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20 April 2018, Volume 36 Issue 2 Previous Issue    Next Issue

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Developing an Instrument for Measuring Teachers' Implementation of Curriculum Standards CUI Yunhuo, ZHOU Wenye, DONG Zehua, ZHANG Jing 2018, 36 (2):  1-13+153.  doi: 10.16382/j.cnki.1000-5560.2018.02.001 Abstract ( 230 )   HTML ( 130 )   PDF (767KB) ( 1138 )   Save The curriculum standard is a discipline-specific articulation of talent cultivation, offering a na-tional guideline for teaching as well as an important basis for teachers' teaching. The measurement of teach-ers' implementation of curriculum standards is an evitable requirement for examining the impact of curriculum reforms, analyzing factors of curriculum implementation, and assessing the quality of teaching. It can be di-vided into three dimensions:understanding and motivation, action and strategy, outcome and reflection. Each dimension is subdivided into specific sub-dimensions. Based on the sub-dimensions, a large-scale question-naire is developed. After rigorous sampling, we conducted a set of analyses, including non-rotating principal component analysis, exploratory factor analysis, validity analysis and reliability analysis. The analyses lead to a final questionnaire with strong reliability and validity. References | Related Articles | Metrics

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Legal Issues Regarding the Governance of Public Universities: An Institutional Perspective of Public Service YU An 2018, 36 (2):  29-37+153.  doi: 10.16382/j.cnki.1000-5560.2018.02.003 Abstract ( 169 )   HTML ( 43 )   PDF (633KB) ( 573 )   Save Rule of law should be a priority in the governance of public universities. Public interest is viewed as the most important attribute in the autonomy of university governance, which should be systematized and codified on the principle of public service in near future. The provision of high education service could be supervised by public-interest administrative litigation. To make up the functional deficiency of university as a civil legal entity, it's necessary to speed up the system construction of public legal entities for public universi-ties. The informal transfer of governance center of the multi-disciplinary university to its faculties undermines the existing legal liability system and it is imperative to limit or eliminate the administrative functions of those faculties as soon as possible. Rights of university teachers with the connotation of public interest should be protected by the social law and administrative law by surmounting the limitation of affiliation to the unit of uni-versity. References | Related Articles | Metrics

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School Administration by Law: Values, Content and Strategies GUAN Baoying 2018, 36 (2):  38-45+154.  doi: 10.16382/j.cnki.1000-5560.2018.02.004 Abstract ( 297 )   HTML ( 33 )   PDF (517KB) ( 673 )   Save The fulfillment of school administration by law in China lies in the spirit of school administra-tion by law, the scientific connotation of which involves school's legal status, rule of law thinking, legal per-sonality and legal act. The values in rule of law is to achieve the rationality in administration of law, which can be interpreted from the aspects of school administration system, law-based society and law-based govern-ment. School Administration by law is concrete, and its basic contents are reflected in legal sources, legal en-tity, legal rights and duties and legal effects. In the context of rule of law, how to implement school adminis-tration by law is a major concern, which could be addressed by defining school by law, administrating school by law, assessing school by law and benefiting school by law. References | Related Articles | Metrics

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Legalization of Interest Relationship in China's Private Schools: A Perspective of Financial and Tax Law YU Hao 2018, 36 (2):  46-53+154.  doi: 10.16382/j.cnki.1000-5560.2018.02.005 Abstract ( 214 )   HTML ( 34 )   PDF (524KB) ( 525 )   Save The legalization of interest relationship is an important aspect of the legal construction of pri-vate schools, which not only carry public interest, but also pursue private interest. This involves a variety of specific interest relationship, including the relationship with national interest, social public interest and pri-vate interest. Interest is closely connected with law, particularly with the financial and tax law. By confirming the attribution of interest, harmonizing conflicts of interest and promoting the realization of interest, the finan-cial and tax law realizes the legalization of the interest of private schools. While China's current financial and tax law of private schools embodies the cognitive logic of the legalization of finance and taxation, there remain some limitations, which should be overcome through providing equal nonprofit support to both private and public schools, offering preferential taxation policy to the founder of non-profit schools, and affording a hands-off policy to the establishment of for-profit compulsory schools and so on. References | Related Articles | Metrics

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Good Institution for Modern School Governance HU Jinmu 2018, 36 (2):  54-59+154+155.  doi: 10.16382/j.cnki.1000-5560.2018.02.006 Abstract ( 169 )   HTML ( 31 )   PDF (524KB) ( 635 )   Save Every institution has its ethical dimension, which requires reviewing the ethical legitimacy of school structures from the perspective of institutional ethics. Only when an institution is equipped with ethical legitimacy can it be a good one. However, under the influence of instrumental rationality and utilitarianism, efficiency, rather than morality, acts as the criteria for assessing schools. In pursuit of efficiency, schools tend to adopt a control-focused ‘dehumanized’ standardization, causing a ‘demoralizing education’ in school life. To cope with this crisis, people should take into consideration the great value of good institution in school life. Good institution is the best way to protect school life, as it gives human existence higher priority, takes justice spirit as the ethical base, and rational dialogue as the ethical system. References | Related Articles | Metrics

