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20 February 2018, Volume 36 Issue 1 Previous Issue    Next Issue

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Transformation of Chinese Educational Development Mode: Path Selection and Endogenous Development CHU Hongqi 2018, 36 (1):  1-14+159.  doi: 10.16382/j.cnki.1000-5560.2018.01.001 Abstract ( 381 )   HTML ( 53 )   PDF (1319KB) ( 1220 )   Save Educational development mode refers to the methods, means and patterns of promoting educational development. In the 21st century, the dramatic changes in society have triggered the upgrading of educational goals,among which cultivating students' key competencies rather than examination skills is seen as the main goal. The upgraded educational goal has made it imperative to transform educational development mode. This transformation is discussed from the following five aspects:adjusting educational structure, transforming student cultivation mode, transforming educational administration mode, strengthening the construction of teaching force, and improving educational research. The first three aspects involve three paths to transforming development mode, namely structural path, technical path and institutional path. The last two aspects relate to the endogenous development of education, which provides the support of human and intellectual resources for educational development. References | Related Articles | Metrics

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Autonomy-Support: Transformation of Teaching Styles MA Siteng, ZHAO Qian, JIAO Xinran 2018, 36 (1):  15-21+159.  doi: 10.16382/j.cnki.1000-5560.2018.01.002 Abstract ( 313 )   HTML ( 129 )   PDF (1229KB) ( 1056 )   Save According to self-determination theory, teachers' autonomy support refers to teachers' specific teaching styles, which help to reduce the control and pressure of students in support of students' self-development. In this study,autonomy support is addressed from three dimensions:encouraging independent thinking, establishing meaningful relevance, and supporting development of interest. Using the quantitative research method to investigate the status quo of teachers' level of autonymsupport, we explored the influential factors through regression analysis. The findings indicated an overall high level of autonomy support in teaching, but relatively poor performance in development of interest. Different teachers had significantly different scores, depending on their locations, genders and teaching abilities. Besides, teaching efficacy, teaching autonomy, opportunities of professional development and participation in decision-making can significantly affect teachers' level of autonomy support.Finally, this study put forward some suggestions regarding improving teachers' level of autonomy support, such as putting emphasis on teacher professional development, reforming evaluation system, protecting teachers' autonomy. References | Related Articles | Metrics

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Self-regulated Learning, Cooperative Learning and Inquiry Learning: Transformation of Student Learning Styles ZHANG Yaxing 2018, 36 (1):  22-28+160.  doi: 10.16382/j.cnki.1000-5560.2018.01.003 Abstract ( 368 )   HTML ( 50 )   PDF (1144KB) ( 1217 )   Save Self-regulated learning, cooperative learning and inquiry learning are highlighted in the new curriculum reform as the direction of learning styletransformation in China. This study, based on a stratified survey of sampled 440 teachers and 14,406 students, attempted to investigate the status quo and influential factors of learning style transformation in primary and secondary schools. The findings show that, despite the changed learning styles, self-regulated learning and inquiry learning still need to be improved. The transformation of learning styles among girls, lower-graders and urban students are relatively better. In addition, obtained teaching support, teaching autonomy and teaching styles have significant positive effects on learning style transformation, while examination oriented teaching ability has a significant negative effect. Also, mother's education, peer relationship,teacher-student relationship and learning motivation have significant positive impact on learning style transformation. However, higher academic pressure is not conducive to the transformation of learning styles.Therefore, it is necessary to promote teacher professional development, enhance democracy in educational management, improve the relevance of learning activities, and establish a good learning environment. References | Related Articles | Metrics

