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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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2026, (1): 5-9.
Abstract:
In the era of artificial intelligence, the deep integration of statistics, AI, and educational research has become a significant topic worthy of attention for advancing the discipline of education. To address this issue, the author conducted an exclusive interview with Professor Shi Ningzhong, exploring three key areas: the disciplinary logic of education, the application of statistical methods in education, and how AI drives educational reform. Professor Shi Ningzhong emphasized that education belongs to the social sciences. Educational research cannot rely solely on hypothetical reasoning or empirical speculation; it must also reference real-world standards rooted in specific cultural contexts and practical conditions while addressing the actual demands of societal development. Statistics, leveraging mathematical tools to recognize, understand, and express random phenomena, is particularly well-suited for educational research where uncertainty may arise under identical conditions. By modeling and summarizing patterns based on random phenomena in education, statistical methods propel educational research from empirical induction toward theoretical construction, ultimately advancing toward doctrinal innovation. Professor Shi Ningzhong contends that artificial intelligence can address multi-source, dynamic, and contextually complex problems in education through simplified approaches, thereby expanding the application boundaries of statistical methods. Attention should be focused on leveraging statistical methodologies to enhance the efficacy of AI in educational research. Future educational studies must actively respond to the new demands placed on human competency structures in the AI era, prioritizing trends in both foundational and subject-specific education.
In the era of artificial intelligence, the deep integration of statistics, AI, and educational research has become a significant topic worthy of attention for advancing the discipline of education. To address this issue, the author conducted an exclusive interview with Professor Shi Ningzhong, exploring three key areas: the disciplinary logic of education, the application of statistical methods in education, and how AI drives educational reform. Professor Shi Ningzhong emphasized that education belongs to the social sciences. Educational research cannot rely solely on hypothetical reasoning or empirical speculation; it must also reference real-world standards rooted in specific cultural contexts and practical conditions while addressing the actual demands of societal development. Statistics, leveraging mathematical tools to recognize, understand, and express random phenomena, is particularly well-suited for educational research where uncertainty may arise under identical conditions. By modeling and summarizing patterns based on random phenomena in education, statistical methods propel educational research from empirical induction toward theoretical construction, ultimately advancing toward doctrinal innovation. Professor Shi Ningzhong contends that artificial intelligence can address multi-source, dynamic, and contextually complex problems in education through simplified approaches, thereby expanding the application boundaries of statistical methods. Attention should be focused on leveraging statistical methodologies to enhance the efficacy of AI in educational research. Future educational studies must actively respond to the new demands placed on human competency structures in the AI era, prioritizing trends in both foundational and subject-specific education.
2026, (1): 10-18.
Abstract:
In recent years, humanity has been reassessing the value of science and technology and the humanistic spirit. Firstly, the relationship between Dao and Qi, science and humanities, as well as between science and technology and the humanistic spirit, and between the natural sciences and the humanities is one of symbiotic synergy. The view that science and the humanities are opposed is untenable. Secondly, as human society has developed to the present, science and technology will always be a powerful force driving social progress. We must adhere to the principle that science and technology are the primary productive forces, deeply implement the strategy of rejuvenating the country through science and education, accelerate the development of science and technology, strengthen national strategic scientific and technological forces, and comprehensively enhance the scientific literacy of all citizens. Thirdly, the humanistic spirit will always be the core part of the entire human spiritual system and will always play the role of a navigator in the process of social development. Science can make society prosperous, and the humanities can make society civilized. Science and the humanities are dialectically unified, and essentially both have scientific and humanistic qualities. Cultivating students' scientific and humanistic spirits should be carried out by universally offering science literacy courses to students majoring in the humanities and humanistic spirit courses to students majoring in the natural sciences. Finally, the synergy of science and technology education and humanistic education should be achieved from several aspects such as goals, specialties, courses, and models. Science and the humanities, like the two wheels of a train, coexist and synergize, advancing in harmony, jointly promoting Chinese-style modernization and realizing the goal of building a strong country.
