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Articles in press have been peer-reviewed and accepted, which are not yet assigned to volumes /issues, but are citable by Digital Object Identifier (DOI).
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2025, (1): 5-13.
Abstract:
Teacher tolerance is regarded as one of the core values of teacher morality, but the academic community rarely delves into the "intolerance" of teachers. The "intolerance" of teachers is manifested as another endpoint of their tolerance attitude towards the same thing, which may be a personality variable reflecting the individual teacher's consistent attitude towards things. Teachers expressing "intolerance" may lead to cognitive dissonance, and the cognitive and psychological responses of individuals or groups' intolerance can be interpreted through the mechanism of cognitive closure needs. Uncertainty can easily lead to teachers' intolerance in terms of objective factors while social comparison and a sense of being valued directly or indirectly affect teachers' "intolerance" towards things in terms of subjective factors. Finally, specific suggestions were put forward for the cultivation of future teacher literacy, including a reunderstanding of the mechanism of teachers' "intolerance", in-depth exploration of the reasons for teachers' "intolerance", and a thorough examination of the cultural background of interpersonal interactions that trigger the teachers' "intolerance" events.
Teacher tolerance is regarded as one of the core values of teacher morality, but the academic community rarely delves into the "intolerance" of teachers. The "intolerance" of teachers is manifested as another endpoint of their tolerance attitude towards the same thing, which may be a personality variable reflecting the individual teacher's consistent attitude towards things. Teachers expressing "intolerance" may lead to cognitive dissonance, and the cognitive and psychological responses of individuals or groups' intolerance can be interpreted through the mechanism of cognitive closure needs. Uncertainty can easily lead to teachers' intolerance in terms of objective factors while social comparison and a sense of being valued directly or indirectly affect teachers' "intolerance" towards things in terms of subjective factors. Finally, specific suggestions were put forward for the cultivation of future teacher literacy, including a reunderstanding of the mechanism of teachers' "intolerance", in-depth exploration of the reasons for teachers' "intolerance", and a thorough examination of the cultural background of interpersonal interactions that trigger the teachers' "intolerance" events.
2025, (1): 14-23.
Abstract:
Nowadays, evidence-based evaluation has become the main form of educational evaluation. The discussions based on objective data have to a certain extent surpassed the exploration of the purpose and significance of education. This will not only narrow people's imagination of education, but also lead to the problems such as reversal of educational means and ends, and the disconnection between evaluation standards and the value system in education. To restore the original role of educational evaluation as a means of verification, criticism, and creation, Dewey's valuation theory, which is the core part of his value theory, will be a possible approach that can be drawn upon. It breaks the binary between fact and value, purpose and means, and reason and emotion, taking "action" as the core and emphasizes the interaction with environmental factors and integrating experimental methods into Dewey's value system. Dewey's theory of experimental empirical value is a subversion of anti-value theory, transcendental value theory and dualism, which provides a new perspective for examining problems in educational evaluation. It reveals that, 1) we should pay attentions on the relevance of value, students' experience and educational evaluation; 2)We should clarify the relationship between valuation and desiring and interest, which are neither simply emotional stimulus nor pure rational guidance; and 3) We ought to make it clear of the causality of educational means and aims, so as to guarantee the consistency of subjects' experience. The clarification of the core concepts in Dewey's evaluation theory may provide us with feasible ideas for solving practical problems in the educational evaluation.
Nowadays, evidence-based evaluation has become the main form of educational evaluation. The discussions based on objective data have to a certain extent surpassed the exploration of the purpose and significance of education. This will not only narrow people's imagination of education, but also lead to the problems such as reversal of educational means and ends, and the disconnection between evaluation standards and the value system in education. To restore the original role of educational evaluation as a means of verification, criticism, and creation, Dewey's valuation theory, which is the core part of his value theory, will be a possible approach that can be drawn upon. It breaks the binary between fact and value, purpose and means, and reason and emotion, taking "action" as the core and emphasizes the interaction with environmental factors and integrating experimental methods into Dewey's value system. Dewey's theory of experimental empirical value is a subversion of anti-value theory, transcendental value theory and dualism, which provides a new perspective for examining problems in educational evaluation. It reveals that, 1) we should pay attentions on the relevance of value, students' experience and educational evaluation; 2)We should clarify the relationship between valuation and desiring and interest, which are neither simply emotional stimulus nor pure rational guidance; and 3) We ought to make it clear of the causality of educational means and aims, so as to guarantee the consistency of subjects' experience. The clarification of the core concepts in Dewey's evaluation theory may provide us with feasible ideas for solving practical problems in the educational evaluation.