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Participatory Democracy: Transformation of School Management Styles Xuelian, LI Gang 2018, 36 (1):  29-34+160.  doi: 10.16382/j.cnki.1000-5560.2018.01.004 Abstract ( 304 )   HTML ( 44 )   PDF (1118KB) ( 735 )   Save Participatory democracy is the goal and direction of the transformation of school management styles. This study, based on a survey of 99 principals and 4,890 teachers in 103 schools, considers the status quo and influential factors of the democratic transformation in public primary and secondary schools.The results show that the current democratic participation in school management is kind of surface participation, and there exist such problems as insufficient participation, unequal participation and limited participation.Factors affecting the democratic transformation of school management include hindrance in administration, system, concept and idea. Therefore, it's suggested that education authorities should transform their governing modes by scientific decentralization. Primary and secondary schools should strive to build a sound democratic system by improving the internal governance structures. In addition, principals should change their authoritarian style and establish effective partnership between managers and participants. References | Related Articles | Metrics

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Shared Governance: Transformation of Educational Administration Modes GENG Chao 2018, 36 (1):  35-41+161.  doi: 10.16382/j.cnki.1000-5560.2018.01.005 Abstract ( 187 )   HTML ( 36 )   PDF (1133KB) ( 623 )   Save The educational administrative mode involves the issues of who should be the main subject, which way should be adopted, and what educational affairs need to be addressed. The study finds that in traditional educational administration, the government tends to be the single subject, with the top-down management of the total factor and processes of education. Educational modernization calls for innovation in educational administrative modes, and shared governance should be the direction of the transformation of educational administrative modes. There are three factors that affect the transformation of educational administrative modes:multi-layered administrative contracts which have caused deviated targets in educational administration; non-cooperation among different departments which restricts the educational administrative performance; lack of affiliation and identity in educational participation which limits participant enthusiasm of multi-subjects. To transform the traditional mode of educational administration and better serve education development, we need to expand the consultation and cooperation to ensure the participation of multiple subjects in the basic educational administration from the four aspects of concept establishment, rule-making, organization cultivation and system guarantee. References | Related Articles | Metrics

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Theoretical Foundation and School Education Cultivation of Core Competencies TSAI Ching-tien 2018, 36 (1):  42-54+161.  doi: 10.16382/j.cnki.1000-5560.2018.01.006 Abstract ( 413 )   HTML ( 46 )   PDF (1249KB) ( 1380 )   Save In this paper, the author articulated the concept of core competencies(key competencies), and explored the importance of theoretical foundation and school education cultivation of core competencies.Based on the three international organisations of UNESCO, OECD and EU, the author conducted an international trend study of core competencies. Then, the author investigated five disciplinary approaches of core competencies as a basis to build a theorectical foundation of core competencies. And finally, the author discussed the importance of school edcucation and curriculum guideline in the cultivation of core competencies. References | Related Articles | Metrics

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Implementation of Key Competencies: Shift from Classification to Stratification ZHONG Baichang, LI Yi 2018, 36 (1):  55-63+161+162.  doi: 10.16382/j.cnki.1000-5560.2018.01.007 Abstract ( 266 )   HTML ( 41 )   PDF (1197KB) ( 1383 )   Save With the increasing popularity of student key competencies and discipline key competencies, key competencies are becoming a wind vane in Chinese educational reform. In this paper, we discussed the key questions of how to grasp its essence and put it into practice. We argued that,on the one hand, the essence of key competencies is a new way to interpret educational objectives in terms of all-round development and lifelong development. On the other hand, the hierarchical structure is a desirable framework to analyze key competencies, as it can integrate the educational theory and practice in support of all-round development and lifelong development. References | Related Articles | Metrics

