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20 May 2016, Volume 34 Issue 2 Previous Issue    Next Issue

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Discussions on Every Student Succeeds Act TAO Xi-Ping,GU Hai-Liang,ZHANG Li,YANG Dong-Ping,XIE Xiao-Qing,ZHAO Zhong-Jian,PANG Wei-Guo 2016, 34 (2):  1-15.  doi: 10.16382/j.cnki.1000-5560.2016.02.001 Abstract ( 437 )   HTML ( 147 )   PDF (911KB) ( 1512 )   Save Related Articles | Metrics

Entrepreneurship Education in Universities（高校创业教育 ）

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Ecological Development of Entrepreneurship Education：Perspective of GALCHS XU Xiao-Zhou,WANG Xu-Yan 2016, 34 (2):  16-21.  doi: DOI：10.16382/j.cnki.1000-5560.2016.02.002 Abstract ( 300 )   HTML ( 93 )   PDF (598KB) ( 1099 )   Save How to build an ecosystem of entrepreneurship education has become a major concern all around the world, either at the theoretical or practical level. Current researches focus on the university-based entrepreneurship ecosystem (U-BEE), and it’s believed that universities are the hub of the ecosystem, which provides the infrastructure, capital and training to students’ entrepreneurial activities through dealing with the stakeholders like the governments, enterprises and markets. Entrepreneurship education ecosystem is a functional body. The school system is the core of the ecosystem, while the government, families, enterprises, and other social institutions should join the ecosystem as an input environment. The school system educates innovational and enterprising talents for society in return. To construct an entrepreneurship education ecosystem, it’s essential to analyze the elements of the system and its operational mechanism and make a top-level design as a whole including the concept, positioning and objectives of ecological entrepreneurship education. In accordance with the mission and internal requirements of entrepreneurship education, Chinese ecosystem of entrepreneurship education should establish the idea of GALCHS, i.e. global, all, lifelong, complementary, holistic and sustainable. Global entrepreneurship, entrepreneurship for all and lifelong entrepreneurship are the three main external powers of the current social development. Complementary, holistic and sustainable are the other three internal stresses in the ecosystem. Entrepreneurship education develops like whirling through the interaction of external and internal power. However, the current ecosystem of entrepreneurship education is still at the stage of infancy, it even has not stepped into the puberty time, let alone a steady state. At present, entrepreneurship education develops vigorously in universities, but it is not popular in the elementary and secondary schools. The Chinese governments, either at the central or local level, have issued both general policies and specific regulations concerning entrepreneurship education, in order to create a favorable environment for students and the development of entrepreneurship education in colleges and universities. But it seems that the entrepreneurship education policies lack a holistic plan for the development of society and economy. It would be difficult to support the effective operation of the entrepreneurship education without sufficient internal and external resources, like practical training platforms, business incubators, venture capitals, curriculum, teachers, etc. According to GALCHS, to promote the budding, growth, and steady state of ecosystem of entrepreneurship education , colleges and universities in China should solve the problem of role missing in the ecosystem of entrepreneurship education, and more efficient polices need to be produced and the basis of entrepreneurship should be reinforced in the ecosystem of entrepreneurship education. Related Articles | Metrics