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Correlations between School Bullying and Mental Health among Middle School Students in Rural China GAO Shen, MIN Wenbin, CHANG Fang, SHI Yaojiang 2018, 36 (2):  60-67+155.  doi: 10.16382/j.cnki.1000-5560.2018.02.007 Abstract ( 377 )   HTML ( 60 )   PDF (657KB) ( 2078 )   Save This study aims to explore correlations between school bullying and mental health among mid-dle school students in rural China, provides empirical evidence to enhance psychological status of rural students. Using mental health test (MHT) and individual survey as evaluating tools this study analyzed 8536 rural middle school students. Results showed that about 10% rural middle school students were evaluated at risk for mental health problems, 37% students were reported being bullied. There are significant correlations between mental health and bullying. Findings also suggest that interventions focusing on school bullying in ru-ral middle school may also help reduce mental health problem. References | Related Articles | Metrics

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Research on Developing the Measurement Model For School Characteristics FAN Yongfeng, SONG Naiqing 2018, 36 (2):  68-78+155+156.  doi: 10.16382/j.cnki.1000-5560.2018.02.008 Abstract ( 225 )   HTML ( 124 )   PDF (1040KB) ( 936 )   Save School characteristics is a major concern in school education worldwide. However, there still remains no agreed understanding of it, and there is little research on measurement of school characteristics. Combining qualitative and quantitative approaches, this study employed various research methods, including literature review, questionnaire survey, interview, and some data analysis methods like exploratory factor a-nalysis and structural equation model. It first redefined the concept of school characteristics, and then devel-oped the measurement index system, as well as the measurement scale and model for school characteristics. The measurement model for school characteristics involves three dimensions:adaptability of school philosophy to internal reality and external environment, consistency between practice and theory, the superiority of the effects of school characteristics and their quantitative relation. References | Related Articles | Metrics

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The Essence and Practice of Analytic Philosophy of Education: From a Personal Teaching Point of View DAN Jau-wei 2018, 36 (2):  79-86+156.  doi: 10.16382/j.cnki.1000-5560.2018.02.009 Abstract ( 228 )   HTML ( 28 )   PDF (565KB) ( 600 )   Save This paper starts with the author's reflection on his teaching of Philosophy of Education in un-dergraduate courses. He confesses that his teaching, modelled on analytic philosophy of education, has not been very successful by any standard. He therefore tries to trace out the possible reasons for his failure. The author maintains that the essential characteristics of philosophical activities, characterized by the tackling of fundamental issues, dialogues and arguments, are the main reasons for students' unwillingness to approach philosophy of education. Moreover, he argues that Western philosophy in general, or analytic philosophy in particular is rather difficult for Chinese students. He hence suggests that good works which can manifest the essence of analytic philosophy of education in Chinese should be the main teaching materials for the under-graduate course of Philosophy of Education. References | Related Articles | Metrics

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What Educational Issues has the Analytic Philosophy of Education Resolved CHIEN Cheng-Hsi 2018, 36 (2):  87-100+156+157.  doi: 10.16382/j.cnki.1000-5560.2018.02.010 Abstract ( 289 )   HTML ( 24 )   PDF (836KB) ( 931 )   Save Philosophy of education, influenced by analytic philosophy, experienced a revolution in the 1960s in English-speaking world. Philosophers like Peters, Hirst and Scheffler promoted analytic philosophy of education as a mainstream academic discipline. The author argues that the topics of analytic paradigm in early times, such as practical nature of educational theory, autonomy as aim in education, have implications for the Chinese world. So do the liberal spirit of educational policies concerning political philosophy in later period, advocated by analytic philosophers of education. However, analytic philosophy of education has been criticized by multiculturalism, feminism, postmodernism and post-structuralism. The author holds that analyt-ic paradigm still remains a competitive and influential approach. It's suggested that by investigating numerous literature of analytic paradigm, the Chinese world can expand their horizons, promote the academic level of philosophy of education and inform educational practices. References | Related Articles | Metrics

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How to Treat the Inherent Defects in Education Policy SHAO Zebin 2018, 36 (2):  101-109+157.  doi: 10.16382/j.cnki.1000-5560.2018.02.011 Abstract ( 188 )   HTML ( 26 )   PDF (590KB) ( 654 )   Save There exist inherent defects and deficiencies in education policies, which result from the fol-lowing three constraint conditions:a) the limited ability of education policy to solve problems caused by the subject's limit of rationality; b) the inefficiency of education policy in response to complicated educational problems; c) the fragility of rigid education policy in coping with various problems of educational practice. In dealing with these inevitable defects, practitioners tend to adopt three passive patterns:confrontation, ostensi-ble obedience, and praising profitability. Meanwhile, there are three positive patterns:selective adaption, re-flective adaption, reconstructive adaption. Constructive criticism, constitutive criticism and foundational criti-cism are the three critical ways of education policy for researchers who have non-interest relation to education policy. Recognizing its imperfect feature helps improve education policy in a soberer, easier and more accessi-ble way. References | Related Articles | Metrics

