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01 October 2026, Volume 44 Issue 10 Previous Issue   

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Construction of the Independent Knowledge System of Chinese Pedagogy: Ideological Self-awareness and Knowledge Action Zuoyu Zhou, Chonghua Li 2026, 44 (10):  1-18.  doi: 10.16382/j.cnki.1000-5560.2026.10.001 Abstract ( 147 )   HTML ( 12 )   PDF (1010KB) ( 109 )   Save Enhancing ideological consciousness is a prerequisite for developing original and interpretive theoretical frameworks. The construction of an independent knowledge system for Chinese pedagogy is a systematic project serving the development of a powerful education nation, which integrates critical thinking and practical transformation, and must adhere to the fundamental principle of integrating theory with practice.The development of a knowledge system needs conceptual orientation. Its construction involves core questions concerning the rationale, participants, content and approaches to development. Furthermore, it entails five fundamental perspectives: subjectivity, values, epistemology, system construction and practical construction. The perspective of subjectivity stresses that Chinese pedagogy must establish its dominant position among ideological communities, practical communities and academic communities. The value perspective calls for an in-depth interpretation of the individual, national and global values embedded in education. The epistemological perspective advocates exploring the mechanisms of knowledge generation, accumulation and innovation through understanding individual cognition, objective knowledge and local knowledge. The system perspective requires defining a clear reference framework, tracing the genealogy of pedagogical knowledge, and forging a theoretical system through ideological critique and practical reform. The practical construction perspective emphasizes that pedagogical knowledge originates from human actions, relies on symbolic interaction, and ultimately jointly shapes the socially constructed reality. Figures and Tables | References | Related Articles | Metrics

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How is the “Chineseness” of Educational Knowledge Possible: On the Independent Knowledge Production of Education Facing Chinese-style Modernization Ying Man, Haimin Liu 2026, 44 (10):  19-31.  doi: 10.16382/j.cnki.1000-5560.2026.10.002 Abstract ( 124 )   HTML ( 10 )   PDF (738KB) ( 211 )   Save The “Chineseness” of educational knowledge pertains to the localized construction of the “knowledge-society” structure. Grounded in the social constructivist nature of knowledge, Chinese educational knowledge is profoundly shaped by the interplay of institutional culture, social demands, and educational practices. The knowledge production of education has undergone successive paradigm shifts: from introduction and dependence, through paradigm transformation and reflective reconstruction, to independent construction. It has exhibited distinct “inward-looking” and “outward-oriented” features across dimensions such as subject, approach, tools and outcomes, while its inherent “Chineseness” has evolved along a continuum from germination and formation to conscious development. Against the backdrop of Chinese-style modernization, the process of educational knowledge production embodies a meaning framework centered on China as the subject. With its unique social context, Chinese-style modernization continuously shapes the independent knowledge production of education. It establishes the value coordinate of “ancient and modern, Chinese and foreign” at the epistemological level, furnishes an empirical foundation at the practical level, and advocates the research stance of “taking China as the methodology” at the methodological level. This paper selects three classic cases to explore, from a bottom-up perspective, the dynamic mechanism of knowledge production based on “taking China as the methodology”—approaching it from the angles of “ancient and modern”, “Chinese and foreign”, and the growth of local theories respectively. Ultimately, it puts forward pathways for the independent knowledge production of Chinese education oriented towards Chinese-style modernization. References | Related Articles | Metrics

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The Core Traits and Construction Path of the Independent Knowledge System of Chinese Teacher Pedagogy Zhengde Xiao, Bizhou Yan 2026, 44 (10):  32-44.  doi: 10.16382/j.cnki.1000-5560.2026.10.003 Abstract ( 114 )   HTML ( 4 )   PDF (865KB) ( 71 )   Save With the continuous advancement of building a strong educational nation and a high-quality specialized teaching force, constructing an autonomous knowledge system for Chinese teacher education has become an important and urgent strategic task. The “autonomous knowledge system of Chinese education,” “autonomous knowledge system of Chinese pedagogy,” “autonomous knowledge system of Chinese teacher education,” and “autonomous knowledge system of Chinese teacher pedagogy” correspond to the crystallization of collective wisdom, macro-disciplinary planning, the form of practical knowledge, and disciplinary knowledge verification, respectively. These four constitute a dialectical relationship characterized by shared origins, subordination, interaction, and mutual generation. The autonomous knowledge system of Chinese teacher pedagogy possesses core characteristics such as the high practicality of subject generation, the ethical prescriptiveness of value orientation, the dynamic transformation of theory and practice, and the systematic integration of multi-dimensional collaboration. In terms of construction, at the theoretical level, it is essential to consolidate the foundation, establish the principle of autonomy, and build a “five-in-one” core architecture; at the practical level, it is necessary to be rooted in the local context, promoting multi-dimensional driven knowledge production by policy, practice, and research communities; at the methodological level, it is required to uphold integrity while innovating, advocating for diverse methods, strengthening empirical research, and exploring localized paradigms. By constructing an ecosystem of collaborative evolution of theory, practice, and methods, and establishing corresponding autonomous academic evaluation mechanisms, the systematic construction and international dialogue of the autonomous knowledge system of Chinese teacher pedagogy will be effectively promoted. Figures and Tables | References | Related Articles | Metrics