2025, (1): 24-35.
Abstract:
In the history of European art from the 16th to the 19th centuries, artists created a large number of works depicting children playing with soap bubbles. These paintings not only present vivid scenes of children playing with soap bubbles, but also reflect the changes in children's status in social culture, as well as the historical evolution of people's attitudes towards children's lives. Through the iconographic analysis methods, these classic paintings of children can be interpreted to reveal that soap bubbles have multiple symbolic meanings in different historical periods. In the 16th to 17th centuries, fragile soap bubbles were a metaphor for the fragility of children's lives in vanitas paintings; in addition to their symbolic life meaning of death, soap bubbles are also carriers for showcasing the daily activities and moral significance of secular children. By the 18th to 19th centuries, with the game attribute of children playing with soap bubbles being more prominent, the soap bubble game became an iconic activity representing a unique life stage called childhood, and reflected the concept of protecting children's lives through improving their hygiene in the era of preventive medicine. The examination of soap bubble game paintings and the underlying views on children's lives in history can not only enrich people's understanding of the history of children's soap bubble games, but also deepen their understanding of the evolution of views on children's lives, thus prompting the reflection on the current society's views on children.
In the history of European art from the 16th to the 19th centuries, artists created a large number of works depicting children playing with soap bubbles. These paintings not only present vivid scenes of children playing with soap bubbles, but also reflect the changes in children's status in social culture, as well as the historical evolution of people's attitudes towards children's lives. Through the iconographic analysis methods, these classic paintings of children can be interpreted to reveal that soap bubbles have multiple symbolic meanings in different historical periods. In the 16th to 17th centuries, fragile soap bubbles were a metaphor for the fragility of children's lives in vanitas paintings; in addition to their symbolic life meaning of death, soap bubbles are also carriers for showcasing the daily activities and moral significance of secular children. By the 18th to 19th centuries, with the game attribute of children playing with soap bubbles being more prominent, the soap bubble game became an iconic activity representing a unique life stage called childhood, and reflected the concept of protecting children's lives through improving their hygiene in the era of preventive medicine. The examination of soap bubble game paintings and the underlying views on children's lives in history can not only enrich people's understanding of the history of children's soap bubble games, but also deepen their understanding of the evolution of views on children's lives, thus prompting the reflection on the current society's views on children.
2025, (1): 36-44.
Abstract:
This article consists of four reflective memos written by the author while teaching qualitative research methods. The purpose is to share some of the challenges, reflections and strategies of teaching qualitative research methods. The first memo concerns the standards of a "good" qualitative research question. The second discusses how to learn qualitative research methods from the sutdents' perspective. The third reflects on the process of writing reflective memos as part of learning qualitative research. The fourth addresses such ethical issues as "equity" in the teacher's treatment of students. Through these memos, the author hopes to enhance the reflective awareness and capabilities of both teachers and students in qualitative research methods courses, thereby promoting more rigorous and thoughtful qualitative research practices.
This article consists of four reflective memos written by the author while teaching qualitative research methods. The purpose is to share some of the challenges, reflections and strategies of teaching qualitative research methods. The first memo concerns the standards of a "good" qualitative research question. The second discusses how to learn qualitative research methods from the sutdents' perspective. The third reflects on the process of writing reflective memos as part of learning qualitative research. The fourth addresses such ethical issues as "equity" in the teacher's treatment of students. Through these memos, the author hopes to enhance the reflective awareness and capabilities of both teachers and students in qualitative research methods courses, thereby promoting more rigorous and thoughtful qualitative research practices.
2025, (1): 45-52.
Abstract:
This article consists of three reflective memos by the author while teaching a qualitative research methods course, concerning her students' needs and her responses. The first memo introduces the author's reflection on the teacher-student relationship, prompted by students' reluctance to volunteer in class activities. The second memo discusses why teachers usually do not like student silence in class, as it challenges teacher's esteem and self-efficacy. The third memo, regarding a student's enquiry of why theory cannot be produced directly from theory, explores why education research cannot rely solely on speculations. All the reflections reveal the author's concern about students' needs in learning qualitative research methods. Such reflection helps the author better understand her own role as a teacher, and commits herself to growing up together with students.
