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01 February 2024, Volume 42 Issue 2 Previous Issue    Next Issue

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On the construction of independent knowledge system of Chinese pedagogy Guihua Liu, Zhaohai Meng 2024, 42 (2):  1-17.  doi: 10.16382/j.cnki.1000-5560.2024.02.001 Abstract ( 487 )   HTML ( 45 )   PDF (884KB) ( 714 )   Save The formation of independent knowledge system marks mature discipline, prosperous scholarship and self-conscious discourse of Chinese pedagogy. Originated from “Western Learning Spreading to the East”, Chinese pedagogy repeatedly suffered from overwhelming destructions for more than 120 years. Whereas, Chinese pedagogy all along pursues nationality and succession as main line of independent knowledge construction, takes timeliness and originality as powerful drive for knowledge development, and persists in systematisms and professionality as basis of social identity. Chinese education has increasingly highlighted its properties as people’s wellbeing, national strategy and political arena with changing times for more than 70 years since the founding of PRC. The independent knowledge system of Chinese pedagogy consists of discipline system, academic system, discourse system, textbook system and governance system. Specifically, it is composed of iconic concepts and terminology, core knowledge and cutting-edge knowledge in terms of content formation. The knowledge production of Chinese pedagogy is achieved by academic discipline, school, association and publication. The knowledge development is propelled by mutual transformation of practice knowledge, policy knowledge and education thoughts. The characteristics of Chinese pedagogy stems from valuable tradition, vivid practice and idiographic issues of China’ education, and is based on disciplinary consciousness, academic autonomy and cultural confidence. It is imperative to properly cope with dialectics of Chinese characteristics and general knowledge, lay a solid foundation of education discipline and ignite originality of academic system, enhance coherence of textbook system, take leading role of governance system with all efforts to promote clear articulation, regular adoption, worldwide spreading and powerful impact of Chinese pedagogy.The end is to provide guidance of thoughts and foundation of theories for building education power. References | Related Articles | Metrics

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Triple Connotation of “The Governance of Education in China” Miantao Sun, Weiqiang He, Tingyan Wu 2024, 42 (2):  18-29.  doi: 10.16382/j.cnki.1000-5560.2024.02.002 Abstract ( 263 )   HTML ( 29 )   PDF (721KB) ( 573 )   Save “The governance of education in China” is a new concept frequently used by the educational field recently but lacks clear explanations. It is very necessary to understand the connotation of this concept to further promote the theoretical research and practical reform of educational governance. The research finds that “the governance of education in China” contains three connotations, including the original meaning of governance, the content of educational governance, and the guiding ideology and policy basis of national governance. The first connotation is rooted in two aspects of governance, namely “management” and “guidance”, from the perspective of the starting point or origin. The second connotation is from the perspective of domain and scope, which includes two aspects of “management” and “guidance” in educational governance. The third is from the perspective of value guidance, which is related to the spirit and policy of strengthening the leadership of the CPC, further improving the socialist system with Chinese characteristics and other “management”, as well as taking the people as the center, handling relations in all aspects, mobilizing enthusiasm in all aspects, and co-governance and sharing as the “guidance” side, as stated in Decision of the Central Committee of the Communist Party of China on Adhering to and Improving the System of Socialism with Chinese Characteristics to Promote the Modernization of the National Governance System and Governance Capacity. The governance of education in China must comprehensively follow these three connotations to do a good job in educational governance. References | Related Articles | Metrics

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How Teachers Develop: A Depiction and Analysis Based on Experiential Learning Circle Theory Lu Wang, Ruxia Ma, Le Peng 2024, 42 (2):  30-45.  doi: 10.16382/j.cnki.1000-5560.2024.02.003 Abstract ( 347 )   HTML ( 41 )   PDF (1564KB) ( 562 )   Save In order to comprehensively understand and promote the change of teachers, it is necessary to deeply portray the process of the change of teachers. This study used epistemic network analysis and cross-lagged analysis to analyze big data on classroom teaching behaviors and practical knowledge of 41 teachers who had participated in a complete experiential learning circle in the COP program for a total of 4 semesters over 2 years, and obtained the evolutionary patterns of teachers’ change based on the experiential learning circle. It was found that there was a definite causal relationship between the knowledge components of teachers’ practical knowledge, such as educational beliefs, reflective knowledge and self-knowledge, and key teaching behaviors related to innovative changes in teaching, such as teachers encouraging students to ask questions and teachers asking high-order thinking questions. The evolution of practical knowledge as an internal characteristic of the change of teachers went through three stages: competitive coexistence, synergistic complementation, and synergistic transformation, while the teaching behaviors of encouraging students to ask questions and asking higher-order thinking questions as external characteristics of the change of teachers went through a quantitative change process from less to more. Practical knowledge and classroom teaching behaviors together as the internal cause of teachers’ change were the basis of teachers’ change, while the big data evidence-based course research support services provided by university researchers were the external cause of teachers’ change and constituted the conditions for teachers’ change, and the external cause induced the change of teachers through the internal cause. Figures and Tables | References | Related Articles | Metrics

