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01 April 2025, Volume 43 Issue 4 Previous Issue    Next Issue

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National Rejuvenation and Educational Reform in the Great Change: The Formation of Chinese Modern Pedagogy and Its Paradigm Transformation Yong Zhou 2025, 43 (4):  1-8.  doi: 10.16382/j.cnki.1000-5560.2025.04.001 Abstract ( 306 )   HTML ( 16 )   PDF (624KB) ( 259 )   Save In 1840, China witnessed the formation of modern pedagogy stimulated by seeking for national rejuvenation in the great change. Its original paradigm was the pedagogy of putting down British invasion and self-strengthening. Due to the varied focuses of national rejuvenation and its educational demand answers, there was significant paradigm transformation of the Chinese modern pedagogy embodied in the educational reform movements since 1895, indicated by the successive emergence of the pedagogy of political reform, of new Confucian classic learning, of civic aesthetic education, of modern liberal arts and science, and of new thoughts. Paradigm transformation also occurred in the discipline of pedagogy formed since 1901,revealed in turn by constructing the normal and public school pedagogy, disseminating Dewey or American pedagogy, and rearranging ancient Chinese educational heritages. Studying the formation of Chinese modern pedagogy and its paradigm transformation can not only enrich the historical research of Chinese pedagogy, but also provide today's educational theorists dedicating to constructing Chinese pedagogy with sound samples. References | Related Articles | Metrics

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Exploring Relationship between Private Education and a Strong Education State Fengqiao Yan 2025, 43 (4):  9-15.  doi: 10.16382/j.cnki.1000-5560.2025.04.002 Abstract ( 216 )   HTML ( 5 )   PDF (594KB) ( 130 )   Save Whether in China or in the world, there is no direct relationship between private education and a strong education state, with only few exception. It is hard to say that promoting private education is an effective way to achieve a strong education state. However, there exists indirect relationship between private education and a strong education state. Private education can satisfy some social need and increase educational popularity without utilizing public resources. This public resources saving makes more resources available for public education and enhance the latter’s quality. In the meantime, private education can bring about the equity issue. Among strong education states, the United States is an exception. It is a strong education state with a strong private education sector. Furthermore, this uniqueness makes possible a shift of scientific center from Europe to America. Resources are allocated three times subsequently by market, state planning and social donation. Among them, the first and the third allocations obtain private nature. Private mechanism plays more disseminating role than private institutions. The former instead of the latter deserves more attention for achieving a strong education state. References | Related Articles | Metrics

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The Challenges and Responses of Work Crisis to Higher Education Jianhua Wang 2025, 43 (4):  16-28.  doi: 10.16382/j.cnki.1000-5560.2025.04.003 Abstract ( 305 )   HTML ( 11 )   PDF (692KB) ( 227 )   Save Workism means that work is not only necessary for economic and social development, but also the core of a person's identity and life purpose, or that work itself becomes the only measure of the value and meaning of life. In modern society, workism provides an inexhaustible external driving force for the development of higher education, and also endows it with inherent legitimacy to promote social mobility. In the process of modernization, with the continuous spread of workism, preparing for employment or work has become an unbreakable educational creed, and the corresponding work ethics seriously restrict the imagination of higher education development, and cause heavy pressure on the physical and mental development of educators and learners. However, with the transformation of the technology economy paradigm and profound changes in the work world, a job crisis will be inevitable. Facing the future, higher education must go beyond the principles of excellence and work ethics, actively adapt to and lead the development of the post-work society. References | Related Articles | Metrics

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Sorting Competition in China’s Higher Education from Policy Perspective: Manifestation Type, Formation Logic and Reflection Yu Xiao, Zhentian Liu 2025, 43 (4):  29-40.  doi: 10.16382/j.cnki.1000-5560.2025.04.004 Abstract ( 262 )   HTML ( 3 )   PDF (754KB) ( 482 )   Save China’s higher education on the policy level there is a fierce sorting competition, which is mainly manifested as parallel competition driven by resources and self-competition driven by development, reflecting catch-up and transcendence respectively. At the same time, the extraordinary response of low-level decision-makers to higher-level policies further accelerates competition. Multiple policy logics work together to shape sorting competition: in terms of decision-making, the urgent need for higher education in the economic and social development of the latecomer countries promotes the catch-up policy agenda. In terms of response, the new landmark of higher education competition with the transformation and reshaping of the performance view has stimulated the enthusiasm of the bottom. In terms of secondary decision, the fuzziness to alleviate the conflict is conducive to the autonomy of the underlying number writing. Sorting competition is conducive to the efficient implementation of policies, but it should also be vigilant about the policy distortion under the layer on layer and the fairness problem under the Matthew effect, so as to avoid China's higher education into the dilemma of low-quality development. In the future, policymaking should pursue substantive data growth and cumulative development, move from policy competition to win-win co-operation, and from instrumental rationality to value rationality. Figures and Tables | References | Related Articles | Metrics

