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    20 October 2016, Volume 34 Issue 4 Previous Issue    Next Issue
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    Six Scholars’Discussion on Building the Discipline of History of Education
    ZHANG Bin-xian et al.
    2016, 34 (4):  1-14.  doi: 10.16382/j.cnki.1000-5560.2016.02.001
    Abstract ( 78 )   HTML ( 36 )   PDF (605KB) ( 827 )   Save
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    Academic Support for the History of Educational Body
    LI Yanli;ZHOU Hongyu
    2016, 34 (4):  15-22.  doi: 10.16382/j.cnki.1000-5560.2016.04.002
    Abstract ( 142 )   HTML ( 126 )   PDF (531KB) ( 1083 )   Save

    The history of educational body, based on the history of the body, examines the body changes of education participants and their influence on education and society, which reflects the return to the origin of education history and to the pursuit of life care for the education participants. Of course, the history of educational body, as an emerging research focus, does not occur overnight. It reflects the need and the pursuit of the study of educational history, which concerns people’s life experiences, promoted by the existing achievements and theories of the philosophy, history, education, sociology, psychology and anthropology. Some underlying disciplines like the philosophy of the body, the body history, physical education science research provide solid theoretical support for the research of the history of educational body. Meanwhile, their attention to and discussion on the body are helpful to clarify the nature and attributes of body in the research on the history of educational body. Based on this, it’s essential to form a comprehensive understanding of the participants, beyond the binary opposition mode of body and spirit. The discussion on body in those disciplines helps to clarify the need that education participants should return to the center of educational activities in the research of the educational body. Besides, the body is no longer limited to the flesh from the perspective of biology and medicine, but a physical and spiritual unity which carries abundant social meaning and understanding of the world. This epistemology resulting from these disciplines has contributed to the development of the history of educational body, which in turn led to the basic ideas behind the focus on the education participants’ body and their life. All this has provided a basis for the analysis of the feeling and experience in education. In addition, it helps to explore the rich social significance for education participants’ body and social and other interaction. Also, such body types as the division of time, space, state of gender, and the state of consumption in these disciplines as well as the research on the body appendages, physical senses and emotions, body disease, the application of fieldwork, ethnography and the research methods, are helpful to researchers in writing the history of educational body. This can help better determine the research framework, enrich the research methods, and pay more attention to the real feeling of the research participants. Taking the body as the foundation, researchers can return to the life care for education participants, and eventually writes the history of education for the presence of people and the human body. In short, as a new field of research, the research of the history of educational body, drawing on the relevant research resource such as philosophy, history, education, anthropology, aesthetics and sociology, will offer some guidance for those who work on history of educational body.

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    From Discipline to Attempt at Liberation: Transformation of Body Education in the Late Qing Dynasty from the Perspective of Hormonology
    LI Zhong;QI Tingting;HAO Jie
    2016, 34 (4):  23-28.  doi: 10.16382/j.cnki.1000-5560.2016.04.003
    Abstract ( 185 )   HTML ( 33 )   PDF (619KB) ( 1052 )   Save

    Human’s physical body is greatly valued in Chinese traditional culture and there accumulated abundant resources of body education. However, the physical body mainly became a display of people’s spiritual virtue, due to the fact that human being was deemed as the existence of virtue in the context of Chinese traditional culture. Human body was highly disciplined with the popularity of etiquette culture, the penetration of power, as well as the tame of social customs and educational tradition. Thus, the body became the practice of etiquette, power, social customs and educational tradition, and fell victim to maintaining the social order. Dominated by etiquettes and manners, scholars and students firmly adhered to social customs and allow their physical bodies to be tightly bound by the rule of ritual. As a result, their bodies could not be fully utilized and were getting weaker and weaker. While the ritual was exercised as a moderate way to dominate human body, the act of shaving man’s hair and wearing braid would be a violent manifestation. Besides, under the influence of power, the Han people’s head was transformed into the Manchu people’s head, and men were used to having their tails shaved, which was popular in the Qing Empire. In addition, foot binding, as a social custom, was a principal way to discipline female’s body, which caused severe distortion of their feet and directly affected female’s body health as well as their action capacity. In particular, educational tradition emphasizing reading, memorizing, and punishment was monotonous and dull. Corporal punishment was widely used as a teaching method. The lack of P.E. class, the prohibition of playing games, and the poor sanitary conditions resulted in students’ weak and vulnerable bodies, which was the root cause of the decline of Qing Dynasty. Stimulated by the foreign culture, the Chinese people in the late Qing Dynasty began to gain a new understanding of human being, and human being was redefined, that is, human being was not merely the existence of virtue, but freedom, equality, and empowerment, as well as a rational being (with knowledge, skill, intelligence and reason as the core elements). Both virtue and rationality were attached to human’s body. Only then was human body seen as important as virtue and rationality. The body under the discipline of etiquette culture, social custom, and educational tradition began to get liberated. The cramming education of instilling book knowledge was replaced by the combination of the transition of book knowledge and handson activities; empirical knowledge was valued; students’ bodies were less bounded; and gymnastics became the principal means of human body liberation. In this sense, the liberation of human body began, though the degree was preliminary in the late Qing Dynasty. The extent to which people emphasized body was closely related to the extent of their understanding of human being. Human body would be overlooked if human being was merely understood as the existence of spirit, and thus harmonious development of body and mind would be a fantasy rather than a reality. It should be noted that in Chinese education today there widely exist health problems caused by the cramming education for examination. In conclusion, the problem of body education in the late Qing Dynasty is not only a historical issue, but more importantly, a reality concern.