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Effects of Reduction on Teacher’s Teaching Load in the Lesson Development of AI-Led Instruction: A Pilot Study Yige Yang, Fuquan Huang, Zishan Liang 2024, 42 (2):  46-62.  doi: 10.16382/j.cnki.1000-5560.2024.02.004 Abstract ( 271 )   HTML ( 32 )   PDF (3998KB) ( 391 )   Save As the problem of teacher overload is becoming acute day by day, both the Party and the Government have specifically enacted and implemented policies to reduce teachers’ workload so as to highlight the question about the effects of the curriculum development of AI-led instruction for teacher’s teaching load reduction in the context of intelligentied educational development. In this study, we use the integrated methodology to examine two issues of the effectiveness of teachers’ teaching load reduction of the AI-led lesson development and the differences between the teaching load reduction discourses of two groups of teachers: the ones assisting the AI-led instruction and the ones leading instruction. The results show that a new concept of teachers integrated teaching load, including time load, physical load, emotional load, and cognitive load, is constructed by using the dynamic temporal-spatial integration structural model of cultural holism to observe teachers’ teaching load, which provides a new theoretical framework for the research on teachers’ teaching load and load reduction. Using the method of cultural discourse analysis, we clarify the teacher’s load reduction effects of AI teacher-led lesson development on the abstract level, and reveals the cultural differences of experiences and explanations on the load reduction effects on the concrete level between the two groups of teachers, and construct a three-layer ring-shaped overall model of “teacher’s load reduction discourse structure”. Obviously, these suggest many implications for future practice and research on issues about the teacher’s load and load reduction, and the development of teachers’ researcher role as well as the innovation of high-quality classroom teaching. Figures and Tables | References | Related Articles | Metrics

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Guidance of Subject Selection in High Schools Based on Career Education：Practical Model Construction and Experimental Research Xueying Gu, Huaruo Chen, Shi Chen 2024, 42 (2):  63-77.  doi: 10.16382/j.cnki.1000-5560.2024.02.005 Abstract ( 271 )   HTML ( 28 )   PDF (1018KB) ( 367 )   Save The new college entrance examination reform gives students the right to choose, which not only broadens the choice space, advances the decision-making time, but also gives high school students expectations for a more sustainable future development. The guidance of subject selection has become an important opportunity and a powerful grasp for students’ current choice and long-term development. Based on the perspective of career education, it is of great significance to construct a “4-harmony” model, which includes coordination-based harmony of guiding objectives, merging-based harmony of contents, smoothness-based harmony of paths, and righteousness-based harmony of evaluation, whose utility and value can be tested through practical application, aiming at responding to the concerns of the times. The results show that this model can significantly reduce the decision-making difficulties of students in the course of subject selection, enhance their maturity in career development, thus forming a deep understanding of learning, and promote the transformation from superficial to deep learning motivation. Through the elaboration of the experimental results, it proves that the perspective of career education has a positive effect on the guidance of subject selection; on the other hand, it tests the reference of the “4-harmony” mode at the operational level. Figures and Tables | References | Related Articles | Metrics

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A Study on the Current Situation and Influencing Factors of Students’Labor Literacy in Primary Schools in China Xiaojie Wang, Naiqing Song 2024, 42 (2):  78-91.  doi: 10.16382/j.cnki.1000-5560.2024.02.006 Abstract ( 950 )   HTML ( 67 )   PDF (879KB) ( 1019 )   Save Through the analysis of the data of 156,050 students in primary schools and 100,039 parents in 24 provinces in China, we found that student’s labor literacy is generally good, but there is still room for improvement,in particular,the “unity of knowledge and practice” of students’ labor, students’ concept of labor honor and disgrace, students’ willingness to housework, students’ labor creativity, students’ labor time, students’ labor initiative, students’ refined labor capacity need to be improved. The labor concept of urban pupils is significantly better than that of rural pupils; the labor capacity of pupils in the west is significantly higher than that of pupils in the central and east China; the labor participation of girls is significantly better than that of boys, and the labor capacity of third graders is significantly lower than that of fourth, fifth and sixth graders. Also,the number and types of labor courses and activities in school, special places and teachers of labor education, parents’ labor education concept, attitudes and participation have a positive impact on students’ labor literacy, among them, the types of school labor education courses and activities, and parents’ attitudes towards labor education have a greater impact. Being only child family, having a nanny care has a negative impact on students’ labor literacy, but the impact is relatively small. Accordingly, we put forward countermeasures and suggestions from the aspects of changing educational ideas, improving course content, optimizing teaching methods, paying attention to characteristic development, perfecting the coordination mechanism, and strengthening the condition guarantee. Figures and Tables | References | Related Articles | Metrics

