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20 August 2016, Volume 34 Issue 3 Previous Issue    Next Issue

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Five Scholars’ Discussion on the Building of Wordclass Universities WANG Ying-Jie 2016, 34 (3):  1-4.  doi: 10.16382/j.cnki.1000-5560.2016.02.001 Abstract ( 97 )   HTML ( 39 )   PDF (911KB) ( 1355 )   Save Related Articles | Metrics

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Five Scholars’ Discussion on the Building of Wordclass Universities Chen Hong jie 2016, 34 (3):  4-6.  doi: 10.16382/j.cnki.1000-5560.2016.03.001 Abstract ( 174 )   HTML ( 126 )   PDF (911KB) ( 1008 )   Save Related Articles | Metrics

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Five Scholars’ Discussion on the Building of Wordclass Universities Hu Jian hua 2016, 34 (3):  7-9.  doi: 10.16382/j.cnki.1000-5560.2016.03.001 Abstract ( 126 )   HTML ( 34 )   PDF (911KB) ( 894 )   Save Related Articles | Metrics

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Five Scholars’ Discussion on the Building of Wordclass Universities Zhang Hong xia 2016, 34 (3):  9-12.  doi: 10.16382/j.cnki.1000-5560.2016.03.001 Abstract ( 103 )   HTML ( 35 )   PDF (911KB) ( 696 )   Save Related Articles | Metrics

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Five Scholars’ Discussion on the Building of Wordclass Universities Xiao su 2016, 34 (3):  12-15.  doi: 10.16382/j.cnki.1000-5560.2016.03.001 Abstract ( 136 )   HTML ( 33 )   PDF (911KB) ( 780 )   Save Related Articles | Metrics

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Research Design of EDUCATION FOR THE FUTURE: Global Experience of Developing 21st Century Skills and Competencies LIU Jian1,2WEI Rui3,1LIU Cheng4,1LIU Xia5 FANG Tanxiang1 Chris Tan1 2016, 34 (3):  17-21.  doi: 10.16382/j.cnki.1000-5560.2016.03.002 Abstract ( 467 )   HTML ( 48 )   PDF (670KB) ( 3153 )   Save China Education Innovation Institute of Beijing Normal University (CEII, BNU) was entrusted by World Innovation Summit for Education (WISE) to summarize the global experience of developing 21st Century Skills and Competencies. It aims to help policy makers, education leaders and researchers to have a comprehensive understanding of the formulation, connotation and implementation of 21st Century Competencies around the world. International organizations or economies use various terms to describe the educational goals. For the purpose of the current study we use the term “21st Century Skills and Competencies” or “21rst Century Competencies”. A competency is, therefore, a broader concept that may comprise skills, attitudes and knowledge. The study has four aims: (a) to identify the driving forces behind these competencies, (b) to analyze the elements and structures of the frameworks, (c) to investigate the implementation of the frameworks in education, and (d) to discuss necessary support from government and communities. Finally, suggestions are put forward based on the above analysis. Official publications on the frameworks of 21st Century Competencies by five international organizations and 24 countries or regions have been reviewed. The frameworks represent organizations or economies from six different continents. The inclusion of more economies from Asia, Africa and South America in this study presents more substantive research findings, compared with previous studies focusing on Europe or America. The economies are at different stages of their development. Besides, the inclusion of middleincome economies may be a meaningful expansion of previous studies. The research process includes defining the terms, identifying the research questions, selecting research subjects, reviewing literature and writing the report, suggesting strategies to promote, develop and apply these competencies, etc. As the outcome of this study, the report EDUCATION FOR THE FUTURE: Global Experience of Developing 21st Century Skills and Competencies was published in this journal, together with four research papers centered around the four aims. The papers are: (a) Driving Forces under the Construction of 21st Century Competencies, (b) Analysis of 21st Century Competencies and Frameworks, (c) Curriculum, Teaching and Learning, and Assessment for 21st Century Competencies, (d) Supporting 21st Century Competencies education. We conclude this study with some issues worthy of further study, e. g, what competencies are needed today and in the future and how they can be cultivated? The traditional Chinese philosophy (e.g. dealing with changes with changelessness) could offer alternative perspectives on these issues. On the one hand, it requires considering whether there are some core competencies based on children’s cognitive development. Moreover, the wholeperson development is not simply a total of these competencies. Therefore it’s essential to explore the connotation of a “whole person” and the way to cultivate such a person. Related Articles | Metrics

