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20 February 2020, Volume 38 Issue 2 Previous Issue    Next Issue

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Retrospect and Prospect of Educational Administrative Disputes and Their Resolution in China—Taking “Top Ten Administrative Disputes in Promoting the Rule of Law in Education” as Examples Zhan Zhongle, Jin Lantao 2020, 38 (2):  1-18.  doi: 10.16382/j.cnki.1000-5560.2020.02.001 Abstract ( 432 )   HTML ( 536 )   PDF (894KB) ( 966 )   Save The Administrative Procedure Law has been enacted for 30 years, and educational administrative disputes are characterized by diversified types, diversified subjects and complicated cases. Correspondingly, a multi-disciplinary dispute resolution mechanism including intra-school appeals, off-campus appeals, administrative reconsideration and administrative litigation has also taken shape. At the same time, judicial practice has gradually established the principles of due process, proportionality, self-sponsorship and rights protection, highlighting judicial activism. However, compared with various legal disputes and multiple claims for rights, there is still room for improvement in the design of relevant systems and judicial practice. This involves weak effectiveness and cohesion of dispute resolution, lack of legal basis for due process principle. Also, the scope of judicial review is relatively narrow and its intensity is relatively weak. In order to effectively prevent and properly resolve the administrative disputes in education, we should establish an academic review mechanism that returns to knowledge rationality, respects the law of education and the ontological characteristics of different disciplines, promotes the academic evaluation back to academic logic and strengthens the administrative procedure legislation in the field of education. At the same time, it is necessary to effectively integrate different educational administrative dispute resolution mechanisms, clarify the boundaries between school autonomy and judicial review, and enable rights claims to be expressed through institutionalized, standardized, and rule of law channels, so as to properly resolve conflicts. References | Related Articles | Metrics

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The Research Design of the 5Cs Framework for Twenty-first Century Key Competences Wei Rui, Liu Jian, Bai Xinwen, Ma Xiaoying, Liu Yan, Ma Lihong, Gan Qiuling, Kang Cuiping, Xu Guanxing 2020, 38 (2):  20-28.  doi: 10.16382/j.cnki.1000-5560.2020.02.003 Abstract ( 1332 )   HTML ( 627 )   PDF (848KB) ( 1777 )   Save China Education Innovation Institute of Beijing Normal University and the Partnership for Twenty-first Century Learning (P21) cooperated on the research of Twenty-first Century Key Competences. On the basis of the 4Cs framework proposed by P21 (critical thinking, creativity, communication and collaboration), cultural understanding and inheritance competence was added to form the 5Cs framework. Through in-depth literature review, discussion and comprehensive argumentation, the 5Cs framework including five first-level dimensions and sixteen second-level dimensions is established. Through extensive investigation and further in-depth elaboration, we completed the establishment of 5C framework, connotation interpretation and behavioral performance, hoping to provide a set of feasible competences framework for promoting the implementation of Twenty-first Century Competencies education. References | Related Articles | Metrics

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Cultural Competence: Part I of the 5Cs Framework forTwenty-first Century Key Competences Liu Yan, Ma Xiaoying, Liu Jian, Wei Rui, Ma Lihong, Xu Guanxing, Kang Cuiping, Gan Qiuling 2020, 38 (2):  29-44.  doi: 10.16382/j.cnki.1000-5560.2020.02.004 Abstract ( 695 )   HTML ( 468 )   PDF (821KB) ( 960 )   Save Cultural competence refers to the process and behavior of people’s cognition and understanding, inheritance and aufheben, development and innovation of culture, which is of far-reaching significance to individual development and social harmony. The competence can be further interpreted into three elements: Cultural understanding, cultural identity and cultural practice. The connotation of each element is expounded, and the behaviors of each element are listed as examples. This paper discusses the implementation of cultural competence in educational practice from the aspects of systematic design of curriculum, comprehensive integration into disciplines, carrying out activities in a rich context, and enhancing cultural consciousness. References | Related Articles | Metrics

