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20 March 2021, Volume 39 Issue 3 Previous Issue    Next Issue

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The System Logic of University Governance: Integrating “University System” and “University Governance” Liguo Li 2021, 39 (3):  1-13.  doi: 10.16382/j.cnki.1000-5560.2021.03.001 Abstract ( 168 )   HTML ( 558 )   PDF (769KB) ( 288 )   Save From the perspective of the system logic of university governance, the university system interacts with the university governance. The system plays a guiding and restrictive role in the construction of the governance system and the governance practice. Also, the governance practice and governance system contribute to the improvement of the system. The university system is formed in the long-term historical process. It is continuously enriched and developed in the governance practice. It is the result of the interaction between the governance subject and the system practice. The system formed in the governance practice includes both formal systems and informal rules and habits etc. Therefore, the system logic is not to construct the system subjectively, but to modernize the governance system and governance capabilities formed in the interaction of system cognition, system composition, system operation and system behavior and system evaluation. The human factor plays a key role in the improvement of the system, the construction of the governance system and the development of governance capabilities. It is necessary to fully focus on and value and play the role of the human factor, especially the governance subject. The key to the system logic of university governance lies in the integration of “university system” and “university governance”, in order to make the university system transform into a governance system through the construction of institutional mechanisms, and to make the institutional advantages transform into governance efficiency. In the governance practice, it is necessary to address all the system inadequacies, strengthen the executive abilities, and improve the system construction, to gradually finalize the system, and promote the realization of the modernization of university governance. Figures and Tables | References | Related Articles | Metrics

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How Evidence-Based Reform Could Advance Education Slavin Robert, C.K. Cheung Alan, Tengteng Zhuang 2021, 39 (3):  14-22.  doi: 10.16382/j.cnki.1000-5560.2021.03.002 Abstract ( 144 )   HTML ( 313 )   PDF (704KB) ( 458 )   Save This article presents a definition and rationale for evidence-based reform in education, and contrasts the development of educational research in the U.S., U.K. and China, world leaders in evidence-based reform. Building the understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy. The article suggests ways in which scholars might improve the worldwide quality of evidence-based reform in education. Figures and Tables | References | Related Articles | Metrics

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Evidence-based Policies in Education: Initiatives and Challenges in Europe Pellegrini Marta, Vivanet Giuliano 2021, 39 (3):  23-32.  doi: 10.16382/j.cnki.1000-5560.2021.03.003 Abstract ( 116 )   HTML ( 286 )   PDF (717KB) ( 438 )   Save This paper examines the progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. The paper also analyzes the official documents by the European Commission and other organizations. Literature in the field of evidence-based education worldwide is examined to identify the primary challenges and issues related to the development of a culture of evidence in Europe’s education sector. It provides a point of reference regarding the initiatives already undertaken and the challenges facing evidence-based educational policies and policymaking in Europe. Figures and Tables | References | Related Articles | Metrics

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Quality Preschool Education in China: Development Connotation and Realization Approach Jin Huang, Cancan Xiong 2021, 39 (3):  33-47.  doi: 10.16382/j.cnki.1000-5560.2021.03.004 Abstract ( 238 )   HTML ( 416 )   PDF (782KB) ( 1057 )   Save Since the 21st century, the pursuit of high-quality preschool education has become the global consensus, and the international community has regarded preschool education as one of the important symbols of building the wealth of nations. China’s Education Modernization 2035 also clearly puts forward the development goal of “universal quality preschool education”. With an integration of objectivist and relativist approaches in defining quality, this paper expounds three levels of value appeal and five dimensions of core elements of preschool education quality in China, and proposes a government-organisation-family dialogue mechanism and a quality framework including curriculum, teachers, educational system and monitoring. It sorts out the realistic dilemmas in the development of China’s quality preschool education from affordability, equitability and sustainability. Then, the paper advises to reconstruct early childhood development goals, enhance the quality of preschool curriculum and teachers, and improve the public service system of early childhood education and care. Figures and Tables | References | Related Articles | Metrics

