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20 October 2017, Volume 35 Issue 5 Previous Issue    Next Issue

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The Video-image Turn in Current Education Research:Production of Educational Theory in the Video-image Age LI Zhengtao 2017, 35 (5):  1-12+159.  doi: 10.16382/j.cnki.1000-5560.2017.05.001 Abstract ( 196 )   HTML ( 33 )   PDF (1446KB) ( 1190 )   Save Video and image are now used in education in three different perspectives and approaches:as a medium of instruction, a tool of exploring classroom interaction and a way of promoting teacher professional development. Traditionally, video and image were understood in terms of medium,tool, application, method or means, which underestimated the unique value of video and image in theory production including educational theory production. That is to say, they can create a new source of knowledge, new research perspectives and paradigms, and a new world of theory. The video-image turn in current education research means a shift from instrumental orientation to theoretical orientation. In addition, the ways of understanding pedagogy,research methods and creation will change from analysis through video and image to analysis of video and image.Pedagogical ways of presentation, as well as rhetoric and writing styles will turn to the integration of text,language,video and image. References | Related Articles | Metrics

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Pedagogic-phenomenologic Videography:Showing, Attention,Interattention Malte Brinkmann, Severin Sales Rödel 2017, 35 (5):  30-45+159.  doi: 10.16382/j.cnki.1000-5560.2017.05.003 Abstract ( 212 )   HTML ( 36 )   PDF (1980KB) ( 1074 )   Save This article presents the rationale and processes of pedagogical-phenomenological videography. It first discusses the basic features of the phenomenological experience theory, the embodiment and response occurrence theory, and the phenomenological image theory. Accordingly, we define the watching of video documents as responsive, shared experience. With an overview of the epistemology and methodology of phenomenology, we introduce the research method used in this paper. Based on one example taken in the classroom, we then sketch the basic steps of analysis of the phenomenological videography. Thereby, it opens a new perspective for instruction study, that is, teaching and learning process can be considered as inter-attentive response occurrence in which showing as the special pedagogic embodiment corresponds with attention and inter attention. Finally, we primarily present our research findings about the type of pedagogical showing gesture. References | Related Articles | Metrics

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Complexity in Video-image Interpretation:Methodological Aspects of Interpretive Visual Analysis CHEN Hongyan 2017, 35 (5):  46-54+159+160.  doi: 10.16382/j.cnki.1000-5560.2017.05.004 Abstract ( 227 )   HTML ( 32 )   PDF (2299KB) ( 926 )   Save Video and image as a research medium has provided unprecedented opportunities for researchers in education to explore school life and culture, teaching and learning, as well as the transformation of education. Despite the widespread use of video-image in education and social science, there are such problems as complexity, multi-dimension and obscurity. In order to tackle the problems mentioned above, in this paper, we argue that a discussion and reflection on the methodological control of video-image interpretation is necessary. Based on the video-image qualitative interpretation developed by German socialist Ralf Bohnsack, we present here four aspects for further discussion. Firstly, the sequentiality analysis of documentary method should be taken as a fundamental tool for the analysis procedures.Secondly, the grammar of image as the core step should be fulfilled by composition of the image.Thirdly, by division of the meaning implicit in the image into conjunctive knowledge and communicative knowledge the simultaneous interpretation of video-image can be achieved. Finally, to deal with the problem of polysemy in video-image,it is useful to introduce the constant comparative analysis developed by grounded theory. References | Related Articles | Metrics

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Video-based Analysis of Learning Processes:Rationale and Method XIAO Sihan, David J. DeLiema 2017, 35 (5):  55-71+160.  doi: 10.16382/j.cnki.1000-5560.2017.05.005 Abstract ( 294 )   HTML ( 36 )   PDF (9705KB) ( 1425 )   Save After more than four decades of development, video-based analysis has become a major approach in educational research, in particular analysis of learning processes. Yet, with regard to the "why" and the "how-to," video researchers have not achieved a consensus. Based on a brief review of history and relevant theories, this article uses two case studies to illustrate three crucial aspects of video-based analysis:the individual body, the social bodies, and the bodies-things interaction. We argue that these aspects profoundly shape our analyses and understandings of classroom interaction, learning processes, and mechanism of teaching, and that video data play a critical role therein. Finally, we argue that educators and educational researchers need to avoid the bias of logocentrism, to empower teachers to evaluate their own classroom, and to respect the everyday workings of classroom life-worlds, if we are to fully appreciate the potential of video-based analysis. References | Related Articles | Metrics

