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20 December 2014, Volume 32 Issue 4 Previous Issue    Next Issue

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Educational Theory(教育理论)

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The Analysis of Historical Methodology of Comparative Education Scholar in the 20th Century PENG Hong-Bin 2014, 32 (4):  1-7.  Abstract ( 617 )   HTML ( 33 )   PDF (464KB) ( 2060 )   Save During the first half of 20th Century, till 1960s, the distinguished comparative education scholars such as Michael Sadler, Isaac Kandel, Nicholas Hans, Friedrich Schneider and Robert Ulich have published their major works which showing the importance of historical method. From the epistemological point of view, the historical methods that Sadler et al applied can be identified as two types: teleological explanation and casual explanation. The specific historical methods they adopted include historical comparative analysis, historical psychological analysis and historical macro and micro analysis . However the historical methods of Kandel, Hans, Ulrich et al are different. Historical research has some reasonable places. These scholars effectively have analyzed the country's education system as well as the peculiarity and explored the influencing factors of the specific education system. Deficiencies in their historical methods are lack of empirical methods such as statistical method and measurement, which make the historical method not as comprehensive as it should be. Related Articles | Metrics

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Rationality and Antinomy: National Character from the perspective of Discipline and its Relevance to Socialization LIU Yan-Xin 2014, 32 (4):  8-15.  Abstract ( 718 )   HTML ( 125 )   PDF (517KB) ( 1668 )   Save Individual’s socialization is a process of one’s life sensemaking and value generation, it’s also a process of the formation of one’s social attributes. Further, this will develop into ethical or national identities such as values, ethos, modes of thinking and behavior, personalities and characteristics. The formation of social attributes and national character are indispensable from essential “disciplines”. Looking at the national character from Foucault’s theory and using a technical operation of “disciplines” in building the aggregative relationship, one’s socialization is achieved through various power and norms in the aggregative relationship, resulting in national character. Knowledge socialization is the significant implication for individual’s socialization, which leads to body’s utility and productivity. However, the process of disciplines is laden with negative antinomy and thus requires rational analysis. Related Articles | Metrics

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Mechanisms of School System Life in Promoting Individual Development FU Chun-Hua, DU Shi-Zhong 2014, 32 (4):  16-22.  Abstract ( 555 )   HTML ( 33 )   PDF (528KB) ( 1247 )   Save To achieve the goal of“educating through the system”, it's very essential to explore the intrinsic mechanisms of how school system life can promote individual development. These mechanisms involve the strong promoting mechanism and the weak promoting mechanism. The former can be subdivided into the sharing mechanisms psychologically and the regulating mechanisms behaviorally, the latter can be subdivided into the generative mechanisms psychologically and the guiding mechanism behaviorally. Related Articles | Metrics

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From Knowledge to Wisdom: Pursuit of Cognitive Value in Teaching XU Chao-Fu 2014, 32 (4):  23-29.  Abstract ( 632 )   HTML ( 30 )   PDF (505KB) ( 1764 )   Save In meeting the needs of modern people, school education must have some proper value orientations in teaching. In modern teaching, pursuit of cognitive value should be "From knowledge to Wisdom". In the modern context education, useful explorations have been undertaken in teaching either theoretically or empirically. However, to implement and put into practice "From knowledge to Wisdom", people are still confronted with many barriers and interference, such as system, conception, limited time and space. To this end, in this article we propose some coping strategies including questioning knowledge, practice temper, open classroom field, development of ICTbased wisdom "turn" technique and methodology guidance. Related Articles | Metrics

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Problems in Teaching: Comprehension Based on the Development of Students’ Thinking CHEN Zhen-Hua 2014, 32 (4):  30-39.  Abstract ( 863 )   HTML ( 30 )   PDF (553KB) ( 1840 )   Save Problems in teaching are very important for the development of students’ thinking. However, the simple way of thinking of some teachers,as well as the misunderstanding and misuse of problems, produced a lot of chaos in teaching. It's necessary for teachers to comprehend problems in teaching from multiaspects. By constantly asking “what is problem in teaching”,“why we need problems in teaching”,“what kinds of problems are much valuable for students’ thinking development”,“what is the condition for value maximization”, we may grasp the essence and characteristics of problems in teaching , choose and design problems of much value in teaching ,and sincerely invite students to put forward and solve valuable problems for thinking development . In order to promote the development of students' thinking, it is necessary for teachers to rationally think over and fully prepare for problems in teaching. Related Articles | Metrics

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The NonReflective Approach to Teacher Development WANG Jia-Qiang 2014, 32 (4):  40-46.  Abstract ( 554 )   HTML ( 31 )   PDF (514KB) ( 1501 )   Save There are two approaches to teacher development. The reflective approach to teacher development requires teachers to think about questions in teaching and allow the teachers to develop through critical thinking. On the contrary, the nonreflective approach to teacher development doesn’t require teachers to think about questions in teaching and allow the teachers to develop through nonrational thinking. The nonreflective approach to teacher development tends to be ignored or underestimated because of the rational epistemology and the consequent conceptualization of teacher professional development. The patterns of nonreflective approaches include tacit doubting, implicit learning, etc. Related Articles | Metrics