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    Research on Body Shaping of the Pupils in Modern China
    WEI Ke
    2016, 34 (4):  29-35.  doi: 10.16382/j.cnki.1000-5560.2016.04.004
    Abstract ( 172 )   HTML ( 119 )   PDF (645KB) ( 943 )   Save

    Chinese education in the past century has undergone a series of major transformation. Most previous studies discussed the transformation either from the aspects of ideas, systems and culture, or from the aspects of specialized subjects, such as science education, Chinese education, history education, physical education and health education, etc. Such research tends to overlook the value and subjectivity of human in education. The research on education history from the perspective of body is a new trend in the field of academic research in recent years. It can change the status quo of fragmentation, highlight the subjectivity of human, and expand the research on the history of Education. Along with both domestic strife and foreign aggression, the national crisis compelled some enlightened people like Liang Qi chao and Yan Fu put forward the thought of “building a strong country to protect the Chinese”. Among them, Cai’e, a then well known general, emphasized the importance of education for the shaping of the national body and put forward the idea of military nationalism education. This had a tremendous impact on the transformation of modern education. The focus of “Saving the nation” was on the transformation of national characteristics, especially the national body. And education played an important role in transforming the national body. As the most basic part of national education, the elementary school education is the most important part of the national body shaping. In this paper, body shaping mainly referred to the educational activities required to shape the standardized body image based on certain standard for ideal personality. The premise of body shaping is man’s being unaccom plished. The main targets of shaping were the primary school students. Body shaping emphasized the concurrent development of the external shaping and self cultivation, mainly including the shaping of behavioral habits of health, physical education, etiquette, order and so on. The body shaping of the pupils consisted of the external shaping and the self cultivation. As the Gui mao school system promulgated during the late Qing Dynasty in 1904, the government exercised its control of the enactment of body shaping. Some journals, especially educational journals, such as Educational Review, the Chinese Education Circles and other publications, published a large number of pictures of the primary school students, disseminating the ideas and values among the pupils. Meanwhile, the schools laid down some guidelines to direct the behavior of students, and the school staff came up with the implementation details. The pupils’ diaries showed that they had a comprehensive understanding of their body and that they tried to improve their health by physical activities. They believed their own body connected to the country. When it came to physical punishment, they stressed self reflection and self admonishing. The process of pupils’ body shaping in modern China has the following main characteristics: internalization rather than externalization, multiple driving forces, a trend of particularization, etc. In short, the pupils’ body shaping made great contributions to the transformation of modern education in modern China.

