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20 December 2015, Volume 33 Issue 4 Previous Issue    Next Issue

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Educational Theory(教育理论)

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Education and Philosophy: From Divergence to Convergence ZHU Shou-Xin,YANG Jie 2015, 33 (4):  1-6.  doi: 10.16382/j.cnki./000-5560.2015.04.001 Abstract ( 442 )   HTML ( 47 )   PDF (993KB) ( 1133 )   Save The dissociation of education from philosophy is caused by the diversion of modern scientific epistemology and the knowledge transition of education, which results in the identity crisis of modern educational philosophy. In essence, the dissociation of education from philosophy is the separation of education and human. Knowledge itself does not change the moral foundation of modern society where the perfection of humanity is still the paramount goal of education and the cornerstone of constructing knowledge society order. No matter how society evolves, the relationship between education and human is always the essential issue of educational philosophy and the reverting to humanity is the logical starting point of reviving educational philosophy. The ultimate proposition of educational philosophy is exploring how to achieve the goodness of education, and realize the goodness of human through education. Related Articles | Metrics

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Towards a New Vision: Beyond Whitehead’s Theory of Wisdom Education XIAO Shi-Ying 2015, 33 (4):  7-14.  doi: 10.16382/j.cnki./000-5560.2015.04.002 Abstract ( 560 )   HTML ( 102 )   PDF (1213KB) ( 1149 )   Save Whitehead’s theory of wisdom education emerged from the ancient Greek civilization. It first overthrew the dominant theory of knowledge education and had a great impact on wisdom education and educational practice. However, Whitehead’s wisdom education is limited by its lack of holistic and critic perspective, moral orientation and super-subjectivity consciousness. Therefore, it’s essential to explore an improved theory wisdom education. This article argues that the theory of wisdom education needs to develop towards a new vision. Related Articles | Metrics

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Constructing a Three-factor Model of Teaching-Learning-Assessment Alignment CUI Yun-Huo,LEI Hao 2015, 33 (4):  15-22.  doi: 10.16382/j.cnki./000-5560.2015.04.003 Abstract ( 697 )   HTML ( 60 )   PDF (1476KB) ( 1776 )   Save On the basis of relevant studies, this paper, from the theoretical analysis perspective, summarizes a three-factor model of the alignment of teaching-learning-assessment—the alignment of learning-teaching, the alignment of teaching-assessment, and the alignment of assessment-learning. The model is explored and validated with the empirical analysis method. Through exploratory factor analysis, internal consistency validity examination and confirmatory factor analysis the paper finds that the three-factor structure of aligning teaching, learning, and assessment is reasonable, and has good reliability and structural validity, which verifies the rationality of the theoretical model from the empirical perspective. Related Articles | Metrics

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Beyond Tradition: Toward a Critical and Nation-Oriented Comparative Education YANG Ming-Quan 2015, 33 (4):  23-29.  doi: 10.16382/j.cnki./000-5560.2015.04.004 Abstract ( 543 )   HTML ( 41 )   PDF (1050KB) ( 874 )   Save Comparative Education (CE) will celebrate its 200th anniversary of founded. Contemporary CE is undergoing a series of new trends of development after several paradigm shifts, which means towards critic and localization. With the decline of the “description and borrowing” tradition, CE research has been impacted by Critical Theory and Post-modern Theory, which brings a lot critical discourses in the field. In the Era of Globalization, the meaning of CE should be re-defined, in which the confliction and tension between “internationalization” and “localization” should be interpreted in a new perspective, and a new point of integration and balance should be attained. Related Articles | Metrics

