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20 May 2021, Volume 39 Issue 5 Previous Issue    Next Issue

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Jiaoyan: the Treasure in China’s Education Kai-ming Cheng 2021, 39 (5):  1-11.  doi: 10.16382/j.cnki.1000-5560.2021.05.001 Abstract ( 203 )   HTML ( 576 )   PDF (630KB) ( 548 )   Save The Chinese term jiaoyan literally means “study of teaching”, but this article argues that it is a notion that encompasses teachers’ professional characteristics. The article attempts to analyse the Chinese system of jiaoyan using a framework that is commonly understood in the west, in English speaking communities in particular. Systems of education are everywhere, but systemic institution for teaching is rather unique to China. It is where teachers realise their professional identity and fulfil their professional needs – professional knowledge, professional development, professional ethics, and so on. It is also virtually a Chinese version of the General Teaching Council where teachers assume their professional status. The inclusion of research in jiaoyan is also rather unusual, which is a drive for teachers’ continuous self-renewal. It is a treasure that should not be taken lightly, and should look forward to new levels of development. References | Related Articles | Metrics

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The Effects of District-level and School-level Teaching-research Activities on Student Achievement: Evidence from Haidian District of Beijing Yi Wei, Bin Luo, Xiuyan Lin, Zhijun Yang, Meng Wang 2021, 39 (5):  12-54.  doi: 10.16382/j.cnki.1000-5560.2021.05.002 Abstract ( 142 )   HTML ( 304 )   PDF (2067KB) ( 1004 )   Save Teacher professional development is one of the key factors to ensure the quality of school education and student achievement. With the increasing emphasis on teacher professional development, policymakers around the world have paid more and more attention to the effectiveness study of teacher professional development. Using high school student achievement and transcript data linked to their subject teachers and school from Haidian district in Beijing during 2016—2019, this study applied the Value-Added Model, Hierarchical Linear Modeling (HLM), and Structural Equation Modeling (SEM) to examine the effects of teachers’ participation in district-level and school-level teaching-research activities on teaching practice, teachers’ self-efficacy, and student achievement in standardized high-stakes testing. The findings show that: (a) the degree of teachers’ participation in district level teaching-research activities has a significant positive impact on students’ performance, in which the effects of activities focusing on the subject and curriculum content knowledge is particularly significant; (b) teachers with a higher degree of participation in district-level teaching-research activities have a higher sense of self-efficacy, and they tend to use more inquiry-based, student-centered teaching practice and adopting more diversified evaluation strategies; (c) the degree of teachers’ participation in school-based teaching and research activities also has a significant positive impact on students’ performance, and the role of informal communication between teachers is also important; (4) district-level teaching-research activities also affect classroom teaching practices indirectly by improving teachers’ participation in school-based teaching-research activities. Figures and Tables | References | Related Articles | Metrics

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The Provincial Comparison on Quality and Equity of Teaching-Research Work from Teachers’ Perspective Chen Xie, Hongbiao Yin 2021, 39 (5):  55-67.  doi: 10.16382/j.cnki.1000-5560.2021.05.003 Abstract ( 103 )   HTML ( 275 )   PDF (862KB) ( 504 )   Save In order to improve K-12 teaching-research work in the new era, it is necessary to identify the current state and problems of teaching-research system across China. However, few empirical studies have examined the quality and equity of teaching-research work across the country, especially from the perspective of teachers for and with whom the teaching-research system works. Based on the data of a representative teacher sample collected from 30 provinces (N=47, 620), this study constructed the teaching-research quality index and the teaching-research equity index, and computed these two indexes’ scores for 30 provinces. The study found that: (a) all provinces with higher scores in the teaching-research quality index are from the East and the Northeast, and the provinces from the Northwest, the Southwest, and the South usually have lower scores; (b) the teaching-research equity index scores appear not to be related with geographical distribution, and Shanghai and Zhejiang win the best scores; (c) the regression analysis results show that the teaching-research quality index scores depend on the working style of teaching-research (professional vs. administrative leadership), the ratio of teachers to teaching-research officers, and years of teaching-research experiences, and the teaching-research equity index scores are related to the working style of teaching-research. Teachers’ perceptions of teaching-research work should be used as an important way to evaluate K-12 teaching-research. Our findings have implications for the improvement of teaching-research system and practices in future. Figures and Tables | References | Related Articles | Metrics

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Research on Competency of Teaching-research Officers: Construction and Application of Multi Structure Level Model Shengquan Luo, Jiali Zhao 2021, 39 (5):  68-84.  doi: 10.16382/j.cnki.1000-5560.2021.05.004 Abstract ( 104 )   HTML ( 129 )   PDF (1124KB) ( 515 )   Save Teaching-research officers play an important role in teaching reform of basic education, improved quality of regional education and the transformation and development of teaching research. Their competency level can directly affect the teaching-research system, teaching-research theory or teaching-research practice, and determine the construction of teaching-research system with Chinese characteristics. In order to identify the professional characteristics and outstanding professional performance of teaching-research officers, their competency structure was difined, based on mathematical evidence-based thinking and combined with behavioral event interview, questionnaire survey and other methods. Also, a theoretical model of teaching-research officers' competency was constructed, including professional knowledge, curriculum construction, teaching development, scientific research, organizational leadership and professional quality. Then we used this model to explore the development level and function mechanism of teaching-research officers. We find that they are generally competent for teaching and research work, outstanding in professional quality, teaching development and organizational leadership, but with unstable performance in curriculum construction and scientific research. In order to confirm the different performance of the competency development, under the guidance of big data concept and algorithm thinking, we used cluster analysis, correlation analysis, regression analysis and other methods to explore the sample data. It is found that there are obvious differences in competency development among teaching-research officers and there are three types of officers: "passive and survival ", "happy and potential" and "active and strong". In addition, the mechanism of faculty member competency is also clarified. It's found that faculty member self-efficacy has a direct impact on competency, and organizational climate mainly affects competency through faculty member self-efficacy. At present, in order to promote the innovative application of the competency model, we can focus on the construction of teaching-research theory discourse system with Chinese characteristics, meet the development requirements of teaching-research system of basic education in the new era. It's also important to improve the in-out mechanism of “selection, evaluation and appointment” and support the transformation of teaching-research officers with high-quality professional and innovative vision. Figures and Tables | References | Related Articles | Metrics

