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20 August 2021, Volume 39 Issue 8 Previous Issue    Next Issue

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On the Governance Function of Educational Evaluation and Its Self-reflexive Stance Zuoyu Zhou 2021, 39 (8):  1-19.  doi: 10.16382/j.cnki.1000-5560.2021.08.001 Abstract ( 94 )   HTML ( 717 )   PDF (941KB) ( 325 )   Save In the perspective of inter-subjectivity, edcational evaluation is a ubiquitous value processing, and sense-making as well. There are different combinations between formal and informal education and formal and informal evaluation. The formal evaluation of formal education plays the role of direction to the professional development in educational evaluation. Any educational evaluation is executed in a specific field. Therefore, it is context bounded. Educational evaluation is an instrument of governance, sharing the functions of governance. At the different governance level, from individual to organization, state and the international communities, evaluation has the different contents. Good governance is a kind of evaluation at the state level. It also has the directory value for the educational governance. Evaluation itself is the object of governance, while it has the function of governance. Educational evaluation should stick to the self-reflexive stance, keeping itself under re-evaluation. On the one hand, the meta-evaluation awareness should be raised. On the other hand, it should be on the alert against behaviorism, economism, localism and opportunism in the evaluation exercises. Figures and Tables | References | Related Articles | Metrics

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The Theoretical Framework, Development and Future Prospect of Smart Education Xiaoqing Gu, Hua Du, Hongchao Peng, Zhiting Zhu 2021, 39 (8):  20-32.  doi: 10.16382/j.cnki.1000-5560.2021.08.002 Abstract ( 134 )   HTML ( 709 )   PDF (1222KB) ( 837 )   Save With the development of modern information technology including mobile Internet, big data and artificial intelligence, we are stepping into an era of rapid transformation. And great and unprecedented changes have taken place in the educational field. Smart education is the inevitable choice of education from the traditional era to the digital era and even the future exponential era. With the opportunity of the conference “educational reform and innovation towards the era of smart education and academic thought of professor zhi-ting Zhu”, this paper summarizes the theoretical framework, development stage and future prospect of smart education. At the same time, it also points out the three stages in China. Through drawing the outline, we hope to grasp the overall situation of smart education and provide useful reference for the follow-up research. Figures and Tables | References | Related Articles | Metrics

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Smart Teaching Strategy: The Engineering-Centered STEM Driving Problem Design Yanyan Sun, Fengshen He 2021, 39 (8):  33-44.  doi: 10.16382/j.cnki.1000-5560.2021.08.003 Abstract ( 62 )   HTML ( 686 )   PDF (986KB) ( 349 )   Save STEM education originates from the pragmatic national policy of the U.S and aims to cultivate students' comprehensive competencies of 21st century skills such as problem solving abilities, innovation abilities and teamwork abilities through interdisciplinary learning. In recent years, while STEM education is flourishing in China, there are problems such as immature curriculum system, ineffective teaching design, and disjunction from STEM education to subject knowledge. In order to solve these problems, this research focuses on the key elements of the STEM curriculum - the design of the driving problem based on the engineering design process, discussed the structure and basic features of a problem, and analyzed relevant cases, . In the STEM curriculum. The driving problem based on the engineering design process should be ill-structured, closely related to the situation, dynastic, and have domain relevance. The three key elements of the problem—Givens, Obstacles, and Goals—can be transformed into key elements of the curriculum design through integration with the engineering design process. The implications of the design of driving problems based on the engineering design process on STEM education practice include: interdisciplinary team building, the alternative evaluation methods, and the STEM curriculum ecological community formed by multiple groups. Figures and Tables | References | Related Articles | Metrics

