Table of Content

01 September 2025, Volume 43 Issue 9 Previous Issue   

For Selected:

Download Citations EndNote Reference Manager ProCite BibTeX RefWorks

Toggle Thumbnails

Select

The Legal Logic and Optimization Approach to Building a Strong Country in Education Zhongle Zhan, Jinzhu Chen 2025, 43 (9):  1-12.  doi: 10.16382/j.cnki.1000-5560.2025.09.001 Abstract ( 320 )   HTML ( 52 )   PDF (643KB) ( 227 )   Save The construction of a strong country in education in the new era should focus on enhancing ideological and political leadership, talent competitiveness, scientific and technological support, livelihood security, social synergy, and international influence. As an important safeguard for the construction of a strong country in education, educational rule of law has achieved considerable success in strengthening the “six forces,” but there is still room for improvement. This is manifested in six aspects: the institutional construction failing to meet the “effective utilization” requirements of ideological and political education, insufficient legal safeguards for cultivating top-notch innovative talents, fragmentation and poor coherence in science education legislation, issues of equity, accessibility, and rights protection in early childhood education, lack of legal synergy between private education and family education, and institutional design lagging behind the needs of educational opening-up. In the future, targeted efforts should be made to build a legal framework for ideological and political education, strengthen legal protections for top-notch innovative talents, integrate the legal system of scientific education, address the legal shortcomings in preschool education, optimize the legal layout of home-school-community co-education, and improve the legal construction of Sino-foreign cooperative education. These measures aim to achieve the goal of building a strong country in education within the framework of the rule of law. References | Related Articles | Metrics

Select

From the Regulations on Academic Degree to the Law on Academic Degree: Achievements, Dilemmas and Prospects of the Rule of Law on Academic Degree in China Rong Yao 2025, 43 (9):  13-29.  doi: 10.16382/j.cnki.1000-5560.2025.09.002 Abstract ( 210 )   HTML ( 20 )   PDF (819KB) ( 448 )   Save Since the Regulations on Academic Degree came into force in 1981, the innovation of degree policies, the systematic development of education laws and the judicial application of degree laws, to a certain extent, have overcome the shortcomings of the Regulations on Academic Degree, alleviated the contradiction between the limited nature of legislation and the richness of practice, and formed the road of development of the rule of law on academic degree with Chinese characteristics. Nevertheless, the construction of the rule of law of degree in China still faces many practical dilemmas and problems, such as the difficulty with effectively responding to the real demand of substantive resolution of degree dispute cases, the insufficient authority and stability of the interpretation and application of degree laws, and the difficulty of meeting the needs of systematization of the degree legal system. In view of this, there is a strong call for the formulation of the Degree Law on the basis of the Degree Regulations and a comprehensive revision of the degree legal system. Against the background of the enactment of the Academic Degree Law, it is necessary to reshape and innovate the national degree system, promote the balance between the rule of law and academic autonomy, state regulation and self-regulation, and enhance the status of the Academic Degree Law as an “Organic law”, “behavioral law”, “procedural law”, and “procedural law”. It enhances the attributes and functions of the Degree Law and constitutes the rightful meaning for China’s degree governance to move into a new realm of good law and good governance. It constitutes the attributes and functions of China’s degree governance towards the new realm of good law and good governance. References | Related Articles | Metrics