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The Connotation, Origin and Limitation of “the Concept of Modern Childhood” LIN Lan 2015, 33 (4):  30-35.  doi: 10.16382/j.cnki./000-5560.2015.04.005 Abstract ( 604 )   HTML ( 45 )   PDF (997KB) ( 1487 )   Save The concept of modern childhood appeared firstly in the western developed industrial countries. It reflects the modern way of thinking to the children and their life since the Enlightenment. The concept of modern childhood emphasizes the difference and the opposition between the child and the adult. It builds up the linear mode of childhood development and generates the “standardizing” childhood. The concept of modern childhood derives the modern logic of dichotomy, is restricted by the biology guided research perspective, and consolidates with the development of the institutionalization of school education and the change of modern family life. The concept of modern childhood predicts the deficiency of the children’s social competence for the immaturity of children's physical development, which isolates the child from the adult world and marginalizes the social status of children. The power of definition of childhood is controlled by the adult, the diverse forms of childhood are ignored and the sound of children is buried. Related Articles | Metrics

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A meta-analysis about competences of principals in primary and secondary school LIU Li-Li 2015, 33 (4):  36-40.  doi: 10.16382/j.cnki./000-5560.2015.04.006 Abstract ( 510 )   HTML ( 85 )   PDF (750KB) ( 923 )   Save Based on the purpose of constructing a general competency model of principals in primary and secondary school, we totally reviewed 8 academic dissertations and 6 journal papers from recent 10 years’ documents, with the amount of sample is 2998 and the number of competences is 224. Through meta analysis, we construct a general competency model involved 9 competences of principals in primary and secondary school. Frequency analysis showed that leadership is the most important competence in all, the second are training others and creativity; self-control and interpersonal sensitivity lie the third, and the fourth are problem analysis, influence, relationship building and communication. On the one hand, the result integrated the relatively scattered outcomes about principals’ competency research; on the other hand, it can also provide empirical evidence for standard competency training to principals in primary and secondary school. Related Articles | Metrics

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Comparative Studies of China and US Teacher Recognition Institutions WANG Qiang 2015, 33 (4):  41-48.  doi: 10.16382/j.cnki./000-5560.2015.04.007 Abstract ( 433 )   HTML ( 40 )   PDF (1168KB) ( 844 )   Save After comparing teacher recognitions in “A” province with the ones in Massachusetts and Florida, the author make systematic analysis of China and US teacher recognition institutions. It is found that the sponsors, candidates, contents, and incentives in China and US are different. According to this finding, the suggestions are given to improve teacher recognition institutions in China from hierarchic identities to professional stratification, from irrational incentive to social value recognition, and from top-down planning to multiple choices. Related Articles | Metrics

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Measurement and visualization analysis of the educational rights and obligations in China——Based on 2000-2015 CNKI database LIU Dong-Dong,LI Yi-Shan,LIU Zi-Yang,ZHOU Fang 2015, 33 (4):  49-57.  doi: 10.16382/j.cnki./000-5560.2015.04.008 Abstract ( 409 )   HTML ( 102 )   PDF (1317KB) ( 949 )   Save Educational rights and obligations are the key issue of educational law. Educational rights and obligations as the entry point of the research have made some achievements. Use of bibliometric visualization software CiteSpace, drawing CNKI database 2000--2015 Years Documents keywords co-occurrence network map, you can see the scope of educational research focused on the rights and obligations: compulsory education, higher education, balanced education. Crescendo type research fronts include: teachers’ educational rights and obligations, balanced development of education and the American experience; steady gradually based research front include: education laws and regulations, the legal relationship of education, governing education by law and right to education; the forefront of the latest research are: Education law relief , protection of vulnerable groups of the right to education and school choice. Based on literature analysis shows: Educational rights and obligations to the entry point of research, analysis and countermeasures more attention to education laws proposed practical problems, which will become the development trend of future research. Related Articles | Metrics

Psychology(心理学)