In recent years, humanity has been reassessing the value of science and technology and the humanistic spirit. Firstly, the relationship between Dao and Qi, science and humanities, as well as between science and technology and the humanistic spirit, and between the natural sciences and the humanities is one of symbiotic synergy. The view that science and the humanities are opposed is untenable. Secondly, as human society has developed to the present, science and technology will always be a powerful force driving social progress. We must adhere to the principle that science and technology are the primary productive forces, deeply implement the strategy of rejuvenating the country through science and education, accelerate the development of science and technology, strengthen national strategic scientific and technological forces, and comprehensively enhance the scientific literacy of all citizens. Thirdly, the humanistic spirit will always be the core part of the entire human spiritual system and will always play the role of a navigator in the process of social development. Science can make society prosperous, and the humanities can make society civilized. Science and the humanities are dialectically unified, and essentially both have scientific and humanistic qualities. Cultivating students' scientific and humanistic spirits should be carried out by universally offering science literacy courses to students majoring in the humanities and humanistic spirit courses to students majoring in the natural sciences. Finally, the synergy of science and technology education and humanistic education should be achieved from several aspects such as goals, specialties, courses, and models. Science and the humanities, like the two wheels of a train, coexist and synergize, advancing in harmony, jointly promoting Chinese-style modernization and realizing the goal of building a strong country.
2026, (1): 19-29.
Abstract:
As an important part of education and teaching, educational discipline plays a significant role in safeguarding the rights and interests of both teachers and students and maintaining educational order. In 2021, the "Trial Rules on Educational Discipline in Primary and Secondary Schools" was officially implemented. Based on this regulation, primary and secondary schools in various regions have actively formulated school-based implementation details in line with their own actual conditions. Through an empirical study of the educational discipline implementation details of 62 local primary and secondary schools in 23 provinces, it was found that the content problems of the current implementation details of educational discipline in primary and secondary schools can be summarized into five key dimensions: vagueness in detail, overstepping of substantive authority, illegal measures, inappropriate discretion, and absence of procedures. Based on this, five aspects can be proposed for the standardization of the content of the implementation details of primary and secondary schools: effective refinement of disciplinary situations, standardized setting of disciplinary situations, accurate setting of disciplinary measures, proportional constraints on educational discretion, and strengthening of supervision and relief for educational discipline. This is expected to provide theoretical references and practical guidance for local primary and secondary schools to further improve and perfect the implementation details of educational discipline.
As an important part of education and teaching, educational discipline plays a significant role in safeguarding the rights and interests of both teachers and students and maintaining educational order. In 2021, the "Trial Rules on Educational Discipline in Primary and Secondary Schools" was officially implemented. Based on this regulation, primary and secondary schools in various regions have actively formulated school-based implementation details in line with their own actual conditions. Through an empirical study of the educational discipline implementation details of 62 local primary and secondary schools in 23 provinces, it was found that the content problems of the current implementation details of educational discipline in primary and secondary schools can be summarized into five key dimensions: vagueness in detail, overstepping of substantive authority, illegal measures, inappropriate discretion, and absence of procedures. Based on this, five aspects can be proposed for the standardization of the content of the implementation details of primary and secondary schools: effective refinement of disciplinary situations, standardized setting of disciplinary situations, accurate setting of disciplinary measures, proportional constraints on educational discretion, and strengthening of supervision and relief for educational discipline. This is expected to provide theoretical references and practical guidance for local primary and secondary schools to further improve and perfect the implementation details of educational discipline.
2026, (1): 30-41.
Abstract:
The digital transformation of education constitutes a core strategy for building a strong educational system. As a pioneer in this field, the European Union's policy evolution holds significant referential value for deepening educational reform in China. From an incrementalist perspective, this paper systematically reviews the development trajectory of EU digital education policies over the past two decades. The study finds that the policy evolution exhibits distinct incremental characteristics: it follows the "step-by-step" principle, maintaining a high degree of continuity in strategic objectives; it adheres to the path of "accumulating small steps into significant progress, " gradually optimizing policy content through continuous iteration; and it upholds the approach of "seeking change amid stability, " promoting phased transformation within the educational ecosystem. The incremental evolution of EU digital education policies offers valuable insights and implications for China in anchoring the top-level design of educational digital transformation, establishing a tiered evaluation system for digital competence cultivation, and dynamically improving the collaborative governance ecosystem for digital education.
The digital transformation of education constitutes a core strategy for building a strong educational system. As a pioneer in this field, the European Union's policy evolution holds significant referential value for deepening educational reform in China. From an incrementalist perspective, this paper systematically reviews the development trajectory of EU digital education policies over the past two decades. The study finds that the policy evolution exhibits distinct incremental characteristics: it follows the "step-by-step" principle, maintaining a high degree of continuity in strategic objectives; it adheres to the path of "accumulating small steps into significant progress, " gradually optimizing policy content through continuous iteration; and it upholds the approach of "seeking change amid stability, " promoting phased transformation within the educational ecosystem. The incremental evolution of EU digital education policies offers valuable insights and implications for China in anchoring the top-level design of educational digital transformation, establishing a tiered evaluation system for digital competence cultivation, and dynamically improving the collaborative governance ecosystem for digital education.