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The Study of Classroom Mimics:Video Analysis Based on the Documentary Method SUN Lili 2017, 35 (5):  72-86+160+161.  doi: 10.16382/j.cnki.1000-5560.2017.05.006 Abstract ( 244 )   HTML ( 32 )   PDF (2596KB) ( 914 )   Save As the basic classroom teaching and learning behavior, "mimics"has ontological meaning, involving body, performance, imagination, inner image. In this sense, mimics is not negative "imitation", but self-expression based on scene layout and performance, which reflects and constructs teaching and learning rules in classroom. This paper focuses on the core research question-what instruction logic does the mimics sequences contain and construct? This paper, using the documentary method, takes sequence as analysis carrier, analyzes the interaction habitus created by mimics.Video analysis based on the documentary method not only combines situation, body and practice, but combines the comprehensive concerns of noumenon and situation, universality and diversity, transient and diachronic dimension,through which educational practice and theoretical research methodology can be updated. References | Related Articles | Metrics

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The Quality Assessment of Aesthetic Education Supported by Objectives and Curriculum ZHAO Lingli 2017, 35 (5):  87-99+161.  doi: 10.16382/j.cnki.1000-5560.2017.05.007 Abstract ( 285 )   HTML ( 31 )   PDF (1438KB) ( 1471 )   Save Quality assessment serves as a lever to promote the developments of aesthetic education in schools while the objectives and curriculum drive the lever. This paper, drawing on the experience of the previous assessment methods adopted by some mathematicians, estheticians and psychologists, proposed a new assessment formula with an attempt to improve assessment reliability. With the help of internet technology, a five-dimensional integrated monitoring platformcan be established in aesthetic education,involving goals, curriculum, relative teaching materials, teaching and learning. Also, a big data evaluation platform can play an important role in evaluating and supervising the developments of different subjects as well as teachers, and learners anytime and anywhere.This platform can analyze the relationship between aesthetic quality and humanistic quality, overall quality, professional quality, and so on.Moreover,it provides an example for modernization of school education and teaching.It's expected that this great and sophisticated projects should be incorporated into the national or regional 13th Five-Year Action Plan of the "Internet plus", and more experts should be mobilized to contribute to the overall design and implementation of the project. References | Related Articles | Metrics

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The Neural Basis of Aesthetic Education DENG Jia, HUANG Xue 2017, 35 (5):  100-108+161.  doi: 10.16382/j.cnki.1000-5560.2017.05.008 Abstract ( 261 )   HTML ( 113 )   PDF (815KB) ( 922 )   Save This paper discusses the neural basis of aesthetic education,which is elaborated from five aspects:sensory nervous system of aesthetic information acquisition, cognitive processing of aesthetic information and the central mechanism of the brain, aesthetic experience and emotional center, aesthetic expression skills and motor nerve, brain mechanism and aesthetic imagery formation. Aesthetic activity, which is closely related to human's physiological instinct and nature, has so far the most physiological mobilization of education. It's suggested that school aesthetic education reform and improvement, based on the physiological basis, especially the neural basis, should be scientifically constructed and implemented, in order to effectively promote the aesthetic quality of students and their overall development in terms of physical and psychological quality. References | Related Articles | Metrics

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Study of Mobile Aesthetic Education:A Perspective of Internet Plus ZHANG Jian, CHEN Benyou 2017, 35 (5):  109-116+162.  doi: 10.16382/j.cnki.1000-5560.2017.05.009 Abstract ( 234 )   HTML ( 32 )   PDF (835KB) ( 935 )   Save This paper, through investigationdeduction,attempts to examine the aesthetic function of the mobile phone, and its impact on modern aesthetic behavior and aesthetic psychology, with a view to discovering the key node of mobile aesthetic education. This is a new approach to enabling people to enjoy the aesthetic experience and aesthetic cultivation. And this could be a "great aesthetics" tool which can integrate family aesthetic education, school aesthetic education, and social aesthetic education,so as to build a vivid, personalized mobile aesthetic education system. References | Related Articles | Metrics

