination of normal and academic nature is rooted in the tradition of running schools from Kwang Hua University, The Great China University to East China Normal University (ECNU). It is one of the fruitful and important explorations in the early stage of ECNU. In order to meet the needs of the development of national education, ECNU has completed its normal orientation as an independent normal university through the merger and establishment of private universities and the adjustment of colleges and departments. At the same time, it has completed the shaping of normal nature through measures such as leadership arrangement, ideological transformation and reformation of the training mode. The leader’s idea of a university, the guidance of Soviet experts and the task of teacher training in normal universities prompts ECNU to set up the research department, establish a series of journals and publishing houses in time. It provides platform guarantee and ensures that the academic nature can be established. After the great discussion on the direction of running normal universities, the equal emphasis on normal and academic has been established gradually. Under this concept, ECNU improves teachers’ education level and moves towards the road of subject integration by revising training objectives, exploring and extending the school system, expanding teacher training forms, adding special groups and new majors, and establishing a series of scientific research institutions. The historical exploration of normality and scholarship in the early stage of the school lays the foundation for ECNU’s idea of “unification of normal and academic” in the 1980s. It also has important enlightenment for normal universities on how to deal with the challenge of running teacher education in high-level comprehensive universities.
Phenomenology is a kind of modern philosophy that tries to return to classical rationality and reshape the meaning of human existence. Phenomenology has the characteristics of revolutionary, critical and liberating. It liberates the world and self, reviews people’s understanding of the relationship between themselves and the world, and redefines freedom and responsibility. The problem consciousness of phenomenology is the cover and appearance of self, and its historical mission is to liberate self. Phenomenology not only constructs “a certain” philosophy of education through “Revelation”, but also regards education as political and ethical activities, emancipates the mind, publicizes the freedom of ideas, regards the educators and the educated in the educational activities as the undertakers of truth and freedom, and profoundly changes our understanding of education. Phenomenology itself has a profound nature of education. Phenomenology is the philosophy of education.
Along with the increased level of competition for academic publication, there is a growing debate about the preference for insider manuscripts in academic journals, however, there has been no empirical research to discuss the effect of insider manuscripts on the quality and influence of academic papers in educational research. This study is based on data of 923, 901 papers published in educational academic research journals in mainland China from 2001 to 2019 and textual evidence from 80 interviewees, based on the framework of “cost-benefit” mechanism, rational decision-making perspective and the concept of transaction cost, a research hypothesis and two research assumptions on the effect of insider characteristic on the quality and influence of academic papers are proposed and verified by the combination of quantitative analysis and qualitative analysis of mixed research pattern. The study found that (1) the influence and quality of insider manuscripts are better than that of outsiders in most “Period * Catalog * Download/Cite” sections. (2) From far to near, the insider effect has a different trend in different plates, the effect in CSSCI changed from negative to positive, in CSSCI-E and PKU-CCJ changed from positive to negative, fluctuates in general journals. (3) There is a mediating/indirect effect of the influence of insider characteristic on the total utility of quality, the mediating/indirect effect varies by section, and there is a masking effect, attention should be paid to the mediating/indirect effect of influence on value discovery. (4) The insider characteristic in the middle and low range has more negative effect than that of the middle and high range, the insider characteristic in the middle and high range shows more positive effect than that in the middle and low range. (5) In terms of quality and influence, the fake insider characteristic of outsider characteristic show a downward trend compared with that of insider characteristic, but better than real outsider characteristic, it is not simply a negative definition of monopoly. (6) The opinions of academic journals, reviewers and paper authors on insider manuscripts and their corresponding actions are obviously different with the individual's internal characteristic and external environment. Synthesizing the above analysis, this study argues that it is not possible to simply identify that insider manuscripts with insider characteristic significantly reduce the quality and influence of academic papers, which needs to be analyzed on a case-by-case basis. At the same time, when the characteristic of insider help academic journals to reduce transaction costs with paper authors, the contribution proportion of insider increases in the middle and low sections and decreases in the middle and high sections as the cost, and such cost varies with different sections. Based on the above research results, this study puts forward suggestions on strengthening internal processes, improving decision-making performance and improving quality and influence from the perspective of procedural and substantive fairness for academic journals, and puts forward suggestions on enhancing research level and building professional reputation for paper authors.