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A Study on Evaluating Effectiveness of Entrepreneurship Education in Higher Education Institutions and Promoting Strategies GAO Gui-Juan,LI Li-Hong 2016, 34 (2):  22-29.  doi: 10.16382/j.cnki.1000-5560.2016.02.003 Abstract ( 317 )   HTML ( 42 )   PDF (623KB) ( 1176 )   Save After a rapid development of entrepreneurship education, the western developed countries have begun to focus on evaluating the entrepreneurship education and its effectiveness in order to make a proper adjustment. Entrepreneurship education in China, though emerging later than that of the western developed countries, has grown rapidly and is strongly pushed forward by the central government. It’s over ten years since the pilot work was launched in 2002 by the Ministry of Education, and entrepreneurship education has become a national highlight and is being integrated into the global context. Nevertheless, sufficient attention has not been paid to the effectiveness of entrepreneurship education. And it is necessary to evaluate the effectiveness of entrepreneurship education in higher education institutions. Effectiveness, in brief, refers to the actual result, which can be indicated by the ratio of input and outcome. That is, more outcome from a relatively less input in an activity means effectiveness. Thus, effectiveness of entrepreneurship education means the real and effective state after an activity of entrepreneurship education by comparing its result and expected goals. Based on the theory and practice of education quality evaluation, as well as CIPP evaluation model by D. L. Stufflebeam in 1967, which includes four dimensions (context evaluation, input evaluation, process evaluation and product evaluation), this study constructs an evaluation model for the effectiveness of entrepre neurship education from two dimensions: one is entrepreneurship education process, and the other is entrepreneurship education outcome. Entrepreneurship education process involves educational factors in the entrepreneurship education activities, which can be divided into three groups of indicators: entrepreneurship courses, entrepreneurship practice and entrepreneurship organization. Entrepreneurship education outcome, in term of measurable entrepreneurship education goals, involves entrepreneurship skills, which can be divided into three groups of indicators: professional skills, methodological skills and social skills. And then, the effectiveness of entrepreneurship education in HEIs is evaluated, and the sample includes different types of HEIs in China as well as the nine HEIs participating in the pilot work of entrepreneurship education since 2002. The fingdings show that the real result of entrepreneurship education in HEIs of China is poor. Entrepreneurship education does not function well from the perspective of process. And in terms of outcomes, students’ entrepreneurship skills need to be improved. Further factor analysis shows that factors which influence effectiveness of entrepreneurship education include HEIs, students, governments and society. Thus, it’s necessary to improve students’ entrepreneurship skills and strengthen the cooperation among HEIs, students, governments and society to improve effectiveness of entrepreneurship education. Specifically, HEIs need to highlight the educational function to integrate entrepreneurship education into the education process. Also, policies should be in place to guide HEIs to refine their entrepreneurship education goals. In addition, the enterprises should be encouraged to be actively involved in the entrepreneurship practice. Related Articles | Metrics

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Evolution and Development Trend of Chinese Entrepreneurship Education WANG Zhan-Ren 2016, 34 (2):  30-38.  doi: 10.16382/j.cnki.1000-5560.2016.02.004 Abstract ( 564 )   HTML ( 40 )   PDF (564KB) ( 2301 )   Save Research on the evolution of Chinese entrepreneurship education in a systematic way is an important approach to better understanding the innovative entrepreneurship education. Through literature review, this article presents the history of Chinese entrepreneurship education and straightens out its origins. The author argues that Chinese entrepreneurship education started in 1988, and Chinese scholars represented by HU Xiaofeng put forward the thought of entrepreneurship education thoroughly. Guided by this thought, a range of entrepreneurship education experiments were conducted. The entrepreneurship education thought was directly related to the creativity-oriented education, and it was created in China but not imported from overseas. The Six-Year Research of the Chinese entrepreneurship education has a profound international background. The research, based on the logic origin of the pioneering individuality, deduced the conceptual system and theoretical framework of the entrepreneurship education, and constructed the target pattern, curriculum model, assessment model, and community management model. Besides, the research also discussed about the fundamental laws, process, method and essential ways of the entrepreneurship education. Therefore, the research promoted the establishment of entrepreneurship education, which took a unique position in the history of the theoretical research and pedagogical experiment. Entrepreneurship education in Chinese universities started in 1997, when Tsinghua University first offered the curriculum of Innovation and Entrepreneurship. So far it has experienced four stages of development, and the government’s policy guided the expanding period from “business startup drives the employment” to mass entrepreneurship and innovation. The significant expansion of innovative entrepreneurship education is the entrepreneurship based on innovation. Innovators are encouraged to start their own businesses, making the innovative entrepreneurship the engine of motivating economic and social development. Currently, the greatest challenges facing universities’ entrepreneurship education are: the holistic education has not been shaped; the operating mechanism is not yet well-established; the curriculum system has not been developed; and particularly, there are other challenges such as the shortage of teaching staff, improper teaching methods and the development of textbooks. Looking to the future trend of education for all, it’s vital to create an integrated mode of education and strengthen the implementation of practice-based curriculum and curriculum-based practice for sustained development. Constructing a supporting system to coordinate the mechanism, teaching staff, and social resources helps to ensure the sustainable development. Related Articles | Metrics

