Table of Content

01 October 2025, Volume 43 Issue 10 Previous Issue   

For Selected:

Download Citations EndNote Reference Manager ProCite BibTeX RefWorks

Toggle Thumbnails

Select

The Triple “Addition” in Innovating Educational Research Methods: Problem + Method, Theory + Data, Technology + Collaboration: An Interview with Professor Herb Marsh, the First Recipient of the “Global Innovation in Educational Research Methods Award” Chenya Wang, Mengmeng Yan, Hui Dong, Herb Marsh 2025, 43 (10):  1-9.  doi: 10.16382/j.cnki.1000-5560.2025.10.001 Abstract ( 366 )   HTML ( 40 )   PDF (569KB) ( 296 )   Save In the era of “big science,” academic research and technological innovation face unprecedented challenges and opportunities. Against this backdrop, deepening the innovation and application of educational research methods is paramount for promoting paradigm shifts in educational research in China and building an independent knowledge system. How to achieve a positive interaction between educational research methods, theories, and practices to meet the challenges of future educational research has become a pressing issue for Chinese educational researchers to address collectively. To address this issue, a team of faculty and students from the Department of Educational Management at East China Normal University invited Professor Herb Marsh, one of the first recipients of the Global Innovation in Educational Research Methods Award, for an in-depth conversation. Drawing on his research experience in the field of self-concept, Professor Marsh demonstrated how the collaboration between substantive and methodological approaches can drive the innovation of educational research methods. He elaborated on the triple “addition” in educational research methods innovation: the “problem + method” approach to continuously driving innovation in educational research, the “theory + data” approach to fostering the renewal of educational research, and the “technology + collaboration” approach to addressing new challenges in educational research. References | Related Articles | Metrics

Select

How to Measure the Educational Human Capital of A Country： A Systematic Review on Frontier Measurement Methods and International Data Conversion Technology Ruxian Yun, Bin Huang, Yawen Zhu 2025, 43 (10):  10-32.  doi: 10.16382/j.cnki.1000-5560.2025.10.002 Abstract ( 182 )   HTML ( 12 )   PDF (1160KB) ( 101 )   Save Human capital is a core concept commonly used in macro education and economic policy research. To complete a macro-econometric study of education policy, it is essential to achieve an accurate measurement of a country’s human capital. Forming an internationally comparable database of educational human capital through certain measurement methods and data conversion technology is the basic work of scholars to carry out macro education policy research. Following the “evolutionary history” of educational human capital measurement, this paper systematically introduces four commonly used measurement indicators of educational human capital, including years of education, students’ cognitive skills, quality-adjusted years of education and adult cognitive skills, including their basic principles, measurement steps, conversion techniques and commonly used international databases. Based on the theory of human capital and educational production function, a comparative analysis was conducted on the advantages and disadvantages of these indicators. Four basic principles for evaluating these indicators were proposed, namely “direct measurement is superior to indirect measurement”, “stock measurement is superior to flow measurement”, “output measurement is superior to input measurement” and “quality measurement is superior to quantity measurement”. Finally, we discuss the development direction of future national education human capital research. Figures and Tables | References | Related Articles | Metrics

Select

Laughter in the Classroom: Interactional Sense-Making and Research Agenda Sihan Xiao, Shenyang Bao, Meng Sun 2025, 43 (10):  33-43.  doi: 10.16382/j.cnki.1000-5560.2025.10.003 Abstract ( 352 )   HTML ( 18 )   PDF (2120KB) ( 198 )   Save Laughter is everywhere in our daily life, yet it holds an ambiguous position in the educational context. While we expect laughter in the classroom, unexpected shared laughter is often viewed as a signal of disengagement from learning. This article conducts a multimodal discourse analysis of three episodes of laughter in a middle school science classroom from the theoretical perspective of laughter as a social action. It reveals the rich interactional sense-making of laughter and suggests that analyzing laughter contributes to a deeper exploration of issues such as the formation of knowledge authority, construction of social boundaries and identities, and the influence of social discourses and historical-cultural contexts on the classroom. The significance for textbook designers, teachers, and researchers is discussed. Figures and Tables | References | Related Articles | Metrics