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The Present Situation and Prospects of the Research on Children’s Resilience in China ZHANG Kun 2015, 33 (4):  58-64.  doi: 10.16382/j.cnki./000-5560.2015.04.009 Abstract ( 503 )   HTML ( 49 )   PDF (1131KB) ( 1070 )   Save Resilience refers to achieve positive outcomes despite challenging or threatening circumstance, copying successfully with traumatic experience, and avoiding negative paths linked with risks. Research on resilience in the behavioral sciences began to emerge around 1970 and has gained more and more attention in western countries. However, the psychologists in China did not begin to study it until the 2000s. This paper offers a review of the literature on resilience beginning in the 2000s to the present. The results are as follows: There are varying definitions of resilience and central terminology in western countries, which slow the development the field. Scholars may give us different definitions from different angles of their own aspects, so the definitions and translations of resilience are also not consistent in China. The subject of resilience in our country has its characteristics. The researches mainly focus on migrant children, left-behind children and children in Wenchuan earthquake stricken, but seldom focus on other groups. Expect for revised foreign instruments, researchers also have explored some localized scales. With the development of these localized scales, the current studies of resilience in China are promising. Resilience is inhibited by risk factors and prompted by protective factors. Protective factors alter responses to adverse events so that potential negative outcomes can be avoided. The individual factors (e.g., gender, grade, personality, social cognition), together with the factors from family (e.g., parent-child attachment, social support, parenting style, family conditions), school (e.g., peers, teachers, school types) and society are the main influencing factors to the development of their resilience. Now, the intervention for resilience of children in our country has just started. Most of the interventions are lack of systematization and persistence. The key idea in future work is that interventions need to focus on the combination of individual –level, family level and social environment level of children’s development. As a result,firstly, the future study need clarify the definition of resilience (e.g., the meaning of risk and the positive outcome).Secondly, the future research should focus on mixed method designs (e.g., combination with qualitative and quantitative methods, combination with longitudinal study and cross-sectional study). Thirdly, the study need broaden study subjects (e.g., various children in different areas and circumstances) and contents (e.g., emotional resilience, academic resilience, social resilience). Fourthly, the future study need strength the systematic intervention with multiple perspectives. Finally, the localization study has just begun in china and also need to strengthen in the future. The review is valuable and it points out the weakness of our study in resilience by analyzing the papers in these areas at present and the striving direction to strengthen in the future. Related Articles | Metrics

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Putting the Brakes on Direct Access to Other Minds: Five Problems for the Embodied Simulation CHEN Wei,ZHANG Jing 2015, 33 (4):  65-71.  doi: 10.16382/j.cnki./000-5560.2015.04.010 Abstract ( 468 )   HTML ( 143 )   PDF (1012KB) ( 891 )   Save Based on intellectualism, many mainstream researches anticipate understanding other minds as “one mind thinking about the other minds”. In recent years, however, this view has been challenged by the “direct social perception” (DSP). According to DSP, problems of accessing to other minds should not be regarded as “mind thinking about minds”, instead, the explanandum in intersubjectivity must include “embodied mind perceiving embodied minds”. As a substantive theory of DSP, embodied simulation (ES) emphasizes on reusing the core concept of mental simulation and posits a motion simulation as an automatic, unconscious, pre-reflective mechanism to go straight to the other minds, which is generated by the activities of mirror neurons. I propose five problems that should be fulfilled in order to support ES, and brake on direct access to other minds: (1) the similarity of brain-body system is not necessary for social interaction; (2) the priming of ES is affected by plenty of stimulus rather than the lack of stimulus; (3) activation of own motor program is not necessary for action understanding; (4) the accounts for classic experiments of mirror neuron is compatible with mentalizing accounts; (5) mirror neurons originate from sensorimotor associative learning rather than gene-based natural selection or adaptation. Related Articles | Metrics

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The role of temporal shift in constructing situation model of the narrative reading XIA Tian-Sheng,WANG Yu-Han,CHEN Lin,MO Lei 2015, 33 (4):  72-79.  doi: 10.16382/j.cnki./000-5560.2015.04.011 Abstract ( 423 )   HTML ( 136 )   PDF (1011KB) ( 825 )   Save In this study, two experiments were designed to explore the influence of temporal shift on event segmentation and situation model when event shift is disaccord with temporal shift with event segmentation paradigm and probe-recognize paradigm. In the first experiment, 36 university students were asked to read eight narrative stories. In the second experiment, 33 University students were asked to read eight narrative stories. The independent variables were the same as those in the first experiment. The dependent variable was the segment rate of the different points. According to the results from the two experiments, we find that in the temporal shift consistent with event shift condition, temporal shift causes the update of situation model; whereas in the temporal shift inconsistent with event shift condition, temporal shift don’t causes the update of situation model. To sum up, event is the core of situation model and temporal shift causes the update of situation unless it indexes event shift. Related Articles | Metrics

