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28 March 2011, Volume 29 Issue 1 Previous Issue    Next Issue

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The 60th Anniversary Celebration

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The Vanderbilt Assessment of Leadership in Education:Measuring Learning-Centered Leadership Yue-Se-Fu-?Mo-Fei, AI Lun-?Ge-De-Lin, SI Di-Fen-?Ai-Lue, TE Xiu-?Ke-Lei-Wen-Si, AN De-Lu-?Bo-Te 2011, 29 (1):  1-10.  Abstract ( 1559 )   HTML ( 60 )   Save Related Articles | Metrics

教育理论

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Standpoint of Pedagogy on Humanity Ｚｈａｏ Ｈｅ ｈｕ 2011, 29 (1):  11-19.  Abstract ( 1503 )   HTML ( 159 )   Save Ontology standpoint of philosophy on humanity dispels its individuality and complexity; object standpoint negates human’s choose right to it; pre-decided standpoint screens its development process, equalization standpoint restricts its sublimation. All of these make philosophical humanity theory have some limitations on solving educational problems. Educational workers should establish standpoint of pedagogy on humanity, that is standpoint of life which pay close attention to its complexities; standpoint of subject which think highly of life practice; generative standpoint which pay close attention to its development process; standpoint of value which think highly of its sublimation. From the standpoint of pedagogy, humanity is human’s inherent character that produces, develops and perfects progressively in the course of individual life’s journey on the basis of congenital genetic factors and growth. It is mainly decided by individual life practice and self-choice in postnatal environment, could be enriched or shriveled, be sublimated or degenerated. What education can and should do is to pay respect to the realities of humanity and lead it; transform, cultivate it and enlighten students’ consciousness raising to it; sublimate it and guide students to transcend themselves. Related Articles | Metrics

The 60th Anniversary Celebration

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After Virtue:Macintyre's Perspective Virtue and Its Suggestions on Educatio Ｇｕ Ｂｉｎ ｂｉn 2011, 29 (1):  20-24.  Abstract ( 1249 )   HTML ( 42 )   Save Related Articles | Metrics

教育理论

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Power Balance and the Realization of Education Equity Qiu Wei hua 2011, 29 (1):  25-29.  Abstract ( 1158 )   HTML ( 36 )   Save Related Articles | Metrics

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On the Development Realm that Students Can Reach --- Based on the Study of Students Work Reform in “New Basic Education” Li Jia-cheng 2011, 29 (1):  30-35.  Abstract ( 1364 )   HTML ( 34 )   Save The field of students work involves rich education value and can cultivate the comprehensive quality of students as a whole. As far as the formation of the creative behavior pattern of students, students work can stimulate students to learn planning and integrated creation, fullfill their ideas and dynamic generation, and learn to reflect, rebuild and elevate their behavior qualities on their own. In terms of exercising the complex minds of students, diversity and abundance nourish the rationality of students’ thoughts, independent practice nourishes the ego of students’ thoughts, experience in action nurtures the students’ procedural thoughts. As for the spirital quality of production of students is concerned, the students work leads the students to "trust • hope • be full of feelings", "Understand • care • be full of gratitude" and "be open • be Aggressive • be dynamic". Besides, students work can comprehensively enhance the learning ability of students. Related Articles | Metrics

The 60th Anniversary Celebration

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On the Boundary of Connotative Balance in Compulsory Education Development Ｌｉｕ Ｙａｏ ｍｉｎｇ＆Ｘｉｏｎｇ Ｃｈｕａｎ ｗｕ 2011, 29 (1):  36-40.  Abstract ( 1260 )   HTML ( 36 )   Save Related Articles | Metrics

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Trait Emotional Intelligence:Construct Mechanism ang the Relationships with Health ＳｕｎＤｅｎｇｙｏｎｇ＆ＧｕｏＹｏｎｇｙｕ 2011, 29 (1):  41-46.  Abstract ( 1721 )   HTML ( 38 )   Save Related Articles | Metrics

心理学

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A Review of the Development for Sociolemotional Selectivity Theory Liu Xiao-Yan &Chen Guo-Peng 2011, 29 (1):  47-53.  Abstract ( 1644 )   HTML ( 71 )   Save Socioemotional selectivity theory(SST) was developed by Carstensen about 20 years ago and becomes more and more popular. With development of the theory, selectivity, emotion and perception of time was comparatively stressed in different stage, which actually are three central concepts of SST. However, some introduction of this theory in China is not so complete. The main ideas of SST and corresponding evidence were reviewed according to three concepts in this paper. Additionally, the implications and problems of SST were discussed. Related Articles | Metrics

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An Investigational Study of Creative Views of Chinese Primary and Middle School Teachers and Students Pang Weiguo &Miao Shiwei 2011, 29 (1):  54-61.  Abstract ( 1296 )   HTML ( 35 )   Save Related Articles | Metrics

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Resilience and Positive Development of Migrant Children:Research,Intervention and Reflection Zeng Shouchui 2011, 29 (1):  62-67.  Abstract ( 1724 )   HTML ( 38 )   Save Related Articles | Metrics

教育史

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On how to deal with the body in moral education ——Taoist Zhuangzi’s viewpoint Weizhi Tan 2011, 29 (1):  68-74.  Abstract ( 1396 )   HTML ( 32 )   Save Many theorists are usually in favor of either imprisoning, restraining and disciplining or put a limitless value on the body in the Middle Ages, in modern and post-modern times. Compared with their thoughts, Zhuangzi’s viewpoint on how to deal with the body provides more implications for moral education. Zhuangzi believes that the body is unitary but still is dominated by the spirit. That is, virtues endow the body with unique importance. Therefore, the way of dealing with the body is critical in helping people acquire virtues. From the perspective of heaven, Zhuangzi reduces the body to the universe, making the body have the same source with everything, which links the body with morality to resolve the problems in moral education. Related Articles | Metrics

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Teaching Order Evolution of Local Confucian Schools in the Ming Dynasty XU YongWen 2011, 29 (1):  75-79.  Abstract ( 1417 )   HTML ( 30 )   Save Related Articles | Metrics

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A Historical Study on the Educational Journal and Academic Development in the Comparative Context between China and America Xiao Lang &Huang Guoting 2011, 29 (1):  80-87.  Abstract ( 1286 )   HTML ( 30 )   Save Related Articles | Metrics

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The Three Orientations of Educational History Research In The People’s Republic Of China Li zhong 2011, 29 (1):  88-96.  Abstract ( 1406 )   HTML ( 29 )   Save Related Articles | Metrics