Science Philanthropy, which began in the mid-19th century, plays an indispensable role in US research universities. Before World War II, science philanthropy played a key role in the rising of American research universities, the cultivation of scientific talents and the development of disciplines, which made up for the lack of government funding. After World War II, in view of the contribution of university scientific research to the war, there was a strong sense of federal funding to university scientific research, thus federal funding was emerged in research universities more and more. The role of the federal government was highlighted, which obscured the shine of science philanthropy. However, science philanthropy still plays an important role in the development of research universities in the United States. It is a supplement of research funds, an enabler of breaking research development and a supporter of cutting-edge knowledge. And it promotes the development of American research universities together with the federal government.
The independence of education law is not confirmed by the characteristics of the legal branch; on the contrary, the independence of the education law confirms that the education law can be regarded as an independent department law. The independence of education law is determined by the typological characteristics of education law, which is the narrow sense of educational legal relationship, which belongs to the core category of education law. In the stage of the continuous development of education law, it is necessary to focus on the legal relationship of narrow sense education, highlight the research on the nodal issues, and focus on the joint and detail issues of the education law with the legal relationship of narrow sense education and its embodied educational value. Then, we should construct the system of education law, form the order of education law, stabilize the scope of education law, and ensure the independence of education law.
Since the beginning of the new century, New Education Initiative has clung to various value criteria such as persisting idealism, in-depth field consciousness, cooperative attitude of living together, and compassionate public welfare. Taking teacher growth as the logical starting point, “Ten Actions” incorporating building a scholarly campus and related courses as the path, and helping members of the new education community “live a happy life full of education” as the goal, New Education Experiment has undergone fruitful exploration. In the past two decades, some educational philosophy and actions proposed by New Education Initiative including “teacher growth model” and “creating a scholarly campus” have played a vital role in promoting teacher professional development, building a society with reading atmosphere, and facilitating mutual education among families, schools, communities and governments. They have also made positive contributions to giving impetus to the combination of educational theory and practice, combating educational alienation, returning to the essence of education, and improving the regional education ecology on a large scale. Looking forward to the future, we will continue to consummate the curriculum system, build up trial future learning centres, explore the teacher training system, strive to make New Education Initiative as a banner of quality-oriented education and become a new school of education rooted in China.
As a basic accomplishment for children to face, adapt to the future and transform the future, programming has been constantly paid more and more attention to and attached importance to. However, how much educational value it has, for this reason, many scholars have carried out a large number of experiments and quasi-experimental studies based on the individual development of children, but the results are not the same. The question of whether programming can actually promote the individual development of children remains a subject of academic debate. Based on this, this study uses the meta-analysis method to quantitatively analyze 28 foreign experiments and quasi-experimental studies on the influence of programming on the individual development of children. It is found that: (1) overall, the combined effect size of the included studies is 0.61, which is in the upper-middle level, indicating that programming can positively promote the individual development of children; (2) specifically, programming can significantly and positively promote students’ cognitive development, behavioral development and emotional development; (3) compared with primary schools and preschools, programming plays a more prominent role in children’s separate development in middle schools; (4) compared with medium-term and long-term programming activities, short-term programming activities have a more significant promoting effect on children’s individual development; (5) programming has a greater effect on children’s individual development in small-scale samples than in medium and large samples; (6) different programming forms have different effects, among which unplugged programming has a more significant effect on children’s individual development. Based on the findings of the research conclusions, it is expected to provide reference for the future research and practice of programming for children in China.
