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01 July 2021, Volume 39 Issue 7 Previous Issue    Next Issue

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Information Technology Revolution and School Education Reform: Reflection and Prospect Guangcai Yan 2021, 39 (7):  1-15.  doi: 10.16382/j.cnki.1000-5560.2021.07.001 Abstract ( 544 )   HTML ( 867 )   PDF (809KB) ( 878 )   Save The sudden outbreak of an epidemic in 2020 has aroused unprecedented attention to educational technology. From a historical viewpoint, there is indeed an interactive relationship between technological progress and school education. While technology promotes the transformation of teaching forms and methods, it constantly seeks development space from the social needs of education. However, technology has never fundamentally shaken the relationship configuration of tutor-student dialogue in education. Due to certain characteristics of contemporary information technology, some people expect to deconstruct and even subvert all traditional models, but its effect in reality is not ideal. At least for the present and foreseeable future, the information technology revolution may not necessarily bring about a pedagogy revolution. The main factor causing various current paradoxes and dilemmas of modern education lies in the education systematism which embody social structure rather than technology. Technology does not necessarily manifest itself as an emancipatory force. It may promote the amplification and involution of the existing functions of education, and may also cause the attenuation and alienation of the inherent value attributes of education. Therefore, we need to be open and cautiously optimistic about technological intervention and application. Figures and Tables | References | Related Articles | Metrics

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The Evolution of Digital divide: from Access to Engagement——Based on the Undergraduate Online Learning Survey during Covid-19 Jiao Guo 2021, 39 (7):  16-26.  doi: 10.16382/j.cnki.1000-5560.2021.07.002 Abstract ( 577 )   HTML ( 601 )   PDF (811KB) ( 913 )   Save The original operational definition of digital divide is the difference in information technology penetration rate among subgroups by social economic background. The recent evolving trend of digital divide is the gradual shift in its primary criteria from the external access to internal engagement. Based on a large sample of 64,949 undergraduates from 39 universities in Shanghai, the current study found that the original digital divide nearly closes, for only the students living in villages or towns purchased more laptops or broadband services than urban students during Covid-19. The new digital divide, however, deserves more attention. Female students more frequently read novels or play games during online courses than males. First-generation college students are more difficult to focus and engage in online learning than second-generation college students. Rural students face more challenges in all above-mentioned six dimensions. After controlling other variables in regression models, the internet access has little impact on the self-evaluation of online learning outcomes, while the usage preference and learning engagement measured as the new digital divide are statistically significant and have relatively larger effect sizes. Figures and Tables | References | Related Articles | Metrics

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Research on the Correlation of Teachers’ e-Readiness and Students’ Learning Effect: the Mediation Effect of Learner Control and Academic Emotions Honghong Cai 2021, 39 (7):  27-37.  doi: 10.16382/j.cnki.1000-5560.2021.07.003 Abstract ( 347 )   HTML ( 589 )   PDF (808KB) ( 874 )   Save In order to explore the influence and mechanism of teachers’ e-readiness on the graduate students’ online learning effect, the research basing on the control-value theory employed a structural equation model to analyze the survey data. The results showed that teachers’ e-readiness not only had positive effect on graduate students’ online learning effect, but also through the independent mediating effect of learner control, academic emotions and the chain mediating effect of “learner control and academic emotions” indirectly predicted graduate students’ online learning effect respectively. At the same time, the total indirect effect was slightly larger than direct effect. Among the three specific indirect effects, the independent indirect effect of learner control was the largest. The results of this research suggest that, online teaching training should be provided for teachers, teachers’ e-readiness and the quality of online courses should be improved; it is critical to assess graduate students’ learner control on online learning, as well as provide adequate guidance for them. At last, attention should be paid to the graduate students’ academic emotions online learning, negative academic emotions should be intervened in time. Figures and Tables | References | Related Articles | Metrics

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An Exploration of the Relationships between Interactive Forms of Online Course Teaching and Students’ Learning Engagement Siyao Wang 2021, 39 (7):  38-49.  doi: 10.16382/j.cnki.1000-5560.2021.07.004 Abstract ( 639 )   HTML ( 132 )   PDF (867KB) ( 933 )   Save Teaching interaction is not only the key to the re-integration of online teaching and learning, but also an important factor affecting students’ engagement in online learning. As one of the special interactive modes in synchronous classroom, video interaction also has an important influence on the relationship between teaching interaction and students’ online learning engagement. Based on the survey data of 15441 postgraduates from 30 universities, this study conducted structural equation model and hierarchical multiple regression model to analyze the relationship between online teaching interaction on learning engagement. The results showed that learner-learner interaction, learner-teacher interaction, and learner-content interaction of online courses can positively predict students’ behavioral engagement, cognitive engagement and emotional engagement, respectively. The results also indicated that learner-learner video interaction positively moderates the relationship between teaching interaction and behavioral engagement, teaching interaction and cognitive engagement, and teaching interaction and emotional engagement. However, learner-teacher video interaction had no significant influence on the relationship between teaching interaction and learning engagement. In the future of online education, students’ online learning engagement can be promoted by creating a social interaction environment, enriching interactive content, triggering interactive events, and ensuring the quality of video interaction. Figures and Tables | References | Related Articles | Metrics