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Principles of Student Placement in Elementary School: Beyond Teaching in Accordance with Learners' Aptitude LU Xiaodong 2018, 36 (1):  64-76+162.  doi: 10.16382/j.cnki.1000-5560.2018.01.008 Abstract ( 239 )   HTML ( 34 )   PDF (1226KB) ( 723 )   Save Teaching students in accordance with their aptitude is a classical education principle in China. Despite its advantages, there exist such problems as studentstereotypes by their teachers or classmates over the 6-year fixed placement in the same elementary school. Therefore, it's necessary to break up the fixed placement of students beyond the principle of teaching students in accordance with their aptitude. This may introduce new values in schools from eight aspects. First, the entrance examination and interview for kindergarten children to enter the elementary school would be useless and harmful. Second, the Chinese metaphor of Never lose at the starting line could be semantically and practically dispelled. Third, there would be little chance for teachers to label certain students underachievers. Fourth,more authentic, frequent changes could take place in primaryschools, which could enable students to learn in a changing world. Fifth, it is possible for students to get out of the small fixed circle of friends into a large circle of friends in schools.Sixth, teaching resources could be allocated more impartially. Seventh, breaking up the fixed placement of students could liberate the students, who would otherwise be the hostage of their teachers. Finally,parents would have no intention of class choice on their children's behalf. References | Related Articles | Metrics

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Textbook Use: The Interaction between Teacher and Textbook-Inquiry on Teachers' Use of Maths Textbooks in Chinese Mainland, Hong Kong and Taiwan ZHANG Qian, WONG Ngai-Ying, SHI Ou 2018, 36 (1):  77-84+162+163.  doi: 10.16382/j.cnki.1000-5560.2018.01.009 Abstract ( 299 )   HTML ( 35 )   PDF (1954KB) ( 1121 )   Save While the new round of curriculum reform aims at the development of students' key competencies, the challenge is how to change teachers' rigidly unidirectional use of textbooks (following in most cases), so as to meet students' diversified and personalized learning needs. The inter-relationship between teachers and textbooks is defined based on two dimensions:teachers' satisfaction with textbook design and teachers' fidelity in textbook use. In this study, 1 279 mathematic teachers from Chinese mainland, Taiwan and Hong Kong SAR were surveyed to investigate teachers' general inter-relationship with textbooks. The results presented three patterns of relationship. For mainland teachers, even though the textbooks fail to meet students' learning needs, they still choose to follow the books. On the other hand, Hong Kong teachers choose to adapt, supplement or even reject textbook content to create their own teaching materials. Finally, Taiwan teachers are satisfied with the quality of their textbooks, therefore they feel there is no need to adjust the textbooks. References | Related Articles | Metrics

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Education as Human Justice LIU Tong 2018, 36 (1):  85-92+163.  doi: 10.16382/j.cnki.1000-5560.2018.01.010 Abstract ( 284 )   HTML ( 31 )   PDF (1148KB) ( 607 )   Save It is far from a self-evident truth that education should be just. The combination of education and justice requires a critical examination. Education means the understanding of the actors. The first understanding of the actors is their infinite richness. Review of the richness is based on the revaluation of educational justice:highlighting the original meaning of education. In the original meaning of education, the two factors of the existing world and the people should be first highlighted as the actors. Authentic education is manifested by the interaction between the people and the world, i.e, appreciating the good, which is the manifestation of human being. That is to say, education means human justice. Achieving educational justice demands world justice, understanding justice and practicing justice. References | Related Articles | Metrics

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The Essence,Type and Resolution of Value Conflicts in Education ZHANG Xiaqing 2018, 36 (1):  93-97+163.  doi: 10.16382/j.cnki.1000-5560.2018.01.011 Abstract ( 248 )   HTML ( 30 )   PDF (1106KB) ( 623 )   Save In an era of pluralism, the prevailing value conflict exists in every aspect of society, like in education. Value conflict refers to conflict in value logic, which includes valuation logic and obligation logic. Thus, value conflict can be divided into three types:valuation logics conflict, obligation logics conflict, and conflict between valuation logic and obligation logic. In theory, value conflict can be resolved either by following a better behavior model or by reinforcing an obligation law. However, value conflict resolution in practice needs a precondition, such as the "good will" and "sense of responsibility" of the actors. Therefore, to resolve the value conflict in education, it's essential to cultivate and promote the "good will" and "sense of responsibility" in education. References | Related Articles | Metrics