Written speech is a well-organized form of speech. It requires children to conduct thoughtful analysis, which is a complex and deeper thinking activity. This study uses the writing samples of 1,800 elementary school students in China as a sample to analyze the causal expression characteristics of children, and to explore the development characteristics of children’s causal logical thinking. The study found that: (1) although children’s use of causal expressions increase with grades, each grade shows different characteristics. (2) Facing causal expression of different cognitive complexity, children tend to use descriptive causal expression in writing. (3) There is a “fifth grade phenomenon” in the use of causal expression, that is, fifth grade children are more sensitive to causal logic expression. Based on the above research findings, we have put forward some suggestions for the literacy education of primary school students in China.
Deeper learning quality includes individual learners, groups and deeper learning system. On the one hand, it is highly recognized by theoretical research; on the other hand, the difficulty of evaluation hinders in-depth research and classroom practice. Schema and SOLO theory provide a psychological basis for deeper learning evaluation, while the thinking visualization technology provides evaluation tools, so the learning thinking visualization system is designed and developed, including learning strategy software, cognitive structure software and PDA products. Using the developed evaluation system, the study diagnosed the math learning of more than 4,000 primary school students in S (east China), C (northeast China), W (central China) and K (southwest China). Through the analysis of a large amount of data, three conclusions are drawn: first, learning strategy and cognitive structure can be used as the effect quantity of deeper learning quality; second, the visualization system of learning thinking is effective in evaluating deeper learning; third, deeper learning classroom should be improved from the following three aspects: (1) learning content, we should pay attention to the integration of subject content, learning strategy and cognitive structure; (2) learning mode, we should focus on the operation mode and the structure of personalized learning and cooperative learning; (3) thinking quality, we should pay attention to the construction and generation of complex schema. The development and application of deeper learning quality evaluation tools will effectively improve the operability of deeper learning implementation.
The crisis of modernity has its causes, which is manifested in education. The solution should focus and reflect on issues such as the right and wrong of subjectivity and subject education, the arrogation of instrumental rationality over value rationality, the return to value rationality from instrumental rationality, global absorption and adherence to localization and the question whether information technology reforms education by supporting or leading it. In order to eliminate the crisis of modernity, education modernization should hold the basic attitude of both compatibility and enhancement to classical modernity, and crack it with the idea and action of sustainable development. On the conceptual level, cultural philosophy should be used for reflection; on the institutional level, the governance system and governance capacity should be enhanced simultaneously; on the technical level, the value fusion between people and things should be improved. What is the sustainable way to promote the modernization of education? This paper discusses the solutions from three aspects: one region one pattern, one school one plan and one person one “niche”, which means integrating the concept of sustainable development into the regional index system of education modernization, leading schools to develop characteristics with the school modernization standards, and creating a colorful, warm and friendly “niche” for every teacher and student.
The education index under the framework of the human development index (HDI) is one of the three sub-indexes of the human development index compiled by the United Nations Development Programme. It is widely used in the comparative study of the international educational development level. According to the latest compilation method of education index under HDI framework, the paper calculates China’s education index from 1990 to 2018, and makes relevant international comparative analysis and comparative analysis of domestic regions. Calculation and analysis found that: vertically, China’s educational development has achieved remarkable results; horizontal comparison found that China’s education development still has a long way to go. Analysis of various regions in China found that the low level of education development in the western region is the main reason for the low level of education development in China. This paper puts forward some policy suggestions.