Select

Construction of Indigenous Concepts in Chinese Pedagogy: A Case Study of “Life and Practice” Pedagogy Honglin Wu, Jilong Guo 2025, 43 (9):  30-39.  doi: 10.16382/j.cnki.1000-5560.2025.09.003 Abstract ( 243 )   HTML ( 18 )   PDF (606KB) ( 127 )   Save Indigenous concepts are the basis of the construction of independent knowledge system of Chinese pedagogy, which is characterized by specific localization, originality, identification, historicity and systematicness. “Life and practice” pedagogy is a new educational school in contemporary China, and it is also an attempt to rebuild contemporary pedagogy. In the course of its development, it has formed two defining concepts and their conceptual groups, namely “life · practice” and “life consciousness”, which systematically answer such fundamental questions as “what is education?” “what is the necessity and basis of education?” “what is the internal logic and structure of education? how to reveal?”, as well as major theoretical questions like “what is pedagogy?” “what is the independence, uniqueness and scientificity of pedagogy and what is its basis?”By in-depth analysis of the two major indigenous concepts of “life, practice” and “life consciousness” and the generation process of their concept groups, we can find the basic path of indigenous concept construction in Chinese pedagogy, that is, giving old concepts new connotations in the critical reflection of education theory and practice, constructing new concepts with “theoretical thinking” in the interactive generation of theory and practice and following the historical logic and times logic of the development and evolution of the discipline theory system. References | Related Articles | Metrics

Select

Maximizing the Pivotal Role of Educational Assessment in Building a Leading Country in Education Chunhua Qin 2025, 43 (9):  40-53.  doi: 10.16382/j.cnki.1000-5560.2025.09.004 Abstract ( 254 )   HTML ( 9 )   PDF (868KB) ( 325 )   Save Educational assessment is crucial to constructing a leading country in education. It plays an irreplaceable strategic and pivotal role in this process. There are two key factors that determine the success of building a leading country in education: first, the direction of educational development, and second, the quality of that development. Educational assessment, on the one hand, shapes the direction of educational development. On the other hand, it also determines the quality of the development to a certain extent. It serves as both the engine and driving force of high-quality educational development, a crucial means and guarantee for achieving it, and an integral part of it. Examinations and admissions have a significant impact on the quality of educational development. They are not only the key components in accelerating the construction of a high-quality education system, but also important links in enhancing education’s capacity to support high-quality development. At the same time, they play a critical role in stimulating vitality through deepening educational reform and innovation. Ultimately, by modernizing educational assessment, the aim is to achieve a uniquely Chinese model of education modernization, deliver education that satisfies the people, and fulfill the fundamental task of building a leading country in education. With respect to the new progress in the field of international educational assessment, the Chinese examination and admission system is encountering new challenges. It is essential to align with the 2024-2035 Master Plan on Building China into A Leading Country in Education by actively embracing rapid technological advancements, further developing educational assessment principles, reshaping talent cultivation through formative assessment, and continuously deepening examination and admission system reforms, to provide strong support for the construction of a leading country in education. Figures and Tables | References | Related Articles | Metrics

Select

The Impact of Cognitive Challenge and Gaokao Difficulty：A Theoretical Analysis for Selection and Development of Well-Rounded Talents Shixin Fang, Yi Lu, Yusen Sheng 2025, 43 (9):  54-68.  doi: 10.16382/j.cnki.1000-5560.2025.09.005 Abstract ( 265 )   HTML ( 18 )   PDF (803KB) ( 99 )   Save This paper aims to explore the relationship between the difficulty setting of the Gaokao (China’s National College Entrance Examination), ability evaluation, and the quality of national talent selection, in order to enhance the effectiveness of talent cultivation through the Gaokao. Exam difficulty is typically understood as the probability of score deduction, influenced by high cognitive challenges and other factors. Theoretically distinguishing between these factors is crucial for aligning exam evaluation with core competency goals. Based on domestic and international literature and policy documents, this study develops an analytical framework for Gaokao science exam difficulty that emphasizes cognitive challenges. This framework includes aspects such as high-order cognitive challenges, reading duration, language comprehension obstacles, number of knowledge points, computational difficulty, and the function of contextual questions. Using this framework, about 400 physics questions from the Beijing, Shanghai, and National B versions of the Gaokao were quantitatively analyzed and compared. The study attempts to evaluate the types of abilities the Gaokao actually assesses and the extent to which it aligns with China's talent cultivation goals. Findings indicate that in current Gaokao physics questions, computational difficulty and question comprehension pressure are the primary factors affecting score deduction probability, with insufficient assessment of high-order cognitive abilities and limited depth and breadth of knowledge points. The correlation with core competency goals is overestimated. Finally, the paper proposes an ideal model for evaluating the difficulty of Gaokao science questions and discusses the relationship between different types of score deduction probabilities and exam pressure, aiming to improve exam difficulty setting while considering social acceptability. Figures and Tables | References | Related Articles | Metrics