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Experience Inheritance, Reflective Practice and Life Education:Three Forms of Teaching and its Relation to Teacher Development CHENG Liang-Hong 2014, 32 (4):  47-54.  Abstract ( 574 )   HTML ( 31 )   PDF (488KB) ( 1873 )   Save Teaching is a critical arena for teacher development. As teaching is viewed as the inheritance of experience, so is experience recognized as of great significance in teacher development. Nevertheless, this runs the risk of empiricism and instrumentalism. Perceived as reflective practice activities, teaching helps to establish teacher’s professional identity, but tends to result in narrow “professionalism”. Teaching, as a process of life education, focuses on the existing life of teachers and students and the awakening of life value, integrating teachers’ life experience and practice and teaching activities. Further, teachers, students and knowledge experience develop into an mutually permeating structure. Researches on teaching and teacher development should deal with not only the inheritance of experience but also life education. Related Articles | Metrics

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Research on the Institutional Evaluation Criteria System in China: Perspective of Factors influencing the Undergraduate Teaching Quality WANG Hong, SHE Yuan-Guan 2014, 32 (4):  55-62.  Abstract ( 531 )   HTML ( 30 )   PDF (465KB) ( 2185 )   Save Institutional evaluation in China has been carried out for nearly 20 years. The development of the evaluation criteria system has undergone three stages. Based on the analysis of institutional evaluation criteria system in the past 20 years, this article examines the factors influencing the undergraduate teaching quality through designed questionnaire, and offers a statistical analysis of the data. It then identifies some general rules through factor analysis, and finally put forwards some general principles on which Chinese institutional evaluation criteria system could be built in the new era. Related Articles | Metrics

Psychology(心理学)

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Research Progress and Trend of International Research on Science Teaching Psychology HAN Kui-Kui, HU Wei-Ping, WANG Bi-Mei 2014, 32 (4):  63-70.  Abstract ( 740 )   HTML ( 117 )   PDF (468KB) ( 2100 )   Save In recent years, international research on science teaching psychology reflects the systematic research ideas, comprehensive research methods and integrated research field. The research topics have focused on concept learning, learning environment, inquirybased teaching and teacher research, etc.Concept learning focuses on core concepts and learning progression while learning environment on technical support and model construction. Inquirybased teaching emphasizes cooperative learning and scientific argumentation. Teacher psychology focuses on development models, professional knowledge and professional beliefs. In future study of science teaching psychology, cognitive neural mechanisms in science learning and problem solving will be strengthened, and the conception of polymerization technology will be reflected. Furthermore, researches on developing students' core competence through science education will be valued. Related Articles | Metrics

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Researches on stress from the perspectives of educational neuroscience and its implication to education ZHOU Jia-Xian, WANG Zhen-Lu 2014, 32 (4):  71-79.  Abstract ( 635 )   HTML ( 127 )   PDF (516KB) ( 1869 )   Save Experience of stress is unavoidable during the development of children with the appropriate stress facilitating the growth of children whereas excessive stress will induce the physiological change causing too sensitive stress response system and disordering hormone secretion, which effects their brain development, that is toxic stress. It is important to understand the effects of early life toxic stress on the development of children from the biological perspectives, and some constructive suggestions are put forward to the caregiver, children, and educational; policy makers. Related Articles | Metrics

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Embodied Approaches to Creative Insight ZHANG Zhong-Lu, LI Hong 2014, 32 (4):  80-89.  Abstract ( 688 )   HTML ( 134 )   PDF (548KB) ( 1987 )   Save In creative insight domain, the question of how to access creative insight seems more important than the question of what happens at that moment. In embodied cognitive theory, the human body and the interactive experiences between body and world provide a scafford for and have influence on cognition processing. Within this theoretical framework, in this article we review two embodied approaches to creative insight: the first one refers to bodily structures and states and the second one refers to the interactive experiences between body and world. In terms of the first approach, the change in some brain structures such as damage to the dorsolateral prefrontal cortex or decreased excitability on the left side together with increased excitability on the right side of the anterior temporal lobes facilitates insight. Individuals in special physiological states such as moderate intoxication, sleep or the nonoptimal time of day have better performance on creative insight, or some other states like meditation (or mindfulness) and positive affection can improve insight problem solving. In terms of the second approach, the interaction between body and physical props enables construction of counterexamples, thus improving insight solutions. Insight can occur when the bodily action activates the perceptual and motor pattern related to solution (e.g., swinging arms in solving the two string problem), or some gestures such as arm flexion rather than arm extension can bolster insight, or insight can also be elicited by activating the insightrelated abstract concept in a metaphorical way (e.g., exposure to an illuminating lightbulb), or multiculture experiences can bolster insight. In light of the embodied cognition theory and insightrelevant studies, human body and the bodily experience through the world play great role in insight occurrence. The embodied approach to insight provides a new perspective to reveal the insight mechanism. Future studies should be conducted to identify more bodyrelevant variables on creative insight and apply the cognitive neuroscience approach to the exploration of the embodied mechanisms of creative insight. Related Articles | Metrics