In the context of global economic globalization, international talent demand has become one of the weathervanes of talent training in colleges and universities. Can Chinese college graduates meet the expectations of multinational companies after they join them? With this question as the starting point and 218 German Enterprises in China as the research samples, this study investigates the basic employment situation, ability development situation, especially the differences of enterprises’ expectations on them and their realization of Chinese college graduates who have been employed in these companies for 1—5 years. The research results show that Chinese college graduates generally receive more recognition in terms of hard power, such as subject knowledge or professional skills, but fall far short of the requirements of enterprises in terms of soft power, such as social skills and personal qualities. According to the results, combining to 30 German business work in China’s college graduates interview, this study put forward some suggestions on the cultivation of Chinese university way, including speeding up improve education level of vocational education in our country, accelerate the process of curriculum reform, build campus is advantageous to the comprehensive quality of ascension, and improve college students’ employment guidance of professional standards
In civil law countries, the disciplinary system for study of education law takes the application of legal concepts in education field as the logical starting point, education law, education legal phenomena and its regularity as the research objects, the education law regulating educational order and adjusting rights and obligations of educational subjects in legal relations and the doctrinal logic as the analytical framework, the interaction between government-led educational reform and the legal system as the main line of attention, and theoretical difficulties in judicial disputes as guidelines for problems. In common law countries, the disciplinary system heavily depends on how individuals, as holders of rights, use legal concepts and modes of inference to resolve disputes and protect rights through legal techniques. In common law countries, the disciplinary system of educational jurisprudence depends heavily on how individuals, as holders of rights, use legal concepts and modes of inference to resolve disputes and protect rights through legal techniques. The orientation for study of education law requires a priority focus on a functional rather than a disciplinary orientation. The disciplinary system for study of education law is a knowledge and theory paradigm for studying and constructing a complete educational legal system based on the system of rights and obligations and the system of types and structures. Its scientificity requires an in-depth study of the basic theories and fundamental issues of the discipline, and its applicability needs to pay attention to the relevant problems that constantly arise in the reality inside and outside the education field.
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.
This article argues that social responsibility is one of the core characteristics of top-notch talents. At the very beginning, the article clarifies the necessity of cultivating social responsibility for top-notch talents. Then, the article analyzes the profound connotation and important elements of top-notch talents’ social responsibility based on the relative theories and models. Furthermore, the article analyzes the relationship between social responsibility and other characteristics crucial to the top-notch talents’ development. In the end, the article puts forward suggestions and guidance on the cultivation of top-notch talents’ social responsibility so that the programs and services can be enhanced.
With the “new generation returnees” of the post-80s and post-90s returning to China for development, their employment quality have attracted widespread attention. The paper takes socio-demographic background, education abroad, job search at home into account and analyzes how their contained factors affect Chinese returnees’ employment quality (objective side and subjective side). 203 Chinese returnees who returned to China within three years participated in this study and filled out a questionnaire. Based on ordinal logistic regression, the study found that return time, form of study abroad, area of study abroad, length of study abroad, degree, job search intensity, number of interviews, area of the working and sector type affect objective employment quality (i.e., average monthly income), while one child or not, degree, return time, form of study abroad, re-entry adaption, the time of getting the first job, number of interviews, number of offers, area of the working, sector type as well as objective employment quality affect subjective employment quality (i.e., job–person fit match, job satisfaction as well as turnover intention). In addition, by forming a multi-level directional relationship with Interpretive Structural Modelling (ISM), the paper found that socio-demographic and part of the educational experience abroad play an underlying role in the employment quality model; educational outcome abroad (such as degree and re-entry adaption, etc.) are indirect factor at the middle level; job search at home is directly related to the quality of job employment. The results are analyzed and recommendations to promote high-quality job quality are made.
The development of education should be forward-looking. Under the guidance of China’s Education Modernization 2035 Plan, it is necessary to conduct research on the change of the school-age population and the allocation of educational resources during the period of 2020—2035. The queue element method based on Leslie matrix and interview were adopted to predict the number of students, schools, teachers and the required funds of compulsory education during the period of 2020—2035. The results showed that: compared with 2020, the total number of students in compulsory education will drop by 30 million in 2035. Based on the current school size, 5,000 new primary schools should be built until 2026, with 4,000 new middle schools should be built until 2030. A large number of primary schools in rural areas will lie idle (37.3 thousand); Based on the current teacher-student ratio, the demand for full-time teachers in compulsory education is decreasing, with a surplus of about 1.49 million primary school teachers and 370 thousand junior high school teachers. In 2031, the number of compulsory education students in urban areas will exceed that in townships, and compulsory education will generally enter an era dominated by urban education. The transfer of students from rural areas to townships and urban areas should be fully considered, while it is suggested to plan the distribution of schools scientifically, improve the school-running standards, reduce the student-teacher ratio and the class size, optimize the allocation of teacher resources between preschool, nursery education and compulsory education.