Select

Construction of Value-added Assessment Model for Educational Tests: A Method Based on Deep Neural Network Jinbo Li, Sheng Su, Pingfei Zeng, Yonggu Wang 2025, 43 (9):  69-82.  doi: 10.16382/j.cnki.1000-5560.2025.09.006 Abstract ( 245 )   HTML ( 13 )   PDF (1403KB) ( 243 )   Save Educational evaluation reform is a key component of deepening educational reform in the new era, yet traditional value-added assessment methods have technical limitations in handling dynamic characteristics and complex dependencies in the learning process. This study constructs a Temporal Pattern Attention Long Short-Term Memory neural network (TPA-LSTM) value-added assessment model based on data from 4,869 high school students in Zhejiang Province's class of 2023. By integrating quantile regression methods, the model achieves precise evaluation of temporal patterns and nonlinear changes in student performance. Through systematic analysis of Chinese language test scores across five semesters, the study examines learning trajectory characteristics at the individual level and value-added performance at the group level. The findings show that: the TPA-LSTM model achieves a root mean square error (RMSE) of 0.082 and mean absolute error (MAE) of 0.067 on the test set, significantly outperforming traditional SGP models; for students with identical scores (0.716) in the second semester of grade 11, the model identifies value-added level differences ranging from 34 to 80 based on their historical learning trajectories; and the temporal weight distribution reveals that the third and fourth semesters are critical learning periods, providing stronger interpretability for evaluation results. The study demonstrates that this model enables precise characterization of learning trajectories at the individual level while revealing developmental patterns of different student types at the group level, providing a new technical approach to improving both the predictive accuracy and educational diagnostic value of value-added assessment in educational testing. Figures and Tables | References | Related Articles | Metrics

Select

The Transformation of Future Education in Anthropocene: Global Collaboration and Knowledge Reconstruction Hongyan Chen, Christoph Wulf 2025, 43 (9):  83-94.  doi: 10.16382/j.cnki.1000-5560.2025.09.007 Abstract ( 172 )   HTML ( 5 )   PDF (680KB) ( 151 )   Save The global challenges,such as dramatic climate change, digital inequality, and social justice demand a paradigm shift in how we conceptualize human beings and future education. The concept of the “Anthropocene” provides a critical framework to address these issues, facilitating a transcendence from Western-centered and anthropocentric perspectives while promoting a shared accountability for the present and future. This paper argues that future education in Anthropocene should take the humanity as a whole, incorporating both diachronic (historical) and synchronic (contemporary) dimensions of human existence. It emphasizes the need to reconceptualize educational practices by recognizing the repetitive nature of pedagogical processes, the mimetic mechanisms inherent in learning, and the epistemic significance of tacit knowledge which rests mainly on bodily engagement. Future-oriented education should foster global interconnectedness through reflective self-awareness (“observing inner-self”) and intercultural learning (“drawing on others”), enabling innovative responses to global issues. References | Related Articles | Metrics

Select

The Theoretical Genealogy, Value Stance and Practical Approach to the Moral Emotions of Critical Pedagogy Theorists Qiang Ren, Hongwei Zhu 2025, 43 (9):  95-106.  doi: 10.16382/j.cnki.1000-5560.2025.09.008 Abstract ( 223 )   HTML ( 22 )   PDF (835KB) ( 160 )   Save Critical pedagogy theorists generally have strong moral emotions, which provides “moral foundation” and “emotional power” for critical education research. In the face of oppressive phenomena such as educational injustice, structural domination and cultural hegemony, critical pedagogy theorists gradually form a genealogy of moral emotions including sympathy, hope, anger and courage. At the same time, their moral emotions show a state of blending. The moral emotion of critical pedagogy theorists originates from the change of value stance. Critical pedagogy theorists have experienced the conceptual transformation from “economic determinism” to “ethical orientation”, the action generation from “the position of the oppressed” to “political practice”, and the breakthrough of subjectivity from “elite culture” to “mass culture”. They gradually formed an economic, political and cultural stance with a moral emotional undertone. The critical pedagogy theorists, empowered by moral emotion, cultivate the emotional community and bridge the cultural gap between “social classes”; the public spirit, and cross the “education boundary” to shape the “public space”; pursue “the liberation of subjectivity” and guard against the generalization of technical rationality in the age of digital intelligence, and constantly explore the practical approach of critical education research. Figures and Tables | References | Related Articles | Metrics