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The Development of Entrepreneurship Education in UK Higher Education Institutions and its Implication HUANG Zhao-Xin,ZHANG Zhong-Qiu,ZHAO Guo-Jing,WANG Zhi-Qiang 2016, 34 (2):  39-44.  doi: 10.16382/j.cnki.1000-5560.2016.02.005 Abstract ( 363 )   HTML ( 36 )   PDF (911KB) ( 1062 )   Save Since the second revolutionary academic change from research universities to entrepreneurial universities in the 1980s, most UK higher education institutions have engaged in creating an atmosphere of entrepreneurial culture, offering entrepreneurial courses and promoting business practices. In this regard, the British government’s policies about college students’ entrepreneurship further pushes the development of entrepreneurship education in the UK, and provides fundamental guarantee for its prosperity. The future trend of the development of higher education institutions in the UK is the transformation from research university to entrepreneurial university. Its main concern is to strengthen the vitality of the UK higher education, and to draw some lessons from the transformation. And more generally, the whole world is in the event of such a change. There are many pressures, like funding for education, government intervention, innovation, student entrepreneurs, social mobility and employment, development of inter-regional partnerships as well as the use of modern information technology and international market changes. British universities and the government are facing a great challenge regarding how to promote the innovation and development of entrepreneurship education and to push the transformation of the British university model. Currently, the construction of entrepreneurship education system in British universities has the following characteristics: a layered and diverse curriculum, professional and innovative entrepreneurial faculty, flexible and diversified teaching methods, improved organization system, close cooperation between universities and enterprises to promote entrepreneurship practice. All this provides some reference for the development of entrepreneurship education in China’s higher education institutions. Compared with the UK, there exist many issues in Chinese universities’ entrepreneurship education. For example, understanding of entrepreneurship education is too formalized and utilitarian. Students lack innovative thinking. Entrepreneurship curriculum content is fragmented. The entrepreneurial ability of teachers should be improved. Moreover, Entrepreneurship education management mechanism is not perfect and there are no necessary synergies among various functional departments. Lessons can be drawn from the following four aspects. First, to explore the new school running modes and cultivate innovative entrepreneurial talents. Second, to highlight innovative thinking of the curriculum system and create innovative entrepreneurial teams of teachers. Third, to strengthen efforts to support the organization of entrepreneurship education and improve the framework of entrepreneurship education. Fourth, to enhance the interaction, exchange and cooperation between schools and enterprises and establish the brand awareness of higher education institutions. Related Articles | Metrics

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The Main Features of the Development of US Entrepreneurship Education and Its Implications KAN Yue 2016, 34 (2):  45-51.  doi: 10.16382/j.cnki.1000-5560.2016.02.006 Abstract ( 341 )   HTML ( 37 )   PDF (554KB) ( 1162 )   Save The United States is seen as a nation where entrepreneurship education originated and prevailed, and after so many years of development, entrepreneurship education in the US has now reached a stage of maturity. The US has built an integrated ecosystem of entrepreneurship education involving multi-stakeholders including government offices, non-governmental organizations, enterprises and educational institutions. The mutual complementation of these independent players ensured the effective operation of this ecosystem. Meanwhile, on the basis of business entrepreneurship, social entrepreneurship and female entrepreneurship are greatly promoted as a solution to the various social challenges and improvement of socioeconomic conditions for disadvantaged groups. Considering the crucial role of educational institutions in developing the entrepreneurial attitude, skills and behavior for the new generation, a diversified and coherent provision of curriculum, activities and related supporting services has been developed through the K-12 schools and higher education institutions in the US. In the context of the Mass Entrepreneurship and Innovation, the experiences and practices in the US will be beneficial to the further development of entrepreneurship education in China, especially in terms of legal environment, ecosystem, social entrepreneurship, entrepreneurial curriculum and knowledge entrepreneurship. In line with the requirement of the building for a government ruled by law, a sound system of legislation for innovation and entrepreneurship should be established to create a fair, orderly and sound legal environment. The further development of entrepreneurship education in China should pay more attention to the encouragement of social engagement, support and contribution in order to create a better ecosystem. Another priority should be given to arousing the students’ and citizens’ concern over the social challenges and to developing the social entrepreneurs with the sense of social responsibility, philanthropy and the competences of public services in order to solve social problems by innovative services, products and approaches. Since curriculum is the breakthrough for the development of entrepreneurial sprits and skills, a system of curriculum should be constructed at various levels of education from primary, secondary to higher education. Finally, in the context of information society and knowledge-based economy, with a view to increasing professionalism and scientific and technological values, the entrepreneurship education in higher education institutions should be based on knowledge innovation to encourage the transfer and application of research outcomes. Related Articles | Metrics