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How is data-driven precision teaching possible? From the perspective of cultivating teacher’s data wisdom Xiaoling Peng, Bian Wu 2021, 39 (8):  45-56.  doi: 10.16382/j.cnki.1000-5560.2021.08.004 Abstract ( 98 )   HTML ( 127 )   PDF (1133KB) ( 466 )   Save The concept of precision teaching has become an international consensus, and wisdom education environment generating huge amounts of multimodal learning also make data-driven precision teaching paradigm possible. However, there are still many challenges in the practice of using data to solve complex teaching problem, the breakthrough is to cultivate teachers’ data wisdom. This article answers three questions from the perspective of teachers’ data wisdom: what is it, how to cultivate it, and what are the influencing factors. First of all, data wisdom is the integration of teaching practice experience, data analysis skills and learning sciences. Its connotation lies in the progressive transformation from data to wisdom. On the basis of clarifying that the realization path of data wisdom is to master the cycle of data inquiry, this paper answers the question of “what” to cultivate, and constructs the cultivating path from pre-service to in-service. In the pre-service stage, we should weaken the discipline boundaries, reform the curriculum system, and create a “reality” learning environment. In the in-service stage, we should innovate training pattern, establish data practice community, and develop collective data wisdom in collaborative inquiry and reflective practice. Finally, considering that the cultivation of data wisdom is a complex and multi-lateral dynamic process, this paper analyzes the influencing factors and mechanism of data wisdom, provides a reference for the cultivation strategy of teachers' data wisdom, and puts forward the viewpoint of making good use of data wisdom. Figures and Tables | References | Related Articles | Metrics

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Research on Analysis of Knowledge Acquisition and Cognitive Ability Based on Rasch Model in Smart Education Fati Wu, Hao Tian, Yu Wang, Minsheng Fan 2021, 39 (8):  57-69.  doi: 10.16382/j.cnki.1000-5560.2021.08.005 Abstract ( 64 )   HTML ( 127 )   PDF (1224KB) ( 405 )   Save How to accurately and personally diagnose and evaluate learners is an important issue in the era of smart education. At present, the main method of learning diagnosis is still to evaluate the students’ knowledge acquisition through exam scores, ignoring the evaluation of students’ cognitive ability. So, it is not in line with the value of smart education, which emphasizes both knowledge transfer and ability cultivation. Based on the Rasch model, this study explored a method for mining students’ cognitive ability via exam scores. Took the political course as an example, set up a monthly exam paper, and compiled a two-way specification table to mark the knowledge point attribute and cognitive ability attribute. The data of 195 students were collected and the Rasch model was used to analyze the knowledge of each student behind the scores and to determine the students’ achievement of each level of cognitive ability. At the same time, according to the analysis results, radar images were generated for visual output, and the normalization of student cognitive analysis in the blended classroom was realized. This study provided a new way of the accurate diagnosis in smart education. Figures and Tables | References | Related Articles | Metrics

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An Application of a PBL+CT Teaching Model in Primary Mathematics for Cultivating Students’ Computational Thinking——Taking “How to Enclose the Largest Area” as an Example Yi Zhang, Jue Wang, ling Xie, Dandan Wang, Xing Li, Wei Mo 2021, 39 (8):  70-82.  doi: 10.16382/j.cnki.1000-5560.2021.08.006 Abstract ( 62 )   HTML ( 152 )   PDF (1044KB) ( 1264 )   Save “Computational thinking” has been an important indicator for evaluating students’ high-order thinking in K-12 education in recent years. It has common thinking modes with mathematics thinking in many fields such as problem-solving. Therefore, developing computational thinking in mathematics has become a global trend. A three-layer “PBL+CT” theoretical model in primary school mathematics to develop students’ computational thinking is built. In the model, the content layer is PISA-oriented and drives teaching through the problem, the teaching layer is the mathematical model of non-programming plugged that integrates with computational thinking elements and constructs the problem-solving teaching procedure, and the goal layer is of computational thinking in relevant to the six core skills of decomposition, abstraction, algorithmic thinking, critical thinking, problem-solving, and collaborative learning. The course How to Enclose the Largest Area in primary mathematics was taken as an example, specific teaching designs and implementations in terms of the theoretical model were conducted, and the effectiveness of the model was verified in this research. Classroom observations, questionnaires, self-assessments, and interviews were used to verify the effectiveness of the model in promoting the development of computational thinking in primary students. It is found that the “PBL+CT” teaching model in primary school mathematics can significantly cultivate students’ computational thinking, especially in the fields of decomposition, algorithmic thinking, and collaborative learning. Based on the results, the research further summarizes and reflects on the mathematics teaching of “PBL+CT” to promote the development of students’ computational thinking in primary school. Figures and Tables | References | Related Articles | Metrics

