Table of Content

30 March 2010, Volume 28 Issue 1 Previous Issue    Next Issue

For Selected:

Download Citations EndNote Reference Manager ProCite BibTeX RefWorks

Toggle Thumbnails

Select

Purser Moral Supreme Good, or Fell Back on Moral Base Line? ----A Reflection on Present Moral Education ZHAI Nan 2010, 28 (1):  16-20.  Abstract ( 1439 )   HTML ( 43 )   Save Related Articles | Metrics

Select

Teacher Learning: From Everyday Words to Research Field Mao Qiming 2010, 28 (1):  21-27.  Abstract ( 1196 )   HTML ( 36 )   Save The research of teacher learning in China is still at its initial stage. It should step into the stage of its conscious construction as a field from the stage characterized by everyday words. According to the relative research of teacher learning based on cognitive theory, social-cultural activity theory, complexity thinking and schooling reform, Chinese research in this field should be more complex in its methodology, more field-crossing in its researchers and pay more attention to the topics of “reform” and “collaboration”. Related Articles | Metrics

Select

Education Means Discourse and Action ---Dewey’s Language Meaning Theory and Its Educational Connotation Xiao Shaoming &Hu Zhongping 2010, 28 (1):  28-35.  Abstract ( 1352 )   HTML ( 38 )   Save Related Articles | Metrics

Select

An Exploration of Perceptual Symbol Systems WANG Rui-ming&MO Lei 2010, 28 (1):  36-41.  Abstract ( 1366 )   HTML ( 44 )   Save A classical issue in cognitive science is about how knowledge is represented in the human brain. One dominant explanation was the prepositional symbol systems, but recently Barsalou proposed a new theory—perceptual symbol systems. The perceptual symbol systems is one representative theory of the second-generation cognitive science. It argues that perceptual representations rather than prepositions representations are the building blocks of cognition and supported by many experiments. However, the new theory has its disadvantage and need more and more attention. Related Articles | Metrics

Select

CTA of problem difficulty of the math entrance tests for high school and college SHAO Zhifang&LI Erxia 2010, 28 (1):  48-52.  Abstract ( 1302 )   HTML ( 37 )   Save According to the Cognitive Task Analysis (CTA) frame and procedure developed by Shao and Yu (2008) and the multi-indicator system by Li and Shao (2009), we measured the difficulty of the math problems in entrance tests of the year 2007~2009 both for the high school and college entrance in Shanghai. The results show that: (1) the inter-rater reliability of the CTA method is significant; (2) for the college entrance tests, 2007 and 2009 were relatively harder, while 2008 was easier; (3) the difficulty of the high school entrance math tests declined year by year during 2007~2009. Related Articles | Metrics

Select

Metacognition and effective learning: Principles and conditions Chen Qishan&Wen Zhonglin 2010, 28 (1):  53-59.  Abstract ( 1304 )   HTML ( 40 )   Save Metacognitive monitoring and control are central to self-regulated learning. Many models of self-regulated learning assume that learning is a dynamic process in which a learner monitors and evaluates his or her progress towards some learning goals and uses this information to regulate his or her studies. The principles and conditions of self-regulated learning were discussed in this paper. Accurate metacognitive monitoring will produce more effective regulation, and this in turn will improve learning. In other words, to make effective decisions about what to study or how long to study, the learner must accurately monitor his or her learning so as to identify materials that he or she will benefit most from restudy. Unfortunately, students’ monitoring is often quite poor and sometimes even misleading. We reviewed and commented several recent studies by focusing their attempt to enhance monitoring accuracy. The most important result for self-regulated learning is that accurate monitoring not only is achievable, but also may improve test performance via effective regulation. Related Articles | Metrics

Select

Special Achievement of Education Modernization in Earlier Chinese Historical Period ——Research on the Teacher’s Situation of Ladies’ School in Late Qing Dynasty 2010, 28 (1):  60-68.  Abstract ( 1372 )   HTML ( 33 )   Save Rare ladies’ school’s teacher is one important obstacle to the development of women’s education in late Qing Dynasty. For solving this problem, the educationists of women’s education made good use of traditional and foreign education resources, adapted some hereditary traditions and restrictions, made some new creations in education system, and constantly cultivated the resources of ladies’ school’s teacher. All these motivated the modernization of women’s education forward. Related Articles | Metrics

Select

Reflections on the History of Western Apprenticeship Jing GUAN 2010, 28 (1):  81-90.  Abstract ( 1595 )   HTML ( 745 )   Save Based on the historical reviews, this article divides the evolvement of apprenticeship in western countries into five stages: pre-apprenticeship, guild apprenticeship in Middle Age, statute apprenticeship in 16-18 century, collective bargained apprenticeship after industry revolutions, and modern apprenticeship after World War II. The backgrounds, institutions and training forms of each stage are described respectively. Based on comparison, some features of and driving forces behind the evolvement are concluded in the end. Related Articles | Metrics