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The Implication of Education Justice in Teaching Students Based on Their Aptitude HE Juling 2018, 36 (2):  110-116+157.  doi: 10.16382/j.cnki.1000-5560.2018.02.012 Abstract ( 473 )   HTML ( 27 )   PDF (570KB) ( 815 )   Save Teaching students based on their aptitude is not only a teaching principle, but also an educa-tional principle throughout the whole process of education practice. In essence, teaching students based on their aptitude embodies education justice. Teaching students based on their aptitude reflects the legitimacy and justification of the relationship between educators and students. Its fundamental purpose is to achieve what education means to be. The prerequisite of teaching students based on their aptitude is to respect and ac-knowledge the individuality and characteristics of students and to deliver targeted and tailored education based on these differences and characteristics. The fundamental purpose is to ensure every student can start from where they are and become a better self and a true human being with human qualities. Education for this pur-pose is justice education, which is the implication of teaching students based on their aptitude. References | Related Articles | Metrics

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The Highest State of Teacher Development: Teacher Life Consciousness YUE Xinyun 2018, 36 (2):  117-122+158.  doi: 10.16382/j.cnki.1000-5560.2018.02.013 Abstract ( 319 )   HTML ( 29 )   PDF (592KB) ( 1141 )   Save Teacher development can be divided into three states according to awareness of educational meaning:craftsman state which considers education as an occupation, proficient state which considers educa-tion as a profession; person state which considers education as an enterprise, that is life consciousness state. Teacher life consciousness is favorable for giving full play to teachers potentials, developing the subjectivity of teachers. Teachers should have the consciousness of thinking life, respecting life and growing life. References | Related Articles | Metrics

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The Evolution of American Educational Thoughts and its Characteristics ZHANG Binxian, CHEN Luxi 2018, 36 (2):  123-132+158.  doi: 10.16382/j.cnki.1000-5560.2018.02.014 Abstract ( 280 )   HTML ( 124 )   PDF (616KB) ( 1033 )   Save Understanding the evolution of American education and American educational thoughts cannot just copy the historical understanding of American political history. Based on the evolution of American educa-tion, the research suggests that the history of American education has undergone the four developmental stages of germination, formation, prosperity, and pluralism and the evolution is characterized by multiple subjects, complex contents, widespread controversy and various representations with the striking features of the epoch. References | Related Articles | Metrics

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Gender Gap Discrimination Power in College Entrance Examination and its Relationship with Gender Ratio of College Admission SHAO Zhifang, PANG Weiguo, DUAN Rui 2018, 36 (2):  133-138+158+159.  doi: 10.16382/j.cnki.1000-5560.2018.02.015 Abstract ( 373 )   HTML ( 111 )   PDF (487KB) ( 778 )   Save Girls in mainland China are getting more offers from universities and colleges than boys in re-cent years. It's believed that the given subjects and contents in College Entrance Examination are important contributing factors. This study attempts to answer the two questions:a) is gender gap discrimination power stable in recent years? b) is gender ratio of college admission determined mainly by gender gap in academic a-chievement? sample 3,160 high school students from Shanghai, Shandong, Zhejiang and Hunan participated in the study. Their scores in Mathematics, Chinese and English, together with the test items of National Col-lege Entrance Examination in the year 2005, 2008, 2011 and 2014 were collected and analyzed. Gender gaps were calculated, and hence the stability of gender gap discrimination power across the years. The results show:a) gender gap discrimination power is not stable; b) many of the academic achievement gender gaps are small; c) gender ratio of college admission is determined mainly by participants' gender ratio and general admission rates. References | Related Articles | Metrics

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Quality and Equity: the Goal and Path of Global Educational Governance in UNESCO——Discourses between David Atchoarena and Zhang Dan David ATCHOARENA, ZHANG Dan 2018, 36 (2):  139-147+159.  doi: 10.16382/j.cnki.1000-5560.2018.02.016 Abstract ( 217 )   HTML ( 30 )   PDF (912KB) ( 662 )   Save Through the dialogues with David Atchoarena, this paper attempts to explore the goals and path of global education governance of UNESCO in the context of economic globalization and internationaliza-tion of education. Then it tries to answer the questions like how UNESCO organize educational research, and how to coordinate relevant institutions cooperation? How these research findings assist to develop their deci-sion-making? What's the relationship between research mechanisms and decision-making mechanisms, and how these ideas affect each national education policies, etc. References | Related Articles | Metrics