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Driving Forces under the Construction of 21st Century Competencies ZHOU Ping-Yan,WEI Rui,LIU Sheng,SHI Man,CHEN You-Yi,LIU Xia,LIU Jian 2016, 34 (3):  22-28.  doi: 10.16382/j.cnki.1000-5560.2016.03.003 Abstract ( 284 )   HTML ( 128 )   PDF (1307KB) ( 1837 )   Save What kind of talents should be nurtured to embrace the future? What competencies should they have? These are the perennial questions most countries have been pondering. The stakes are high when they try to identify the future direction for education and set development goals. Demands from all sides must be taken into consideration, including an understanding of the changing era and the transformations in science & technology, demands for social and economic development, as well as the challenges arising from the educational sector. These factors, as the driving forces behind 21st century competencies, affect their frameworks and connotations. This paper presents the ten driving forces identified by different international organizations and economies. Often, they fall into three categories: a) changes in science and technology: globalization, knowledge age, scientific and technological development; b) economic and social development: economic growth, occupational needs, demographic changes, multicultural trends, environmental and sustainable development; c) educational development: education equity and quality improvement. The results show that there are both similarities and differences among the driving forces identified by the international organizations and economies. Over half of the 29 international organizations or economies put a focus on six driving forces: globalization, knowledge age, scientific and technological development and information age, economic growth, occupational competencies and education quality improvement. This indicates that these driving forces are, to some extent, universal. Fewer than half international organizations or economies focus on demographical changes, multiculturalism, environment and sustainable development, educational equity. In addition, these driving forces tend to reflect regional or national demands. Some highincome economies are now pursuing knowledge economy as a priority, while some middle or lowermiddle income groups are more concerned with educational equity. Highincome economies are more concerned with the needs of knowledge age, which may reflect their postindustrial context. The driving force of knowledge age attracts more attention to education reform of highincome economies while the middle or lowermiddleincome groups are more concerned with educational equity. This paper concludes with three suggestions on how to generate these driving forces for various economies: a) policymaking should be based on a comprehensive, indepth analysis of the driving forces at a global level; b) when identifying the driving forces, societies should fully consider their levels of socioeconomic development, cultural traditions and geographical features; and c) education policies based on driving forces need to center on the nature and developmental needs of children. Related Articles | Metrics

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Analysis of 21st Century Competencies and Frameworks 1SHI Man；2,3LIU Cheng；4LIU Xia；5 ZHOU Pingyan；3 Chris Tan；3、5LIU Jian；6、3 WEI Rui 2016, 34 (3):  29-37.  doi: 10.16382/j.cnki.1000-5560.2016.03.004 Abstract ( 677 )   HTML ( 823 )   PDF (1379KB) ( 3914 )   Save Due to the overlap in their educational goals, international organizations and economies possess both similarities and differences in the selection and framework construction of 21st Century Competencies. This article first presents different frameworks for 21st Century Competencies. For instance, the framework of OECD aims to help its citizens live a successful life and develop wellfunctioning societies; the EU framework is to sharpen citizens’ learning skills and promote lifelong learning; and the US P21 framework is to cultivate creativity and entrepreneurship with a focus on the needs of job market. Frameworks of some Asian economies like Singapore, and Mainland China, emphasize core values and sense of responsibility. Still there are other frameworks focusing on enriching citizens’ daily life and improving the quality of their leisure time, such as Russia’s framework. Then it identifies 18 competencies from 29 frameworks, which are categorized into two groups: subjectspecific and general competencies. Next, the authors offer a comparative analysis of how much attention are paid to the 18 competencies in different frameworks, especially the discrepancy in competency selection between highincome, middleand lowerincome economies. Findings show that competency frameworks are characterized by inclusiveness, comprehensiveness and diversity. Seven competencies have gained attention from most organizations and economies, including competencies of communication and collaboration, information, creativity and problem solving, selfperception and selfcontrol, critical thinking, learning skills and lifelong learning, civic responsibility and social participation. However, competencies like environment, finance, life planning and wellbeing and leadership, which are considered important in future education development, are not incorporated in many frameworks. Moreover, most economies have incorporated competencies like language, mathematics, humanities, sports and health, critical thinking, communication and collaboration, civic responsibility and social participation. Highincome economies pay special attention to several competencies, such as information literacy, creativity and problem solving, crosscultural competence, especially selfperception and selfcontrol. Competencies like science and technology, art, environment, especially learning skills and lifelong learning, have become the focus of the middle and lowerincome groups. In conclusion, based on the analysis above, the article makes some policy suggestions regarding the development of 21st Century Competencies frameworks. Competencies should be developed in line with the times, global trends, regional demands, and local educational goals. The concept of competencies should be precisely interpreted and a systematic network within competencies should also be established. The framework and education practice of 21st century competencies should focus on lifelong learning. In particular, it’s important to pursue some eternal competencies facing the future. Related Articles | Metrics