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Critical Thinking: Part II of the 5Cs Framework for Twenty-first Century Key Competences Ma Lihong, Wei Rui, Liu Jian, Ma Mingyan, Liu Yan, Gan Qiuling, Kang Cuiping, Xu Guanxing 2020, 38 (2):  45-56.  doi: 10.16382/j.cnki.1000-5560.2020.02.005 Abstract ( 576 )   HTML ( 390 )   PDF (876KB) ( 801 )   Save Critical thinking has become an important part of core literacy model in many countries or regions, world organizations or economies, and also one of the significant education goals at different levels. In recent years, more and more attention has been paid to the cultivation of critical thinking. However, critical thinking has not been clearly defined. In view of the fact that critical thinking skills can’t be completely separated from the dispositions and critical thinking dispositions need to be exposed through critical thinking skills, this study tried to integrate critical thinking skills with dispositions based on previous research, and suggests that critical thinking is the core literacy that individuals need in the future. An individual with critical thinking can not only unceasingly question, rationally analyze, constantly reflect, and draw reasonable conclusion or offer effective solutions when facing different situations, but also consider other people’s views carefully and respect their challenging. The conceptual framework in the present research includes questioning and criticizing, analysis and argumentation, synthesis and generation,reflection and evaluation. The interpretation of critical thinking in this study conforms to the pluralistic characteristics of critical thinking and provides some reference for the cultivation and evaluation of critical thinking in our country. References | Related Articles | Metrics

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Creativity Competence: Part III of the 5Cs Framework for Twenty-first Century Key Competences Gan Qiuling, Bai Xinwen, Liu Jian, Wei Rui, Ma Lihong, Xu Guanxing, Liu Yan, Kang Cuiping 2020, 38 (2):  57-70.  doi: 10.16382/j.cnki.1000-5560.2020.02.006 Abstract ( 688 )   HTML ( 482 )   PDF (838KB) ( 1210 )   Save Creativity is the fundamental power of human civilization progress and social development. Creativity is generally regarded as a kind of key competence of people in the 21st century. It is urgent to cultivate the creativity of primary and secondary students. An individual with creativity can use relevant information and resources to produce novel and valuable ideas, programs, products and other results. This competence includes three elements: creative personality, creative thinking and creative task engagement. Creative personality focuses on emotion and willpower; creative thinking focuses on internal thinking processes and methods; creative task engagement focuses on explicit behavior input, which is important for the cultivation of creativity. This study deconstructs creativity and elaboratesits connotation. And it also gives some examples of the behavior of creativity and provides some specific guidance on how to cultivate the creativity of primary and secondary students. References | Related Articles | Metrics

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Communication Competence: Part IV of the 5Cs Framework for Twenty-first Century Key Competences Kang Cuiping, Xu Guanxing, Wei Rui, Liu Jian, Zheng yan, Liu Yan, Gan Qiuling, Ma Lihong 2020, 38 (2):  71-82.  doi: 10.16382/j.cnki.1000-5560.2020.02.007 Abstract ( 671 )   HTML ( 484 )   PDF (749KB) ( 1195 )   Save With the development and progress of society, communication competence plays an increasingly important role in individual development, thus becoming one of the core qualities of talents in the 21st century. However, there is no clear definition of the connotation and structure of communication competence. Based on analysis of the international researches on core literacy in the 21st century and related literature, this study proposes that communication competence is a complex literacy that includes language ability, thinking ability and social emotional ability, involving three elements: deep understanding, effective expression and empathy. Among them, deep understanding and effective expression are two important processes of communication, which require language skills, thinking skills and social skills, while empathy is the most important social emotional skill to promote effective communication. Primary and secondary schools provide an important stage to cultivate students’ communication competence. The clarity of the connotation and structure of communication competence in this study will help primary and secondary schools to build a communication competence training system, and provide a reference for the improvement of students’ overall literacy. References | Related Articles | Metrics