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Research on the Role of Knowledge Base in University Students’ Creative Thinking LOU Lian-Di, PANG Wei-Guo 2014, 32 (4):  90-98.  Abstract ( 644 )   HTML ( 34 )   PDF (546KB) ( 1754 )   Save Based on two experiments, this research investigates the role of knowledge base in University students' creative thinking. Experiment 1 uses the amount of English vocabulary to represent the general knowledge base and English writing as the creative task. Research findings show that the amount of English vocabulary has significant impact on the creativity in English writing. The larger English vocabulary the students have, the more creative their writings are. The amount of English vocabulary contributes to both novelty and appropriateness in English writings. Experiment 2 employs the test scores of some psychology subjects as well as the years of studying psychology to represent the domain-specific knowledge base, and the psychological research design as the creative tasks. The findings indicate that when the test scores of psychology subject is used as the indicator of knowledge base, it is not significantly correlated with the creativity in research design. However, as the indicator of knowledge base, the years of studying psychology has significant positive effects on both the novelty and appropriateness of the task performance. And these effects are found bigger in the more difficult design tasks. Related Articles | Metrics

Educational History(教育史)

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Epistemological Interpretation of Chuangtzu Thought: Historical Implication and Education Revelation WANG Jia-Yun, YAN Yan, LI Fu-Hua 2014, 32 (4):  99-104.  Abstract ( 576 )   HTML ( 31 )   PDF (623KB) ( 1459 )   Save That knowing and the nature are based on the body which is sensible and perceived as an originality is expressed in Chuangtzu’ philosophical thoughts. The primitive association based on the reversibility of the body is discovered to describe our basic experience, which lay a foundation of what we call the knowledge. It is those perceived experiences which enables a person to live in harmony. Transformation based on a perceived and sensible body enlightens us on the traditional theories on pedagogy. That is how to understand pedagogy and teaching and how to teach in an effective way. Related Articles | Metrics

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The Enke System, Function Shift of the Imperial Examination System and the Crisis in Education ZONG Yun 2014, 32 (4):  105-111.  Abstract ( 641 )   HTML ( 27 )   PDF (610KB) ( 2069 )   Save In late Kangxi Dynasty, the swelling population of test takers and the limited admission quota in the imperial examinations resulted in fierce social conflict. The Qing government established the Enke system to maintain social stability by controlling the intellectuals. Therefore, the Enke system was carefully implemented during Yongzheng and Qianlong Dynasty, which reinforced the control of the imperial examination system, but weakening the selection function of the imperial examination system. As a result, the imperial examination system and the education of Qing ran into deep crisis. Related Articles | Metrics

Psychology(心理学)

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An Analysis of Ginling Girls’College: Perspective of Cultural Conflict HU Qin-Xiao, XU Ting-Ting 2014, 32 (4):  112-117.  Abstract ( 620 )   HTML ( 31 )   PDF (498KB) ( 2559 )   Save Ginling Girls’College(GGC) used to be a famous institution in Chinese modern history of higher education. It not only opened girls’ education in China but also greatly contributed to the modernization of higher education in China. The foundation and development of GGC coincided with the violent conflict in Chinese modern culture. From the perspective of the cultural conflict between east and west, GGC introduced into China a great deal of western civilization, which opened the nation's door to new knowledge. From the perspective of the cultural conflict between men and women, the college awakened many Chinese women and trained hundreds of modern women intellectuals, which accelerated the process of women's liberation in China. From the perspective of the cultural conflict between past and present, it introduced into China a modern mode of university, which challenged the traditional education system. The above perspectives of cultural conflict reveals the underlying dynamics of GGC’s success and provides an example for higher education reform in contemporary China. Related Articles | Metrics

Educational History(教育史)

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Qian Mu’s Thoughts on Educational Ideas of Universities in China WEI Zhao-Feng 2014, 32 (4):  118-123.  Abstract ( 621 )   HTML ( 27 )   PDF (536KB) ( 1542 )   Save Given the ethos of xenophilia and utilitarianism tendency in Chinese universities, Qian Mu thought that educational aims of Chinese universities should aim at cultivating "talents who truly love and serve China". In other words, the educational goal of university should be nurturing holistic human rather than training specialists; graduates should lead the social development rather than follow the tide of society; a university should educate more talents in humanities and social science rather than in natural sciences. In view of more or less xenophilia and utilitarianism in today's Chinese universities, Qian Mu's thoughts on educational aims of universities have crucial implications for the present higher education institutions. Related Articles | Metrics