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    Alienation, Resistance and Revelation: A Dream of the Red Chamber and Female Body Education in the Ming and Qing Dynasties
    YU Yang
    2016, 34 (4):  36-40.  doi: 10.16382/j.cnki.1000-5560.2016.04.005
    Abstract ( 218 )   HTML ( 34 )   PDF (593KB) ( 877 )   Save

    Research on the history of educational activities requires researchers to pay more attention to the common people and multiple sources of historical documents. As a classic novel,A Dream of the Red Chamber has been used as the research text of history, as well as one of the important material for studying the history of education, e.g. body history during the Ming and Qing Dynasties. This article attempts to study female body education through combining the official historical documents of the Ming and Qing Dynasties and A Dream of the Red Chamber. Results show that in the Ming and Qing Dynasties, though men favored talented women, they could not escape from the influence of deep rooted feudal ethics. In terms of female education, Confucian ethics is full of contradictions. On the one hand, intellectual men disliked foolish women; on the other hand, women were not supposed to read many books, but to restrain their body and behaviors. This made women depressed about receiving education. Influenced by the traditional Confucianism, female body education gradually developed into that of the nobleness and humbleness, and thus legally prescribed. Female body education in this period tended to pursue the gentle and quiet state of body as noble, while the active state of the body as humble. At the same time, female body education emphasized the ethical structures through the relationship between superior and subordinate, father and son, husband and wife, and that a woman's body belonged to her husband or son. As a result, female body education was mandatory under strict legal control. The authorities published many textbooks for women, and women's words and deeds were limited to men’s requirements in the form of mandatory laws. The alienation of female body education is not just about the discipline of social ideology under male’s surveillance, rather, the female themselves transformed the education into a kind of selfsurveillance. This invisible surveillance and discourse could gradually erode and change the female group, reducing them to obedient group. In the official historical documents, we see death in women, most of whom committed suicide in the name of love. However, A Dream of the Red Chamber revealed the true cause of women’s death, which reflected their fight against female body education. The novel may help us return to the fundamental problem of women's liberation, that is, to regain the body’s self consciousness. In this sense, A Dream of the Red Chamber is the enlightenment of female body education in the Ming and Qing dynasties.

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    Body as a Metaphor: Hair cutting in Schools in Republican China
    ZHOU Hongyu;ZHOU Na
    2016, 34 (4):  41-47.  doi: 10.16382/j.cnki.1000-5560.2016.04.006
    Abstract ( 183 )   HTML ( 29 )   PDF (510KB) ( 1426 )   Save

    In Republican China, construction of human body was a vehicle of displacing and displaying social anxieties, and the Chinese body encountered intensive and continuous configuration (Huang jinlin, 2006, P.3). Schools in Republican China, as an enclosed space, organized along with Republican China, are of importance to regulate bodies. Human body gives a privileged access to the research of history of education in Republican China. In this paper, we will examine the conflicts and struggles between school authorities and girls around “girls’ hair”, which occurred in the early Republican China. Republican China experienced a series of conflicts and struggles around girls’ hair in school. It is interesting to find a more traditional view on girls’ hair cutting or hair perm prevailed, while forbidding feet binding and liberating breast were seen as a rebellion against body repression. Based on literature review, we analyze the possible reasons behind it. In the early 20th century, inspired by national liberation movement, as well as democratic revolution movement and international feminist movement, women’s self consciousness in China was awakened. Women’s pursuit of liberation evoked the anxiety of men, who, for a long time, monitored the discourse on what image of women should be. The right of self determination of hair was considered as a protest against male domination, hence the conflicts and struggles between girls and schools. That girls’ hair cutting or hair perm was not an endowed symbol of modernity was another reason. In Republican China, women were imbued with “nationalist universality in a masculinist discourse” (Tani Barlow, 1996, pp. 58). While girls’ hair cutting or hair perm even in modern western countries met with opposition, the image of modern women which the progressive intellectual class (overwhelmingly male) constructed, who put all modern western experiences as reference, did not involve hair cutting or hair perm. Furthermore, in the article Figuring Modernity: The New Woman and the Modern Girl in Republican China, Sarahe Stevens proposed that there were two images of woman in Republican China, the figure of the New Woman and the figure of Modern Girl, and these two images reflected opposite views of modernity, the former stood for the nation and its quest for modernity and the latter was described as the expression of modernity visually, represented fears for the modern nation and the drawback of modernity. This paper explores the factors which contributed to the construction of girls’ hair in school in Republican China, that is, the issue of modernity and nation, the pursuit of women’s liberation and being fashionable.