This article consists of three reflective memos by the author while teaching a qualitative research methods course, concerning her students' needs and her responses. The first memo introduces the author's reflection on the teacher-student relationship, prompted by students' reluctance to volunteer in class activities. The second memo discusses why teachers usually do not like student silence in class, as it challenges teacher's esteem and self-efficacy. The third memo, regarding a student's enquiry of why theory cannot be produced directly from theory, explores why education research cannot rely solely on speculations. All the reflections reveal the author's concern about students' needs in learning qualitative research methods. Such reflection helps the author better understand her own role as a teacher, and commits herself to growing up together with students.
2025, (1): 53-66.
Abstract:
A Quantitative assessment of the efficiency of preschool education resource allocation in the western region is the key for improving the preschool education input mechanism and promoting the balanced development of education. Based on the input and output panel data of preschool education in 12 provinces (municipalities and autonomous regions) in the western region of China from 2014 to 2021, static measurement and dynamic analysis through the DEA-Malmquist-Tobit model are used for exploring the efficiency of pre-school education resource allocation and its influencing factors The results show that the total factor productivity is declining and the differences between provinces and urban and rural areas are obviously, though the input level of preschool education resources in the western region is generally high. And the correlation between urbanisation construction, intensity of pre-school education investment and pre-school education resource allocation efficiency is significant positive; while the correlation between the level of economic development, per capita education expenditure index and pre-school education resource allocation efficiency is significant negative. Several relevant suggestions are put forward as follows for improving the allocation efficiency of preschool education resources in the western region. Firstly, differentiated development strategies have to be formulated to optimize the allocation of education resources. Secondly, increase the investment of preschool education resources and promote the effectiveness of these resources. Lastly, it's necessary to clarify the responsibilities of governments at all levels and strengthen their capacity for resource management.
A Quantitative assessment of the efficiency of preschool education resource allocation in the western region is the key for improving the preschool education input mechanism and promoting the balanced development of education. Based on the input and output panel data of preschool education in 12 provinces (municipalities and autonomous regions) in the western region of China from 2014 to 2021, static measurement and dynamic analysis through the DEA-Malmquist-Tobit model are used for exploring the efficiency of pre-school education resource allocation and its influencing factors The results show that the total factor productivity is declining and the differences between provinces and urban and rural areas are obviously, though the input level of preschool education resources in the western region is generally high. And the correlation between urbanisation construction, intensity of pre-school education investment and pre-school education resource allocation efficiency is significant positive; while the correlation between the level of economic development, per capita education expenditure index and pre-school education resource allocation efficiency is significant negative. Several relevant suggestions are put forward as follows for improving the allocation efficiency of preschool education resources in the western region. Firstly, differentiated development strategies have to be formulated to optimize the allocation of education resources. Secondly, increase the investment of preschool education resources and promote the effectiveness of these resources. Lastly, it's necessary to clarify the responsibilities of governments at all levels and strengthen their capacity for resource management.
2025, (1): 67-74.
Abstract:
Gifted students are typically those with exceptional cognitive and learning abilities. Among them, some may possess extraordinary talents in one or more specific areas while simultaneously facing physical and mental disabilities and challenges. As potential talent resources, it is crucial for educators to accurately understand their strengths and obstacles,employ teaching strategies that can overcome their barriers and maximize their potential, thereby fully meeting their educational needs. This paper first describes the general profile and common characteristics of twice-exceptional students in the way of narrative literature review, so as to help educators identifying and recognizing these students. Then discusses the various academic challenges they face due to their physical and mental characteristics. Finally, based on the concept of evidence-based practice, it provides some supportive educational strategies for reference.
Gifted students are typically those with exceptional cognitive and learning abilities. Among them, some may possess extraordinary talents in one or more specific areas while simultaneously facing physical and mental disabilities and challenges. As potential talent resources, it is crucial for educators to accurately understand their strengths and obstacles,employ teaching strategies that can overcome their barriers and maximize their potential, thereby fully meeting their educational needs. This paper first describes the general profile and common characteristics of twice-exceptional students in the way of narrative literature review, so as to help educators identifying and recognizing these students. Then discusses the various academic challenges they face due to their physical and mental characteristics. Finally, based on the concept of evidence-based practice, it provides some supportive educational strategies for reference.