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Types of Values of Adolescences and Their Family Background: Based on Latent Profile Analysis Maoqing Yang, Maolin Huang 2025, 43 (4):  41-52.  doi: 10.16382/j.cnki.1000-5560.2025.04.005 Abstract ( 356 )   HTML ( 20 )   PDF (752KB) ( 736 )   Save This study employed latent profile analysis to identify subgroups of values among 1,992 adolescents in grades 6-9, and further examined how family background influences these subgroups. The result shows that, first, four subgroups were identified: “Collectivism-Diversity Integrated Group”, “Fairness-Rule Oriented Group”, “Balanced Value Group”, and “Value Identity Indifferent Group”. Second, except for the “Value Identity Indifferent Group”, all subgroups prioritized collectivistic and relational values based on individual effort. Third, there are no significant differences in ethnicity among the subgroups. Girls in the “Fairness-Rule Oriented Group” show a stronger sense of fairness and a relatively weaker sense of collective responsibility. Lower-grade students are more likely to fall into the “Balanced Value Group” and “Value Indifferent Group”. Finally, the influence of family background differs across types. Family socioeconomic status negatively predicted the “Balanced Value Group”; the presence of both parents and authoritative or permissive parenting styles negatively predicted the “Balanced Value Group” and “Fairness-Rule Oriented Group”, while neglectful parenting positively predicted the “Value Indifferent Group”. The findings suggest tailoring interventions based on different adolescent value groups to transform their parents’ parenting styles and providing necessary external support to their families. Figures and Tables | References | Related Articles | Metrics

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Can Growth Mindset be Effectively Cultivated in adolescents? A three-year Intervention and Follow-up Study Based on a Rural School in China Junfeng Zhang, Ruxian Yun 2025, 43 (4):  53-69.  doi: 10.16382/j.cnki.1000-5560.2025.04.006 Abstract ( 693 )   HTML ( 20 )   PDF (864KB) ( 697 )   Save Cultivating growth mindset is an important strategy for the International Economic Cooperation and Development Organization to enhance the core competencies of adolescents. However, recent empirical studies have weakened or even reversed the positive driving force of growth mindset cultivation, and there is a lack of empirical evidence from East Asia. Addressing the debate of effectiveness of growth mindset intervention and its cross-cultural applicability, this study designed and implemented culturally adapted growth mindset intervention program to a randomized trial and three-year follow-up study at a rural primary school in the Yangtze River Delta region from 2021 to 2024, and used the Difference in Difference method to evaluate the intervention effect. The study found that the intervention program significantly improved the growth mindset level of rural students and had a long-term effect. The effect was more significant for younger students or those with lower initial mindset levels. Besides, the growth mindset enhancement brought about by the intervention effectively improved the students’ learning behavior, including suppressing negative learning motivation, weakening ability-based attribution, improving process-based peer feedback, and strengthening effort-based attribution. Accordingly, schools, families, and society should collaborate closely to jointly create a growth-oriented educational environment, strengthen growing educational principles, equip disadvantaged students with growth mindset as early and as sustained as possible, and bridge academic gaps while promoting educational equity through the development of psychological capital. Figures and Tables | References | Related Articles | Metrics

