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2026, Issue 2

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The Elemental Correspondence of the Teaching-Learning Concept from an Ontological Perspective
LU Xiaodong
2026, (2): 5-22.
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The genuine learning is an extremely peculiar taking, taking knowledge, taking new knowledge, researching. Teaching therefore is to instruct, to let the others to learn, to bring one another to learning, thereby promoting learning and researching. When teacher A teaches student B, the trinity of teacher A [learning, teaching, researching] and student B [learning, teaching, researching] which consist of 6 elements, form a dynamic correspondence based on teaching freedom/learning freedom, which is the ideal state pursued by "teaching-learning". The continuous questioning of the fundamental education concept of "teaching -learning" reveals flaws of "student-centeredness", and excessive emphasis on this concept may hinder innovation in the higher education system. Heidegger's teaching-learning philosophy is interconnected with his views on the essence of truth and ontological analysis. The novel-interpretation of Heidegger's teaching-learning Philosophy points out multiple new directions for educational concept reform, comprehensive education reform, and promoting the emerging of creative talents. The mechanisms of student mobility, teacher mobility, and the promotion of efficient corresponding of "teaching" "learning" "researching" behind them are the core characteristics of the world's scientific center and a distinctive symbol of education power of a country.
The Implementation of the Central Governments' Overall Jurisdiction in Macao's Education Sector: Basis, Achievements and Experience
WU Hongchao, ZHOU Ruiqi
2026, (2): 23-31.
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The implementation of the Central Government's overall jurisdiction in Macao's education sector is grounded in the legal theory of sovereignty, regulated by the Constitution and the Basic Law, and politically underpinned by the "One Country, Two Systems" principle. It aligns with the laws governing educational development and meets practical needs, being reasonable, lawful, compliant, and effective. The implementation of the Central Government's overall jurisdiction in Macao's education sector has yielded remarkable results. The Central Government firmly supports the Macao education management team in governing according to the law, while the Macao SAR Government actively responds to the concerns of the Central Government and earnestly fulfills its responsibility for patriotic and pro-Macao education. With the support of the Central Government, Macao's education has gained sustained momentum for development. The experience of the implementation of the Central Government's overall jurisdiction in Macao's education sector includes the following: with the establishment of a patriotic and pro-Macao educational administration as the foundation, balancing central directives with Macao's unique characteristics as the key; and leveraging the synergy between central jurisdiction and local autonomy as the driving force. A mutually respectful, cooperative, and mutually reinforcing mechanism of positive interaction has thus been formed between the Central Government's comprehensive jurisdiction and Macao's high degree of educational autonomy.
On the Right-Obligation Structure of "Transition from Kindergarten to Primary School" in Preschool Education Law
ZHAO Wenzheng
2026, (2): 32-41.
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With the implementation of the Preschool Education Law, the rights and obligations of "transition from kindergarten to primary school" have been promoted to the agenda of national rule of law, and the law provides a window for the system to be embedded in order to break the separation of school segments. The rights and obligations structure of "linking kindergarten and primary education" has become the key situation to test the continuity principle and the difference repair mechanism of the law. It encounters some practical dilemmas, such as the educational erosion of life rhythm in the transition from childhood, the semantic fracture of knowledge construction in the convergence stage, the structural collapse of resource justice in the convergence practice, and the power vacuum of responsibility mechanism in pluralistic governance. Its causes lie in the hierarchical fracture of institutional structure, the absence of vertical legislative transition zone and the horizontal coordination imbalance; Performance locking of organizational kinetic energy and logical dependence of cohesive innovation driven by hierarchical governance; The fault accumulation of professional knowledge, the imbalance of teachers' capital across different periods and the mismatch of curriculum language; Cultural collusion of family strategy and structural erosion of competitive parenting order on development suitability. Based on this, the practice of the right-obligation structure of "transition from kindergarten to primary school" in China should be based on the closed loop of legal system planning and responsibility chain, driving the coupling of "preschool-obligation" norms; To build a community of pre-school and primary education in districts and counties by governance platformization and resource balance; Promote the two-way empowerment of cross-school teachers with professional community and curriculum transformation; Rebuild the public narrative of development suitability with social co-education and cultural guidance.