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Mixed-methods Inquiry into Interpersonal Interaction in Online Teaching——The Perspective of Shanghai University Teachers Linlin Li 2021, 39 (7):  50-61.  doi: 10.16382/j.cnki.1000-5560.2021.07.005 Abstract ( 241 )   HTML ( 120 )   PDF (939KB) ( 624 )   Save Interpersonal interaction is a key factor affecting the effectiveness of online teaching. The SOTL-T project analyzed the characteristics and effects of the negative aspects of online teaching through a questionnaire survey of 8850 university teachers and 23 in-depth interviews with teachers. The study found that: In terms of interactive media, text interaction accounts for the largest proportion because of its retention and visibility. The written expression ability is exercised through careful consideration of words and sentences, and there is a trend of emoticon assistance and conciseness. Audio and video interactions have high requirements for internet speed and in-depth performances. Due to the pressure of image decoration in the background, some teachers do not turn on the camera frequently. In terms of interaction time, the time characteristics of synchronous interaction and offline interaction show some similarities in respect of time rigidity, short intervals, clear boundaries, uniform rhythm and single direction. Also, time utilization efficiency is relatively high. In contrast, the time rigidity of asynchronous interaction is weak, the interval is long, the boundary is blurred, the rhythm can be adjusted, and it can be undone and edited. The time efficiency is lower. In terms of interactive space, the dispersion of online teaching space limits the diversity and sufficiency of interaction, but also it can form a safe distance for anonymous protection. In courses with special space requirements, online teaching shows unique advantages or disadvantages. More than half of the teachers believe that the frequency and effect of interpersonal interaction in online teaching are lower than offline teaching. Teacher-student interaction is worse than student-student interaction. Based on analytical results, the research suggests possible actions in future for universities, teachers, and platform developers. Figures and Tables | References | Related Articles | Metrics

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The Historical Narrative of Founding of the University of Berlin and Humboldt’s Educational Concept Yuan Xun 2021, 39 (7):  62-71.  doi: 10.16382/j.cnki.1000-5560.2021.07.006 Abstract ( 534 )   HTML ( 370 )   PDF (700KB) ( 754 )   Save Based on an outline of basic facts about foundation of the Humboldt University of Berlin drawing from multiple historical narrative texts, this article critically analyzes some historical narratives such as suspecting of status and role of Humboldt on establishing the Berlin University, construction and deconstruction of “Humboldt myth”, and points out that the establishment of the Berlin University is the result of collective consensus reached and put into collective action by the educated intellectuals of Germany represented by Humboldt on the establishment of a new university that embodies the German spirit, morality and cultural mission. The various historical narratives about Humboldt’s founding of the University of Berlin and his educational concepts, although all of them are one-sided in constructing the whole from parts, reflect the construction, reflection, and criticism of modern university values in the two dimensions of cognition and politics by German intellectuals in different eras. References | Related Articles | Metrics

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A Study on the Relationship between Parental Learning Involvement and Academic Performance of Primary and Secondary School Students——Based on the Analysis of a Moderating Model with Mediator about Parent-Child Relationship and Students’ Learning Confidence Jiazhe Li, Yongmei Hu 2021, 39 (7):  72-83.  doi: 10.16382/j.cnki.1000-5560.2021.07.007 Abstract ( 764 )   HTML ( 155 )   PDF (864KB) ( 1260 )   Save Family education has an important impact on the academic performance of primary and secondary school students. Using HLM model and path analysis model to discuss the influence effects and influence mechanism of parental learning involvement on their children’s academic performance, we have gotten the following conclusions. Firstly, as the frequency of parental learning involvement increases, the academic performance of primary school students will be improved, while that of secondary school students shows a trend of “Inverted U-shaped”. Secondly, for primary school students with better parent-child relationships, the more parental learning involvement is conducive to the improvement of their children’s academic performance, but for primary school students with poor parent-child relationships and secondary school students, parents should moderately control the frequency of their learning involvement to promote children’s academic performance. Thirdly, learning confidence plays a mediating role between parental learning involvement and students’ academic performance for both primary and secondary school students. Fourthly, parent-child relationship plays a moderating role between the frequency of parental learning involvement and the learning confidence of primary and secondary school students, then to have a positive effect on students’ academic performance. Therefore, we suggest that parents of primary and secondary school students should build a harmonious parent-child relationship, and parents of secondary school students should control the frequency of learning involvement reasonably, adopt learning involvement methods suitable for children and strive to improve the quality of learning involvement. In addition, in the process of parental learning involvement, parents should encourage children more to improve their academic confidence. Figures and Tables | References | Related Articles | Metrics