2026, (1): 42-48.
Abstract:
University culture is the sum of unique values, institutional norms, behavioral patterns, and material forms that have been formed by higher education institutions in their historical evolution. It is not only the cornerstone of a university's identity but also the spiritual soil for realizing the four major functions of talent cultivation, scientific research, social service, and cultural inheritance and innovation. From the perspective of the three-level theory of "material objects - institutions - spirit" in cultural studies, this paper analyzes the internal structure of university culture and focuses on the realization mechanisms of its four functional dimensions: "resource carrying, symbolic expression, ritual norms, and traditional continuation". Given that university culture is a multi-level, dynamically evolving organic ecosystem, its construction must be rooted in the essence of the university, transcending superficial and fragmented decorations, and moving towards systematic, conscious, and ecological "cultural construction". Only in this way can university culture truly transform from a passive "background" to an active "foreground" for nurturing talents, providing inexhaustible endogenous impetus and value guidance for the connotative development of higher education in the new era.
University culture is the sum of unique values, institutional norms, behavioral patterns, and material forms that have been formed by higher education institutions in their historical evolution. It is not only the cornerstone of a university's identity but also the spiritual soil for realizing the four major functions of talent cultivation, scientific research, social service, and cultural inheritance and innovation. From the perspective of the three-level theory of "material objects - institutions - spirit" in cultural studies, this paper analyzes the internal structure of university culture and focuses on the realization mechanisms of its four functional dimensions: "resource carrying, symbolic expression, ritual norms, and traditional continuation". Given that university culture is a multi-level, dynamically evolving organic ecosystem, its construction must be rooted in the essence of the university, transcending superficial and fragmented decorations, and moving towards systematic, conscious, and ecological "cultural construction". Only in this way can university culture truly transform from a passive "background" to an active "foreground" for nurturing talents, providing inexhaustible endogenous impetus and value guidance for the connotative development of higher education in the new era.
2026, (1): 49-60.
Abstract:
"Classroom" is a bridge for graduate students to enter the professional research field, and the classroom experience based on their own feelings is an important index to measure the quality of graduate education. This study took 786 graduate students as the research objects to explore the classroom experience and influencing factors of compulsory courses for graduate students. The results show that the overall level of postgraduate classroom experience is medium, the sense of caring for postgraduate classroom learning is high, but the sense of autonomy is low; There are significant differences in classroom experience and each factor in grade, major, school type, work experience and other variables. Individual graduate students are the key factors influencing classroom experience, followed by teachers' teaching and classroom atmosphere. Based on the above results, it is suggested to give full play to the individual initiative of graduate students, adopt active learning strategies, actively participate in class dialogue, and summarize in time after class to improve the sense of control in class learning. Secondly, teachers should grasp the learning needs of graduate students, be good at transforming research and teaching achievements into teaching content, give timely feedback and guidance, and improve the students' sense of success in classroom learning. Finally, it is necessary to strengthen the dialogue and communication between teachers and students, take the classroom as a platform to conduct research and mutual learning on common academic issues, and take the sharing, joint promotion and win-win situation between teachers and students as the value pursuit of graduate class.
"Classroom" is a bridge for graduate students to enter the professional research field, and the classroom experience based on their own feelings is an important index to measure the quality of graduate education. This study took 786 graduate students as the research objects to explore the classroom experience and influencing factors of compulsory courses for graduate students. The results show that the overall level of postgraduate classroom experience is medium, the sense of caring for postgraduate classroom learning is high, but the sense of autonomy is low; There are significant differences in classroom experience and each factor in grade, major, school type, work experience and other variables. Individual graduate students are the key factors influencing classroom experience, followed by teachers' teaching and classroom atmosphere. Based on the above results, it is suggested to give full play to the individual initiative of graduate students, adopt active learning strategies, actively participate in class dialogue, and summarize in time after class to improve the sense of control in class learning. Secondly, teachers should grasp the learning needs of graduate students, be good at transforming research and teaching achievements into teaching content, give timely feedback and guidance, and improve the students' sense of success in classroom learning. Finally, it is necessary to strengthen the dialogue and communication between teachers and students, take the classroom as a platform to conduct research and mutual learning on common academic issues, and take the sharing, joint promotion and win-win situation between teachers and students as the value pursuit of graduate class.