Research on the Assessment of Kindergarten Teachers' Professional Competence
LI Sixian, LIN Lan, LIANG Qiumiao, WU Danyu, TAN Xiandi
2026, (2): 42-55.
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In recent years, the "relational turn" has emerged as a key perspective in the humanities and social sciences, positioning relationality at the heart of educational inquiry. Grounded in theories of relational existence and symbolic interactionism, this study develops a theoretical framework for kindergarten teachers' professional competence and empirically validates it through a large-scale questionnaire survey, which led to the development of the Kindergarten Teacher Professional Competence Self-Assessment Scale. Findings reveal that kindergarten teachers' professional competence is a multidimensional construct comprising five interrelated factors: caring and supporting ability, knowledge mastery ability, reflection and self-change ability, leadership and organization ability, and social communication ability. The scale demonstrates strong reliability and validity, serving as a robust instrument for evaluating kindergarten teachers' professional competence and for sensitively capturing variations in competence across teachers with differing years of experience, educational attainment, and income levels.
The Impact of County-Level Open Classes on Teacher Professional Development
LIN Mei
2026, (2): 56-65.
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Teaching-research officers, with strong Chinese characteristics, are an important force in promoting teachers' professional development. This study employs the Activity Theory as the analytical framework to investigate the process mechanisms and outcomes by which teaching-research officers influence teacher professional development during county-level open class activities. Qualitative analysis was conducted based on in-depth interviews with 20 teachers. The study revealed that teaching-research officers, by providing teachers with expert knowledge and sharing educational value orientations with teachers, enabled the open classes to largely achieve the student-centered instructional objectives, empowered teachers to construct a competence-oriented professionalism, and offered strong support for their professional development. However, the power techniques inherent in the guidance of teaching-research officers, and the unique mission of county-level open class activities as demonstrations of 'best teaching practices' and official requirements for new curriculum reform also required teachers to conduct research within the framework set by teaching-research officers, leading teachers to construct a performance-oriented professionalism. Consequently, teaching-research officers and teachers respectively become the designers and the implementers of the localization of the national curriculum. The research further proposes recommendations to make county-level open class activities better support teachers' professional development. These include constructing a tiered and categorized mechanism for open classes, strengthening school support systems, and enhancing teachers' professional autonomy, and so on.
Mission and Practice of U.S. Higher Education in Serving Scientific and Technological Innovation from the Perspective of Strategic Competition
ZHUO Zelin, WANG Xuyan
2026, (2): 66-78.
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The world today is shifting from the "geopolitical era" to the "technopolitical era", with the intensification of Sino-U.S. strategic competition. Against this backdrop, the role and function of U.S. higher education in serving scientific and technological innovation have undergone fundamental restructuring. From the perspectives of historical evolution and functional analysis, this paper systematically examines the evolutionary logic and practical paths of U.S. higher education in supporting scientific and technological innovation. The study finds that its historical evolution consists of four stages: the germination of competitive awareness, the establishment of security orientation, the deepening of the strategic system, and radical reshaping. At the level of mission restructuring, the economic mission of higher education has shifted to building exclusive competitive advantages, its political mission has been alienated into a tool for national security, and its diplomatic mission has been extended into a weapon of science and technology diplomacy. In practice, universities have formed systematic pathways to serve national strategies by consolidating scientific research foundations and mission-oriented research layout, building high-end human capital and talent pools, and establishing a global system of scientific and technological governance and alliances.
Type Identification and Correction Strategies for Graduate Students' Temporal Anxiety in an Accelerating Society
REN Zengyuan, WU Linru
2026, (2): 79-90.
