2024 No. 1

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The Philosophical Foundation and Theoretical Origins of Interest Education Theory
GUO Ge
2024, (1): 5-15.
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Abstract:
Any theory or doctrine has its own philosophical foundation and theoretical origins. Interest education theory or interest theory is an important theory formed by the integration of pedagogy and psychology, and it is a theory that has had a great impact on modern education and learning. The philosophical foundation and theoretical origins of this theory or doctrine are complex with various philosophies or educational philosophical schools as well as general interest theories in philosophy that provide strong support for it. Specifically, its theoretical foundation manifests as naturalism in educational philosophy, as hedonism or utilitarianism in ethical philosophy, as democracy in social philosophy, and as aestheticism in life philosophy. In addition, general interest theories in philosophy, such as Kant's theory of rational interest, Pehli's theory of value interest, and Habermas's theory of cognitive interest, also provide important theoretical support for interest education theory or interest theory.
The Self and Nature in an Independent Life: An Exploration of Thoreau's Educational Practices and Thoughts
WANG Chen, LUO Qiubai
2024, (1): 16-27.
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Henry David Thoreau, an American writer, philosopher, and transcsendentalist in the 19th century, is famous for his masterpiece Walden. However, it is less well-known that Thoreau dedicated himself to educational practice briefly and kept lifelong attention on educational issues. This article made an analysis of Thoreau's educational thoughts by teasing out his life and works: As a school teacher, Thoreau advocated that a relatively equal teacher-student relationship should be established and that nature and real life could be seen as a teacher. As a lyceum lecturer, he thought that, adults as well as children, should receive education to avoid being ignorant. And as a self-culture practitioner, Thoreau pointed out that people should seek themselves in nature and live a simple life free from the burden of material possessions. The interpretation of Thoreau's educational thoughts, on one hand, is conducive to understanding Thoreau and broadening the spectrum and dimensions of making sense of his thoughts and transcendentalism; On the other hand, it helps further to dig out the educational meanings in Thoreau's opinions on the relationship freedom, self and nature which are still not out of date till today, to expect to provide enlightenment for today's educators and the educated.
Revision of Teachers Law of China: The Legislative Concept, Teachers' Legal Identity and Legislative Technology
CHENG Yanlei, SUI Shifeng
2024, (1): 28-37.
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The basic concept of our country teachers' legislation set up is the protection of rights, and the revision of Teachers Law still needs to be implemented and kept on. The premise to protect the legitimate rights of teachers is scientific positioning of teachers' legal identity. Based on the different characteristics of compulsory education and higher education, as well as involving the practical demands of our country teachers' team construction, the teachers in public primary and secondary schools should be positioned as professional technical civil servants, while the teachers in public university as public employees. Teachers' rights and obligations are the external performance of teachers' legal status, the revision of relevant contents must be based on the different legal identities of teachers. Teachers' punishment education is a factual act implemented by teachers based on their professional identity, which belongs to the teacher's professional autonomy in essence, and should be confirmed and regulated by Teachers Law. In order to protect teachers' rights, it is necessary for us to improve the scientific of the revision from the technical aspects such as coordination and unification of legal norms, addition of the procedural norms and the correction of the softening of hard law norms, so as to enhance the operability of Teachers Law.
The Legislative Process, Core Concerns and Self-positioning of the Teachers Law 1993
SHEN Suping, YU Ruofan
2024, (1): 38-44.
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Since its enactment in 1993, the Teachers Law has not been substantially amended. By placing the 1993 Teachers Law in a historical context, it is possible to develop a deeper and more systematic understanding of the 1993 Teachers Law, especially those provisions with typical characteristics of the times. From 1986 to 1993, the Teachers Law 1993 took eight years to enact and was passed after two deliberations. During the legislative process, the treatment of teachers in the 1993 Teachers Law was always the focus of the legislators' deliberations, and the enactment of the 1993 Teachers Law was primarily intended to respond to the two core concerns of safeguarding the treatment of teachers and strengthening the building of the teaching force. The 1993 Teachers Law is not only a "law on the protection of teachers' rights and interests", but also a "law on the building of the teaching force". It is structured around the macroscopic proposition of "building the teaching force", which is characterized by "macro-regulation". The legislative process, core concerns and self-positioning of the 1993 Teachers Law are of great significance to the revision of the Teachers Law.
Research on Improvement of Legal Liability in the Revision of Teachers Law
YAO Jinju
2024, (1): 45-59.
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Teachers Law, promulgated in 1993, is the first education law to stipulate legal liability in the form of a special chapter. Currently there are still some deficiencies in this law such as the specific content, logical arrangement and system cohesion. The chapter on legal liability has been revised in both the draft for comments and the draft for examination. The revision of the Teachers Law should draw on the relevant rules of civil servant legislation such as the Civil Servant Law, the Judges Law, the Prosecutors Law, the People's Police Law and the professional legislation such as the Doctors Law and the Lawyers Law. And legal liability in Teachers Law should be improved and refined to promote the effective implementation of the law, which then finally strengthen the professional integrity, conduct and ability of our teachers to help become a leading country in education.
Predictions of Preschool Age Population and Resource Demands from 2024 to 2035: A Study Based on the "Three-Child" Policy
LI Xiangyun, DING Yaobing, WANG Heng, ZHANG Xinyuan
2024, (1): 60-71.