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    Emotion and Affect in Research on History of Education
    Noah W. Sobe
    2016, 34 (4):  48-51.  doi: 10.16382/j.cnki.1000-5560.2016.04.007
    Abstract ( 166 )   HTML ( 105 )   PDF (430KB) ( 1199 )   Save

    This article discusses the historiography of emotions in the history of education with an emphasis on some emerging approaches and promising directions in the field in the last decade. The first section of the article deals with the paradigm shift of emotional regulation treated by historians of education. For much of the twentieth century, a “hydraulic” conceptualization of emotions as liquids and pressures that “build up” and must be accommodated dominated the ways historians address emotions. Therefore, emotional regulation has long been a theme in educational history of emotions, much of which can be characterized by a “governmentality studies”. And studies of emotional behavior in schools have typically focused on the affective behaviors. The second section offers an introduction of the concept of affect and the emergence of affective histories. An affective turn had been popular since the late 1890s, which had considerable effect on humanities, historical studies in particular. Though the examinationof social norms and desired affective behaviors remain at the core of much research in the history of education, historians of education are increasingly contextualizing their work in a broader history of affect. Affect is not reduced to emotion. The article argues that affective turn can help understand the history of education from three key aspects. The final section explores the effect of the latest studies on consciousness and choice making in current neuroscienceas well as an increased attention to practices of embodiment can have on the history of education. Focus on the body can be seen as a bridge between the studies of affect and those of emotional regulation. To grapple with the problems with the historical study of human body, this paper argues that we need to move from affective histories to histories of the emotions. In developing a better understanding of the body rather than considering it as organism/self/subject, it’s necessary to explore the developments in cognitive neuroscience and psychology concerninghow human brain works. What we are beginning to learn about the similarities and differences in how the brain relates to its own body and how it relates to the outside world, together with our understanding of how humans make choices, help to have a profound impact on historical studies. For historians of education working on the history of emotion and affect, a new understanding of human consciousness will have an effect on how we understand human agency.

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    Access to Top Universities and its Regional Disparity:2008-2015
    CAO Yan;ZHANG Ruijuan
    2016, 34 (4):  52-65.  doi: 10.16382/j.cnki.1000-5560.2016.04.008
    Abstract ( 156 )   HTML ( 27 )   PDF (1074KB) ( 1587 )   Save

    In recent years, access to top universities and its regional disparity have become a major concern. With government initiatives launched to improve the quality of higher education through building world class universities, the research focus is shifting from access to higher education to access to high quality top universities. This paper first defines the criteria for top universities in China. According to three Chinese universities rankings and four international universities rankings from 2011 to 2015, 34 Chinese universities are regarded as top universities in China. In addition, considering several factors in the enrollment procedures in college entrance examinations, this paper employs the Principle Component Analysis method to construct the index of the access to top universities. Based on province level descriptive statistics analysis of the access index from both longitudinal trends and horizontal regional differences, three empirical results were produced. First, the access to the 34 top universities has been increasing year by year at a moderate race, i.e. by about 4.57%. It is true that an increasing quota has been allocated to west China. However, as more and more students from west China participate in the college entrance examination, the increased access to top universities was attenuated. Therefore, the effectiveness of quota policy on bridging the regional gap is relatively weak. Moreover, as the relevant compensatory policies target some provinces in the middle and western area, provinces in other area, like Guangdong, Hainan, Chongqing and Sichuan, have less support from the central government. Compared with the increasing number of students entering for the college entrance exam, the access to top universities in these provinces is decreasing. Secondly, while in 2015 the regional disparity was reduced, it has been greater in the other years. The phenomenon is most obvious in east China, where the widening gaps in school age population, the number of examinees and enrollment quotas have aggravated the regional disparity. In terms of the access to top universities throughout the years, cities like Shanghai, Beijing and Tianjin have their comparative advantages, while in some other provinces like Guangdong and Hainan, the access is reducing. Finally, using a fixed effect model, this paper continues to explore the factors that might influence the access index. Results show that, when controlling provincial endowment, though quota reallocation policy may have significant positive effect on the access to the top universities, it contributes little to reducing the access inequality in different provinces. Rather, the economic development becomes the key factor in explaining the variance of access. Therefore, with the widening inequality of the economic development in different provinces, the inequality of opportunity might be greater as well.

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    An empirical analysis of the current construction of integrity culture in Chinese education system
    2016, 34 (4):  66-70.  doi: 10.16382/j.cnki.1000-5560.2016.04.009
    Abstract ( 77 )   HTML ( 25 )   PDF (577KB) ( 583 )   Save

    Based on the analysis of a national survey (2,957sampls), the research team gained a clear understanding of the current situation and summarized the success and the existing problems from four aspects (concept, system, support and behavior). An indepth analysis was conducted on how to improve the integrity culture of education system in China. The second paper focuses on the nature of integrity culture in education, which involves morality, fairness and rule of law.