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The Crisis of Discipline and Its Future Development in University: Also on the Discipline Construction in the Process of Educational Modernization Yong Xuan, Peng Zhang 2021, 39 (3):  48-58.  doi: 10.16382/j.cnki.1000-5560.2021.03.005 Abstract ( 91 )   HTML ( 124 )   PDF (700KB) ( 403 )   Save Discipline appeared as a set of knowledge classification system in response to the development and differentiation of human knowledge. The development of science and technology imposes higher requirements on knowledge synthesis nowadays. The new knowledge production mode brings challenges to traditional discipline systems. But there is no fundamental change in the need for specialization in the process of knowledge production. Therefore, it will not make the discipline system out of date. However, the discipline operation mechanism and discipline construction methods must be reformed. It is very important to create an institutional environment conducive to the convergence of disciplines. It can help discipline to play a better role in scientific research, talent training and other activities in university. References | Related Articles | Metrics

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Testing the “Thresholds” of High School Students’ Learning Motivation, Learning Pressure and Subjective Well-being: An Example of S Province in East China Tian Wang, Qimeng Liu, Haifeng Luo, Jian Liu 2021, 39 (3):  59-70.  doi: 10.16382/j.cnki.1000-5560.2021.03.006 Abstract ( 183 )   HTML ( 150 )   PDF (929KB) ( 1475 )   Save High school students are generally believed not to enjoy a high level of physical and mental health and happiness due to the pressure of the College Entrance Examination. This phenomenon has attracted more and more attention from society, schools and families. Although many policies and measures for reducing burdens and stimulating students’ interest have already been implemented, they have not achieved the expected results, indicating that there may be more complicated relationships between learning motivation, learning pressure and subjective well-being than simple correlation. Using the online questionnaire to survey more than 14,000 high school students from a province in east China, the piecewise regression model (PRM) was used to explore the possible thresholds of learning motivation and learning pressure. The results show that learning motivation has more influence on students’ subjective well-being than learning pressure; and high school students with high learning motivation can feel the happiness of active learning. For high school students, it needs to be targeted to effectively improve the subjective well-being of students with higher learning pressure. Besides, it is necessary to focus on the academic development and healthy growth of high school students whose learning motivation and pressure are not up to standard. Figures and Tables | References | Related Articles | Metrics

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How Family Environment Influences Pupils’ Learning Performance? Based on Investigations on the Action Effect of “Home-School Co-education” in New Educational Experiment Fan Yang 2021, 39 (3):  71-83.  doi: 10.16382/j.cnki.1000-5560.2021.03.007 Abstract ( 263 )   HTML ( 425 )   PDF (828KB) ( 1269 )   Save The present research constructes the basic mechanism that family environment influences pupils’ learning performance. Data were collected from 770 pupils who engaged in “home-school co-education” and 726 pupils who didn’t engage in “home-school co-education” in New Educational Experiment schools through paired-sampled method. Using the methods such as structural equation model and multiple linear regression analysis, the results showed that the indirect effect of family environment on pupils’ learning performance through mediating variables such as the students’ learning engagement and school environment was significant. School environment had a significantly positive effect on students’ learning engagement and learning performance, and home-school interaction could significantly improve students’ learning performance. The home collections of pupils who engaged in New Education Experiment schools were significantly higher than those in the Non-new Education Experiment schools. The longer the schools participated in the “home-school co-education” of New Educational Experiment, the better the students’ reading performance and mathematics performance were. In order to strengthen the positive influence of the family environment on pupils’ learning performance, while taking basic factors such as students’ gender, age and school location into account, we can learn from the action experience of New Education Experiment to improve the pupils’ learning performance by creating family study, building literary campus, achieving a goal once a month and optimizing home-school cooperation. Figures and Tables | References | Related Articles | Metrics