Select

Can Big Idea-based Teaching Enhance Students’ Competencies？A Design Experiment Based on the “Optimization” Unit in Elementary Mathematics Hui Liu, Xiaoying Cai, Yaxuan Xu, Xue Han, Dejiang Zhu, Peng Zhang 2025, 43 (10):  44-63.  doi: 10.16382/j.cnki.1000-5560.2025.10.004 Abstract ( 374 )   HTML ( 14 )   PDF (1012KB) ( 215 )   Save Big idea-based teaching is an instructional paradigm that embodies the cultivation of competencies. The core of competencies is to solve real-world problems creatively, which better aligns with the mechanisms of high-road transfer. Guided by the methodology of the design experiment, the study took the “optimization” unit in elementary mathematics as an example. Firstly, the theoretical prototype of big idea-based teaching was refined through lesson study. A comparison was made between big idea-based teaching and conventional teaching from various dimensions of unit teaching, extracting elements and characteristics, and clarifying the model of big idea-based teaching, which was then exemplified. Subsequently, the effectiveness of the big idea-based teaching model was tested through comparative experimental research. The results of multiple regression analysis indicated that big idea-based teaching enhanced students' competencies, which was reflected in the enhancement of their ability for high-road transfer. Further analysis of students with varying levels of mathematical proficiency revealed that this instructional model could markedly improve the competencies of higher-achieving students in the short term and potentially benefit lower-achieving students over time. Figures and Tables | References | Related Articles | Metrics

Select

A Study on the Social and Emotional Skills of Students in Rural Northwestern China Fang Chang, Yajie Wang, Huijie Ma, Yaojiang Shi 2025, 43 (10):  64-83.  doi: 10.16382/j.cnki.1000-5560.2025.10.005 Abstract ( 202 )   HTML ( 6 )   PDF (3156KB) ( 81 )   Save Social and emotional skills play a crucial role in students’ human capital development. Based on field survey data from 13 counties in three prefectures of a province in Northwestern China, this study investigates the status and determinants of primary school students’ social and emotional skills in disadvantaged areas. The results show that, first, female students, left-behind children, non-boarding students, and those from non-single-parent families, as well as students with higher parental education levels and better family economic conditions, exhibit higher social and emotional skill scores. Second, family assets, supportive parenting, parent-child communication, playing with friends, and reading extracurricular books positively influence social and emotional skills, while punitive parenting and activities such as internet use and mobile phone gaming are negatively associated with students’ social and emotional skills. Third, social and emotional skills are significantly correlated with math performance, sense of school belonging, teacher-student relationships, school bullying, and mental health. Fourth, international comparisons reveal that students from Suzhou outperform most of their international peers in social and emotional skills, while students in rural Northwestern China demonstrate average levels of agreeableness but lag behind in other dimensions. Furthermore, on a global scale, female students, high-achieving students, and those from wealthier families generally outperform their counterparts. This highlights the need to prioritize the development of social and emotional skills among rural students with limited educational resources, emphasizing the importance of collaboration between schools and families to foster holistic development. Figures and Tables | References | Related Articles | Metrics

Select

Mining and Representation of Learner’s Learning Path in Connectivist Learning Yang Yang, Li Chen 2025, 43 (10):  84-98.  doi: 10.16382/j.cnki.1000-5560.2025.10.006 Abstract ( 177 )   HTML ( 11 )   PDF (1280KB) ( 225 )   Save Revealing the intrinsic mechanisms of connectivist learning is a crucial focus for supporting the construction of a new curriculum model centered on connectivist learning, in response to the new propositions of cultivating top-notch innovative talents in the current era. The mining and representation of connectivist learning paths is the essential and cutting-edge research direction within this context. Current research lacks continuous and complete tracking and structural representation of connectivist learning paths, which is hindering the depth of curriculum practice. To solve this problem, based on the first domestic connectivist online course, and focusing on 56 connectivist learners, empirical research was conducted using methods such as cluster analysis, sequence analysis, and network analysis. The study found that, first, learners produced three types of learning paths, namely, main route—problem-oriented, learning support route—community-oriented, and novice route—path-dependent; learners with different experiences have differentiated path preferences, and linear course operation rules affect the space for topic selection. Second, the topological structure of connectivist learning paths has dual characteristics of temporality and networking. Third, learners exhibited three types of learning modes, namely problem-driven, curated connectivity, and knowledge restructuring. Future construction of connectivist online courses and related online learning practices should emphasize the hierarchical classification design and personalized provision of learning resources; design activity chains that stimulate collaborative knowledge creation; enhance dynamic operation and management of online learning practices; and optimize course organizational models, ultimately systematically improving course development strategies across resources, activities, and management dimensions. Figures and Tables | References | Related Articles | Metrics

