现代教育论丛

Education Policy and Education Reform in a Changing World

FAN Guorui, Thomas S. POPKEWITZ

2021, (3): 3-13.

Abstract(2171) PDF(436)

Abstract:
With the development of modern society, the formation of modern nation-states, the establishment and improvement of modern institutionalized school system and the development of universal compulsory education, the links between education and social life have become increasingly close. The two-way interaction between education and society has also become more frequent and complex. The development of social factors such as political democratization, globalization and information and communication technologies have a profound impact on the reform and development of education in different ways. Education policies, which are greatly influenced by politics, play an increasingly important role in the reform and development of education. At the same time, the paradigms of education policy studies based on different "styles of reasoning", such as problem-solving studies, empirical-analytic studies, historical and cultural studies, have not only diversified the development of educational policy research, making it a "prominent school" in the field of education studies, but also made the role of education policy studies in education policy-making and educational reform increasingly prominent. The two-volume Handbook of Education Policy Studies is the first educational policy research work co-edited by scholars from China and the United States. It brings together 38 original research articles by 48 authors from 16 countries and regions around the world. It not only reveals the complex relationship between contemporary educational reform and social change at the macro-level national educational policy changes, but also focuses on educational policy changes at the micro-level by examining policy and reform issues in school and teaching contexts.

Review of the Study of Educational Thought in Marx

ZHANG Jianguo

2021, (3): 14-25.

Abstract(989) PDF(86)

Abstract:
This paper briefly outlines the changes of research interest on of Marx and education from historical perspective. The particular difficulty of studying Marx's educational thought lies in internal relationship between Marx's educational statements and his general theory. The author reviews the study of Marx's educational thought in major three types. The rich significance of Marx to education itself not only questions the prejudice that education is a marginal theme in Marx, but also puts forward a question on the relationship between educational thought of Marx and Marxism. Finally to investigate two sorts of contrast between the "conservativeness" of Marx's educational thought and the "radicalness" of his general thought is helpful to understand the uniqueness of Marx's educational thought and its value to Marxist educational thought.

CUI Qien, WANG Zhirong, ZHANG Xiaoxia

2021, (3): 26-35.

Abstract(604) PDF(54)

Abstract:
From the interdisciplinary point of view, the two systems of "educational signs" are:firstly, educational semiotics in favor of semiotics, which mainly explores the semiotic phenomena and laws in the field of education; secondly, semiotic education in favor of education, which mainly uses theoretical resources of semiotics to study educational issues. The distinction between educational semiotics and semiotic education, as well as the different concepts referred to, have caused confusion. Although there are many overlaps between the two terms in terms of research topics and issues, the differences are also obvious, mainly reflected in four dimensions:logic theory, ontology, methodology and practice theory. In terms of logic theory, in the endocentric structure of educational semiotics, education is the modifier that belongs to semiotics which refers to the whole domain of humanities and social sciences or human culture. On the other hand, in the endocentric structure of semiotics education, semiotics is the modifier that belongs to education. This semiotics here refers to another system parallel to education, and the overlapping field between the two is semiotic education. From the perspective of ontology, the signs in educational semiotics have ontological meaning in the sense that they are the home of human existence, and they legislate not only for nature but also for society. The education in semiotic education has ontological meaning in the sense that education is the condition for making social human beings as well as the home for the continuing existence of human beings. It legislates for human. From the perspective of methodology, the educational essence of education in educational semiotics is the ethical guarantee of semiotic, while the sign in semiotic education is a perspective and research method of pedagogy. From the perspective of practice theory, the main effects of educational semiotics are:firstly, to explore the semiotic meaning in education; secondly, to promote semiotic theory and practice from the perspective of education. The main effects of semiotic education are:firstly, to explore the educational meaning of signs; secondly, to promote educational theory and practice from the perspective of signs.

On the Characteristics of Ethnic Education in the Late Qing Dynasty

ZHANG Jianzhong

2021, (3): 36-42.

Abstract(455) PDF(52)

Abstract:
The late Qing Dynasty is the first period to develop modern education in frontier ethnic areas for Chinese government. During the period, the target for the Qing Dynasty to develop ethnic education was mainly for the stability of frontier political situation and the consolidation of regime governance. Meanwhile, Due to the effect of the traditional governance of border areas and the regime of the middle eastern areas, the Qing government paid more attention to develop ethnic education towards the frontier areas-Mongolia, XinJiang and Tibet, and published various kinds of policies concerning ethnic education in a top-down way. However, in the whole period, the Qing government put extra emphasis on developing language education, primary education and industrial education and ignored other kinds of languages. Besides, the top-level design was comparatively weak and some ethnic education policies were not suitable for the frontier reality. Thus, the development of Chinese ethnic education becomes obstructive and difficult because of the problems in the late of Qing Dynasty.