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Education Informatization: From the Version 1.0 to 2.0 LEI Chaozi 2018, 36 (1):  98-103+164.  doi: 10.16382/j.cnki.1000-5560.2018.01.012 Abstract ( 368 )   HTML ( 38 )   PDF (1118KB) ( 1446 )   Save With the attention and concern of leaders at all levels, the education informatization in China have been achieved remarkable results, especially have been formatting the mechanism and path of education informatization development with Chinese characteristics. At the same time, there are many difficulties and problems in practices, for example, no paying enough attention on it in some districts, not in depth application to teaching, the Innovation practice being not enough.Facing the requirements of the national social development in the new era, we should pay more attention and concerns on creating the new models of teaching and learning, providing services and educational governing. The following three changes should be made from the development of application of educational resources to more extensions than education, from improving the application ability of information technology to the thinking and character of information technology, from the fusion development of education and information technology to the creative development. References | Related Articles | Metrics

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Evolution Logic and Future Trend of Vocational Education Policy in China QI Zhanyong, WANG Jiaxin, AN Yingying 2018, 36 (1):  104-111+164.  doi: 10.16382/j.cnki.1000-5560.2018.01.013 Abstract ( 381 )   HTML ( 28 )   PDF (1157KB) ( 877 )   Save The vocational education policy in China since 1978 has undergone three stages:adjustment of secondary education structure(1978-1995), exploration of vocational education (1996-2010), and establishment of modern vocational education system (2010). Using different orientation analysis models,the authors argue that the evolution logic in the development of vocational education policy can be summarized as follows:the dynamic mechanism by means of management system adjustment, the policy value orientation of vocational education goals, the process assurance of the implementation of vocational education policy based on specification of people and property, the cultural rules of vocational education policy discourse dominated by economic discourse. Finally, the paper discusses the future trend of vocational education policy. First, the formation mechanism should be changed from "ambiguity of power and duties" to "unified coordination". Second, the value orientation should be changed from "single utility" to "multi orientation". Third, the policy of vocational education should be changed from "lack of supervision"to"strict supervision". Fourth, the policy discourse should be changed from "government-oriented" to "public participation". References | Related Articles | Metrics

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Relationship between Industry Form and Modern Apprenticeship in China: Empirical Analysis Based on Enterprise Experts' Statements PU Haihui, XU Guoqing 2018, 36 (1):  112-118+165.  doi: 10.16382/j.cnki.1000-5560.2018.01.014 Abstract ( 171 )   HTML ( 27 )   PDF (1129KB) ( 721 )   Save In order to comprehend China's industrial demand for modern apprenticeship, expert meeting approach is adopted in this research. Experts from cultural creative industry, high-end manufacturing industry and modern service industry made presentations at the meeting respectively. Based on the in-depth analysis of their statements, we draw the following conclusions. Firstly, whether the industry needs modern apprenticeship is not determined by the industry type or technical level, but influenced by the industry operation mode and manufacturing organization mode. Secondly, the industry's demand for apprenticeship is negatively correlated with the certainty of the products and the standardization level of the manufacturing. Thirdly, the demand of different industries for modern apprenticeship has its own characteristics. Modern apprenticeship in transformed traditional industry puts more emphasis on inheritance and innovation. High-end manufacturing industry attaches more importance to judging and decision making. Resource accumulation is a major concern in modern service industry. Finally, learning from the operation mode of the German industry will be conducive to the pilot reform of China's modern apprenticeship. References | Related Articles | Metrics