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Curriculum, Teaching, Learning and Assessment for 21st Century Competencies LIU Sheng,WEI Rui,ZHOU Ping-Yan,SHI Man,WANG Ying,LIU Jian,CHEN You-Yi,LIU Xia 2016, 34 (3):  38-45.  doi: 10.16382/j.cnki.1000-5560.2016.03.005 Abstract ( 356 )   HTML ( 138 )   PDF (609KB) ( 2104 )   Save To meet the challenges of globalization, knowledge age, and scientific and technological development, various frameworks of 21st Century Competencies have been constructed by different countries or regions. Fostering 21st Century Competencies is a sophisticated process which can only be achieved through multilayered education systems. Examples in official documents or research reports from various countries and regions could illustrate the ideas and understanding about how 21st Century Competencies could be incorporated into current educational systems. The examples show that curriculum, teaching and learning and assessment, as three interconnected elements in education, should target these competencies. First, the framework of 21stCentury Competencies should be integrated into every stage of K12 disciplinary curriculum. Meanwhile, some interdisciplinary themes should also be embedded into the current curricula to help cultivate students’ competencies through experiential learning in the real world. Three interdisciplinary themes are typical of this kind. The first one concerns international, domestic or local events or affairs, which could engage students in learning. The second theme—STEM (Science, Technology, Engineering and Mathematics) has already been universally accepted as interdisciplinary. In addition, the theme of entrepreneurship and innovation is getting more attention and become an interdisciplinary theme as well. These changes in curricula for 21st Century Competencies need to be supported by proper teaching resources. Second, competencybased education calls for reform in teaching and learning strategies. The studentcentered approach could motivate students, satisfy their various needs and promote the development of related competencies. Problem or ProjectBased Learning (PBLs) can help teachers shift from teachercenteredness to studentcenteredness. Third, besides changes in curriculum and strategies of teaching and learning, assessment reform is imperative to monitor and guide the implementation of competencybased education. Formative assessment can provide timely and complete record and feedback to students so as to promote their further learning. Meanwhile, national, regional or school examinations should be geared towards competencies. In addition, many competencies are closely related to professions and occupations. Certificate tests are another important way to carry out evaluation. Nevertheless, there are still many issues to be explored about the implementing of 21stCentury Competencies education. Related Articles | Metrics