2026, (1): 61-74.
Abstract:
Enhancing the learning experience of graduate students in course learning communities is conducive to improving the quality of graduate courses. This study takes the graduate course "Qualitative Research" taught by Teacher L at School B as the research field. By using in-depth interviews and observation methods to delve into the learning context of the course learning community, the study, through the path of grounded theory, extracts seven influencing factors of graduate students' learning experience in the course learning community and constructs the generation mechanism of learning experience in the course learning community. There is a bidirectional interaction between the internal cognitive and attitudinal factors of individuals and the external course environment in the course learning community, which in turn affects the explicit action strategies of individuals or groups. The generation mechanism of learning experience in the course learning community is the transformation from individual to group cognition and attitude (knowledge) and behavioral strategies (action) under the influence of the course environment. Based on the two dimensions of group cognition and attitude (knowledge) and group action strategies (action), the course learning community is divided into four action types: knowledge and action both in harmony, knowledge in harmony but action not, action in harmony but knowledge not, and neither knowledge nor action in harmony, corresponding to high, medium, and low levels of learning experience. Through environmental improvement, individual adjustment, and group interaction, the learning experience of graduate students in the course learning community can be enhanced.
Enhancing the learning experience of graduate students in course learning communities is conducive to improving the quality of graduate courses. This study takes the graduate course "Qualitative Research" taught by Teacher L at School B as the research field. By using in-depth interviews and observation methods to delve into the learning context of the course learning community, the study, through the path of grounded theory, extracts seven influencing factors of graduate students' learning experience in the course learning community and constructs the generation mechanism of learning experience in the course learning community. There is a bidirectional interaction between the internal cognitive and attitudinal factors of individuals and the external course environment in the course learning community, which in turn affects the explicit action strategies of individuals or groups. The generation mechanism of learning experience in the course learning community is the transformation from individual to group cognition and attitude (knowledge) and behavioral strategies (action) under the influence of the course environment. Based on the two dimensions of group cognition and attitude (knowledge) and group action strategies (action), the course learning community is divided into four action types: knowledge and action both in harmony, knowledge in harmony but action not, action in harmony but knowledge not, and neither knowledge nor action in harmony, corresponding to high, medium, and low levels of learning experience. Through environmental improvement, individual adjustment, and group interaction, the learning experience of graduate students in the course learning community can be enhanced.
2026, (1): 75-85.
Abstract:
Maternal consumption is an important way for middle-class families to participate in their children's education. Existing studies mostly focus on two types of maternal consumption: child-rearing-oriented and self-development-oriented. The rise of market-oriented family education guidance services has given birth to transformative maternal consumption that combines the purposes of both child-rearing and self-development, which has become a new research focus. Taking a group of urban middle-class mothers who are deeply involved in transformative maternal consumption as the research objects, this paper examines their expectations and practices for self-growth, as well as their handling of the tension between child-rearing and self-development. The study finds that the transformative maternal consumption of middle-class mothers is an instrumental self-project. On the one hand, they hope to "become better versions of themselves" and emphasize their own development; on the other hand, they hope to use their own development as a lever to promote their children's growth. Through the consumption practices of learning to be "calm", learning to "rely on themselves", and learning to "connect", middle-class mothers have constructed a self-project centered on "caring for themselves" (improving emotional competence), "inward exploration" (achieving independent development), and "serving the public good" (enhancing practical ability). However, although middle-class mothers seem to firmly "become better versions of themselves", they actually linger between the maternal responsibility of "being a mother" and the self-growth of "being themselves". If family education courses focusing on personal growth fail to bring about "child-rearing" effects, middle-class mothers will instead fall into double anxiety between self-growth and child-rearing dilemmas.
Maternal consumption is an important way for middle-class families to participate in their children's education. Existing studies mostly focus on two types of maternal consumption: child-rearing-oriented and self-development-oriented. The rise of market-oriented family education guidance services has given birth to transformative maternal consumption that combines the purposes of both child-rearing and self-development, which has become a new research focus. Taking a group of urban middle-class mothers who are deeply involved in transformative maternal consumption as the research objects, this paper examines their expectations and practices for self-growth, as well as their handling of the tension between child-rearing and self-development. The study finds that the transformative maternal consumption of middle-class mothers is an instrumental self-project. On the one hand, they hope to "become better versions of themselves" and emphasize their own development; on the other hand, they hope to use their own development as a lever to promote their children's growth. Through the consumption practices of learning to be "calm", learning to "rely on themselves", and learning to "connect", middle-class mothers have constructed a self-project centered on "caring for themselves" (improving emotional competence), "inward exploration" (achieving independent development), and "serving the public good" (enhancing practical ability). However, although middle-class mothers seem to firmly "become better versions of themselves", they actually linger between the maternal responsibility of "being a mother" and the self-growth of "being themselves". If family education courses focusing on personal growth fail to bring about "child-rearing" effects, middle-class mothers will instead fall into double anxiety between self-growth and child-rearing dilemmas.