The 60th Anniversary Celebration

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Impact of Work Family conflict on Work Engagement among Preschool Teachers: Emotional Intelligence as a Moderator LI Yong-Zhan 2015, 33 (4):  80-88.  doi: 10.16382/j.cnki./000-5560.2015.04.012 Abstract ( 442 )   HTML ( 218 )   PDF (1261KB) ( 909 )   Save To explore the relationship between work family conflict, emotional intelligence and work engagement among preschool teachers, a total of 270 preschool teachers in Henan province were selected to complete the survey. The result indicated that (a) the level of preschool teachers’ work family conflict (WFC) was a little high, and compared with their family interfere work (FIW), their work interfere family (WIF) was more serious; (b) preschool teachers’ work family conflict negatively predicted their work engagement, while their emotional intelligence positively predicted their work engagement; and (c) preschool teachers’ emotional intelligence was a moderator between their work family conflict and work engagement, specifically, preschool teachers’ work family conflict negatively predicted their work engagement at the low level of their emotional intelligence, however, at the high level of their emotional intelligence, preschool teachers’ work family conflict did not impact their work engagement significantly. Related Articles | Metrics

Educational History(教育史)

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A Curriculum Design Based on Child and Adult: Analysis of the Textbooks of the Analects of Confucius CHEN Xiang-Long 2015, 33 (4):  89-93.  doi: 10.16382/j.cnki./000-5560.2015.04.013 Abstract ( 415 )   HTML ( 36 )   PDF (853KB) ( 916 )   Save From the Classics to Confucian Classics textbook and to the modern textbook, the Analects of Confucius has developed in accordance with the characteristics of traditional education. In the pre-Qin period, the Analects of Confuciuswas mainly taught in the Confucian school in the form of the “words and deeds”. During the Han Dynasty, Five Classic education sprung up, and the Analects of Confucius was adopted as a supplementary course of the Five Classics education, mainly for boys. During the Song Dynasty, “the Analects of Confucius” became a required course in the Four Books education. The imperial examination attached great importance tothe Analects of Confucius, which became an important part of adults learning. The Republic of China witnessed the abolition of Confucian Classics reading in primary and secondary schools, hence the Analects of Confucius developed away from boys’ learning and was introduced as subject matters. In the inheriting process of the Analects of Confucius, a curriculum designed suitable for either boys or adults was gradually constructed, which reflects the evolution of the traditional school curriculum and textbooks. Related Articles | Metrics

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The Study on the Studying Order of in “Four Books” QU Bo 2015, 33 (4):  94-98.  doi: 10.16382/j.cnki./000-5560.2015.04.014 Abstract ( 441 )   HTML ( 37 )   PDF (793KB) ( 845 )   Save Since the formation of namely “Four Books”, the studying order of Mencius in “Four Books” has experienced several changes. Zhu Xi regulated Mencius as the “third order” in the “Four Books”, then in the imperial examination system, Mencius lied in the “fourth order”, afterwards, Mencius’s order experienced changes in the process of modern education transformation. Every change was affected not only by the educational system and policies, but also by people’s understanding of the difficulties of the Great Learning, the Doctrine of the Mean, the Analects of Confucius and Mencius, as well as the considerations on studying demand of these “Four Books”. In this process, the characteristics of Mencius attracted different degree of attention, and the studying order of Mencius has become a key influcing the studying order of the whole “Four Books”. Related Articles | Metrics