Select

From Consequence-oriented Utilitarian Education to Responsible Ethical Education with a Balance of Beliefs and Results Na Su, Xiaoying Han 2025, 43 (9):  107-115.  doi: 10.16382/j.cnki.1000-5560.2025.09.009 Abstract ( 225 )   HTML ( 9 )   PDF (692KB) ( 109 )   Save The current excessive utilitarian educational momentum has overly elevated the instrumental value of education, which adversely affects the healthy ecology of education. This utilitarian tendency is also reflected in moral education, which mainly adheres to anthroposocial centrism but without a “human being” in sight. The majority of the judgments of the moral cognition and behavioral results remain in the paper-and-pencil test, and the content of moral education lacks relevance and modernity. The tendency towards utilitarian education is often equated with the idea that education is too “Utilitarian” by all sectors of society, but there are differences and similarities with the theoretical roots of utilitarian education. Under the pressure of reality and the challenges of the times, in order to overcome the shortcomings of utilitarian education, which emphasizes too much on consequences, we need to clarify the theoretical roots of utilitarian education and find a new type of ethical principle to solve the problem of moral education, which makes it difficult to balance the goodness of beliefs and the goodness of results of behaviors. The study concludes that the ethic of responsibility, which takes into account the goodness of motivation and the goodness of results, is the ethical approach that we must follow at present, which can not only overcome the theoretical drawback of utilitarian education that emphasizes too much on consequences, but also extend the human society-centered ethical order to the natural world and future society, and guide the real life world and social practice. In order to solve the problem of utilitarian moral education and to move from utilitarian education, which overly pursues visible educational achievements, to responsibility ethics education, which takes into account both the goodness of beliefs and the goodness of results, it is necessary for all walks of life to make joint efforts to break the ethical constraints of anthropocentrism for sustainable education development, deepen the reform of evaluation, establish a human-centered educational philosophy, and to rectify the phenomenon of over-pursuing visible educational achievements. Meanwhile, it's important to pay attention to learners' existing experience and intrinsic motivation, and face up to the real needs of real life and educational practice. References | Related Articles | Metrics

Select

The Education of Chinese Children in the Eyes of Western People During the Late Qing Dynasty and the Early Republic of China Jikang Zhu 2025, 43 (9):  116-125.  doi: 10.16382/j.cnki.1000-5560.2025.09.010 Abstract ( 137 )   HTML ( 11 )   PDF (707KB) ( 80 )   Save During the late Qing Dynasty and early Republic of China, the American press, motivated by various factors and through diverse perspectives, conducted extensive reporting on many aspects of Chinese children’s education. These reports, to a certain extent, helped shape the image of Chinese children’s education in the eyes of American people. The American press analyzed the essence of Chinese children’s schooling, focusing on various aspects such as educational forms, goals, contents, and methods. The reports were multidimensional and comprehensive, encompassing both overall assessments and differences between Chinese and American children’s education. They also included detailed observations in areas such as corporal punishment, religious education, and military education. These reports actively advocated for the promotion of Western-style children’s education in China. The reporting by the American press on Chinese children’s education during the late Qing Dynasty and early Republic of China included commentary on children’s educational viewpoints stemming from cultural differences between China and the West, objective limitations from a Western observational perspective, and interpretations influenced by the generalization of ideology. This provides us with a valuable extraterritorial sample for observing Chinese children’s education during the late Qing Dynasty and early Republic of China. References | Related Articles | Metrics