2026, (1): 86-98.
Abstract:
Drawing on ethnographic fieldwork conducted at S Primary School in Y County—one of Z Province's top 100 industrial counties—this study examines the practical logic through which migrant parents engage in home–school collaboration (HSC hereafter). Findings show three distinct stages of interaction. In the pre-interaction stage, parents' rural upbringing, migrant work trajectories, and everyday childrearing practices foster a strong orientation of trust toward public schools and teachers. In the stage of institutional interaction, parents tend to comply with school rules rather than challenge them. They seek to embed themselves in school life through strategies such as physical presence and meaning-oriented engagement. In informal interactions, parents' sincerity and willingness to share personal experiences elicit teachers' empathy and reinforce their sense of professional duty. These dynamics jointly contribute to the formation of high-quality home–school relationships. The study advances the interpretive concept of "follow up" to illuminate how socioeconomically disadvantaged families, despite limited resources, actively align themselves with school expectations. This concept underscores both parents' proactive agency and the generative mechanisms of educational power that emerge from the lower end of the social hierarchy." The study concludes by calling for greater recognition of migrant parents' participatory potentials and for strengthening home–school collaboration as a mechanism of empowerment for migrant families.
Drawing on ethnographic fieldwork conducted at S Primary School in Y County—one of Z Province's top 100 industrial counties—this study examines the practical logic through which migrant parents engage in home–school collaboration (HSC hereafter). Findings show three distinct stages of interaction. In the pre-interaction stage, parents' rural upbringing, migrant work trajectories, and everyday childrearing practices foster a strong orientation of trust toward public schools and teachers. In the stage of institutional interaction, parents tend to comply with school rules rather than challenge them. They seek to embed themselves in school life through strategies such as physical presence and meaning-oriented engagement. In informal interactions, parents' sincerity and willingness to share personal experiences elicit teachers' empathy and reinforce their sense of professional duty. These dynamics jointly contribute to the formation of high-quality home–school relationships. The study advances the interpretive concept of "follow up" to illuminate how socioeconomically disadvantaged families, despite limited resources, actively align themselves with school expectations. This concept underscores both parents' proactive agency and the generative mechanisms of educational power that emerge from the lower end of the social hierarchy." The study concludes by calling for greater recognition of migrant parents' participatory potentials and for strengthening home–school collaboration as a mechanism of empowerment for migrant families.
2026, (1): 99-110.
Abstract:
The widespread adoption of new technological platforms such as WeChat has made online interaction a common channel for home-school communication. However, the structural characteristics and complexity of online communication simultaneously give rise to new risks associated with participation. To explore the mechanisms influencing parental endorsement of online educational involvement, a moderated mediation model was applied to analyze data from 343 elementary and secondary school students' parents. Findings indicate that, after controlling for relevant variables: the content of home-school communication mediates the relationship between teacher responsiveness and parental endorsement of online educational participation; the mediating effect of communication content on parental endorsement is moderated by parental educational participation capacity. Consequently, efforts should focus on improving teachers' digital literacy and home-school communication skills, re-examining legal boundaries for home-school information use, and establishing robust policy safeguards and resource-sharing support mechanisms to achieve effective online home-school collaborative education.
The widespread adoption of new technological platforms such as WeChat has made online interaction a common channel for home-school communication. However, the structural characteristics and complexity of online communication simultaneously give rise to new risks associated with participation. To explore the mechanisms influencing parental endorsement of online educational involvement, a moderated mediation model was applied to analyze data from 343 elementary and secondary school students' parents. Findings indicate that, after controlling for relevant variables: the content of home-school communication mediates the relationship between teacher responsiveness and parental endorsement of online educational participation; the mediating effect of communication content on parental endorsement is moderated by parental educational participation capacity. Consequently, efforts should focus on improving teachers' digital literacy and home-school communication skills, re-examining legal boundaries for home-school information use, and establishing robust policy safeguards and resource-sharing support mechanisms to achieve effective online home-school collaborative education.
2026, (1): 111-112.
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2020, (6): 2-10.
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