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Collaboration Competence: Part V of the 5Cs Framework for Twenty-first Century Key Competences Xu Guanxing, Wei Rui, Liu Jian, Li Jingyi, Kang Cuiping, Ma Lihong, Gan Qiuling, Liu Yan 2020, 38 (2):  83-96.  doi: 10.16382/j.cnki.1000-5560.2020.02.008 Abstract ( 561 )   HTML ( 520 )   PDF (764KB) ( 720 )   Save Collaboration competence is a must for citizens in the 21st century. Stressing the importance of developing students’ collaboration competence has far-reaching implications. As a composite of a series of skills and attitudes, collaboration competence can be further classified into three subskills: the ability of identifying common goals and values, the ability of taking shared responsibility and the ability of communicating and negotiating for a win-win situation. In this model, identifying common goals and values is the starting point of a collaborative activity and taking shared responsibility plays a central role in the process, while communicating and negotiating for a win-win situation provides an effective means to achieve common goals. These three subskills complement and integrate with each other. Collaboration competence can be developed through school education and the development process should be designed in a scientific manner. Present and future studies on collaboration competence in China should focus more on how to develop and assess students’ collaboration competence in the Chinese context. References | Related Articles | Metrics

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On the Confidence of Educational Culture in China: The Sixth Reflection of “What Exactly is Pedagogy” Chen Guisheng 2020, 38 (2):  97-102.  doi: 10.16382/j.cnki.1000-5560.2020.02.009 Abstract ( 281 )   HTML ( 470 )   PDF (500KB) ( 274 )   Save China has experienced a century-long process of western learning and takes the word “Pädagogik” as “Pedagogy”. However, we have been unaware of the similarities and differences between “Pädagogik” and “Pedagogy” for a long time. As a result, it is not uncommon to see the heated debates on “pedagogy” issues from foreign perspective and local as well as the criticism on the achievements of Chinese “Pedagogy” from the perspective of “Pädagogik”. This study tries to reveal the crux in the construction of “Padagogik” by the comparison of Chinese and western education culture, so as to improve the confidence of educational culture in China to some degree and understand the “Pädagogik” and western learning in a way which differs from “Pedagogy”. References | Related Articles | Metrics

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On the Learning from the Perspective of Phenomenology: A New Possible Direction Peng Jie 2020, 38 (2):  103-113.  doi: 10.16382/j.cnki.1000-5560.2020.02.010 Abstract ( 356 )   HTML ( 396 )   PDF (593KB) ( 465 )   Save Learning, teaching, education and Bildung, as the most fundamental phenomenon in the field of school, are complicated practical activities in school education. School is a special place in which independently institutionalized and artificially organized educational practice takes place. There are many different theories and opinions on the goals and tasks of schools. However, it is undeniable that, whatever kind of school missions and purposes, it must be realized via learning, the most fundamental educational phenomenon and practice. On the basis of critical combing of the classical learning theory of psychology, this paper attempts to elaborate a new understanding of "learning" from the perspective of phenomenology, especially body phenomenology. Firstly, learning is a social correlative practice that takes place in a specific context. We always learn from others and in front of others. Secondly, learning has a close relationship with experience. In essence, learning is Umlernen and reorganization of experience and the extension of experience horizon through the negative experience. Thirdly, learning must be based on the body (Leib) under the phenomenological perspective which is both active and passive. References | Related Articles | Metrics

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Targeted Poverty Alleviation through Education: Long-term Effect of China’s “One Village One Preschool” Project on Rural Children’s Academic Achievements Chen Zhao, Si Chen, Yan Cao, Snow Catherine, Mai Lu 2020, 38 (2):  114-125.  doi: 10.16382/j.cnki.1000-5560.2020.02.011 Abstract ( 430 )   HTML ( 543 )   PDF (835KB) ( 566 )   Save In 2009, the China Development Research Foundation launched the government-supported public intervention, One Village One Preschool (OVOP) project, which provided access to early childhood education (ECE) to disadvantaged rural and minority children in central and western rural China. From 2009 to 2018, OVOP established about 2300 centers in ten provinces, enrolling over 170000 rural young children, free of charge for all. We analyzed longitudinal data collected from a sample of 1962 children in one county (comparing OVOP attendees to children with no ECE, private ECE, and public ECE), using an inverse probability weighting approach to reducing selection bias in evaluating the effects of OVOP on children’s academic achievement during the first 5 years of elementary school. We found that children who attended OVOP centers attained higher scores in elementary grades than children who received no ECE or attended private township ECE. However, OVOP children scored lower than children who went to well-resourced public township ECE. In addition, the OVOP children had similar growth rates to public-ECE children; both groups improved more quickly than children in the non-ECE or private-ECE group. We conclude with a discussion of the value of providing low-cost ECE to rural children in China. Figures and Tables | References | Related Articles | Metrics