2025, (1): 75-85.
Abstract:
Headmaster plays an important role in the development of basic education, and to be a "distinguish" one is the goal for the development of every school principal in the new era. Based on the life course theory, this paper outlines the career development path of "teacher- principal - distinguish principal" through in-depth analysis of 10 principals, aiming to reveal the core characteristics of distinguish principals and the key influencing factors in their growth process.Under specific historical conditions, the growth of a distinguish headmaster is the result of the intertwined and joint effects of the influence of significant others in their life as well as the individual's subjective initiative. Among them, individual initiative plays a greater role in the growth of famous principals. In order to promote the growth of distinguish principals, it is necessary to strengthen the leading force of the government, expand the number of studios under the policy of "Training Plan for Distinguish Teachers and Headmasters", and provide a professional development platform for principals. Further, respect the principal's individual subjectivity and promote professional development through self-enhancement. Finally, build a cooperative relationship network and create a good environment for personal growth.
Headmaster plays an important role in the development of basic education, and to be a "distinguish" one is the goal for the development of every school principal in the new era. Based on the life course theory, this paper outlines the career development path of "teacher- principal - distinguish principal" through in-depth analysis of 10 principals, aiming to reveal the core characteristics of distinguish principals and the key influencing factors in their growth process.Under specific historical conditions, the growth of a distinguish headmaster is the result of the intertwined and joint effects of the influence of significant others in their life as well as the individual's subjective initiative. Among them, individual initiative plays a greater role in the growth of famous principals. In order to promote the growth of distinguish principals, it is necessary to strengthen the leading force of the government, expand the number of studios under the policy of "Training Plan for Distinguish Teachers and Headmasters", and provide a professional development platform for principals. Further, respect the principal's individual subjectivity and promote professional development through self-enhancement. Finally, build a cooperative relationship network and create a good environment for personal growth.
2025, (1): 86-96.
Abstract:
Promoting the reform of the university governance system and expanding the autonomy of universities are the main contents of the transformation of Russia's higher education system after the dissolution of the Soviet Union. The Education Law grants independent legal status to national universities and expands the scope of their autonomy, Specifically, this is reflected in the increasing degree of autonomy of universities in teaching, research, and finance. However, it should also be noted that from the perspective of national governance, the Russian Federation government has not granted state universities complete independent autonomy. And currently the National universities are in a state of contraction in terms of enrollment and administrative power. The differentiation of autonomy makes the governance structure of national universities change, showing the characteristics of power down and power overflow. during the governance system reform of Russian State Universities in the new era.
Promoting the reform of the university governance system and expanding the autonomy of universities are the main contents of the transformation of Russia's higher education system after the dissolution of the Soviet Union. The Education Law grants independent legal status to national universities and expands the scope of their autonomy, Specifically, this is reflected in the increasing degree of autonomy of universities in teaching, research, and finance. However, it should also be noted that from the perspective of national governance, the Russian Federation government has not granted state universities complete independent autonomy. And currently the National universities are in a state of contraction in terms of enrollment and administrative power. The differentiation of autonomy makes the governance structure of national universities change, showing the characteristics of power down and power overflow. during the governance system reform of Russian State Universities in the new era.
2025, (1): 97-109.
Abstract:
Degree authorization review plays an important role in regulating the higher education market and effectively ensuring the quality of higher education. Influenced by the decentralized governance of higher education, each province in Canada independently carries out degree authorization review work, among which the provincial government plays a leading role in degree authorization, thus forming a "provincial government-major colleges and universities" authorization review management framework. Within the national unified standard framework, each province has formulated corresponding authorization review standards according to actual conditions. As one of the provinces with the highest level of higher education in the country, British Columbia has established a relatively mature degree authorization review system. By exploring the power allocation and operation mechanism of the main bodies in the degree authorization review system of British Columbia, the characteristics of the degree authorization review system in the province are summarized as follows. Firstly, the connotation and boundary of degree authorization review have to be clarified under the premise of following the law. Secondly, the power and responsibility system of degree authorization review urgently needs to be built scientifically. Lastly, the participation of relevant stakeholders ought to be effectively mobilized for jointly promoting the degree authorization review.