Investigation report （调查报告）

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A Multi-analysis of Students’ Workload: a Case Study of Nine Provinces and Cities YANG Xin,SONG Nai-Qing 2016, 34 (2):  52-61.  doi: 10.16382/j.cnki.1000-5560.2016.02.007 Abstract ( 491 )   HTML ( 91 )   PDF (670KB) ( 2305 )   Save At present, it’s imperative to solve the complex problem of students’ academic workload in Chinese educational context. In addition to the gradual reform of the examination evaluation and admission system, empirical studies on students’ workload should be carried out to explore the connotations of workload scientifically. In order to clarify the characteristics and conceptual elements of workload, the article, based on literature review and questionnaire, analyzes the perception of workload among students, parents and teachers, including its causes, components, consequences, and other problems. The questionnaire surveys were conducted among 7,524 students (including primary and junior high school students), 3,836 parents and 3,766 teachers from nine provinces and cities. The analysis revealed three perceptional elements of the workload. First, workload is the result of the interaction of various factors, among which, examination competition and performance requirements are the main factors. Second, from the perspective of students, parents and teachers, workload is the trouble for most students, which involves three concepts: academic tasks, performance pressure and energy consumption. Third, heavy workload can have negative impact on most students, which is different for different individuals. The article seeks to construct the operational definition of workload: namely, students’ experienced pressure caused by examination evaluation and academic tasks as well as time and energy spent on them. This definition can guide the shift of workload study from concept to operation, which can divide characteristics of workload into several observable and evaluable key points so as to establish necessary conceptual foundations for quantitative workload study. However, due to the complexity of the workload problem, this operational definition of workload needs to be improved. To explain different subject-related workload in different cultures, it is necessary to refine the observation point and evaluation factors of workload. Similarly, this operational definition of workload is far from the synonym of the connotations of workload, and it can only be used as a reference in workload study. In future studies, it’s essential to have a better understanding of the connotation of workload through experimental researches and case studies based on this operational definition. On the other hand, it is necessary to use different research methods for cross validation of the existing assumptions and conclusions. Related Articles | Metrics

Basic theory of Education (教育基本理论)