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Supporting 21st Century Competencies Education WEI Rui,LIU Sheng,SHI Man,ZHOU Ping-Yan,WANG Ying,CHEN You-Yi,LIU Xia,LIU Jian 2016, 34 (3):  46-51.  doi: 10.16382/j.cnki.1000-5560.2016.03.006 Abstract ( 352 )   HTML ( 30 )   PDF (648KB) ( 2034 )   Save To push the implementation of 21st Century Competencies education, it’s important for the stakeholder like governments, research institutes, communities, and other civil organizations to work together. In this article, the authors discuss the international experience of supporting 21st Century Competencies education and describe the development of its supporting system from three aspects. First, governments have had the policies in place to drive and guide these education practices. Some practices promote the competencybased education through integrating the framework into the curriculum; others advance competencybased education through policies targeting some specific competencies, or through enhancing some aspects of the framework. Different practices reflect the varied needs of economies in different development phases and the impacts of local societies and cultures. Second, more autonomy should be granted to local education authorities, schools and teachers. By strengthening local autonomy, schools can tailor education to meet their unique needs. Cooperation should be promoted between schools and research institutes or NGOs. Apart from education authorities, some research institutes and civil societies have also voiced their own opinions on Competencies, thereby prompting deeper thinking and further reform. Also, communities and civil organizations should be encouraged to be engaged, providing authentic learning opportunities to children. Occupational needs are important starting points for developing a competency framework. Connection with vocational education is another important way to pursue competencybased education. Third, training programs should be delivered to ensure that teachers have a full undersatnding of 21st century competencies and master the proper teaching methods. We should also provide teachers with teaching resources and tools to help them transform ideas into practice. Based on the above discussion, the authors finally make the following policy suggestions: (a) a systematic design is needed for cultivating 21st Century Competencies in education and such a design involves driving forces, frameworks, practices and support systems. (b) a support system should be built, including support from within the schooling system (education authorities and school leaders), and beyond (research organizations, social organizations, businesses, communities, parents, and the public). (c) professional development pathways for teachers should be explored to improve the effectiveness of teacher training programs. (d)systematic solutions should be developed that can be disseminated elsewhere to promote competencybased education. Related Articles | Metrics

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Attribution Analysis of Entrepreneurial Bugs of the NewGeneration Overseas Returnees and Strategies ZHONG Yunhua 2016, 34 (3):  52-60.  doi: 10.16382/j.cnki.1000-5560.2016.03.007 Abstract ( 196 )   HTML ( 31 )   PDF (870KB) ( 1385 )   Save With China’s rapid economic and social development and the increasing internationalization of higher education, the number of students studying abroad and returning after graduation keeps growing. In recent years, most of the returned students were born in the 1980s or 90s, who obtained a bachelor degree or master degree at public expense or their own expense, i.e. socalled ‘overseas returnees of the new generation’. They are not only internationalminded, but also skilled at the international advanced technology and business management, belonging to a typical ‘intelligence intensive group’. However, under the wave of massive entrepreneurship and innovation, they are having difficulties starting their business. This paper first presents a new analysis framework, in which entrepreneurial process is divides into four stages: seeding (preentrepreneurship), budding (early entrepreneurship), rooting (midentrepreneurship) and fruiting (mature entrepreneurship). Then, adopting descriptive statistics and regression analysis based on the questionnaire survey of 1200 new generation overseas returnees in Hunan, it conducts an attribution analysis of the difficulties facing the overseas returnees of the new generation from four aspects including individual traits, entrepreneurial resources, entrepreneurial preparation and retention policy environment. The descriptive statistics shows that, in the 1200 new generation overseas returnees, 320 （26.5%）chose to be employed,528(44.1%) chose to start a business, and 280（23.5%）have employment and entrepreneurial experience. In short, there are more entrepreneurs than employees among the new generation overseas returnees. However, more than 78% entrepreneurs of the new generation overseas returnees face serious difficulties, and there are great variations in the entrepreneurial bugs. For example, the item Your business is a massive layoffs has the lowest score, only 1.54 points; and the item The costs of your product or service continue to rise has the highest points, i.e. 4.28 points. Regression analysis shows that the main contributing factors include gender disparities and specialty differences in individual traits, inadequate entrepreneurial preparation, deficient entrepreneurial resources especially social capital, and imperfect and exclusive retention policy. In order to encourage the new generation overseas returnees to start businesses, we should establish a “revolving door” system to bring in more talents of new generation overseas returnees, formulate preferential entrepreneurship policies, build a entrepreneurial platform and financing dynamics for new generation overseas returnees. Related Articles | Metrics

Basic theory of Education (教育基本理论)