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Opportunities to Learn in Textbooks: An Analytical Framework and Design Logic Beyond the “Content-Centric” Approach Gang Li, Xiaoju Zhang 2026, 44 (10):  45-55.  doi: 10.16382/j.cnki.1000-5560.2026.10.004 Abstract ( 124 )   HTML ( 4 )   PDF (630KB) ( 86 )   Save Focusing on opportunities to learn (OTL) in textbooks is an important perspective for further promoting textbook supported teaching. Overall, OTL in textbooks have important value in reconstructing the fairness of learning starting points, reconstructing the dimensionality of learning relationships, and reconstructing the mechanisms of learning occurrence. Understanding the connotation of OTL in textbooks can be deeply analyzed from ontology, methodology and axiology, and their types can be classified based on their forms of existence, cognitive processes, and modes of participation. OTL contained in textbooks can be specifically characterized through three channels: symbols, structures and strategies. Analysis can be conducted around the dimensions of content coverage, content exposure, content emphasis, cognitive advancement, learning support and inclusiveness. Looking to the future, enriching OTL in textbooks requires further promoting the differentiation of limited opportunities, systematization of multi-level opportunities, interactivity of one-way opportunities, personalization of universal opportunities, and immediacy of preset opportunities. This will drive textbooks to shift from a “content based” to a “learning based” approach, and build an open learning system that can support students in transitioning from “knowledge acceptance” to “literacy generation”. References | Related Articles | Metrics

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Theoretical Model for Measuring the Effectiveness of Vocational and General Education Integrated Digital Textbooks: Based on the CMM Logical Framework and Measurement Methods Yuqian Yang, Dequan Zhu 2026, 44 (10):  56-73.  doi: 10.16382/j.cnki.1000-5560.2026.10.005 Abstract ( 114 )   HTML ( 8 )   PDF (3369KB) ( 55 )   Save With the continuous deepening of the integration of vocational and general education and the rapid iteration of textbook forms, digital textbooks for the integration of vocational and general education have emerged as an important educational carrier that connects different types of education and unifies the learning and growth paths. Given that the operational path and mechanism of these digital textbooks in the field of vocational and general education integration are still unclear, and their effectiveness cannot be judged solely based on experience, how to scientifically measure the effectiveness of digital textbooks for the integration of vocational and general education has become a key issue that needs to be addressed urgently. To this end, by relying on systematic analysis tools and multi-dimensional evaluation indicators, a theoretical model for measuring the effectiveness of digital textbooks for the integration of vocational and general education is constructed, aiming to reveal the functional compatibility and educational effectiveness of digital textbooks in the context of vocational and general education integration. Based on the process evaluation orientation and stage evolution logic of the capability maturity model, the evaluation indicators are determined through a combination of literature analysis and the Delphi method, and the weights of the indicators are calculated using the analytic hierarchy process. A measurement indicator system consisting of 5 key dimensions, 16 key process areas, and 49 key practices is thus constructed. On this basis, 5 progressive maturity levels and the effectiveness standards for each level are defined, forming a theoretical model for measuring the effectiveness of digital textbooks for the integration of vocational and general education. Furthermore, the calculation method and application scenarios of the model are clarified, with the aim of exploring feasible paths for the scientific evaluation and iterative optimization of digital textbooks for the integration of vocational and general education. Figures and Tables | References | Related Articles | Metrics

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How to Effectively Advance Comprehensive Quality Evaluation: An Analysis of Influencing Factors and Pathways Based on the DEMATEL-ISM Model Zhijun Liu, Mengna Yang 2026, 44 (10):  74-87.  doi: 10.16382/j.cnki.1000-5560.2026.10.006 Abstract ( 133 )   HTML ( 33 )   PDF (1465KB) ( 62 )   Save Based on literature coding and the Delphi method, and grounded in neo-institutional theory, this study identifies 20 factors across three categories that affect the implementation of comprehensive quality evaluation. Using the DEMATEL-ISM model, it quantitatively analyzes the influence status and strength of these factors, identifies key factors, and clarifies their interrelationships and pathways of influence. The findings reveal two types of pathways comprising four distinct routes through which these factors operate. The adaptability of evaluation methods and the appropriateness of evaluation tools play foundational roles, while integrity culture plays a direct role, with the remaining factors serving as mediating factors. Based on these findings, the study proposes that future efforts should focus on activating foundational factors by enhancing the adaptability of evaluation methods and tools, regulating mediating factors by transforming evaluation systems and the development direction of evaluators, emphasizing direct factors by redefining the role of integrity culture in evaluation practices, and clarifying key factors to identify practical challenges and directions for advancing comprehensive quality evaluation. Figures and Tables | References | Related Articles | Metrics