Select

The Algorithmic Knowing Mode of “Knowing-without-Studying”: The “Way of Reading” of Students Majoring in Humanities and Social Sciences in Research Universities Xiaoying Lin, Xiaoyu Wang 2025, 43 (10):  99-115.  doi: 10.16382/j.cnki.1000-5560.2025.10.007 Abstract ( 472 )   HTML ( 32 )   PDF (958KB) ( 390 )   Save “Reading” is a routine academic activity for students majoring in humanities and social sciences in research universities, aiming at acquiring disciplinary knowledge and cultivating the habit of deep thinking. However, in practice, many students possess their own set of “clever reading methods” that can be described as “knowing-without-studying.” This research utilizing qualitative research tools such as interviews and participatory observation examines the reading behaviors of students in the humanities and social sciences at Peking University. It reveals that behind the students’ technicalized learning behaviors lies the demand for “performable abilities” from the audit culture, the demand for “transferable abilities” from the “accelerated society,” and the algorithmic thinking patterns fostered by the computer age. Long-term adoption of “clever reading methods” will prevent students from delving into the texture and interior of knowledge, making it difficult for them to form the crucial comprehension and judgment in the humanities and social sciences. In the process of technicalized learning, they become “tools” carrying a certain algorithm in the technological age. However, the effort saved by their technicalized learning is precisely the core value of humanities and social sciences education. This approach dissolves the educational value of enlightening the mind, which is one of the crises in talent cultivation in contemporary research universities. Figures and Tables | References | Related Articles | Metrics

Select

Assessment of Government Responsibility in Public-benefit Preschool Education Service System: Theoretical Logic, Indicator Construction and Empirical Analysis Jiawei Liu, Yong Jiang, Kerui Shen 2025, 43 (10):  116-135.  doi: 10.16382/j.cnki.1000-5560.2025.10.008 Abstract ( 205 )   HTML ( 64 )   PDF (1733KB) ( 92 )   Save As the core carrier and means to achieve the goals of preschool education, the effectiveness of government responsibility largely determines the quality of development, characterized by the resilience measurement and mechanism of government governance. It is urgent to promote the high-quality transformation of preschool education through the improvement of government responsibility efficiency. Building an indicator system for government responsibility will help to implement development responsibilities in all aspects and at multiple levels. Therefore, based on existing literature and policy analysis, the four dimensions of government responsibility in terms of resource input, process management, policy output, and result perception are defined from the perspectives of input mechanism, management mechanism, policy mechanism, and accountability mechanism. The four-dimensional structure of government responsibility - adequacy, flexibility, responsiveness, and accountability - is summarized, and the structure of the model is explored and verified from an empirical perspective. The weights of the index were determined by analytic hierarchy process and entropy weight method. And it also calculated the comprehensive level of government responsibility for preschool education. Research shows that the government's responsibility rating for preschool education in China is at a medium to high level, with significant regional and urban-rural differences. To comprehensively enhance the efficiency of fulfilling responsibilities, the starting point should be to increase investment and optimize the investment guarantee mechanism for preschool education; taking clear accountability as the support point for fulfilling responsibilities, fully implement the assessment and reward mechanism for preschool education; taking public opinion response as the starting point for fulfilling responsibilities, comprehensively ensure the responsibility transmission mechanism of preschool education; and, taking flexible management as the breakthrough point to fulfill responsibilities, comprehensively and smoothly establish a collaborative development mechanism for preschool education. Figures and Tables | References | Related Articles | Metrics

Select

The State and Societal Obligations for the Rights of Preschool Children: A Jurisprudential Analysis of “Ought to” in the Preschool Education Law Peng Chen, Shuaizheng Zhang 2025, 43 (10):  136-146.  doi: 10.16382/j.cnki.1000-5560.2025.10.009 Abstract ( 168 )   HTML ( 6 )   PDF (670KB) ( 38 )   Save The Preschool Education Law distinguishes itself from preschool education policies through its legal “normativity.” Understanding this “normativity” is the logical starting point for interpreting and comprehending the Preschool Education Law. Normativity refers to the behavioral models established by law that “ought to” be universally adhered to. It addresses how the law establishes these “ought-to” behavioral models and the justification for why these models “ought to” be followed.The Preschool Education Law contains 99 instances of the term “ought to,” primarily used to guide obligatory behavioral models. These obligations, which vary in strength, are imposed on the state and society at large, forming a content framework centered on the rights of preschool children and the corresponding obligations of the state and society. The justification for state obligations arises from the state’s duty to realize fundamental rights. Meanwhile, the obligations of society at large derive from the identity-based responsibilities of social actors and the ethical principles of modern responsibility. The state is required to continuously fulfill its obligation to ensure financial support and regulate the management of preschool education to guarantee the realization of preschool children’s rights.Within “society at large,” entities such as kindergartens, families, and other social actors are expected to fulfill preschool education obligations based on their respective social roles. This collective effort aims to foster a community of shared responsibility that promotes the development of preschool education through the synergy of multiple stakeholders. References | Related Articles | Metrics