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The Emergence of the Institutionalization of Pedagogics and Its Logic CHENG Liang 2016, 34 (3):  61-70.  doi: 10.16382/j.cnki.1000-5560.2016.03.008 Abstract ( 203 )   HTML ( 29 )   PDF (674KB) ( 1304 )   Save Since the 1980s, scholars in China have been reflecting and reconstructing pedagogics as an intellectual discipline or field of study. In the framework of metatheory of education, many a researcher has been intellectually enthusiastic about the pedagogical issues such as pedagogics’ connection with other disciplines and its intertwining between past and present, West and China, knowledge and action. In recent years, a pedagogical shift has emerged from the epistemological dimension to the sociological one concerning the institutionalization of pedagogics, i.e. the establishment of faculty and development of courses and textbooks. This paper attempts to depict and interpret the emergence and logic of the institutionalization of pedagogics in some European countries using a historical and comparative method. It has been found that pedagogics was institutionalized in the eighteenth century in Germany, in the form of textbooks, chairs, seminars and faculties. This process sought to meet the demands for welltrained teachers in secondary grammar schools and the philanthropic movement sparked by Rousseau’s discovery of children, and was rooted in the intellectually free atmosphere of modern universities. Later, pedagogics displayed diverse institutionalization when spreading to Denmark, Finland, Switzerland, UK and France etc. In general, the institutionalization of pedagogics was to meet the practical or even political demands for training and educating teachers for the nationstates, rather than theoretical or knowledge interest. This institutionalization to a certain degree shaped the traditions of pedagogical knowledge, including the normative paradigm in Germany, “comprehensive social science”mode in France, and “foundations disciplines”mode in UK. And also the institutionalization served to construct pedagogics as a professional identity. With the accumulation of pedagogical knowledge and the multiplication of interdisciplinary interactions, pedagogics has produced the strong awareness of its own professional identity from its reliance on other disciplines in the early stage of institutionalization. Meanwhile, it has been struggling to legitimize itself as an academic discipline, not simply driven by practical demands. Related Articles | Metrics

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Education and Human Nature: Perspective of Conservatism View of Humanity WU Quan-Hua 2016, 34 (3):  71-78.  doi: 10.16382/j.cnki.1000-5560.2016.03.009 Abstract ( 306 )   HTML ( 31 )   PDF (550KB) ( 1955 )   Save From the perspective of conservative ideology of human, this paper aims to reveal the relationship between education and human. Although conservative ideology of human serves its political science, it is meaningful to examine education from the conservative angle, which contributes to refining the ideology of human and humanism position of education. Based on the review of related literatures about the proposition of conservative ideology of human, this paper argues that conservatism has abundant and unique propositions about human nature. In the view of conservatism, human nature is a potential ability. The moral issue of human nature is concrete, while goodness and evil is the concrete manifestation of the social realities. The relationship between human nature (as human potential) and the goodness and evil in human behavior is the same as a seed in different soil has different growth. Human being is a dignified existence, if a person lives without dignity, his or her life is not a real human life. Human nature is not only constant but also is the same everywhere. Human moral issue is no abstract, on the contrary it is concrete. As a concrete human morality, it is imperfect, and it is unlikely to be perfect. Human nature is the source of goodness and evil, the social system is not the source but is goodness or evil itself. Even if the social system is perfect, the tendency of evil in human nature also cannot be got rid of. Although human nature shows great uncertainty and difference, the possibility of human nature potential (goodness and evil) is constant, which makes human born imperfect, and is unlikely to achieve the highest goodness. Human nature is equal, and the actual performance of human nature is diverse. Immutable human nature is not only diverse but also natural. This natural diversity determines the social ability of different individuals and the difference between social roles. And the social ability of different individuals and the difference between social role leads to social inequality. Freedom is a part of human nature, but freedom is concrete and societal; it changes with the times and the environment. What’s more, freedom is based on the premise of order, which is real and meaningful. Although freedom cannot be separated from order, the value of freedom takes precedence over the value of order and authority. Without freedom of human nature, there would be no true virtue; without moral, there would be no human nature freedom. The conservative ideology of human nature has important educational implications. Based on the above analysis, this paper concludes that educators should not take the moral character and behavior of human being as a substantive nature but show much respect for the dignity of the educated. Only when the dignity of the educated is well respected can education be improved. The effect of education is limited, as it cannot change human nature and it should respect the imperfectness of human being. Education result equality should not be taken as a direct and primary objective of education justice. The orderly and virtuous freedom of human nature which liberal education aims to achieve is based on educational freedom. Without it there would be no liberal education. Education should enable the free growth of human nature by maintaining and creating freedom. Related Articles | Metrics