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How Does Teacher Evaluation Affect Students’ Development in the Context of Home-school Cooperation: Based on A Paired Survey of Experimental Schools for Home-school Cooperation in Kunshan City Fan Yang, Yonghui Qian, Songyan Jiang, Yingbin Zhu, Zhichen Xia 2026, 44 (10):  88-105.  doi: 10.16382/j.cnki.1000-5560.2026.10.007 Abstract ( 124 )   HTML ( 10 )   PDF (1034KB) ( 61 )   Save In the context of home-school cooperation, the influence of teacher evaluation on students’ development is specific. Through a paired questionnaire survey of 1,673 teachers, 4,050 primary and secondary school students and their parents from 97 experimental schools of home-school cooperation in Kunshan City of Jiangsu Province, the study found that the types of teacher evaluations in the home-school cooperation scenario include low-ethics, low-skills, medium-literacy, and high-literacy. Different types of teacher evaluations have different influences on students’ development. Teacher evaluations of medium and high qualities have a significant positive effect on students’ development, while teacher evaluations of low ethics and low skills do not simultaneously have a significant positive effect on students’ social and emotional skills as well as academic performance. Between teacher evaluation and student development, the mediating role of the teacher-student relationship, as well as the chain mediating role of family education guidance, parent participation, and the teacher-student relationship, has always been positively significant. However, parent participation only plays a significant positive role in the student development influence mechanism of high-quality teacher evaluation, while the mediating role of family education guidance fluctuates greatly with the type of teacher. To promote students’ development, it is necessary to develop structured, scenario-based and hierarchical standards for Chinese teacher evaluation literacy. Based on the main types, a path that can optimize teachers’ evaluation and its influence mechanism should be constructed, and the key role of home-school cooperation in promoting students’ development should be continuously refined. Figures and Tables | References | Related Articles | Metrics

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Educational Governance: The Chinese Experience and Innovation in Policy Mixes Wanpeng Zhang, Zetao Zhao 2026, 44 (10):  106-117.  doi: 10.16382/j.cnki.1000-5560.2026.10.008 Abstract ( 124 )   HTML ( 12 )   PDF (762KB) ( 65 )   Save The modernization of educational governance serves as a crucial cornerstone of the modernization of the national governance system and governance capacity. It bears on the holistic advancement of the strategy for building a strong education nation and the historical process of the great rejuvenation of the Chinese nation. Based on the development practice of socialism with Chinese characteristics in the field of education, this study focuses on the research perspective of policy mixes. In accordance with the objectives, methods, intensity, and scope of different policy types and tools, it systematically sorts out the practical exploration of five major policy mix models: overall coordination and pilot advancement, special governance and contingent governance, counter-cyclical and cross-cyclical governance, supply-side structural reform and demand-side management, and long-term planning and ultra-long-term planning. Furthermore, it thoroughly elaborates on the practical logic and operational mechanism of the “Chinese experience” in educational governance. It is further found that as the educational governance landscape becomes increasingly complex, the implementation of diverse policy mixes lacking systematic integration has gradually exposed structural tensions. These tensions are mainly manifested in a four-dimensional coordination dilemma, including conflicts among policy objectives, imbalances in policy intensity, fragmentation of policy tools, and inconsistency in policy evaluation criteria, which have restricted the improvement of the overall effectiveness of educational governance. To address the coordination challenges of policy mixes, this study constructs a meta-governance framework of stability-development-structure ternary coordination, and proposes to systematically promote the paradigm shift of educational governance from “tool superposition” to “system integration” through four major mechanisms: policy objective coordination, policy intensity adaptation, policy tool integration, and policy evaluation integration, thereby providing theoretical basis and practical paths for realizing the modernization of educational governance. Figures and Tables | References | Related Articles | Metrics

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The Chinese Genealogy of the Right to Education: The Generative Mechanism of an Iconic Concept in Educational Law Scholarship Zhanyong Qi, Shuaizheng Zhang 2026, 44 (10):  118-130.  doi: 10.16382/j.cnki.1000-5560.2026.10.009 Abstract ( 85 )   HTML ( 6 )   PDF (714KB) ( 58 )   Save The right to education is a central concept in Chinese education law, yet whether it can shed the label of an imported idea and become a defining concept of the field depends on whether it has attained autonomy. As a legal concept, the right to education is produced through the interaction of value, norm, and fact. If these three dimensions are taken as ideal-typical criteria of identification, the autonomy of the concept can be discerned through the critical events associated with its formation and development. In the late Qing period, the national crisis led the Qing government to treat education as an instrument of national survival, indirectly fostering social acceptance of an egalitarian and broadly inclusive idea of education. After the Chinese Communist Party assumed leadership of the revolution, it regarded the right to education as a right conferred on the people through liberation, thereby turning the individual right to education into a value pursuit of distinctive significance. After the founding of the People’s Republic of China, the right to education was enshrined in the Constitution as a fundamental right, and China gradually established an education law regime that takes the right to education as both a pivot and an interpretive principle. In this way, the right to education acquired a defining status at the normative level. Thereafter, educational administration and adjudication continuously confirmed, according to law, the institutional facts relating to the right to education, enabling it to become an increasingly defining concept in China’s educational legal practice. References | Related Articles | Metrics