Degree authorization review plays an important role in regulating the higher education market and effectively ensuring the quality of higher education. Influenced by the decentralized governance of higher education, each province in Canada independently carries out degree authorization review work, among which the provincial government plays a leading role in degree authorization, thus forming a "provincial government-major colleges and universities" authorization review management framework. Within the national unified standard framework, each province has formulated corresponding authorization review standards according to actual conditions. As one of the provinces with the highest level of higher education in the country, British Columbia has established a relatively mature degree authorization review system. By exploring the power allocation and operation mechanism of the main bodies in the degree authorization review system of British Columbia, the characteristics of the degree authorization review system in the province are summarized as follows. Firstly, the connotation and boundary of degree authorization review have to be clarified under the premise of following the law. Secondly, the power and responsibility system of degree authorization review urgently needs to be built scientifically. Lastly, the participation of relevant stakeholders ought to be effectively mobilized for jointly promoting the degree authorization review.
2020, (4): 59-68.
摘要：
我国素养导向的教育背景下，单元教学成为教学设计的焦点。通过文献收集与整理，从单元设计的界定、理论基础、单元设计与学科之间的关系、单元目标确定、学习活动设计、学习评价设计六大维度深入分析，研究表明，单元设计以学科内整合为主，缺乏系统的理论框架和扎实的实施工具。为推进单元设计，首先拓宽单元设计的视野，不仅要考虑单元内整合也要考虑单元之间的整合，不仅要考虑学科内整合也要考虑超越学科的整合；其次研发单元设计的工具，即设计统整性单元目标与大概念、问题化单元目标、情境化与生活化单元核心学习活动、开发统整性单元评价任务；再次加强单元设计的理论建设，即拓宽单元设计的知识基础、梳理单元设计的模式、规范单元设计的术语。
我国素养导向的教育背景下，单元教学成为教学设计的焦点。通过文献收集与整理，从单元设计的界定、理论基础、单元设计与学科之间的关系、单元目标确定、学习活动设计、学习评价设计六大维度深入分析，研究表明，单元设计以学科内整合为主，缺乏系统的理论框架和扎实的实施工具。为推进单元设计，首先拓宽单元设计的视野，不仅要考虑单元内整合也要考虑单元之间的整合，不仅要考虑学科内整合也要考虑超越学科的整合；其次研发单元设计的工具，即设计统整性单元目标与大概念、问题化单元目标、情境化与生活化单元核心学习活动、开发统整性单元评价任务；再次加强单元设计的理论建设，即拓宽单元设计的知识基础、梳理单元设计的模式、规范单元设计的术语。
2022, (2): 29-36.
摘要：
在中央"双减"政策背景下,课外补习市场正逐渐从培训机构转移到私人家教。家教活动隐蔽性较强、功利应试色彩较浓、逐利性特征明显,存在无序发展的风险。若不能及时加以规范,或将消减"双减"政策的实效性:加重家庭经济负担,增加学生学业负担,加剧教育系统内卷,损害群体教育公平。规范私人家教,应处理好国家监管、个体选择与教育规律间的矛盾及张力,凸显合法性、选择性与有序性三大价值向度。
2022, (4): 25-33.
摘要：
课程建设是博物馆教育实现质的飞跃的重要标志,这一过程离不开博物馆课程资源开发。基于跨学科学习的博物馆课程资源开发是《关于利用博物馆资源开展中小学教育教学的意见》《义务教育课程方案》 (2022年版)政策的实践落地,也是博物馆教育课程化的必由之路。博物馆跨学科课程资源开发以立德树人、"五育"融合,学生主体、"具身"体验,资源生成、"超越"时空为价值逻辑定位,是促进国家教育高质量发展、学生全面发展、博物馆教育功能提升的必然要求。博物馆广博的本体资源、独特的情境资源与博物馆教育者是博物馆跨学科学习课程资源开发的根本保障。基于具身认知、深度学习理论建构沉浸式互动体验课程和项目式主题课程,基于人工智能发展趋势建构自主探究型云端课程,是丰富博物馆跨学科学习课程体系的实践创新,推动博物馆教育走向课程化。
课程建设是博物馆教育实现质的飞跃的重要标志,这一过程离不开博物馆课程资源开发。基于跨学科学习的博物馆课程资源开发是《关于利用博物馆资源开展中小学教育教学的意见》《义务教育课程方案》 (2022年版)政策的实践落地,也是博物馆教育课程化的必由之路。博物馆跨学科课程资源开发以立德树人、"五育"融合,学生主体、"具身"体验,资源生成、"超越"时空为价值逻辑定位,是促进国家教育高质量发展、学生全面发展、博物馆教育功能提升的必然要求。博物馆广博的本体资源、独特的情境资源与博物馆教育者是博物馆跨学科学习课程资源开发的根本保障。基于具身认知、深度学习理论建构沉浸式互动体验课程和项目式主题课程,基于人工智能发展趋势建构自主探究型云端课程,是丰富博物馆跨学科学习课程体系的实践创新,推动博物馆教育走向课程化。
2020, (6): 2-10.