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Against the background of the full implementation of the "three-child" policy, this study, based on the data from the Seventh National Population Census, uses the CPPS2020 software to predict the birth population, the school-age population, and the number of children enrolled in preschools in the period of 2024-2035. It uses the two total fertility rate scenarios including high and low fertility rates and measures the demand for full-time teachers and financial inputs for each of these years in kindergarten institutions. The results include: in 2035, China's birth population will increase by 990 000 and decrease by 60 000 under the high scenarios and low scenarios respectively compared with 2024; the total number of school-age population and children in kindergartens will decrease overall and cluster towards cities, and the scale of children in kindergartens will be between 24.98 million and 27.52 million by 2035, with 71% to 72% of the children in kindergartens attending school in cities and towns. In terms of the current level of supply of educational resources, preschool institutions in urban and rural areas and full-time teachers in towns and cities can meet future demand, while there is a large shortage of full-time teachers and education funding in villages. There is a need to coordinate the allocation of urban and rural preschools, promote the mobility of urban and rural teaching resources, establish a mechanism for sharing preschool education funding proportionally according to different projects and the various levels of the financial systems, and allocate more financial input to costs of personnel and utility.
A Study on the Accessibility of Intergrating Public Cultural Services into Early Childhood: Based on the Sample of Guangzhou
CAI Liman, XU Qianyuan
2024, (1): 72-87.
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Public cultural services have become an important part of cultural construction and a strategic project in our country. Accessibility is the concept which evaluates the "suitability" of the public cultural service system for its target users. Based on survey data from 737 kindergarten teachers and administrators in Guangzhou, this study constructs an accessibility evaluation framework that includes the dimensions of availability, accessibility, acceptability, and adaptability, analyzing and evaluating the suitability of the public cultural service system with the demand and cultural service utilization behavior of kindergarten teachers and students. The study found that both public cultural service institutions and the supply and demand sides of kindergartens recognize the educational value of public cultural services, but the functions of public cultural services have not been fully utilized, and the overall accessibility of integrating public cultural services into early childhood education needs to be improved. The current availability and accessibility are the basic conditions that affect the integration of public cultural services into early childhood education. Weak ability to access public cultural service resources and lack of knowledge on how to apply them in practice are important reasons that hinder kindergartens from using public cultural services. Expanding the capacity and improving the quality and efficiency of public cultural service institutions, and providing precise supply, can promote kindergartens to constantly pay attention to and use public cultural services. This is a viable path to improve the suitability between public cultural services and the demand of kindergarten teachers and students.
A Narrative Study on Anxiety Symptoms and Diagnosis-Treatment Paths of Doctoral Students: Based on the Perspective of Emotional Sociology
CAO Dufan
2024, (1): 88-99.
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As an emotional keynote embedded in modern society, anxiety concerns the broad and long academic career of doctoral students. Adopting the theory of emotional sociology as an analytical perspective, this study collected the growth narrative through in-depth interviews with doctoral students to deeply describe the anxiety symptoms of doctoral students. It identified that anxiety is an eternal force rooted in the personality structure of doctoral students, and the contradiction between unlimited imagination and limited facts in their self-identity construction. When the doctoral students are aware of the existence of the "other" and try to meet the expectations of the "other", the existential anxiety is placed in a specific moral framework, which induces the generation of moral anxiety. In addition, the social risk and competition culture have caused the individual anxiety of doctoral students to undergo social deformation, and their anxiety experience is embedded in the social structure, which makes it difficult to avoid fundamentally. In fact, the anxiety of doctoral students is not a problem that requires "self-blaming" and "self-healing", but a problem that should be shared and managed by multiple subjects. For doctoral students, they should deal with anxiety rationally, apply anxiety constructively, and accept their own limitations to set reasonable academic goals. Tutors, family members and peers of doctoral students should try their best to provide them with resources and emotional support. In addition, it is particularly necessary to provide a good institutional environment for the growth of doctoral students' academic life.
The Dual Variations of Freedom and Science: The Historical Legacy of UCL's Century-old Curriculum Reform
HUANG Xiwen
2024, (1): 100-112.
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From 1826 to 1926, University College London has continuously carried out curriculum reform since its establishment to provide more people with educational opportunities. Based on newspapers, journals and other literature, and referring to the research ideas of historian Braudel, it can be identified that: from the perspective of the long-term, the curriculum reform of University College London has always revolved around the debate between liberal education and scientific education. Striving for balance is the "underground" of curriculum reform. From the perspective of the middle-term, the curriculum reform of University College London showed different characteristics in each historical stage. From 1826 to 1840, the curriculum strove to be secular and practical, and new comprehensive courses and medical professional courses were developed. From 1841 to 1870, the curriculum tended to be scientific and systematic, scientific courses emerged, and experimentation became the main way to implement courses. From 1871 to 1898, courses became more professional and diversified. Scientific courses were classified more carefully and examinations became the learning method of courses and women were more likely to get more involved in class. From 1899 to 1926, the curriculum became more comprehensive, the "new" curriculum developed simultaneously with the "old" curriculum, and institutes began to appear. Understanding the century-old curriculum reform history of University College London could help systematically understand the reform status of modern British universities.

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