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Driven by the logic of accelerated modernization, graduate students are increasingly caught in the structural predicament of temporal anxiety. Based on Hartmut Rosa's Socially Accelerated Critical Theory, combined with Foucault's Disciplinary Power Theory and Byung-Chul Han's Achievement Society Theory, this study employs netnography to conduct a qualitative analysis of graduate students' temporal experiences on the Xiaohongshu platform. The findings reveal that graduate students' temporal anxiety manifests in three pathological forms: "desertification of time, " "disciplining of time, " and "involution of time, " which correspond to energy depletion and loss of meaning, moralization of efficiency and self-judgment, as well as competitive attrition and lack of subjectivity, respectively. Further analysis indicates that the institutional, technological, and cultural driving forces of the academic system jointly construct a "speed cage." Finally, drawing on Rosa's "resonance theory, " this study proposes several possible pathways to restore a healthy temporality through individual enlightenment, institutional reform, and cultural reconstruction, aiming to provide theoretical reference and practical insights for alleviating graduate students' temporal anxiety and returning education to its essence of human development.
Global Landscape and Implications of K-12 Artificial Intelligence Curriculum Design: A Policy Text Analysis Across 11 Countries
ZHAN Zehui, ZHONG Chaocheng, KE Qingchao
2026, (2): 91-101.
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This study takes K-12 artificial intelligence curriculum policy documents from 11 countries and regions as its analytical corpus, constructs a tripartite analytical framework organized around the logics of knowledge, pedagogy, and assessment, and conducts a systematic comparison across three dimensions: "what to teach, " "how to teach, " and "how to assess, " with the aim of mapping areas of consensus and divergence in international K-12 AI curriculum design. In terms of content organization, three paradigmatic orientations emerge across the sample (standalone AI curriculum, integration within information technology subjects, and cross-disciplinary competence infusion) alongside three institutional arrangements: single-paradigm coverage, stage-progressive transition, and track-layered differentiation. Knowledge selection follows a funnel-shaped structure that narrows progressively from broadly shared foundational content toward more specialized technical depth. In terms of pedagogical implementation, stage-progressive sequencing and project-based learning enjoy strong cross-national consensus, while the design of cognitive scaffolding varies considerably across countries. In terms of learning assessment, formative assessment orientations and high-stakes examinations coexist in many countries, and the weakness of ethics assessment mirrors the underdevelopment of ethics instruction. Generative AI has received systematic curricular response only in the United States; the lag of curriculum policy behind technological development is a challenge shared across all countries examined. Drawing on these comparative findings, China may build upon its existing foundations by developing a layered and differentiated curriculum content structure, formulating a specialized teacher competency framework for AI education, and embedding ethical reasoning capacity throughout the assessment of technical practice, so as to advance the ongoing refinement of its K-12 AI curriculum.
Promoting or Suppressing? The Impact of Generative AI on Students' Programming Ability from a Meta-Analysis Based on 42 Experiments and Quasi-Experiments
ZHANG Yuxin, BAI Qian, ZHOU Jin
2026, (2): 102-112.
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Generative AI has been widely used in programming education due to its real-time personalized feedback, code parsing, and debugging capabilities. However, there is no consensus in academia on whether generative AI can enhance students' programming abilities. This article conducts a meta-analysis of 42 experimental and quasi experimental studies after ChatGPT3.5 and finds that: 1) Generative AI has a moderate promoting effect on students' overall programming ability, with the greatest promoting effect on operational ability, followed by cognitive ability; 2) Generative AI has a promoting effect on students' programming ability in different experimental cycles, and the use of generative AI has the most significant impact on students' programming ability in the short term; 3) Compared to the basic education stage, generative AI has a more significant promoting effect on students' programming ability in higher education stage; 4) In medium-sized studies, generative AI has the best impact on students' operational ability, while in small-scale studies, the impact of generative AI on students' overall programming ability is more prominent; 5) Students without programming experience who use generative AI are more likely to enhance their programming abilities, while those with experience are more susceptible to metacognitive risks. Based on this research conclusion, this article proposes the following suggestions for programming teaching practice: 1) Strengthen the cultivation of students' operational abilities and guide their participation in deep cognition; 2) effectively leverage the short-term effects of generative AI on programming ability and strategically plan long-term pathways for integration; 3) Continuously deepen AI empowerment in higher education, and focus on guiding students to apply it reasonably in basic education; 4) select an appropriate teaching scale based on instructional objectives; 5) establish AI scaffolding for beginners and set metacognitive activation points for experienced learners.

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