摘要：
乡村教师是乡村小学立校之本，但是，目前的乡村小学普遍存在优秀教师进不来且留不住的问题，致使乡村小学的发展陷入困境。在脱贫攻坚战即将收官和教育现代化亟待推进的背景下，基于对乡村小学优秀教师进不来、留不住的困境和乡村小学教师跨学科教学能力不足且在地认同度低的客观现实分析，研究者认为，国家亟需鼓励具有小学全科免费师范生招生资格的高校，通过完善面向偏远贫困乡村地区定向培养免费小学全科教师的政策、培养方案和实践机制，强化学生的跨学科综合施教能力；通过分段在地培养，强化学生的在地认同意识；通过两次筛选，真正选拔出具有乡土情节和教育情怀的、能够下得去且留得住的乡村小学全科教师，从根本上推动乡村小学教育发展。
乡村教师是乡村小学立校之本，但是，目前的乡村小学普遍存在优秀教师进不来且留不住的问题，致使乡村小学的发展陷入困境。在脱贫攻坚战即将收官和教育现代化亟待推进的背景下，基于对乡村小学优秀教师进不来、留不住的困境和乡村小学教师跨学科教学能力不足且在地认同度低的客观现实分析，研究者认为，国家亟需鼓励具有小学全科免费师范生招生资格的高校，通过完善面向偏远贫困乡村地区定向培养免费小学全科教师的政策、培养方案和实践机制，强化学生的跨学科综合施教能力；通过分段在地培养，强化学生的在地认同意识；通过两次筛选，真正选拔出具有乡土情节和教育情怀的、能够下得去且留得住的乡村小学全科教师，从根本上推动乡村小学教育发展。
2022, (1): 75-85.
摘要：
基于东北师范大学教师教育研究院“中国教师发展报告2019”课题组调查的数据，从公平理论视域出发，对我国中小学教师薪酬满意度及其相关影响因素进行了实证研究。研究发现：（1）我国中小学教师的薪酬收入和薪酬满意度整体不高，劳动付出与薪酬收入的相称感较低，而这种相称感是导致教师薪酬满意度偏低的主要因素；（2）大部分教师认为其工资收入要低于或远低于当地公务员的薪酬水平，这种对比感也是导致教师薪酬满意度偏低的主要因素；（3）乡村教师的薪酬满意度高于城市教师，并且薪酬收入对乡村教师薪酬满意度的影响更大，普通高中教师的薪酬满意度要低于小学和初中教师。最后，根据研究发现本文提出要科学制定中小学教师工资增长机制，合理界定教师工作任务、减轻教师负担，建立公平感高、更具激励作用的教师薪酬体系。
基于东北师范大学教师教育研究院“中国教师发展报告2019”课题组调查的数据，从公平理论视域出发，对我国中小学教师薪酬满意度及其相关影响因素进行了实证研究。研究发现：（1）我国中小学教师的薪酬收入和薪酬满意度整体不高，劳动付出与薪酬收入的相称感较低，而这种相称感是导致教师薪酬满意度偏低的主要因素；（2）大部分教师认为其工资收入要低于或远低于当地公务员的薪酬水平，这种对比感也是导致教师薪酬满意度偏低的主要因素；（3）乡村教师的薪酬满意度高于城市教师，并且薪酬收入对乡村教师薪酬满意度的影响更大，普通高中教师的薪酬满意度要低于小学和初中教师。最后，根据研究发现本文提出要科学制定中小学教师工资增长机制，合理界定教师工作任务、减轻教师负担，建立公平感高、更具激励作用的教师薪酬体系。
2022, (1): 41-49.