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Why the Principal Positive Leadership is Important: The Mediating Effect of Principal Positive Leadership on School Context and Student Achievement Ru Cai, Xinping zhang, Jijun Yao, Shike Zhou 2024, 42 (2):  92-108.  doi: 10.16382/j.cnki.1000-5560.2024.02.007 Abstract ( 297 )   HTML ( 32 )   PDF (1416KB) ( 441 )   Save Education governance under the “deficit remediation” has caused many problems in school education, while the principal positive leadership under the “advantage development” paradigm helps to shape the new momentum of school development. However, there are few studies on the effectiveness of principal positive leadership, and have not been systematically studied in the pre-dependent variable of school contexts. Therefore, this study used provincial large-scale survey data to construct a structural equation model and explore the influence of school contexts and principal positive leadership on student achievement. The findings showed that school contexts have significant positive influences on principal positive leadership. Besides, principal positive leadership, as a structural latent variable, has a significant positive impact on student achievement. In addition, the principal positive leadership has significant mediating effects when considering the influence from school contexts to the student achievement. Finally, the influence mechanism of positive leadership varies according to types of school autonomy. Therefore, it is argued that educational administrative departments and principals should recognize and pay attention to the important role of principal positive leadership in school improvement, enhance the principal’s contextual intelligence, build a “home-school collaborative education” support system, and ensure the school’s self-management space. Figures and Tables | References | Related Articles | Metrics

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“Innocent Vipers” and the “Potential Saints”: Early Shapes of American View of Children Yuyang Jiang, Binxian Zhang 2024, 42 (2):  109-118.  doi: 10.16382/j.cnki.1000-5560.2024.02.008 Abstract ( 171 )   HTML ( 13 )   PDF (755KB) ( 240 )   Save The early shapes of American children’s views are important conceptual foundation of American early education thought and practice, and the study of early American children’s view is of great significance to the study of American early education. There have been few studies on the early shapes of American children’s views, and they hold a labeled, simple and one-sided understanding like the theory of original sin leads to the concept of children’s guilt, and thus believes that children are treated ruthlessly, indifferently and roughly. By analyzing the contents of diaries, poems, sermons, catechisms and other historical materials in the colonial period, and re-examining the views on children in the United States in this period, it is found that the views on children in the colonial period are mainly attributed to Protestant factors. The colonists not only deduced the sinful nature behind the innocent and lovely image of children based on the theory of original sin, but also recognized the possibility of children becoming visible saints, that is, they believed that children were the synthesis of “innocent vipers” and “potential saints”. The early shapes of American children’s views are not only pessimistic but also optimistic. Correspondingly, the method of educating children is not only indifferent and rude, but also trains children through a combination of positive and negative interventions. This seemingly contradictory view of children stems from the fact that the colonists imposed a strong sense of Puritan mission on children and tried to use all possible means to sanctify them. References | Related Articles | Metrics

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The Educational Value of Diaries: A Conversation with Alan Macfarlane, Professor of Social Anthropology Department of Cambridge University Yongxin Zhu, Macfarlane Alan 2024, 42 (2):  119-126.  doi: 10.16382/j.cnki.1000-5560.2024.02.009 Abstract ( 125 )   HTML ( 15 )   PDF (679KB) ( 215 )   Save As an important part of people’s daily life, diary is not only a way of recording educational life, but also plays a crucial role in historical research and culture shaping. But the educational value of diary in personal growth, family inheritance, historical research and other aspects has not been fully excavated. Through a dialogue with Alan Macfarlane, Professor of Social Anthropology Department of Cambridge University, this paper reiterates the important educational value of diary, which could be used as a way of recording the educational life, as a research method in historical anthropology, and as an action path to promote the growth of teachers and students. It also explains the main reasons for writing diary and the supplementary forms of diary such as weekly diary, monthly diary and letter, and puts forward the new style of diary writing named community writing, combined with the concept of common life of reading and writing in the New Education Initiative. References | Related Articles | Metrics