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Analysis of Coword Visualization of Research Focus in China’s Education Law Studies QI Zhan-Yong,CHEN Peng 2016, 34 (3):  79-90.  doi: 10.16382/j.cnki.1000-5560.2016.03.010 Abstract ( 177 )   HTML ( 29 )   PDF (1602KB) ( 1327 )   Save Education law studies is an emerging crossdiscipline subject in China. Since the reform and opening, China's education law studies has made great progress and played an increasingly prominent role in pedagogy and law studies. Meanwhile, the research of education law studies has made great achievements, and qualitative research methods are used to review and summarize the development of China’s education law. But in general, the study of education law still lacks a systematic quantitative analysis. For example, a textual description is subject to the influence of personal subjective experience, thus leading to improper classification and summary, which makes it difficult to dig out the dynamic relationship between research themes. Based on 1409 papers of CNKI database from 1985 to 2015, this study, using Bicomb and Spss, attempts to analyze the coword visualization of research focus in China’s education law studies through knowledge mapping. It identifies highfrequency keywords, creates a coword matrix of highfrequency keywords and conducts a cluster analysis and multidimensional scaling. The results show that the research focus of education law studies involves six fields: the legal status of higher learning institutions and legal relationship and legal remedy, the autonomy of higher learning institutions, education by law and the system of education law, education of the legal institution among university students and their legal consciousness, student injury accidents and legal obligations, and right to compulsory education. In addition, our study shows the general trend of researches on legal education (ten more and ten less) in the past 30 years. There have been more qualitative researches but less innovative methods; more researches on substantive laws but less on procedural laws; more on education legal affairs but less on education jurisprudence; more on statute but less on act; more generalized but less disciplinary perspective; more single discipline researches but less interdisciplinary researches; more on legal systems but less rule of law; more on legal text elaboration but less on legal creation; more macro researches but less microscopic; more administrative researches but less on internal corporate governance. Therefore, more research work needs to be done in the procedural law, education jurisprudence, education legal case, discipline vision, rule by education law and so on, so as to enrich the research areas of education law and highlight the relatively independent discipline status of education law. Related Articles | Metrics

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The Synergy of Educational Administrative Law Enforcement:Patterns, Limitations and Strategies  ——a Case of Recent Reform Initiatives GAO Hang 2016, 34 (3):  91-99.  doi: 10.16382/j.cnki.1000-5560.2016.03.011 Abstract ( 213 )   HTML ( 27 )   PDF (563KB) ( 1207 )   Save The relationship between education and politics, economy, science and technology is complex, supportive and restrictive. In the period of social transition, the transfer of the decentralized educational administrative law enforcement（EALE）not only makes the environment of EALE more complicated but also makes its agents more diversified. All this requires a highly coordinated mechanism. Thus, the ongoing reform of the system of EALE launched by Ministry of Education, China puts emphasis on enhancing the synergy of EALE and establishing an efficient EALE system. The policy documents state some strategies from the following aspects: distribution of administrative powers, arrangement of law enforcement agencies, and capacitybuilding of law enforcement. In order to improve the synergy of EALE, it is very essential to examine and analyze the existing patterns and its shortages. The synergy of EALE occurs at two levels: the inner synergy in the educational administrative system and the crosssector synergy. The practice pattern of the inner synergy pays more attention to the hierarchical synergy and the synergy between the inner agencies; to the reform of inner comprehensive EALE; to the building of special functional offices and affiliated institutions; and to the administrative agency itself or the power delegated by the superior. However, there are some problems in the inner synergy, such as limited staffing, vague power allocation, legislation barriers, flawed crossregional synergy. On the other hand, the practice pattern of the crosssector synergy focuses on the reform of joint law enforcement and the synergy between different administrative departments. Also, there are some shortages in the crosssector synergy, including insufficient synergy between different government departments, improper synergy between governments and nongovernment organizations, etc. In the future, it is imperative to improve the synergy of EALE from the following six aspects: reinforcing the toplevel design and institutional supply, allocating powers rationally, combining EALE with education supervision, exploring the reform of crosssector comprehensive administrative law enforcement, making the best of the local organizations and cooperating with nongovernment organizations. Related Articles | Metrics