摘要：
全球教育的结构性变动，市场经济和技术的快速发展，再次突显家长在子女教育中的重要作用。“家长主义”时代的到来，成为重构家校权利关系、追求教育公平的良好机遇。然而，藉由技术中介主导下的学校治理，建立不平等的权力控制机制与家长互动，把家长培养成为自我改造的知识主体，引发了家长间的相互监督与竞争，强化了教育的文化与社会再生产功能。故而，需要在理论和规范上厘清家长和学校的权利边界；要从根本上反思学校灌输给家长知识的性质，鉴别知识的教育性与非教育性；赋权家长，在家长群体内部发展“公共家长”，减轻教师负担，创造公平的教育环境。
全球教育的结构性变动，市场经济和技术的快速发展，再次突显家长在子女教育中的重要作用。“家长主义”时代的到来，成为重构家校权利关系、追求教育公平的良好机遇。然而，藉由技术中介主导下的学校治理，建立不平等的权力控制机制与家长互动，把家长培养成为自我改造的知识主体，引发了家长间的相互监督与竞争，强化了教育的文化与社会再生产功能。故而，需要在理论和规范上厘清家长和学校的权利边界；要从根本上反思学校灌输给家长知识的性质，鉴别知识的教育性与非教育性；赋权家长，在家长群体内部发展“公共家长”，减轻教师负担，创造公平的教育环境。
2020, (4): 78-84.
摘要：
师生互动关系在线教学的成效和人才培养的质量。基于柯林斯互动仪式链理论，在线教学是师生在网络教学空间中构建的完整互动仪式。结合2020年疫情期间全国高校线上教学调研报告，从互动仪式情境、主体、流程和效果四个方面，指出目前在线课堂互动仪式存在的问题：在线课堂师生互动情境仪式感不强、互动主体角色履行不足、互动流程过于程序化、互动仪式缺乏情感关注。营造师生互动情境的仪式感、明确互动主体的角色地位、融合信息化和人性化的互动流程、构建具有情感连带的全面育人机制等，可促进高校在线课堂师生互动，提升在线教学效果。
师生互动关系在线教学的成效和人才培养的质量。基于柯林斯互动仪式链理论，在线教学是师生在网络教学空间中构建的完整互动仪式。结合2020年疫情期间全国高校线上教学调研报告，从互动仪式情境、主体、流程和效果四个方面，指出目前在线课堂互动仪式存在的问题：在线课堂师生互动情境仪式感不强、互动主体角色履行不足、互动流程过于程序化、互动仪式缺乏情感关注。营造师生互动情境的仪式感、明确互动主体的角色地位、融合信息化和人性化的互动流程、构建具有情感连带的全面育人机制等，可促进高校在线课堂师生互动，提升在线教学效果。
2020, (2): 81-88.
摘要：
采用质性研究方法，选取了十名博士研究生作为访谈对象，提取家庭、婚姻、性别、地域传统这四个影响因子，探寻社会期待对于博士生读博选择的影响研究。结果显示：原生家庭对博士生的读博选择有着最为基础和重要的影响，文化资本优势家庭与文化资本劣势家庭博士生读博考量的因素完全不同；婚姻和性别亦是重要的影响因子；地域传统相对而言对博士生的读博选择影响不大。
采用质性研究方法，选取了十名博士研究生作为访谈对象，提取家庭、婚姻、性别、地域传统这四个影响因子，探寻社会期待对于博士生读博选择的影响研究。结果显示：原生家庭对博士生的读博选择有着最为基础和重要的影响，文化资本优势家庭与文化资本劣势家庭博士生读博考量的因素完全不同；婚姻和性别亦是重要的影响因子；地域传统相对而言对博士生的读博选择影响不大。
2022, (2): 75-86.
摘要：
内卷"一词被用于描述精英大学普遍存在的过度竞争生态,而保研是观察这一生态的重要窗口。通过对北京市某双一流高校8位本科生保研历程的深度访谈发现,保研中的内卷生态具体表现为"抢好分"、拼筹码和竞争性攀比。绩效主义取向的积分式保研规则促成褒奖与贬抑效应,加剧了个体的自我剥削,极易将学生引向精神世界的"空心化",铸造"精致的利己主义者"和"内卷型"人格,既危及学生身心健康,也给国家长期的人才选拔和培养种下选才单一化、功利化的苦果。超越"内卷"既需要个体觉醒,更依赖高等院校乃至全社会的制度变革与文化重塑。
2020, (6): 2-10.
Abstract:
