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Table of Content

    20 June 2014, Volume 32 Issue 2 Previous Issue    Next Issue
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    Education examination and enrollment system reform(教育考试与招生制度改革)
    The experiment of student performance assessment method in New China ——The New Research on Scoring Method of Five-point Scale
    Sun Jie
    2014, 32 (2):  1-6. 
    Abstract ( 658 )   HTML ( 58 )   PDF (452KB) ( 1532 )   Save
    The five-point scale scoring method is the early days in China with the process of the advanced experience of the Soviet education construction of school education areas of life extensively studied as a student's academic and virtue performance evaluation method. Lvshun Middle School is the earliest implementation of the five-point scale scorecard secondary schools. It form self-characteristics in the assessment and conduct assessment of student achievement. The spirit of science and experimental attitude must follow the basic principles of the new methods experiment.
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    Change and it’s influence about University Enrollment Pattern of Borderland in the Period of Nanjing National Government (1927--1949)
    ZHANG Xue-qiang
    2014, 32 (2):  7-12. 
    Abstract ( 514 )   HTML ( 185 )   PDF (489KB) ( 1311 )   Save
    The Nanjing national government emphasize the importance of the borderland education, in order to training more people who can build the borderland, three models are considered in university enrollment system ,include offering recommendation opportunities to university ,applying freely for the university examination and oriented training, which achieved great breakthrough in enrollment structure and enrollment number. But limitations is also obvious, include Limited scale, examinees with false registered area, poor quality of education and the continuation of prerogative.
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    Educational Theory(教育理论)
    What is the Education Praxis?
    JIN Sheng-Hong
    2014, 32 (2):  13-20. 
    Abstract ( 603 )   HTML ( 32 )   PDF (1204KB) ( 1584 )   Save
    This paper is a normative inquiry which discusses the essence and position of education as praxis in the horizon of Practical Philosophy. The real praxis of education is an action for human being to cherish goodness and it is a fundamental way to pursue the good life and the excellence of humanity. Educational action and its purpose are united and constitutive. It is an action based on rationality, morality and internal purposiveness. Only education has the characteristics can it be the real praxis. The final purpose of education is ultimate, not instrumental and education is one of the highest forms of human practice. The instrumentalization and technicalization of education turns it into a technical process which makes the praxis degrading and distorted. Thus returning to praxis is a necessary appeal for education to become the practice which pursues its internal purpose consisting of good, ethical and rational actions.
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    Critiques of Modern Cynicism in Educational Philosophy
    Gao Wei
    2014, 32 (2):  21-30. 
    Abstract ( 705 )   HTML ( 30 )   PDF (618KB) ( 1802 )   Save
    The modern Cynicism in the philosophy of education provides a comprehensive organization and reflection on modern education. The problem and crisis of modern educational philosophy lie in modern Cynicism, which is a more extreme and prevalent illness of time than Nihilism. It is cynic in philosophy, life and mechanism. The modern Cynicism acts as a new ideology, a new life style and practice that generate educational practices without energy or depth. Curing modern Cynicism is to rebuild the value of spirit life. Public life, public rationality and public spirit should be the fundamental direction of the philosophy of modern education.
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    To Praise or to Respect: From the Ethical Concepts to Moral Education
    Tang Yan & Gao De-sheng
    2014, 32 (2):  31-37. 
    Abstract ( 615 )   HTML ( 31 )   PDF (634KB) ( 1673 )   Save
    The praise and the respect are important ethical concepts in classical ethics, of which the differences and causes are vague in modern society where are afraid of and escape from the nobleness and excellence. Through the analyses of Aristotle’ and Kant’ works, the praise and the respect have different subjects and working principles. In moral education, we should follow these discussions, distinguish two type of things, that is the things worth to praise and to respect, and get out of errors in moral practice for the improvement of learners’ cultivation.
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    Self-consciousness and Freedom: Confucian Private School Curriculum Thought and its Realistic Significance
    WU Gangping&YU Wenjing
    2014, 32 (2):  38-43. 
    Abstract ( 659 )   HTML ( 30 )   PDF (471KB) ( 1292 )   Save
    Freedom is the necessary condition to promote the all-round development of students. Ancient Chinese Confucianism to Confucius as the representative of the private school curriculum appeared conscious characteristics of spontaneous and judgment to promote personal development. This feature is not only reflected in the curriculum morphology of the integration of knowledge to action, but also in the curriculum psychological structure of inward restraint, consider others in one's own place, common sense of happiness. On Confucian private school curriculum consciousness and thought, not only helps to reveal the culture foundation of all-round development of students, and there are reasons to a deep insight into the basic loose.
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    The Development and Evolutionary Logic of Institutional Research in Britain: From “Equality” to “Quality”
    CAI Guo-Chun & XI Fei
    2014, 32 (2):  44-52. 
    Abstract ( 731 )   HTML ( 30 )   PDF (538KB) ( 993 )   Save
    Compared with the United States, the development of institutional research in Britain is tardy. From the historical origin, the early British “institutional research” activities included “individual university’s history” and “government reports”. But the “serious” institutional research originated in the process when the Britain government decided to boost the massification of higher education policy from 1963 to 1987. During that period, institutional research mainly focused on policy research on the system level which aimed to promote the “education equality” and pedagogical adjustment of the university to support “the new students” learning. Since the late 1980s, great changes on the relationship have taken place between the higher education institutions and the UK government. “Quality Assessment Movement” and “Public Accountability” have madea contribution to strengthening institutional research in universities and colleges. At the same time, the focus of institutional research has shifted from “equality” to “quality”. Much could be inspired and learnt from the experience of the institutional research in the UK for other European countries and for China to develop a formally constituted institutional research capacity.
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    Experimental research on the influence of Experiential Learning on pupils' creative personality development
    Wang Can-ming Gu Zhi-yan Yan Yi-feng Zhang Zhi-quan
    2014, 32 (2):  53-60. 
    Abstract ( 593 )   HTML ( 30 )   PDF (780KB) ( 2293 )   Save
    Under the attact of instrumental rationalism education mode and examination system, chinese pupils' creative personality come to serious a distortion edge. This study introduced the theory of the most prominent experiential learning expert David Kolb's experiential learning theory and reconstruct it locally. Reduce the risk of activity through the simulated situation. carefully designed intresting games,activities and problem solving situation. Using class or spare time to carry out a series of theme activity. The experiment results show that pupils' creative personality is significantly increased whether on overall or on the four dimensions of imagination,challenging,adventure or curiosity. This will open a new way for the cultivating of China's early creative talents.
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    Reflection on Current Educational Science Research of China in Constructive Realism
    Zhao Zhichun & Wang Jiayi
    2014, 32 (2):  61-66. 
    Abstract ( 515 )   HTML ( 29 )   PDF (479KB) ( 1307 )   Save
    Philosophy of science was one of distillations of the development of western science and culture. It provided meaningful guidance on methodology for the research of different disciplines. The paper put the discussion on realism in the history of scientific philosophy as point of penetration and reviewed the development of western philosophy of science briefly, and introduced recent constructive realism, in order to made the scholar of education even social science pay much more attentions on philosophy of science, especially on constructive realism in vigorous development of New Vienna Circle. Furthermore, when current education science research was reflected in the guide of constructive realism, the following four aspects should be broken through urgently: on the construction of discipline, integration among disciplines should be enhanced; on the orientation of research, indigenous approach should be emphasized; on the academic purport, education practice should be strengthened; on the method of research, multi-paradigm should be recognized.
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    Psychology(心理学)
    The confusion of student teacher and its solution ——A theoretical model of student teacher’ s “reality shock”
    ZHOU Huan, YI Xinfa, HU Weiping
    2014, 32 (2):  67-73. 
    Abstract ( 675 )   HTML ( 32 )   PDF (896KB) ( 2291 )   Save
    During the teaching practice, “reality shock” which refers to the dissonance between ideal and reality is inevitable for almost every student teacher. This phenomenon will not only impair the functions of teaching practice, but also lead to the novice teachers’ poor adaptation and even the decision of leaving the teaching position, thus arouse concern of more and more researchers. A theoretical model of student teacher’s “reality shock” is established based on the results of existing researches. This model systematically analyses and summarizes the content, consequences, and influential factors of “reality shock”, and it is helpful for student teachers, normal colleges, and practice schools to understand this phenomenon more deeply, and take steps to improve the situation of teaching practice.
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    A Scenarios Experiment about the Influence of Gratitude on Helping Behavior
    HE An-ming, Hui Qiu-ping, LIU Hua-shan
    2014, 32 (2):  74-80. 
    Abstract ( 653 )   HTML ( 34 )   PDF (445KB) ( 2100 )   Save
    To test the prediction of gratitude on people’s helping behaviors, and made a more particularly research on the relationship between gratitude, indebtedness and happiness. 296 undergraduates were selected to fill in situational experiment, and the methods of descriptive statistics, covariance analysis was adopted. Results indicate: The gratitude is different from indebtedness and happiness. It is a positive emotional characteristics with value of social morality, rather than indebtedness and happiness, gratitude can predict prosocial behavior such as helping behavior positively.
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    Network of Brain Areas involved in Synaesthesia
    LI Jiayuan ZHAO lingli
    2014, 32 (2):  81-87. 
    Abstract ( 523 )   HTML ( 29 )   PDF (730KB) ( 2153 )   Save
    In recent years many neuropsychologists have studied synaesthesia in whole brain. From these studies we find Synaesthetic colour experience in color synaesthesia can activate V4, but be not necessarily restricted to V4, and involve a network of brain areas(six brain locations activated). similarly, in other types of synaesthesia networks of brain areas were involved. some evidences have showed that synaesthetes have increased grey matter or white matter in area V4 or other areas, this implies there are structural differences of brain and genetic differences between synaesthetes and non-synaesthetes. works to look for the genes that determine synaesthesia are going on, and Some studies have showed that genetic basis may be found in genes which influence the development of connectivity in the brain, such as TBR1. These phenomenons still need to be tested in the future.
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    A Meta-Analysis of the Moral Embodied Cognition
    SUN Yanjie,SUN Fangfang
    2014, 32 (2):  88-96. 
    Abstract ( 550 )   HTML ( 28 )   PDF (607KB) ( 1540 )   Save
    Embodied cognition emphasizes our body playing important roles in human cognitive process. It also exert substantial influences in the field of Moral Psychology. Early researchers believe that moral judgment and moral behavior is based on an individual's rational reasoning. Subsequently, recent empirical works suggest one's unconscious process (physical, perception and culture) also effects moral judgments and moral behaviors. Researchers have termed the form of physical variables altering an individual's moral behavior and moral judgment as "Moral Psychophysics". However, research exploring whether corporeal perception will affect people's moral judgments and moral behaviors have yielded inconsistent results. There are many variables we don’t know whether they can affect the effect size of the moral embodiment, which will be further explored in this study. This article reports the results of a meta-analysis of individual perception's relationship with one's moral behavior and moral judgment, and whether this affiliation is moderated by any subsidiary variables. The moderator analysis variables include different directions (concrete-to-abstract or abstract-to-concrete), cognitive activities (online or offline), senses (sight, touch, taste or smell), cultures (Western or Eastern), country cultures (China, America, Germany, Spain and England) and moral metaphors (bright or clean). A total of 42 studies with 2962 participants were included in this meta-analysis, the articles were written in both English and Chinese. Data was analyzed utilizing the Comprehensive Meta-analysis (CMA) Version 2 program. For each study, an effect size (correlation) was calculated. Significance tests and moderator analyses were performed through random-effect models. The effect sizes of moral judgment and moral behavior were homogeneous (Q = 0.939, p > 0.05), moral judgment and moral behavior were then combined as moral response. The combined effect size for the relation between individual perceptions, moral judgment and moral behavior was weakly correlated (r=0.19, p < 0.01). Variables such as the directions, cognitive activities, perceptions, moral metaphors and Western or Eastern cultures did not show significant moderation effects. However, if the cultures are not merely classified by Western or Eastern and is rater specifically categorized as “country culture”, a moderation effect was found (Q = 79.454, p < 0.001). The results suggest that our perceptions can affect moral judgment and behavior vice versa, and relationship between the perceptions and moral response is affected by the country culture. The way humans behavior and comport their bodies is one way they carry their culture. The discovered moderate effect in country culture suggest that we should focus on different cultural aspects in future Embodied Cognition studies.
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    Educational History(教育史)
    MENG Xiancheng and HU Xiansu’s Controversy about the Existence of Normal Universities in 1925
    ZHANG Liyong
    2014, 32 (2):  97-103. 
    Abstract ( 582 )   HTML ( 25 )   PDF (625KB) ( 1168 )   Save
    To realize the goal of education universalization, modern pioneer educators paid great attention on the design of higher normal education system, leading to the construction of “Zoning of Higher Normal Education” and the successive establishment of “six higher normal schools”. In the 1920s, this system was broken down since most of normal high schools were changed into normal universities, which caused some appeals for the reconstruction of the former system. As a result, there aroused a controversy about the existence of normal universities between MENG Xiancheng and HU Xiansu. HU approved of an ‘open’ mode of teacher training instead of the ‘closed’ one. Nevertheless, this kind of plan was not in accordance with the social reality of China and HU did not understand pedagogy and normal education thoroughly. MENG pointed out all of his faults. We can draw some lessons about the reform of normal education from this controversy.
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    Changes in the Amount and distribution of National University in the Period of Republic of China
    LI Tao
    2014, 32 (2):  104-110. 
    Abstract ( 553 )   HTML ( 32 )   PDF (1248KB) ( 2828 )   Save
    During the period of Republic of China, the development of National University has experienced four periods——the period of slow growth (1912-1921), the period of the rapid expansion (1922-1926), the period of systematization (1927-1936), and the period of steady growth (1937-1949). Meanwhile, the regional distribution of the National University has experienced four stages——the stage of serious imbalance(1912-1926), the stage of relative unbalance(1927-1936), the stage of decentralized(1937-1945), the stage of relative balance(1946-1949).
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    The Paradox of “Child” and “Army”: Studies in the Development of Boy Scouts in the Republic of China
    WU Xiaowei
    2014, 32 (2):  111-115. 
    Abstract ( 630 )   HTML ( 23 )   PDF (463KB) ( 1394 )   Save
    Early 1900s, Robert Baden Powell designed a children’s organization that was named Boy Scouts and proposed a principle of “non-army”. In the republican period, Boy Scouts was translated into “Tongzi Jun” that means children’s army. Furthermore, there existed a paradox of “Child” and “Army” during the development of Boys Scouts in China. We can further understand the educational value of scouting by pointing out this paradox and present the special development of Boy Scouts in the Republic of China by analyzing this paradox.
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    Unending Quest: Studies on John Dewey’s Thought of Education in China
    TU Shiwan
    2014, 32 (2):  116-124. 
    Abstract ( 524 )   HTML ( 27 )   PDF (642KB) ( 2642 )   Save
    There are four periods in the centennial studies on John Dewey’s thought of education in China. The first period is the first thirty years in the 20th century when the main work was translating Dewey’s works and introducing Dewey’s thought into Chinese academic circles. Hu shih was the representative scholar in this period. The second period is from 1930 to 1949, in which the studies on Dewey’s thought were productive. There were kinds of researches from the perspective of libertarianism, from the theory of creative evolution or from the perspective of Marxism. However, the research has been split into two branches since 1949. This is the third period. In the People’s Republic of China, there had been full of criticism of Dewey’s thought of education from the ideology of MarxLeninism, which had no academic elements. In Hong Kong and Taiwan, the research became prosperous and TsuinChen Ou became the most outstanding scholar in the field. In the fourth period which began in 1980, the People’s Republic of China began to reevaluate Dewey’s thought of education and the studies began to revive. In the view of the research’s type of thought, the history of studies on Dewey’s educational thought in China is a course which started from experimentalism, and underwent to absolutism, and then returned to experimentalism.
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