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Table of Content

    01 August 2022, Volume 40 Issue 8 Previous Issue   
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    The Origin and Current Situation of Contemporary Chinese General Education: Also on the Significance of General Education Evaluation-adjustment Mechanism
    Xilin You
    2022, 40 (8):  1-8.  doi: 10.16382/j.cnki.1000-5560.2022.08.001
    Abstract ( 391 )   HTML ( 51 )   PDF (692KB) ( 439 )   Save

    The profound transformation of modern universities led by general education in return makes its development in a constant state of new challenges. Therefore, general education not only needs the guidance of advanced ideas, but also requires regular evaluation and adjustment. The emergence of contemporary Chinese general education in 2015 has evolved into a stage where new problems should be realized and solved. Due to the fact that it is not spontaneously formed locally, tracing back its origin becomes necessary when we hope to accurately evaluate contemporary Chinese general education to fit the inevitable changes of time and society. Three background contexts are to be mentioned: the urgent demand for innovative talents during the transformation of China’s economic growth model, the innovation on knowledge production and education mode in the era of knowledge economy and artificial intelligence, and the humanistic reflection on modernization. At present, the main problems and requirements are as follows: it is necessary to identify the specific objectives of general education with the efforts to separate it from various types of well-used educational patterns, to reasonably adapt the popular method of classic reading while properly approaching the idea of cultural conservatism within it, and to distinguish general education from academic education in order to avoid the rigid requirement of class hour in undergraduate study and the excess amounts of compulsory courses set without clear learning goals in major study. Most importantly in the long run is to build a regular evaluation-adjustment mechanism to promote the interaction between educational theory and social practice.

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    Governance Based on Community Criterion: Theoretical Origins and Practical Directions of Engineering Education Accreditation
    Weifeng Qiao, Yujia Wang, Sunyu Wang
    2022, 40 (8):  9-18.  doi: 10.16382/j.cnki.1000-5560.2022.08.002
    Abstract ( 172 )   HTML ( 44 )   PDF (772KB) ( 297 )   Save

    Accreditation of engineering education is one of the most important ways of quality assurance of engineering education in the world. As a criterion-referenced peer evaluation system, multiple tensions among stakeholders, including government, universities, and industry, are always implied in the engineering education accreditation system. Based on community criterion, the process of balancing and coordinating these tensions is also the process of governance of engineering education. This paper reviews the century-long development of engineering education accreditation from four aspects: theoretical origins, methodological shift, criterion-referenced logic, and institutional evolution, and makes an outlook on the future development trend of engineering education accreditation in the light of the revision of the international benchmark framework of Graduation Attributes and Professional Competencies (GAPC) of the International Engineering Alliance (IEA).

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    Critical Discourse Analysis Based on Self-introduction Corpus from Engineering Departments of Research Universities in China and USA
    Kaifu Zeng, Sunyu Wang, Liping Chen
    2022, 40 (8):  19-30.  doi: 10.16382/j.cnki.1000-5560.2022.08.003
    Abstract ( 210 )   HTML ( 42 )   PDF (741KB) ( 190 )   Save

    This paper researches what research universities’ engineering departments in USA and China frequently talk about in their self-introduction texts which are built as a corpus. Critical discourse analysis is used to find the hot words, word clusters and so on. The research finds that, first, the discourse mode of engineering education in the two countries is highly similar because of the title system, degree system and reward system. Second, in terms of educational concept, there are similarities and differences between the two countries in understanding the core concepts of engineering, research and engineer. Finally,the word “engineer” is not a hot word in the engineering education of both countries where engineers are educated.

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    Exploring The Cultivation Mode of Top-notch Innovative Talents in Undergraduate Education in The New Era:A Qualitative Study Based on TheTsien Excellence in Engineering Program’s 12 Years of Pilot in Tsinghua University
    Manli Li, Jinyu Wang, Quanshui Zheng, luping Xu
    2022, 40 (8):  31-43.  doi: 10.16382/j.cnki.1000-5560.2022.08.004
    Abstract ( 732 )   HTML ( 66 )   PDF (1708KB) ( 553 )   Save