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Tracing Back to the Root: Teaching Research Originated from the Local Practice in China Yuexia Liu 2021, 39 (5):  85-98.  doi: 10.16382/j.cnki.1000-5560.2021.05.005 Abstract ( 158 )   HTML ( 137 )   PDF (823KB) ( 505 )   Save The idea of teaching research has long been regarded as imported and the result of “copying the Soviet Union” since the founding of PRC, rather than a unique experience and fine tradition of basic education in China. Based on the review of some documents since the establishment of the modern educational system in the late Qing Dynasty, especially some school archives during the period of the Republic of China, it is found that the idea of teaching research originated from local practice in China, the seeds of which sprouted even before the implementation of the new educational system in the late Qing Dynasty. Then influenced by the new educational thought, guided by the government policy, and promoted by the education pioneers, experimental studies were conducted in a number of new schools in the Republic of China to adapt to new teaching approaches, and gradually a more systematic and institutional mode of teaching research was formed. The concept of teaching research in China is not the result of “learning from Russia”, but an inheritance of excellent Chinese teachers’ professional moral culture for thousands of years, and the exploration has made great contribution to the theory and practice of teachers’ professional development. References | Related Articles | Metrics

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Viewing the Positioning of Teaching-research Functions from the “Merging of Teaching-research Institutions”: Based on the Concept of “Teaching-research” Perspective Huimin Hu, Jie Ma, Xiangxin Zhang 2021, 39 (5):  99-107.  doi: 10.16382/j.cnki.1000-5560.2021.05.006 Abstract ( 99 )   HTML ( 123 )   PDF (720KB) ( 600 )   Save In recent years, with the consolidation of teaching-research institutions and other departments, the function of teaching-research is weakened and the administrative function is becoming more and more obvious. From the perspective of the evolution of the concept of “teaching-research”, the generalization of the concept of “teaching-research” is closely related to the weakening of its function. Therefore, the premise of solving the problem of teaching-research function is to clarify the original meaning of the concept of “teaching-research”. Based on this, this paper argues that the following relations should be handled properly. First, shift the relationship between “teaching” and “learning”, from “teaching-oriented” to “teaching for learning”. Second, the relationship between “teaching” and “curriculum” should be changed from “teaching” to “curriculum”. Thirdly, in terms of the relationship between “experience” and “theory”, we should move from “discussing facts” to “theoretical guidance”. Figures and Tables | References | Related Articles | Metrics

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The Evidence-based Transformation of Teaching Research: Preliminary Discussion on Basic Concepts Hongliang Dong 2021, 39 (5):  108-115.  doi: 10.16382/j.cnki.1000-5560.2021.05.007 Abstract ( 112 )   HTML ( 140 )   PDF (524KB) ( 508 )   Save In order to better realize the evidence-based teaching research transformation, it is necessary to investigate the basic concepts related to this transformation. The professional particularity of teaching research work lies in “teaching guidance”. The on-the-spot and interactive characteristics of “teaching guidance” not only put forward requirements for the main research methods of teaching research personnel, but also provide guidance for the expansion of the connotation of “evidence”, “argumentation” and other related concepts, and prompt us to pay attention to the key issues such as the source of evidence, the type of evidence, the continuity of evidence, the form of argumentation, and the acceptance of evidence. References | Related Articles | Metrics

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The Historical Context and Multiple Perspectives of Research on Chinese Teaching-research Officers Wei Shen, Tianci Sun 2021, 39 (5):  116-129.  doi: 10.16382/j.cnki.1000-5560.2021.05.008 Abstract ( 156 )   HTML ( 133 )   PDF (741KB) ( 597 )   Save Chinese teaching-research officers are regional teaching quality assurance staff, making contribution to the implementation of basic education curriculum, teaching improvement and teacher development. With more and more prominent status and functions of teaching-research officers, research on them tends to develop prosperously. The research on teaching-research officer’s role, teaching-research work and activity, as well as their capacity and development has gone through an interlaced process of conceptual discussion and historical analysis, institutional concern and empirical research, and international comparison and local argumentation. Among the extant research, the research on teaching-research officer’s role started earlier whereas the paradigm transformation becomes the new research hotspot. The multi-line research raises three important research questions: the origin of Chinese teaching research system, the role and status of Chinese teaching-research officers, and the core functions and key competence of Chinese teaching-research officers. In the future, the research of teaching-research officers should promote the transformation of their functions through the study of system and mechanism, analyze the transformation of paradigm on the basis of teaching research, and establish the professional standards of teaching-research officers from the perspective of international comparison. References | Related Articles | Metrics