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    Productivity by standardized fund management to improve the innovation’s growing: International Comparison in budget management
    2016, 34 (4):  71-74.  doi: 10.16382/j.cnki.1000-5560.2016.04.010
    Abstract ( 100 )   HTML ( 29 )   PDF (443KB) ( 785 )   Save

    How to activate research productivity by standardized fund management is discussed in the fifth paper. China's development is driven by innovation rather than by elements, and the importance of funding scientific researches and innovation is growing. However, the dilemma is how to deal with rigid fund regulations and the flexible innovation excitation. Based on international experience, the authors propose that the key solution is not only to strengthen budget management and follow the rules of scientific research, but also to establish a new system to facilitate the scientific researches and innovation.

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    The nature of integrity culture in education
    2016, 34 (4):  75-78.  doi: 10.16382/j.cnki.1000-5560.2016.04.011
    Abstract ( 158 )   HTML ( 32 )   PDF (412KB) ( 763 )   Save
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    The Status Quo and Future Trends of International Curriculum Studies
    GAO Zhenyu
    2016, 34 (4):  89-97.  doi: 10.16382/j.cnki.1000-5560.2016.04.014
    Abstract ( 220 )   HTML ( 31 )   PDF (1114KB) ( 1138 )   Save

    The primary objective of curriculum studies in China today is to revive its world leading status in the early 1920s and 1930s, and to have East West curriculum dialogues based on equality and reciprocity. To achieve this, it is necessary to have a comprehensive understanding of the curriculum studies at the global level. Employing a knowledge mapping software Citespace III, this paper tries to offer a systematic review of the collected SSCI essays on different curriculum themes from the database of WoS (Web of Science), conduct quantitative and qualitative analysis from several dimensions (state and institution, keywords, cited reference, theoretical framework and research method) and then reveal the evolution process, characteristics of curriculum research in the past decade as well as its future trends. The study shows that most authors of the published original articles on curriculum are from the USA, Australia and European countries (such as Britain, Sweden and Holland), though some authors from Asian and African countries are trying to catch up with their western counterparts. As to the research focus, international curriculum scholars attempt to reexamine the complex conflicts and implications concerning curriculum from economic, political, cultural, racial and gender perspectives at the macro level. At the micro level, they are interested in the lived experiences, identity and caring for the individual teachers and students in subject teaching and curriculum policy making process. These scholars have also begun to use varied qualitative research methodologies instead of traditional quantitative research dominated paradigm, such as case study, narrative inquiry, ethnographic study, discourse analysis and historical inquiry. They emphasize the building of collaborative relationship between the researcher and the research objects. What's more, they have created a number of original curriculum theories or discourses, contributing to developing curriculum studies into an independent academic discipline. Therefore, to promote the internationalization of curriculum research in China, curriculum scholars are encouraged to accomplish the following tasks. First, it’s essential to establish some critical writing communities at different geographical levels. They can not only turn to international peers for consultation and even invite them to participate in our research process, but also establish sustainable research partnership with foreign institutions through attending or co sponsoring international curriculum conferences (such as the Division B sessions in AERA, the IAACS and AAACS conferences). Second, it's necessary to develop more diversified perspectives or discourses to understand the curriculum in Chinese context, and pay more attention to the multiple identities (such as gender, ethnicity, socioeconomic status), lived experiences and positive strengths of Chinese teachers and students in educational arenas. Third, we should conduct more research studies by using different quantitative and qualitative methodologies, in addition to the traditional philosophical research methods which are currently the mainstream in our curriculum research field. Besides, we should enhance the consciousness of collaborating with research objects (especially the young children) and develop more effective strategies to make this collaboration happen. Finally and also most importantly, curriculum researchers should devote themselves to the localization and reconstruction of western curriculum theories and practical experiences, and on this basis create native and valuable theoretical systems of curriculum informed by our traditional wisdoms (such as Confucianism, Taoism and Buddhism).