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Research on the Occurrence Mechanism of Education Needs ZHANG Yang 2016, 34 (2):  62-67.  doi: 10.16382/j.cnki.1000-5560.2016.02.008 Abstract ( 325 )   HTML ( 127 )   PDF (1307KB) ( 1282 )   Save Throughout the concurrent history of human and education and in the context of modern society, It's been a common belief that any person's growth and development cannot do without education. Education is becoming more and more valued either at the state, community or individual level. Although sometimes people may oppose, hate or reject education, they still have their education needs. This kind of phenomenon shows that people need valuable education on the one hand; on the other hand, it indicates that education need should have a reasonable boundary. It’s true that people are dependent on education. The problems with education arise not only from the objective aspects of a country and society, but also from the subjective aspect of people's education need. Education need is not the synonyms for education, and researches on education need show that the educational researchers are awakening again. At the microcosmic level, this research discusses the basis, conditions and process of the occurrence of the individual education needs. First of all, the basis of the individual education need is the need of cognition and self-actualization. According to Maslow, cognitive need characterized by objectivity, apriority and independence is very important for people. Maslow suggested that cognitive need includes the desire of understanding, systematization, organization, analysis, seeking contact and craving significance, and these desires form a small hierarchical relationship. Moreover, cognitive need is limitless and its expanding process involves happiness and anxiety. Cognitive need is not simply placed in the hierarchy of needs, but can be expressed at different levels. It is not only the way to get the basic security in the world, but also the expression of the self realization. Everyone has a need for self-actualization, which is a desire for self-fulfillment and an aptitude to make people realize their potentials. This aptitude helps enable a person to become more and more unique and anyone he can be. Secondly, the social and cultural environment and the need for core others is the objective precondition for the need occurrence. The development of self-consciousness is the subjective core conditions. Core others refer to those who have a direct impact on a person in the process of individual education needs, including significant others. The process of individual education needs should be the process of showing, enriching and realizing education needs gradually. This could rely on self maturity and regulation on the basis of respect for individual cognition and self actualization by influencing from the reasonable educational needs of the “core others” in the objective environment. Finally, there are five stages for process: (a) initial display and gradual enhancement of cognitive needs and self-actualization; (b) the emergence of obstacles to development and the gradual emergence of the education needs from caregivers as the core others; (c) the occurrence of schooling and the involvement of teachers as other core others; (d) emergence of need conflicts and enhancement of development barriers and self realization needs; and (e) the gradual strengthening of self adjustment and the improvement of autonomy and consciousness and so on. Related Articles | Metrics

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Three Forms of Teaching Environment and their Values:Perspective of Process Philosophy WEI Shan-Chun 2016, 34 (2):  68-75.  doi: 10.16382/j.cnki.1000-5560.2016.02.009 Abstract ( 349 )   HTML ( 103 )   PDF (1379KB) ( 1978 )   Save Process philosophy is also known as a philosophy of organism or activity. It takes process and activity as the fundamental characteristics of organism, and holds the view that the whole world consists of the procedural and continually creative activity of organism. In recent years, the impact of process philosophy on education and teaching has become increasingly evident, and more and more researchers have applied the process thinking to the study of teaching process and the practical exploration of subject teaching. The purpose of this study is to apply the thinking of process philosophy to the research of teaching environment, and suggest the specific survival patterns of teaching environment and their characteristics and values. Adopting the method of philosophical introspection and the introspection of philosophy, this article argues that, in real teaching life, the relationship between teaching environment and individuals as the subject is in the state of dualism opposition, regulated and controlled. More attention has been paid to optimizing teaching environment to improve the teaching effectiveness from the technical level. By sorting and analyzing the literature about process philosophy and its thinking comprehensively, this study attempts to explore the three forms of teaching environment through process-related thinking of process philosophy. The first form is the sense and body of teacher and student .The second is the community formed between teacher and student or between student and student, such as the education community, teaching community, learning community and so on. The third is the continuity of curriculum knowledge around children’s life and experience. These teaching environments are both subjective and objective. They are not just stable, but are generated dynamically and energy flowing. These environments have the subject appeal of a moral concern which aims at their own integrity, independence and internal harmony. Also, they have the object value which enables teacher and student to be more creative and caring. This will help promote teacher and student to learn to care and develop the qualities of caring，including caring about oneself, the community, nature and the knowledge. Constructing a teaching environment based on the theoretical process philosophy does not mean creating a material, solidified and tangible environment, but a trnastormantion of concept and way of thinking. Instead of focusing on the effectiveness of teaching environment on teacher and student growth (just an instrumental value), this way of thinking focuses more on the inner good, external creativity and caring relationships in teaching environment. And it will make the teaching and education more and more human-centered, and furthermore, teaching life begins to walk out of the fence of the classroom and school and return to nature, society and ourselves. Related Articles | Metrics