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The Rise of Robots and the Skill Demand Structure in Chinese Labor Market: Evidence from the Chinese Recruitment Website Yingzi Qu, Sha Fan 2025, 43 (4):  70-103.  doi: 10.16382/j.cnki.1000-5560.2025.04.007 Abstract ( 292 )   HTML ( 10 )   PDF (1433KB) ( 196 )   Save This paper tries to explore the deep logic of robots reshaping the skill demand structure based on a framework of “Education-Task-Occupation” in the traditional human capital theory, and investigates the impact of robots on skill demand structure under the framework of new human capital theory from the new perspective of cognitive skills and non-cognitive skills, utilizing job vacancy data from Chinese recruitment website and the regional robots installation data in China matched from International Federation of Robotics (IFR). The results indicate that, first, the rise of robots leads to a “single polarization” characteristic in the structure of education-attribute skill demands. Second, the rise of robots has varying structural impacts on the demands for different task-attribute skills and occupation-attribute skills. Due to workers with different educational skills being inclined to engage in different tasks and occupations, the reshaping effect on the structure of task-attribute and occupation-attribute skill demands by robot indirectly reflects the inherent mechanism of “single polarization” in the structure of education-attribute skill demands. Finally, the rise of robots has different substitution and complementary effects on various cognitive and non-cognitive skills. From the perspective of occupational heterogeneity, artificial intelligence strengthens the advantageous skills of positions while weakening the disadvantageous skills. The paper concludes by discussing how public policies can be utilized to address the structural adjustments in skill demands in the era of artificial intelligence. Figures and Tables | References | Related Articles | Metrics

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The Identity of Enterprise Masters in Modern Apprenticeship Programs: Type Analysis and Path Construction Yunfang Ran, Zhiying Zhou, Chenhui Yuan 2025, 43 (4):  104-115.  doi: 10.16382/j.cnki.1000-5560.2025.04.008 Abstract ( 364 )   HTML ( 6 )   PDF (898KB) ( 721 )   Save As core stakeholders in modern apprenticeship programs, enterprise masters play a pivotal role in ensuring the quality of skilled talent development, with their sense of identity being crucial to this process. Effectively building their identity helps them clarify their roles within modern apprenticeship programs, while also promoting standardized behavior and deeper interactions. This, in turn, drives the high-quality development of industry-education integration and school-enterprise cooperation. This study adopts a dual perspective of role identity and social identity, using case analyses of six enterprises that are deeply involved in modern apprenticeship pilot programs. The findings reveal that enterprises construct enterprise masters' role and social identities systematically through mechanisms at three levels: macro (institutional norms and organizational structures), meso (team culture and interpersonal communication), and micro (autonomy and internal rewards). Furthermore, ownership structure and enterprise size significantly influence the pathways to identity construction. Based on these findings, three optimization strategies are proposed. First, internalizing role identity by standardizing qualifications and strengthening cultural development. Second, deepening social identity through enhanced team systems. Third, promoting the integration of role and social identity via regional collaborations to achieve sustainable development of modern apprenticeship programs and support long-term mechanisms for industry-education integration and skilled talent cultivation. Figures and Tables | References | Related Articles | Metrics

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How to be “Double-qualified” Teachers: A Qualitative Study on Professional Ability Construction of Higher Vocational Colleges Based onLarge Scale Corpus Tingting Liu, Minglei Jin, Lianyu Cai 2025, 43 (4):  116-125.  doi: 10.16382/j.cnki.1000-5560.2025.04.009 Abstract ( 347 )   HTML ( 21 )   PDF (745KB) ( 596 )   Save In recent years, although the overall development of the teaching workforce in China's vocational colleges has made significant progress, how vocational colleges should carry out the professional capacity building of "dual-qualified" teachers remains an area of exploration. This study collected 9,259 teacher professional development summary texts from 500 vocational colleges across the country and, based on theoretical sampling, conducted in-depth interviews with 16 participants, including vocational college teachers, administrators, students, and relevant enterprise representatives. Ultimately, a corpus of 8.29 million words was compiled. After analyzing the corpus using NVivo software, the following major issues were identified regarding the current professional capacity building of "dual-qualified" teachers in vocational colleges: insufficient institutional support, gaps in professional capacity development, and the urgent need for improvements in evaluation and incentive mechanisms. To better serve society with high-caliber, skilled technical professionals, vocational colleges need to address these practical challenges. This requires enhancing policy support for vocational teacher professional development, building a "dual-teaching qualification" lifelong professional development system, and improving the evaluation and incentive mechanisms for advancing teachers' professional capacities. Figures and Tables | References | Related Articles | Metrics