    The direction of undergraduate education reform in research universities is one of the difficult problems in the reform and exploration of higher education in the past 20 years. This paper takes Tsien Excellence in Engineering Program (TEEP) in Tsinghua university, one of the pilot samples of China’s “Everest Plan”, as the research object, focusing on the pilot course and experience of undergraduate education in research universities in China. Based on a large number of static data such as official documents and meeting records across the past ten years of TEEP reform process, and dynamic data collected by researchers during the past two years including participatory observation, depth interview; etc, this paper comprehensively used the methods of archival research and case study. The study found that: compared with the traditional undergraduate education organization, TEEP has explored the “dual-axis driven” cultivation mode of “intensive course learning + advanced scientific research training” after more than a decade’s pilot practice. This paper reinterprets the core elements and operating mechanism of the “dual-axis driven” cultivation mode from its connotation and four dimensions: “systematic integration of knowledge and experience, logic of students’ time and space, interpersonal interaction between teachers and students, and self-construction of students”. The conclusion of this paper can provide theoretical framework and practical reference from different perspectives and value orientation for further promoting undergraduate education reform in research universities in the new era.

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    Research on the Development of High-quality Students-in-School in China
    Ruijun Wu, Xingxing Yin, Wenyao Yin
    2022, 40 (8):  44-56.  doi: 10.16382/j.cnki.1000-5560.2022.08.005
    Abstract ( 218 )   HTML ( 45 )   PDF (1007KB) ( 161 )   Save

    From the perspective of educational demography, high-quality student-in-school pattern is an important part of the high-quality development of education. Under the requirements of high-quality development of education, high-quality student-in-school pattern should have the characteristics of “five highs”: high attendance among school age population, high equity among groups, high balance among regions, high efficiency at all levels of school, high expected years of schooling. The data from the four national censuses from 1990 to 2020 show that the evolution of our country’s student-in-school pattern has the following characteristics and shortcomings. (1) The basic education age group has basically achieved “high attendance among school age population”, and insufficient school attendance is mainly manifested in the tertiary education age group. (2) The inter-group differences represented by gender differences have gradually become fair, and the trend that men’s inter-group differences will be lower than women’s in the future should deserve attention. (3) The pattern of regional imbalance in student-in-school pattern has not changed, and there is a large gap between urban and rural areas in the age group of high school and above. (4) At present, all levels of student-in-school pattern have entered a stage of development towards “high efficiency”, but overage school attendance is still prominent. (5) The expected years of schooling is still nearly one education level away from developed countries, the main nodes restricting “high expected years of schooling” in our country are the consolidation of student-in-school rate in high school and the improvement of the graduate enrollment rate. The research suggests that it is urgent to make up for the shortcomings of students-in-school pattern in the basic education, focus on promoting the development of tertiary education, to promote our country’s student-in-school pattern to the second and third high-quality progressive upgrades with the goal of entering the forefront of innovative countries in 2035.

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    The Impact of Family Cultural Capital on Students’ Reading Literacy: An Empirical Study Based on Multilevel Logistic Model
    Xiaohong Li, shan Wang, Chen Chen, Jie Yang, Xiangli Tang
    2022, 40 (8):  57-66.  doi: 10.16382/j.cnki.1000-5560.2022.08.006
    Abstract ( 360 )   HTML ( 59 )   PDF (745KB) ( 531 )   Save

    Based on the PISA2018 B-J-S-Z data, this study uses a multi-layer logistic model to analyze the impact of institutionalized family cultural capital, specific family cultural capital and objective family cultural capital on students’ reading literacy, and explores the urban-rural and gender differences of the impact on students’ reading literacy further. The results show that the increase of three kinds of family cultural capital will have a positive predictive effect on students’ reading literacy, but there are significant urban-rural and gender differences in the impact of different types on students’ reading literacy. The differences between urban and rural areas are as follows: institutionalized family cultural capital only has a significant impact on urban students’ reading literacy; in the objective family cultural capital, family educational resources have a significant impact on rural students’ reading literacy, and family cultural resources have a significant impact on urban students’ reading literacy. Gender differences are as follows: the family cultural resources of objectifying family cultural capital have a significant impact on girls’ reading literacy, but there is no significant impact on boys’ reading literacy.