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From Possession to Generation: Transforming the Concept and Practice of Child Learning ZHANG Geng-Li 2016, 34 (2):  76-81.  doi: 10.16382/j.cnki.1000-5560.2016.02.010 Abstract ( 366 )   HTML ( 124 )   PDF (609KB) ( 1287 )   Save It seems widely recognized that a child should be engaged in learning, and that his future happiness and accomplishments rely on his learning outcomes. Increasingly, child learning has attracted people’s great attention. However, there are different points of view of the child, child development and happiness, leading to different concepts of learning closely related to child development and happiness. These learning concepts each have their own epistemological basis with their own characteristics, and have exerted influence on people's educational ideas and practices to varying degrees. Therefore, in promoting education reforms, it is very important to understand the child, clarify child learning and transform the educational concepts. The idea that learning is possession is a concept of child learning in the context of modern utilitarian society. Under the framework of the adult-child binary comparison, this concept is built on “scarcity”, and it takes utilitarian happiness as the purpose, possession as the means and efficiency as the standard. This kind of learning concept has its defects due to its specific conceptual basis and values. In particular, the concept inverts the relationship between a child’s life and his learning, ignores a child’s active endogenous learning power, and separates the process of happiness from the results of happiness in child learning, and the holistic state of learning disappears. In fact, a child is neither inherently fixed nor a passive existence, but a generative human being who has great potential of development beyond the framework of adult-children binary comparison. Besides, generation and development are the inherent characteristics of a child’s life process when regarded as a human being. The idea that learning is generation implies the process of a child’s self-generation and self-creation. In this process, a child actively draws on his life experience based on his own needs and interests, and employs his psychological absorbability to interact with the environment frequently. As child learning is a generative development arising from his natural rhythm, it is of survival value. Specifically speaking, generative child learning is not a passive mechanical process driven by external forces, but a creative life process following the principle of genuine interest with a lot of positive experience. Generative child learning is different from that of external input, which is based on the objectivist empiricism. It emphasizes learning subjectivity and autonomy, which is based on direct experience. In addition, it attaches great importance to the unique value of a child's life and games in the process of his generation and development. Generative child learning is holistic. In the process, a child is ready to open himself, excited to embrace the whole world, and active in interacting with the environment in an integrated way. In the generative learning, a child experiences the unified happiness of the results and processes. Furthermore, based on the characteristics of a child’s life, this generative learning has its own internal definition that constitutes the basic conditions for the realization of the generative learning. In other words, while immaturity is the primary condition for generative child learning, internal time is the basic scale and freedom is the basic requirement. Related Articles | Metrics

Ideological and moral education （思想道德教育）

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Practical Significance of Moral Beliefs and its Cultivation in Primary and Secondary Schools PENG Hong-Bin 2016, 34 (2):  82-87.  doi: 10.16382/j.cnki.1000-5560.2016.02.011 Abstract ( 373 )   HTML ( 35 )   PDF (648KB) ( 1030 )   Save While faith is mainly applied to the religious dimension, belief is more suitable for morality. Moral belief refers to the psychological tendencies to believe in someone or something and resolution to put it into practice. In fact, most Chinese people don’t have definite faith, as they are too realistic rather than pious. So it’s suggested that in moral education, it’s better to use moral belief instead of moral faith. In structure we have core moral beliefs and derivative moral beliefs. There are two types of moral beliefs: espoused beliefs and acting beliefs. Starting from the effectiveness of moral beliefs on students, the article puts forward some methods of cultivating the students in primary and secondary schools. From the perspectives of philosophy and psychology, we find that the moral beliefs attained in different periods change differently. Generally, moral beliefs attained in early times are difficult to change. After adulthood, moral beliefs are easier to change. So childhood is the best time for students to attain moral beliefs. School climate is an important factor which influences students’ moral beliefs . As the foundation of school culture, the beliefs shared by members in schools are the important factors of moral beliefs. And teachers should try to create a healthy school culture in order to improve students’ moral beliefs. Moral beliefs can influence the students’ choice of values and self-discipline. Moral beliefs affect the decisions, behaviors and the ways they deal with problems. In Lewis’s opinion, the foundation of beliefs consists of power, logic deduction, affection, personal significant experiences, rational intuition, and application of personal scientific methods. Educators should help students to establish the early moral beliefs subtly, as children are nave and usually don’t question the moral beliefs taught by their teachers. Besides, school teachers and parents should make use of affection to help change students’ moral beliefs. They can create effective situations to help students form moral beliefs through practice. Teachers should encourage students to practice, because students’ moral beliefs and practice are closely linked, and mutually affected. In this way teachers can promote a virtuous cycle between students’ moral beliefs and practice. Teachers should also stimulate students to contemplate their behaviors. As Confucius said, we should contemplate ourselves three times a day. Reading without thinking tends to throw one into bewilderment. By contemplation students can understand the meaningful ideas, and realize the importance of correct moral beliefs. Related Articles | Metrics