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Taking Advantage of the Imperial Examination: On Disproportionate Reading of the Classics in the Imperial Examination Era——Also on the Geographical Distribution of Successful Candidates in the Examination DING Xiu-Zhen 2015, 33 (4):  99-106.  doi: 10.16382/j.cnki./000-5560.2015.04.015 Abstract ( 445 )   HTML ( 35 )   PDF (1743KB) ( 998 )   Save The reading of Classics in the Imperial Examination era is disproportionate— attendants of the exam tended to put more emphasis on certain Classic. A certain Classics became especially popular in a set region at a time, a phenomenon budding in Tang Dynasty, gaining ground in Song Dynasty, and by Ming Dynasty in full swing as several regions gained fame for specializing in certain Classics. Previous analysis of this phenomenon lack thoroughness in terms of its evolvement as well as its influence on the system of Imperial Examination. Based on an innovative reading of the existing documents, this study will comb through its historical evolvement and reexamine the herding of successful candidates in various regions. It turns out that while success in the Imperial Examinations has much to do with regional culture and economy, a more direct factor was the literary men’s preference in choosing the Classics to study and peruse. It can be concluded that the geographical distribution of successful candidates in the examination was brought by an interaction between the disproportionate reading of Classics and the regional system of the Examination. Related Articles | Metrics

Educational Theory(教育理论)

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The Critical Reflection on the imperial examination and its Characteristics ZHANG Hui-Jie 2015, 33 (4):  107-112.  doi: 10.16382/j.cnki./000-5560.2015.04.016 Abstract ( 608 )   HTML ( 44 )   PDF (1186KB) ( 1216 )   Save The imperial examination is the institution of selecting officials by exams in China's feudal dynasty, the millennium surviving from the imperial examinations in Confucian ethics of the positive and negative effects lead to dictatorship rule to resolve the plight of clever. It’s the historical necessity of the abolition of the imperial examination in the social modern transformation. Chinese imperial examinations causing lasting and far-reaching impact, the Millennium accumulated in the imperial examinations lingering and deep cultural tradition. The critical reflection on the imperial examination institution, especially the Confucian culture in human ethics, the impartiality in the imperial examination, the single exam test ideas and content of official position, Which can provide historical reference for the examination system reform a reality, and explore the system key, pass the exam and other institutions to optimize the combination of real strides to promote Chinese education and society. Related Articles | Metrics

Educational History(教育史)

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National Backbone: the Enlightenment of 1933 Renaissance Textbooks WU Xiao-ou,YAO Yan 2015, 33 (4):  113-118.  doi: 10.16382/j.cnki./000-5560.2015.04.017 Abstract ( 439 )   HTML ( 34 )   PDF (1046KB) ( 861 )   Save In 1932, the Commercial Press was brutally bombed and burned in “1•28” Incident. In 1933, the Commercial Press compiled and published the Renaissance Textbooks. With the largest number of editors, the textbooks involved the most curriculum standards in the history of Chinese textbooks and were used until the early founding of New China. The Textbooks showed the Commercial Press’ considerations stimulated by the Japanese aggressors. It is believed that the Textbooks followed the Chinese traditional culture, enlightening “national confidence” and “national spirit”. In particular, the Textbooks emphasized children’s all-around development, as well as the enlightenment of citizens’ scientific literacy and active inquiryin strong support of national rejuvenation. Related Articles | Metrics

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How to balance the geographical features and urban-rural differences in textbooks——The exploration in 1910-1930 ZHANG Xin-Ke 2015, 33 (4):  119-124.  doi: 10.16382/j.cnki./000-5560.2015.04.018 Abstract ( 448 )   HTML ( 32 )   PDF (868KB) ( 873 )   Save From 1910 to 1930, due to the influence of "Pragmatism" "Children-oriented" "Life Standard” and other educational ideology, our country education circle had made the positive theory and the practice exploration on how to balance the regional characteristics and differences between urban and rural areas in order to promote children's development. Scholars argued that the content of textbooks should be consistent with the children's future or current life experience, shared or personal experience. Various solutions had been proposed by these academics , for example, textbooks should be written by teachers rather than published, they advocated to write textbooks from region to region, press published version of the textbooks should be of rural bias, they also pointed out that no matter what kind of method has its certain advantages and disadvantages. In the practice exploration, In addition to text and illustrations in most textbooks ought to cater to widespread use, special textbook that contained specific content which suit to use a single region were also designed. Related Articles | Metrics