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Study on the Relationship between Academic Procrastination and Academic Selfefficacy of Junior Middle School Students CHEN Qiuzhu 2016, 34 (3):  100-106.  doi: 10.16382/j.cnki.1000-5560.2016.03.012 Abstract ( 316 )   HTML ( 35 )   PDF (487KB) ( 2278 )   Save Study on the relationship between academic procrastination and academic selfefficacy of junior middle school students will not only help better understand the influence mechanism but also help improve the learning and mental health of junior middle school students. Using Academic Procrastination Questionnaire for Junior Middle School Students and Academic Selfefficacy Questionnaire, along with cluster random sampling, this study selected 500 junior middle school students from two junior middle schools in X City. The findings reveal that: first, as a whole, the academic procrastination among junior middle school students was below average level. Academic procrastination among junior middle school students is characterized by their low performance, slow learning behavior, and lack of learning plans, as well as the least possibilities of bad state of learning. Second, their learning behavior selfefficacy was superior to their learning ability selfefficacy. Third, there was significant negative correlation between academic procrastination and academic selfefficacy. Fourth, in selfefficacy to learning ability (SELA), two main factor effects were significant, lack of implementation plans and inadequate implementation, and in case of inadequate implementation, the lack of planning and the poor state of interaction were significant. Fifth, four main factor effects of academic procrastination were significantly different in selfefficacy to learning behavior (SELB). There were significant differences in interaction between inadequate implementation and lack of planning, inadequate implementation and poor performance, lack of planning and behavior of hysteresis, lack of planning and poor state. Conclusions drawn from this study are as follows: first, the academic procrastination of junior middle school students mainly embodied the insufficiency of learning performance and slow learning behavior. As a whole, the academic procrastination among junior middle school students was better, but special attention should be paid to the lack of learning plans. Second, learning behavior selfefficacy was superior to their learning ability selfefficacy. Third, there was significant negative correlation between the academic procrastination and academic selfefficacy. Fourth, junior high school students’ SELA was mainly affected by such factors as lack of performance and lack of planning. Fifth, junior high school students’ SELB was greatly influenced by the four factors and their interaction of academic procrastination. Related Articles | Metrics

Basic theory of Education (教育基本理论)

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Education of International Students in China: Origin，Process and Significance LI Peng 2016, 34 (3):  107-112.  doi: 10.16382/j.cnki.1000-5560.2016.03.013 Abstract ( 250 )   HTML ( 28 )   PDF (517KB) ( 1361 )   Save Education of International Students in China is an important part of the education in new China, which has helped deepen mutual understanding and communication between China and the outside world. Today, great achievements have been made in the education of international students studying in China, which dates from the early 1950s, when China first received foreign students studying in China. However, previous studies on this issue are far from the needs of practice and no formal academic paper was published on this process. Based on historical and document analysis, this article examines the origin, process and significance of the education of foreign students in China in the 1950s. It is divided into three parts. The first part discusses the practical considerations and preparations to receive foreign students. In the early years since the founding of new China, the then central government launched the “onesided” diplomatic strategy, and the diplomatic relations were limited to the Soviet Union and some socialist countries of Eastern Europe. Before its educational exchanges with the Soviet Union, China had established educational and cultural exchanges with Eastern European countries. And by the end of 1950, bilateral educational and cultural exchange system and the supporting measures had been created, which laid a good foundation for Eastern European students studying in China. The second part focuses on the study and daily life of foreign students. Due to the differences both in culture and understanding of studying in China, the foreign students were not accustomed to their study when they first arrived. For example, they came to study in China at different time, so their study lacked a unified teaching plan. In addition, some students were eager for quick success and they were not satisfied with the political and moral lessons arranged by the Chinese government, though these disagreements were finally settled through negotiation. The third part deals with the ways of teaching the foreign students through multiple channels and approaches, in particular through onetoone guidance by instructors, oneonone coaching by student assistants and oneonone help by peers. These measures helped the foreign students overcome their language barriers in the shortest time before they were able to enter the selected courses in colleges and universities. To sum up, the education of international students in China in the 1950s had great implication for the development of a new system of studying abroad in China. Meanwhile, receiving foreign students studying in China also puts forward new tasks and requirements for teaching Chinese as a foreign language. Related Articles | Metrics