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Evaluate Teaching Performance by Residuals of Student Achievement Wanpeng Lei, Hongmei Ma, Huaming Huang 2021, 39 (7):  84-91.  doi: 10.16382/j.cnki.1000-5560.2021.07.008 Abstract ( 181 )   HTML ( 122 )   PDF (754KB) ( 462 )   Save Error-component analysists argue that after netting out the effects of student background, teacher credentials and school characteristics, the residuals of test scores generated by subtracting predicted values from the class-level mean can be regarded as teachers’ effect on pupils’ achievement. The paper tests this idea by using self-collected teacher-student matched data from Hubei and Guangdong province. Residual analyses show that, (1) Marginal effects of teaching performance of teachers instructing Chinese Language Art, Math and English are among 0.3?0.5 standard deviations, among which the magnitude of Math teachers’ effect is the largest. (2) There are huge individual differences among teachers in terms of teaching performance. If a teacher of average quality were replaced by the most effective one, the whole class would witness a net gain of 0.3?1.0 standard deviations. On the contrary, if he or she were replaced by the worst colleague, mean performance of the class he or she taught would go down by 0.5?0.7 standard deviations. Policy implications of this article are obvious with regard to evaluating teachers’ performance. Figures and Tables | References | Related Articles | Metrics

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An Analysis on the Influencing Factors of Rural Teachers’ Willingness of the Role Play of New Rural Sages in the Rural Revitalization Strategy Zhengde Xiao 2021, 39 (7):  92-106.  doi: 10.16382/j.cnki.1000-5560.2021.07.009 Abstract ( 231 )   HTML ( 127 )   PDF (745KB) ( 352 )   Save The strategy of Rural Revitalization expects rural teachers to play the role of new rural sages actively. To fulfill this cultural responsibility, rural teachers need not only knowledge, ability and prestige, but also strong will to serve the Rural Revitalization Strategy. The results show that the willingness of rural teachers to serve the Rural Revitalization Strategy is still in a low state; The gender, age and origin of rural teachers have significant differences in their willingness to serve the Rural Revitalization Strategy; Rural teachers’ professional watch, local feelings and public spirit are positively related to their willingness to serve the Rural Revitalization Strategy. Therefore, the Rural Revitalization Strategy calls for rural teachers to keep their professional beliefs, cultivate local feelings, invigorate the public spirit, enhance the willingness to serve the Rural Revitalization Strategy, and actively play the exemplary and leading role of new rural sages. Figures and Tables | References | Related Articles | Metrics

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Targeted Poverty Alleviation in Education: Effect Evaluation of the 10th Anniversary of Ledu “One Village One Preschool” Program Program China Development Research Foundation “One Village One Preschool” 2021, 39 (7):  107-126.  doi: 10.16382/j.cnki.1000-5560.2021.07.010 Abstract ( 139 )   HTML ( 137 )   PDF (1714KB) ( 238 )   Save To cure poverty first, to cure foolishness is a long-term strategy in the battle against poverty. In order to promote the development of children in poverty-stricken areas and explore effective ways to block the intergenerational transmission of poverty, China Development Research Foundation (CDRF), with the support of local governments and Administration Bureau, carried out an early childhood development project for children in poverty-stricken areas in Ledu County in 2009, including two projects of one village one preschool and nutrition package. With the continuous expansion of scale, improvement of quality and vigorous promotion by the local government, the one village one preschool project was scaling-up in 2016. Over the past 10 years since the implementation of the “One Village One Preschool project” program, a village-level preschool education service system has been put in place, significantly increasing the three-year gross enrollment rate of preschool education in poor areas. By the end of 2019, the three-year gross enrollment rate of preschool schools in Ledu District had exceeded 98 percent. Over the past 10 years, 8705 children in Ledu have graduated from mountain kindergartens and entered the compulsory education stage, benefiting more than 5400 families. The mountain village kindergartens have guaranteed nearly 30% of the poor rural students in the county, and the total per capita cost is only 1/6—1/8 of that of county-level public kindergartens. By the end of 2019, the “One Village One Preschool” program had been widely implemented in 33 counties in 11 central and western provinces, with more than 80000 children enrolled and more than 210000 people benefiting from it. The quality and effect of the "One Village One Preschool" program are ideal and practical. The development level, psychological characteristics, intelligence and learning ability of the children who benefit from the program are generally better than those who do not go to kindergartens and children in towns and villages, and some aspects are close to those in county-level public kindergartens. In terms of benefits, cost effectiveness, educational effect and social impact, the “One Village One Preschool” plan is an excellent project of targeted poverty alleviation through education, which embodies the basic public service value orientation of social justice. Figures and Tables | References | Related Articles | Metrics