Education examination and enrollment system reform(教育考试与招生制度改革)

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An Investigation of the Types and Causes of College Students’Online Anomie Behavior ZHU Lin 2016, 34 (2):  88-95.  doi: 10.16382/j.cnki.1000-5560.2016.02.012 Abstract ( 525 )   HTML ( 154 )   PDF (870KB) ( 1485 )   Save The purposeful social interaction of college students in syber space, that is, the online behavior, is not only a practice, but also a cognitive interaction. In essence, the online behavior of college students is also a kind of social behavior, which has an interactive and close relationship with the realistic morality. With the increasing popularity of the Internet and its stability, the advantage of the Internet era is becoming more prominent. But the anomie of some college students’ online behaviors can never be ignored. Meanwhile, the lack of rational knowledge and moral judgment of misbehaviors online leads them to be deeply stuck. Online anomie behavior of college students has been a major concern in the field of moral researches of college students. It is also a high-risk social issue concerning many aspects, which can exert far-reaching influences. Based on the questionnaire among 1708 college students from 22 universities, 126 educators and 46 parents, this article analyzes four common types of online anomie behavior of college students: violation behavior, infringement behavior, violence behavior and crime behavior. The survey revealed that online violation behaviors existed commonly in Chinese college students, among which the most prominent behaviors were online game addiction, ill information browsing and the abuse of online languages. Meanwhile, this article offers a detailed explanation of the factors leading to the online anomie behavior of college students from internal and external dimensions. The internal dimensions include the misunderstanding of the virtual reality, the excessive worship of the online information technology and the initiatives to deal with the psychological stress. On the other hand, the external dimensions refer to the decline of social collective consciousness, the absence of norms, and the relative backwardness of the ideological and political education and management of college online. Higher educational institutions are the major places where moral education is carried out for college students. This education plays a critical role in cultivating college students’ online behaviors and their moral qualities. Thus, moral educators in higher education institutions should adapt actively to the new requirements for college education in the Internet era and introduce some intervention measures, such as guiding the self-strengthening of college students’ compliance awareness, intensifying the role of moral educators, innovating the methods of moral education, improving college students’ online environment and implementing evaluation system of college students’ online behaviors, etc. Related Articles | Metrics

educational psychology (教育心理学)

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The Effect of Non-contingent Negative and Positive Reinforcement Operations on the Acquisition of Superstitious Behaviors HAO Jian-Yu,LI Ling 2016, 34 (2):  96-103.  doi: 10.16382/j.cnki.1000-5560.2016.02.013 Abstract ( 328 )   HTML ( 33 )   PDF (674KB) ( 965 )   Save Superstitious behaviors, as exceedingly common phenomenon, take place frequently in our daily life, which can have either negative or positively effect on people’s life. In addition, they can jeopardize moral education in colleges and schools. For example, the superstitious phenomenon may make people rather vain about their prediction or even cause people to kill others in fear. Therefore, it’s extremely essential to investigate the mechanism of the occurrence of superstitious behaviors. There are two major psychological theories which can explain the mechanism of the occurrence of superstitious behaviors. They are behavioral sect and cognitive sect. From the perspective of behavioral sect, Skinner proposed the accidental reinforcer-response pairings account, and after that, other psychologists addressed control illusion, a vital concept in the superstitious field, and presented control heuristic theory and regulatory focus explanation from the cognitive perspective. However, there are drawbacks in both explanations, so we need a more integrated account for the procedure of superstitious behaviors. Based on two experiments, this research examines the differential effects of non-contingent positive and negative reinforcement operations on the acquisition of superstitious behaviors. In the first experiment, 72 participants were randomly and evenly divided into four groups, including the positive group (6s), positive group (3min), the negative group(6s) and negative group(3min). All participants were instructed to try to produce and/or keep the positive pictures (all from IAPS) on a computer screen (positive reinforcement), or try to prevent and/or remove the negative pictures from the screen (negative reinforcement) by using response keys. In the second experiment music experimental material (all were pre-tested) was used, and the stimuli schedule was different from the first experiment while other conditions remained the same. For instance, all 80 participants were randomly and evenly separated in four groups: the positive group (6s), positive group (3min), the negative group(6s) and negative group(3min). All participants were instructed to try to produce and/or keep the positive music on a computer audio amplifier (positive reinforcement), or try to prevent and/or remove the negative music from the audio amplifier (negative reinforcement) by using response keys. Data from the two experiments indicated that participants exposed to lean schedules of negative reinforcers believed that they had greater control over non-contingent stimulus events than participants exposed to either rich or lean schedules of positive reinforcers. These findings suggest that, compared to positive reinforcement, negative reinforcement operations may provide a more fertile condition for the development and maintenance of superstitious behaviors. And compared to rich schedule, lean schedule seems to make participants believe there was more control than rich schedule under the negative reinforcement operations, but the data show the opposite variation direction of illusion of control under the positive reinforcement operations. These conclusions will help us to predict the future tendency of the occurrence of superstitious behaviors more accurately. Meantime, this can help us to adjust the moral educational programs for students in colleges and schools. Related Articles | Metrics