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On the Construction of Teacher Education Discipline in the Age of Involution Baoxin Long 2021, 39 (8):  83-93.  doi: 10.16382/j.cnki.1000-5560.2021.08.007 Abstract ( 60 )   HTML ( 134 )   PDF (709KB) ( 260 )   Save Involution is a kind of anxious state mixed superficial prosperity with virtual standstill in discipline development. Teacher education discipline just is at the critical point of discipline involution whose direct manifestations are false prosperity, superficial strength and blind scale expansion. Paradigm mutations of discipline constitutes fundamental principle to break the development path dependence of teacher education discipline, whose starting points are to select growth point, to activate the growth momentum and to deal with the internal and external relations of the discipline. Chinese teacher education discipline meets the new chances for discipline change of teacher education in which urgent social need, expanding researcher body while accumulating knowledge are expanding extremely. In future, the action strategies are as following, that is, activating hot discipline pints, tamping discipline basis, releasing discipline energy and purifying discipline matrix. Figures and Tables | References | Related Articles | Metrics

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Breaking Barriers: A Strategic Choice to Promote the Modernization of Education Governance at a High Level Wenjie Yang, Guorui Fan 2021, 39 (8):  94-106.  doi: 10.16382/j.cnki.1000-5560.2021.08.008 Abstract ( 46 )   HTML ( 122 )   PDF (799KB) ( 316 )   Save The governance of education has shifted from “management” to “governance”; from “project-based reform based on specific problems” to “systemic change based on system construction”, from “modernization of educational governance” to “modernization of high-level educational governance”, the concept, method and goal have been changed.In recent years, China has conducted many explorations in the process of education governance modernization and accumulated many useful experiences. The transformation of government functions has been further strengthened; the main body status of schools has become more prominent; and the ability of social organizations to participate has increased. But at the same time, the concept and awareness of education governance still need to be strengthened, the power boundary of education governance is blurred, the school self-sponsored learning mechanism needs to be improved, the participation channels of social organizations are not smooth, the participation mechanism is not perfect, and the education rule of law and education system system needs to be further improved.There is still a considerable gap between the advantages of education system and the effectiveness of educational governance. To promote the modernization of education governance at a high level, it is necessary to focus on providing education to the satisfaction of the people, to stimulate the vitality of all educational subjects, to transform the government’s functions, to improve the capacity and effectiveness of education governance, to deepen the reform of the combination of decentralization, management and service, to focus on decentralization and empowerment, to promote the separation of management, administration and evaluation as the basic requirements, to strengthen source governance, legal governance, coordinated governance, system governance, and intelligent governance.In order to achieve a revolutionary breakthrough, we will build a standardized, coordinated and efficient long-term governance mechanism. References | Related Articles | Metrics

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Jurisprudential Basis of Educational Power Hao Yu, Xiaojun Zheng 2021, 39 (8):  107-115.  doi: 10.16382/j.cnki.1000-5560.2021.08.009 Abstract ( 53 )   HTML ( 153 )   PDF (674KB) ( 488 )   Save There are some limitations in the compound structure of the right and obligation to receive education in the constitution, such as the proposition that the right and obligation are corresponding is not completely valid. The improper establishment and implementation of educational power may infringe upon the right to education. In the context of power differentiation, education power can be divided into public power and private power. Sorting out the logic of the establishment and implementation of different types of educational power may help us to define the protection scope of the right to education in different normative systems more systematically and scientifically. It is essential to use the concept of the division between the public and private spheres to treat the educational power, and allocate the protection and control mechanism commensurate with the risk of infringement on the right to education. References | Related Articles | Metrics

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Can School Education Balance Equity and Quality? Xiaoyu Wei, Na Su 2021, 39 (8):  116-126.  doi: 10.16382/j.cnki.1000-5560.2021.08.010 Abstract ( 71 )   HTML ( 138 )   PDF (1301KB) ( 368 )   Save Achieving equity and quality is the goal of education policies in various countries. Governments at all levels in China always focus on the development of equity and quality in terms of education. Based on the data of China Education Panel Survey (CEPS), the study uses a hierarchical linear model to explore the relationship between the equity and quality of school education in junior middle school. The results indicate that: from the perspective of quality, after removing the influence of students’ background factors and school composition factors, the promotion effect of each school on the development of students’ cognitive ability is significantly different; from the perspective of fairness, the promotion effect of each school on the development of students of different genders and cognitive ability bases is different; from the perspective of relationship between the quality dimension and the fairness dimension, some schools not only has high performance in promoting the development of cognitive ability of students but also excels at reducing the cognitive gap between students of different gender or cognitive ability.This demonstrates that school education could balance equity and quality. Figures and Tables | References | Related Articles | Metrics