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    The Methodology and Practices of Mixed Methods Research:Consensuses, Controversies and Reflection
    LI Gang;WANG Honglei
    2016, 34 (4):  98-105.  doi: 10.16382/j.cnki.1000-5560.2016.04.015
    Abstract ( 233 )   HTML ( 44 )   PDF (761KB) ( 2746 )   Save

    Mixed methods research (MMR) is a kind of research that combines the elements of both quantitative and qualitative approaches, which not only combines different specific methods but also attempts to integrate theunderlying philosophies and theories. MMR was introduced in the late of 1950s,and became a distinctive methodology with the development of its underlying theoriesand applied processesduring the Paradigm War in the 1980s. Since the 1990s, MMR has developed into a relatively complete methodology as well as a popular research design. Advocates harshly criticize the viewpoint that different paradigms and methodsare notcompatible. They argue that: a) MMR reveals the continuity of paradigmsin that different paradigms do not oppose completely;b) even if different paradigms might beincompatible, specific methods still can be mixed; c) MMR has complementary advantages over quantitative or qualitative research. Thecriticisms provide space for the development of MMR. Moreover, pragmatism, as a widely acceptedparadigm, provides MMR with anunderlying philosophy. However, many researchers question the selection of pragmatism as the paradigm of MMR, as pragmatism seems to be a perfect excuse for researchers to escape reflectingits underlying philosophy. In practice, researchers should first respond to why they choose the design of MMR (DMMR). In particular, they should clarify the process and function of the integration.The integration tends tooccurwhere the qualitative research and the quantitative research joinor when researchers attempt to reach the conclusions from different parts. It can promote the research or mutual attestation, complementation or innovative conclusions. Based on the sequence,and status of the qualitativeand quantitative research as well as the process and function of integration,DMMR can be divided intothree categories: parallel design, quantitative qualitative sequence design, and qualitative quantitative sequence design. Researchers may reorganize the three designs according toparticularresearch questions and research conditions. Currently, researchers still have to face the problems with data collection and analysis, data translation, conclusion integration, and the judgment of inference quality when they choose DMMR. In addition, they should first prove the rationality of the choice of MMR and provide a panoramic research process and conclusion in the articles. Finally, an investigation is conductedon35 MMRsfrom 330 educational doctoral dissertations, which reveals that few researchers prove the rationality of DMMR or try to integrate the conclusions from different approaches. Thedoctoral candidates seem to choose MMR because MMR has become a fashion, not that they need to integrate different solutions to their research questions more efficiently. In sum, Chinese researchers should pay more attention to addressing MMR in a moresystematic way.

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    Pedagogical Review on Educational Performance Management
    ZHOU Bin
    2016, 34 (4):  106-111.  doi: 10.16382/j.cnki.1000-5560.2016.04.016
    Abstract ( 161 )   HTML ( 34 )   PDF (442KB) ( 916 )   Save

    with the development of public education, collective education gradually replaced individual education. On the one hand, although the model of education is collective education, we always think that collective education should stick to the spirit of individual education; one the other hand, for the sake of more opportunities of education and high quality education, we wish collective education pursue the effectiveness and fairness of education which are two major issues in the current education development. Educational performance management is an useful management model to make collective education more effective. In the collective education, the investment and contribution of teachers become fuzzy, so teachers have no motivation to devote more investment to collective education because they are not sure that they can get contribution enough according with the investment. So, educational performance evaluation is the premise of the reconstruction of the dynamic mechanism of teachers. With the construction of the educational performance management system, we should have a scientific assessment of teacher’s investment and contribution, but also need to respect the teacher’s professional autonomy and follow the inherent law of the development of education. If we only pay attention to the result of measurable teacher’s investment and contribution, teachers will avoid devoting the unmeasurable investment and contribution. In the educational performance standard setting, we need to consider the students’ learning achievement, also must consider complex relationship between the teachers’ teaching investment and students’ learning achievement. If we pay more attention to the students’ learning achievement, teachers will only cultivate the students’ learning achievement at the present. So, students should lost the opportunity to grow up in distance. Of course, the educational performance management is not all the school management. if we want to make good use of educational performance management, we must think about it under the eyesight of whole school management system. Education is complex, education and school management is complex too. In response to complex problems in education, we should develop more extensive management tools, so we can not only enhance the efficiency of school but also improve the quality of education.

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    Abstracts and Keywords of Major Articles
    2016, 34 (4):  112-121. 
    Abstract ( 85 )   HTML ( 39 )   PDF (233KB) ( 561 )   Save
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