The supervisor-postgraduate relationship plays a role in the quality of postgraduate education. The mode of supervisor-postgraduate relationship is moving from unity to diversity. Existent literature tends to conceptualize the supervisor and postgraduate as particular roles respectively and thus construct their relationship. This study attempts to move beyond the above literature focusing on the role play in constructing supervisor-postgraduate relationship and look at their relationship from an interpersonal perspective. Drawing upon Leary’s interpersonal circle constructed by Influence and Proximity as two axes, the study explores how these two dimensions are evaluated by both supervisors and postgraduates and thereafter types of supervisor-postgraduate relationship generated from the two axes, and the correlations between types of supervisor- postgraduate relationship and supervisors as well as students’ backgrounds, interaction, and the surrounding climate and conditions. Our study surveyed 3,903 supervisors and 865 postgraduates, and found that the supervisor-postgraduate relationship largely fell into the category of “equal and close” one, with “slightly equal but distant” one and “highly authoritative and distant” one co-existing. However, there seem poor correlations between different types of supervisor-postgraduate relationship and supervisors and students’ backgrounds; certain frequency and length of interaction seem to more correlate with “highly equal and close” supervisor-postgraduate relationship; and for postgraduate students, supportive climate and conditions regarding funding and wellbeing appear to more correlate with “equal and close” supervisor-postgraduate relationship.
The innovative and entrepreneurial university is artificially shaped based on the needs of economic and social development and the change of university development paradigm, and its formation needs the internal and external conditions. The external conditions mainly refer to the economic and technological paradigm of society, while the internal conditions mainly refer to the development paradigm of universities. For the establishment of innovative and entrepreneurial universities, external conditions play a decisive role, but this decisive role can only be realized based on the corresponding internal conditions. In this process, we should not only avoid bureaucratization of innovation and entrepreneurship and excessive utilitarianism, but also reasonably adjust the service boundary of universities and update the governance structure and organizational culture of universities.
The purpose of labor education in colleges and universities is to foster morality and cultivate socialist builders and successors.This requires the integration of public welfare elements, the promotion of the ideological and political value of labor education with the public concept of public welfare for everyone, the realization of high-level labor education by facing the real environment and innovative learning methods, and the cultivation of learners’ charity personality to promote the all-round development of people. This research, based on the experience and analysis of the “East China Normal University Zijiang Public Welfare Talent Training Project”; explores the goals, methods and ways of incorporating public welfare elements into labor education, and builds a public welfare labor education system to make labor education goals more specific, educational forms more diversified and more adequate resource carriers, to enhance the effectiveness of cultivation. The construction of the labor education system should draw on the achievements of voluntary public welfare education, improve the traditional labor education model through the cultivation of public welfare personality. Also, it should absorb and transform teachers, courses, interest clubs and practice bases to meet the requirements of labor education; effectively rely on curriculum, applied courses, and frontier courses, explicit courses of cutting-edge courses; combined with practical courses of student associations, public welfare services, and public welfare innovation, explore and improve new evaluation methods, build a linkage and radiation mechanism for public welfare labor and education bases inside and outside the university.
Chen Bochui made important contribution to Chinese textbooks, especially to primary school Chinese textbooks. Between the 1930s and 1950s, he successively worked in Beixin Bookstore, Children Publishing House, National Institute for Compilation and Translation, People’s Education Press, when he compiled multiple textbooks and teaching references, such as Beixin Mandarin Textbooks (1932), Renaissance Mandarin Textbook (1934), National Mandarin Common Sense Textbook for Primary School (1943), Mandarin Textbooks for Senior Primary Schools (1945), Mandarin Textbooks for Junior Primary Schools (1955), the first national textbook of the People’s Republic, and Mandarin Textbooks for Senior Primary Schools (1957), etc. Besides, he made intensive study on primary school textbooks and Chinese textbooks. His research was concerned on definition, meaning, purpose, types, compilation principles, preparation methods of textboosk, relationship between textbooks and Children’s reading and his textbook ideas is original, systematical, theory integrated with practice.
中国人文社会科学核心期刊