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Can Physical Exercise Promote the Development of Teenagers’ Cognitive Ability? An Empirical Study Based on CEPS Chao Fang, Bin Huang 2021, 39 (3):  84-98.  doi: 10.16382/j.cnki.1000-5560.2021.03.008 Abstract ( 157 )   HTML ( 369 )   PDF (998KB) ( 844 )   Save Based on the data of CEPS (2014—2015), this paper empirically tested the impact of physical exercise on adolescents’ cognitive ability using OLS, QR and PSM. It is found that, first, according to OLS, the cognitive ability of adolescents who often participate in physical exercise is 0.149 higher than that of adolescents who do not often participate in physical exercise. When the pre-ability is controlled, the cognitive ability can be improved by 0.049 for every unit increase in the time that teenagers take part in physical exercise. Second, physical exercise has the strongest promoting effect on adolescents whose cognitive ability is in the middle, while the heterogeneity of physical exercise is characterized by “inverted V-shaped” curve by using the method of QR. Regular physical exercise could reduce the intra-group differences in cognitive ability at low and high scores by using the method of UQR. Third, school work is not the decisive factor for teenagers to participate in physical exercise, while watching TV, playing online games and other extracurricular activities constitute an extrusion relationship for teenagers to participate in physical exercise. Cultural capital, human capital and educational expectation are positively correlated with teenagers’ participation rate in physical exercise by using model Probit. Finally, the influence of physical exercise on cognitive ability and its average processing effect fall into the value range of [0.095, 0.117], while ignoring the selective deviation will result in high net effect of physical exercise by using PSM. Figures and Tables | References | Related Articles | Metrics

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Public Construction and Organization Growth of University Alumni Organization：Take Wuhan University Alumni Anti-epidemic Emergency Rescue Action as an Example Zhimin Luo, Chunlian Chen 2021, 39 (3):  99-110.  doi: 10.16382/j.cnki.1000-5560.2021.03.009 Abstract ( 76 )   HTML ( 114 )   PDF (873KB) ( 348 )   Save For quite a few years, alumni organizations have become objects of restricted development due to fear of being involved in “Bangquan Culture”, and their functions are mostly limited to personal friendship and raising funds for HETs. Looking at the emergency rescue action case of Wuhan University alumni organization during COVID-19 in 2020, it can be found that the alumni organization could adjust its action demands timely in response to the changes in social demand under the determined role. Alumni organization used the “alumni identity” as the credit basis required of a large-scale alumni call, and could quickly make a response and take coordinate actions driven by some alumni leaders so as to complete the public construction in the process of producing various public products. The public growth of alumni organizations would promote their organization growth simultaneously, that is, the organizational structure from “alumni association of alumni”and “alumni association of university” to “alumni association of society”, the organizational function from “personal friendships” and “mutual indebtedness” to “public welfare”. The case shows that alumni organizations have giant potentials and advantages that other social organizations do not own in providing social public products. Therefore, the role of university alumni associations should be reviewed. Figures and Tables | References | Related Articles | Metrics

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The Olin Effect in School Management on Emerging Engineering Education: Small in Size but Large in Impact: A Conversation Between President Richard K. Miller,Wang Lianjiang and Yu Haiqin K. Miller Richard, Lianjiang Wang, Haiqin Yu 2021, 39 (3):  111-126.  doi: 10.16382/j.cnki.1000-5560.2021.03.010 Abstract ( 149 )   HTML ( 228 )   PDF (807KB) ( 713 )   Save Olin College is small in size and young in age, but extraordinary in achievement. Beginning with the remarkable achievements made in the short period of 20 years since the founding of Olin College of Engineering in 1997, the interview was carried out with a focus on the following three themes: how to choose the right people; how to create synergy among the students, the school and the parents; and how to anticipate the future. In this profound and impressive interview, President Miller attributed Olin’s success to being in the right place at the right time and having the right people. He pointed out the true meaning of learning as joining passion and hard work together, and regarded teamwork as the secret weapon to cultivate learning. At the same time, he stressed his aim to lead Olin students appealing to the “heart” as well as the “head.” President Miller also elaborated on forming the Olin Conductorless Orchestra (OCO), implementing the new faculty assessment system, considering five mindsets in selecting candidates for admission, “Olinizing” the curricula at MIT, embarking on an even grander mission—a “Mars shot,” and analogizing the curriculum to a backpack. After reading this interview, readers can see Olin’s four pillars of success: Olin Strength, Olin Wisdom, Olin Approach and Olin Strategy. References | Related Articles | Metrics