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    How Boarding Schools Affect Student Mental Health?
    Po Yang, Zhiyi Yan
    2022, 40 (8):  67-82.  doi: 10.16382/j.cnki.1000-5560.2022.08.007
    Abstract ( 672 )   HTML ( 95 )   PDF (926KB) ( 830 )   Save

    In the past decades, with the roll-out of “school merging”, China has established an extensive boarding school system. Academia has different views on the relationship between boarding and children’s development, and the influencing mechanisms have yet to be discovered. Based on two waves of China Education Panel Survey (CEPS) data, this paper explores the impact of boarding school on students’ mental health. This paper finds that boarding school has a negative impact. The heterogeneity analysis shows that the negative impacts are larger for girls, rural students, students with parents living at home, and students from affluent families. To understand how boarding impacts mental health, this paper reports that boarding school affects students’ mental health by reducing parent-child interaction and increasing school bullying. Also, in boarding schools, peers’ negative emotions were also more contagious. Moreover, in schools with longer hours of studying and having more strict management, the negative impact tends to intensify. This study concludes that joint efforts from the school management, parent participation and social involvement are needed, in order to improve the education quality and management of boarding schools.

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    Where there is a Will, there is a Way: Heterogeneous Effects of Students’ Willpower on Cognitive Abilities
    Lei Zheng, Yu Sun
    2022, 40 (8):  83-95.  doi: 10.16382/j.cnki.1000-5560.2022.08.008
    Abstract ( 339 )   HTML ( 54 )   PDF (970KB) ( 531 )   Save

    According to the measurement framework of social and emotional skills proposed by Organization for Economic Cooperation and Development, willpower is an essential task performance skill. Willpower has comprehensive and lasting effects on individual’s development. Based on the China Education Panel Survey data, using OLS and GPSM model, this study finds that students’ willpower has significant positive effects on cognitive abilities. Quantile regression and interacting model further show the positive effects of willpower on cognition are heterogeneous at both individual and group levels. For students with lower cognitive abilities, or students in a class with lower average family socioeconomic status or academic abilities, improving willpower can develop cognitive abilities better. These findings provide schools with empirical evidence about strengthening cultivation of willpower and other task performance skills. They promote the value of willpower from the perspective of educational equity and have enlightening significance for current student evaluation reform.

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    Transport Infrastructure and Family Education Expectation: Empirical Analysis Based on “China Family Panel Studies”
    Qingfeng Cai, Guanchen Wu, Wuyuan Chen
    2022, 40 (8):  96-114.  doi: 10.16382/j.cnki.1000-5560.2022.08.009
    Abstract ( 190 )   HTML ( 53 )   PDF (883KB) ( 248 )   Save

    Based on the China Statistical Yearbook and the China Family Tracking Survey (CFPS), this paper investigates the impact of regional transportation infrastructure development levels on family education expectations. The study shows that transportation infrastructure is significantly and positively related to household educational expectations, and that improved transportation infrastructure can increase household willingness to participate in higher education. The mechanism study shows that transportation infrastructure affects family educational expectation through two channels: increasing family income, changing fertility concept and educational philosophy. Furthermore, the impact of transportation infrastructure development on family educational expectation is heterogeneous: in rural areas with less developed transportation infrastructure, areas with low average parental education, slow information flow, and families with lower social class, the relationship between transportation infrastructure and family educational expectations was particularly significant. In urban areas with higher average parental education, faster information flow, and in households with higher social class, the positive relationship is not significant. These research findings provide new ideas for the state and government to better promote education poverty alleviation and rural revitalization in poor areas.

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    Social Game and Public Rationality: The Governance Logic and Approach of Synchronous Enrollment Policy Between Public Compulsory Education Schools and Private Compulsory Education Schools
    Yi Li, Jiyang Li
    2022, 40 (8):  115-126.  doi: 10.16382/j.cnki.1000-5560.2022.08.010
    Abstract ( 323 )   HTML ( 57 )   PDF (763KB) ( 264 )   Save

    Synchronous enrollment policy between public compulsory education schools and private compulsory education schools aims to solve the chaos of compulsory education enrollment and pursue the basic values of fairness, balance and inclusiveness of compulsory education. But at the same time, it also triggered disputes on multiple values such as fairness and efficiency, government and market, education and society. This social dispute reflects the game involving multiple stakeholders behind the enrollment policy. However, the uncertainty of policy implementation will bring many risks at the level of cognition, implementation and standardization. This study analyzes the interest adjustment and impact of policy implementation from the interest game between public and private schools, government and education functional departments, parents and students, education related industries and other different groups. By examining the governance logic of compulsory education policy, we construct a pluralistic and mutually beneficial public rationality of education governance. Based on the public welfare of compulsory education and respecting the market mechanism, the government intervenes moderately to prevent the potential risks of policy. In order to maximize the utility of compulsory education enrollment governance and maximize the internal value bearing of the policy, we can explore and improve the governance approach of compulsory education enrollment policy.

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