Construction of high-quality professional learning community for preschool teachers: Experience from western countries

ZENG Xiaoyin

2021, (3): 43-51.

Abstract(488) PDF(45)

Abstract:
Professional learning community is one of the important ways for teachers' professional development in Western countries, and it has gradually become an effective way for the reform and improvement of educational institutions. It represents a newly emerging concept in the field of teachers' professional development in recent years. It is common to carry out activities for teachers' professional development in kindergartens in China, but there are some formalized problems. Therefore, in-depth exploration of the core concept and construction experience of professional learning community is of great benefit to the improvement of preschool teachers' professional development system and the transformation of kindergarten organizational culture. The construction of high-quality preschool teachers' professional learning community needs to clarify teachers' roles in the community, form a common vision, achieve effective aggregation of multiple purposes, cultivate natural cooperation culture, establish a distributed leadership model, and construct a suitable evaluation system.

Mentorship in Early Years Education: Meaning, Function and Challenge——Experiences and Implications from Europe and America

CHEN Yuejia

2021, (3): 52-60.

Abstract(441) PDF(38)

Abstract:
Mentoring is a unique method of teacher induction which requires emotional commitment from both parties. Mentor, the experienced teacher, not only offer suggestions but also provide emotional support to the mentee and the new teacher. This relationship is full of trust and also pushes the mentor to learn, reflect and transform to educational leader. Due to its significance, now mentoring has been widely implemented in a lot of western countries to support early childhood educators. Meanwhile, people also have explored some new models of mentoring including peer-group mentoring, internet-based mentoring and so on. Since, in China, the new early childhood educators also face a lot of challenges including inadequate experience or a lack of social support, it is meaningful to see mentoring as a potential tool, and hence, learning from the western experience might bring people some inspiration.

Raising teachers' wage to ensure the supply of preschool education resources: Enlightenment of Canada's first Multilateral early learning and childcare framework

LI Yufei

2021, (3): 61-69.

Abstract(590) PDF(24)

Abstract:
To ensure the supply of resources for under-five childcare and to promote the development of a national preschool system, Canadian provinces/territories have taken a series of measures to raise the wage of childcare teachers, including setting and adjusting the minimum hourly wage, providing a uniform or tiered hourly wage subsidy, and establishing a wage grid. While the government increases financial investment to protect funds, several concepts jointly followed by the provinces/territories also provide basic direction for raising salary. Several lessons are drawn for the wage enhancement of preschool teachers in our country:fully recognizing the necessity of increasing teachers' wage for the development of national preschool education; increasing the investment of public finance dedicated to teachers; and exploring fair and reasonable criteria for wage enhancement.

Operational Mechanism and Presentation of Effect of the “Centralized” Practical Teaching Mode of Master of Education Program (Full-time): The Case of Liaoning Normal University

GUAN Erqun, MENG Liju, LV Chenxi

2021, (3): 70-78.

Abstract(331) PDF(39)

Abstract:
As an important part of the full-time Master of Education program, the mode of practical teaching has a direct impact on the quality of postgraduate education. In order to achieve the educational objectives of professional Master's degree, Liaoning Normal University, as one of the training institutions of professional Master of Education program, has created the "centralized practical teaching mode" of full-time Master of Education with characteristics of "unified organization, centralized practice, and practice and reflection", guided by the theory of "reflective teaching practice". After ten years of exploration and improvement, the teaching mode has achieved fruitful results. Through the interpretation of the educational objectives of Master of Education and the analysis of the theoretical connotation of "reflective teaching practice", this paper provides a detailed analysis of the specific operational mechanism of this practical mode, so as to highlight its experiences and achievements in teaching practice of professional degree postgraduates.

Continuity and Alteration in Chaos: Department of Education of Peking University in the 1920s

ZHANG Xiaoli

2021, (3): 79-92.

Abstract(420) PDF(19)

Abstract:
The brewing and establishment of the Department of Education of Peking University was connected with both German tradition of philosophical study of education and the realistic need for training secondary education teachers. The structure of higher education in Beijing had undergone several changes under the political situation in 1920s. Three deans of Department of Education of Peking University were dismissed because of the political situation. The faculties and courses also changed frequently under the political situation. However, the courses of philosophy as core curriculum in the Department of Education was a stable factor. The professors of philosophy, represented by CHEN Daqi, focused on developing the theoretical base of students. After the resumption of Peking University, CHEN Daqi and DAI Xia took over leadership of Department of Education. The faculty recruitment and curriculum development in this department hence had a clear German characteristic. But the professors with German educational background were resisted by students. Department of Education went backward with the decrease of funding and talents in Peking University.

2021 No. 3