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Three Logical Approaches to Promoting the Open Development of Regional Education CHEN Ziji, LIU Yongfu 2018, 36 (1):  119-125+165.  doi: 10.16382/j.cnki.1000-5560.2018.01.015 Abstract ( 191 )   HTML ( 25 )   PDF (1279KB) ( 733 )   Save To promote the open development of regional education, it's important to tackle the problem of internal and external linkage at micro, meso and macro levels through the exchange and sharing of such educational factors as resources, knowledge, technology, information, talent, capital and so on. At the micro level, local educational authorities should strive to reform school cooperation through open development, so as to achieve the linkage between school and its community.At the meso level, it's suggested that interregional linkage model should be built to achieve the linkage among several regions. At the macro level, it's essential to promote the internationalization of regional education to achieve the linkage between home and abroad. To push the open development of regional education,educational administrative departments need to implement the strategy of top-level design, systematic support and overall promotion so that the three logical approaches can produce synergies to promote the development of regional education. References | Related Articles | Metrics

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Evolution of Adult Education in Britain in the first Half 20th Century: From Working Class Education to Mass Adult Education LI Li 2018, 36 (1):  126-136+166.  doi: 10.16382/j.cnki.1000-5560.2018.01.016 Abstract ( 298 )   HTML ( 96 )   PDF (1213KB) ( 784 )   Save After the Industry Revolution, emphasis was placed on educating the working class in British adult education, which met their needs for education to a certain extent. From the beginning of 20th century to 1956, British adult education was shaped by the competition among three main actors:Labour Colleges,the Workers' Education Association, University Adult Education. The independent working class education offered by Labour Colleges turned into the training means of Trade Unions' executives while the liberal adult education led by the Workers' Education Association and challenged by university adult education, graduated into mass adult education from working class education. Meanwhile, general higher adult education dominated by the universities, achieved its own institutionalization by competing against the Workers' Education Association and ended up with thriving. The changes in the three forces were closely related to the changes in the British labor movement at the same time. The change of the natureof labor movement directly affected the development of adult education in the first half of the 20th century and it contributed to the evolution of adult education from working class education to mass adult education. References | Related Articles | Metrics

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Non-Continuity and Heterogeneity: Application of Piecewise Growth Mixture Model in Language Development Study LIU Yuan, LIU Hongyun 2018, 36 (1):  137-148+166.  doi: 10.16382/j.cnki.1000-5560.2018.01.017 Abstract ( 241 )   HTML ( 32 )   PDF (1313KB) ( 868 )   Save In recent researches, the piecewise growth mixture model (PGMM) has been used in longitudinal studies to detect the non-continued growing trend and heterogeneous population simultaneously. The present study used the data from Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K) as an example to illustrate the use of PGMM. An ideal model of PGMN is a two-piece growing model, with the turning point at Grade One, linear trajectory in the first period and quadratic trajectory in the second. The result showed that there should be a crucial turning point in the development of reading ability, with a rapid growing rate from kindergarten to Grade One and then a sharp-decline rate after entering the primary school. Furthermore, a three-class model was selected where the heterogeneous sample-based population was essential in describing the growing pattern. Finally, the result indicated the teachers' assessment of children's behavior was more likely to predict the latent class than that of the parents' with the control of the background effects. References | Related Articles | Metrics

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Standards and Assessments of Key Competences of Primary and Middle School Students in France: Dialogue between Charles TIJUS and LIN Jing Charles TIJUS, LIN Jing 2018, 36 (1):  149-154+167.  doi: 10.16382/j.cnki.1000-5560.2018.01.018 Abstract ( 290 )   HTML ( 36 )   PDF (1121KB) ( 1143 )   Save Since the beginning of this century, France has successively issued two versions of Common Base of Knowledge and Skills as legal goals for compulsory education to cultivate key competences of primary and middle school students. To achieve these goals, France has organized an assessment system based on Common Base to assess students' key competences. One type of the assessment is school-based and carried out in three stages to diagnose, feedback and improve students' key competences throughout compulsory education. Another named CEDRE is held regularly by DEPP to monitor the progress of students' level of key competences. This article focuses on the provisions of Common Base, the contents of and approaches to assessment, and the highlights and trends in the innovation of assessment in France. One purpose of the article is to offer reference for the cultivation and development of Chinese students'core literacy. Related Articles | Metrics