History of Chinese and foreign education (中外教育史)

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A Historical Study of Achievement Exhibitions of Vocational Schools in China (1918-1944) WANG Jiang-Tao,YU Qi-Ding 2016, 34 (2):  104-110.  doi: 10.16382/j.cnki.1000-5560.2016.02.014 Abstract ( 302 )   HTML ( 32 )   PDF (550KB) ( 1139 )   Save Similar to the industrial education implemented in the late Qing Dynasty, the vocational education emerging in the Republic of China aimed to cultivate techinical talents in the field of agriculture, industry and commerce. However, with the long-term profound impact of the imperial education, the vocational education was not widely accepted. Therefore, vocational schools used to hold exhibitions which originated from World Expo to display the achievements of skill development, trying to attract social attention and change people’s views of vocational education. As early as 1851 when the first World Expo was held, educational achievements were part of the exhibits, and since then educational achievement exhibition has expanded worldwide. Influenced by international expositions, more and more domestic educational exhibitions were held, which also involved industrial education achievements. During the early twentieth century, it was an educational association named ZHONGHUA Vocational Education Association rather than the government that promoted vocational education achievement exhibition in China. The Association aimed to promote and improve vocational education. In 1918, the Association set up ZHONGHUA Vocational School, delivering experimental vocational education. The school sought to promote practical skills education and organized the vocational schools all over the country to participate in achievement exhibitions, thus contributing to the development of vocational education in China. From 1918 to the end of the Anti-Japanese War, ZHONGHUA Vocational Education Association and ZHONGHUA Vocational School managed to expand the impact of the exhibitions both at the local and national level. The historical process can be divided into five stages: exploration, rising, maintenance, climax and recession. Initiated by ZHONGHUA Vocational Education Association, the achievement exhibition of vocational education focused on the developed region of eastern China (exploration period, 1918-1921). Following that, three consecutive national exhibitions were held in the city of Shanghai, Peking and Wuhan, expanding its impact to the whole country (rising period, 1922—1924). Because of the warlords involved in the civil war and the Japanese invasion in 1931, the exhibition was greatly affected and forced to retreat to local areas again, mainly in the provinces of Jiangsu, Zhejiang and Shanghai (maintenance period, 1925—1933). Driven by the movement, the Nanjing National Government became so interested in vocational education that it sponsored an exhibition of school students' achievements in handiwork courses, which meant that the organization of such exhibitions changed from nongovernment level to government level (climax period, 1934—1937). Soon exhibitions were suspended again due to the outbreak of the Anti-Japanese War and practically disappeared (recession period, 1938—1944). The exhibitions built a bridge between vocational schools and the community, strengthening the public propaganda, mass education and social identity. It also had a positive historical impact on the rapid development of modern vocational education in China. Related Articles | Metrics