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Aesthetic Experience of Music Appreciation Teaching and Empirical Evidences for the Functions CHEN Lijun, WEN Qi 2017, 35 (5):  117-127+162.  doi: 10.16382/j.cnki.1000-5560.2017.05.010 Abstract ( 306 )   HTML ( 110 )   PDF (1659KB) ( 1505 )   Save Aesthetic education is one of the major issues in educational reform.Affective experience is an important means of music education. Aesthetic-focused music appreciation teaching is the key to the development of students' aesthetic experience. In view of the connotation of aesthetic education, in this paper we first described the characteristics and the forms of various music aesthetic experience, and identified four types of aesthetic experience of different music styles. Next, we provided empirical evidence to confirm the influence of musical aesthetic experience on personality, music appreciation and cognitive development. Then we dealt with the relaxing and adjusting functions of the musical aesthetic experience. Finally, based on these functions, we put forward several suggestions for the musical aesthetic education. It's hoped that music education focusing on aesthetics can offer new thinking and methods for music appreciation teaching. References | Related Articles | Metrics

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Aesthetic Orientation in Painting Instruction:Construction of Generated Aesthetics Field YU Zeyuan, LI Jian, DING Yuehua 2017, 35 (5):  128-137+162+163.  doi: 10.16382/j.cnki.1000-5560.2017.05.011 Abstract ( 230 )   HTML ( 116 )   PDF (1085KB) ( 778 )   Save The exploration of aesthetics shows that painting is the artistic reflection of the artist's own life and soul, which is a process of aesthetic creation.Painting instruction should be aesthetics-orientated through the appreciation of the physical beauty, spiritual beauty and the formal beauty. In such a process, the aesthetics field plays an important role as it provides experimental aesthetics for the artist through the integration of physical field, psychological field and cultural field, which induces artists to complete aesthetic creation through the trend of structure and metaphor. Positive research shows individual feeling of aesthetics consists of eight factors. The aesthetic orientation in painting instruction requires teachers to focus on the value of the aesthetic field, and strive to construct the aesthetics field from three aspects:the physical field, the psychological field and the cultural field. References | Related Articles | Metrics

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A Review of Researches on Magnitude Representation LIU Di, YANG Chun 2017, 35 (5):  138-145+163.  doi: 10.16382/j.cnki.1000-5560.2017.05.012 Abstract ( 287 )   HTML ( 25 )   PDF (544KB) ( 1075 )   Save The magnitude representation is the process of interpretation, expression and operation of the quantitative stimulus in the brain. It is an important part of the development of human cognition. The magnitude representation of children tends to be mature with age growth. The process includes four overlapping trends:a) representing increasingly precisely the magnitudes of non-symbolic numbers, b) connecting smallsymbolic numbers to their non-symbolic referents, c) extending understanding from smaller to larger whole numbers, and d)accurately representing the magnitudes of rational numbers. This study, based on behavioral and cognitive neuroscience on magnitude research in recent twenty years, further reveals the trend and inherent processing mechanism of the magnitude knowledge, and summarizes educational interventions and short-term trainings so as to improve children's mathematics ability. References | Related Articles | Metrics

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Mindful Agency Scale for College Students WANG Qing, PENG Yanan 2017, 35 (5):  146-154+163.  doi: 10.16382/j.cnki.1000-5560.2017.05.013 Abstract ( 199 )   HTML ( 25 )   PDF (680KB) ( 1428 )   Save Mindful agency is a new concept of positive learning disposition in the field of educational psychology. The current study constructed Mindful Agency Scale for College Students based on a sample of Chinese undergraduate students. In our empirical study, two batches of data were collected, including 654 questionnaires. And the Cronbach'sα of the scale was.84. The exploratory factor analysis revealed a five-dimensional structure of mindful agency:learning methods, emotional regulation, awareness of planning, openness to experience, and learning engagement. The result of confirmatory factor analysis confirmed the validity of the five factor model. It could be concluded that the scale demonstrates satisfactory reliability and validity, and it could provide psychometric support in studying mindful agency in the Chinese context. References | Related Articles | Metrics