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2025, (4): 5-17.
Abstract:
Educational equity remains a critical concern to both the academia and the public. In past discussions in Western academia, the utilitarian and resourcism emphasized the utilitarian value of education and the principle of equitable distribution of resources, but lacked attention to human diversity. In contrast, Amartya Sen's Capability Approach theory(CA) offers a distinct theoretical framework, which posits that interpersonal differences fundamentally shape individuals' capacity to convert resources into valued functionings, emphasizing the realization of substantive freedoms. This necessitates rigorous analysis of opportunity structures and barriers across diverse groups to enable individuals to achieve their desired developmental outcomes. While we advocate a critical stance toward CA's limitations—including its ill-defined capability set, individualistic orientation, and operational gaps in implementation pathways—the theory holds significant relevance for China's educational equity research. It provides crucial insights for: 1) Prioritizing differential development pathways aligned with individual heterogeneity; 2) Deconstructing institutional factors perpetuating educational inequities; 3) Constructing actionable strategies to enhance resource-to-capability conversion efficacy.
Educational equity remains a critical concern to both the academia and the public. In past discussions in Western academia, the utilitarian and resourcism emphasized the utilitarian value of education and the principle of equitable distribution of resources, but lacked attention to human diversity. In contrast, Amartya Sen's Capability Approach theory(CA) offers a distinct theoretical framework, which posits that interpersonal differences fundamentally shape individuals' capacity to convert resources into valued functionings, emphasizing the realization of substantive freedoms. This necessitates rigorous analysis of opportunity structures and barriers across diverse groups to enable individuals to achieve their desired developmental outcomes. While we advocate a critical stance toward CA's limitations—including its ill-defined capability set, individualistic orientation, and operational gaps in implementation pathways—the theory holds significant relevance for China's educational equity research. It provides crucial insights for: 1) Prioritizing differential development pathways aligned with individual heterogeneity; 2) Deconstructing institutional factors perpetuating educational inequities; 3) Constructing actionable strategies to enhance resource-to-capability conversion efficacy.
2025, (4): 18-29.
Abstract:
Due to the inability of the traditional "scholarly excellence as teaching qualification" model to meet the needs of the constantly emerging new-style schools, the education sector in the late Qing Dynasty implemented specialized concepts and practices for modern higher normal education. Through efforts, the education sector established an independent modern higher normal education system based on the "School Charter issued by emperor" and the "School Charter approved by emperor", which clarified the specialized positioning of higher normal education in the late Qing Dynasty. This system adhered to universal pedagogical principles by designing specialized curricula for secondary teacher training, integrating general academic courses with pedagogical disciplines. At the same time, the system also followed the principle of integrating rewards and responsibilities, and on the basis of stipulating the obligation to achieve effective graduation outcomes, different achievements and rewards were given according to graduation grades. With the completion of the modern higher normal education system, curriculum design, and graduation system, the goal of "learning to become a teacher" was basically achieved in higher normal education during the late Qing Dynasty, thus completing the specialization exploration of this period. However, while achieving great success, the construction of higher normal education in the late Qing Dynasty also had problems such as a low degree of standardization, misalignment and grafting with the imperial examination system, and the need to highlight local characteristics. Its level of specialization still needs to be improved.
Due to the inability of the traditional "scholarly excellence as teaching qualification" model to meet the needs of the constantly emerging new-style schools, the education sector in the late Qing Dynasty implemented specialized concepts and practices for modern higher normal education. Through efforts, the education sector established an independent modern higher normal education system based on the "School Charter issued by emperor" and the "School Charter approved by emperor", which clarified the specialized positioning of higher normal education in the late Qing Dynasty. This system adhered to universal pedagogical principles by designing specialized curricula for secondary teacher training, integrating general academic courses with pedagogical disciplines. At the same time, the system also followed the principle of integrating rewards and responsibilities, and on the basis of stipulating the obligation to achieve effective graduation outcomes, different achievements and rewards were given according to graduation grades. With the completion of the modern higher normal education system, curriculum design, and graduation system, the goal of "learning to become a teacher" was basically achieved in higher normal education during the late Qing Dynasty, thus completing the specialization exploration of this period. However, while achieving great success, the construction of higher normal education in the late Qing Dynasty also had problems such as a low degree of standardization, misalignment and grafting with the imperial examination system, and the need to highlight local characteristics. Its level of specialization still needs to be improved.
2025, (4): 30-38.
Abstract:
As learning paradigms evolve and schools undergo modernization, the role of teachers will inevitably be redefined. This study examines how teachers enact three core modernity attributes across professional dimensions: 1) As agents of professional development: cultivating individual competencies through autonomous practice; 2) As instructional practitioners: driving pedagogical innovation through creative engagement; 3) As institutional change catalysts: expanding organizational value influence through strategic openness. The cultivation of teachers' modern qualities requires clear value orientations to guide evaluation directions. Following a developmental orientation, schools strengthen diagnostic evaluations to foster teachers' autonomy. Adhering to a scientific orientation, schools optimize formative evaluations to stimulate teachers' innovation. Moving toward a collaborative orientation, schools improve summative evaluations to enhance teachers' openness. Focusing on key indicators in teacher evaluation can prevent evaluation from losing focus and enhance evaluation effectiveness. By setting evaluation key indicators based on teachers' roles in educational activities, evaluation can promote the cultivation of teachers' modern qualities and drive schools and teachers toward high-quality development together.
As learning paradigms evolve and schools undergo modernization, the role of teachers will inevitably be redefined. This study examines how teachers enact three core modernity attributes across professional dimensions: 1) As agents of professional development: cultivating individual competencies through autonomous practice; 2) As instructional practitioners: driving pedagogical innovation through creative engagement; 3) As institutional change catalysts: expanding organizational value influence through strategic openness. The cultivation of teachers' modern qualities requires clear value orientations to guide evaluation directions. Following a developmental orientation, schools strengthen diagnostic evaluations to foster teachers' autonomy. Adhering to a scientific orientation, schools optimize formative evaluations to stimulate teachers' innovation. Moving toward a collaborative orientation, schools improve summative evaluations to enhance teachers' openness. Focusing on key indicators in teacher evaluation can prevent evaluation from losing focus and enhance evaluation effectiveness. By setting evaluation key indicators based on teachers' roles in educational activities, evaluation can promote the cultivation of teachers' modern qualities and drive schools and teachers toward high-quality development together.
2025, (4): 39-54.
Abstract:
The evolving trust crisis between families and schools constitutes an interactive relational phenomenon entrenched in mutual distrust. This study adopts a relational perspective and draws from interview data with 33 primary and secondary school teachers to delve into the relational context, current manifestations, and underlying action logics driving this crisis. The findings reveal that diminishing trust levels and stability, coupled with the disruption of unidirectional trust structures, have catalyzed a mutual distrust crisis between families and schools. This relationally embedded phenomenon manifests through defensive, transactional, and power-imbalanced interactions, resulting in trust boundary-marking, deficits, and withdrawal. In terms of action logic, both families and schools employ strategic approaches: implementing boundary-demarcation to mitigate operational risks, utilizing exchange tactics to gain strategic advantages, and practicing calculated reservation to safeguard their respective selfinterests. Fundamentally, this mutual trust crisis is characterized by individualistic self-centeredness. Consequently, resolution requires prioritizing relationality in trust-building, recognizing the co-constitutive nature of both parties, and promoting collaborative action frameworks.
The evolving trust crisis between families and schools constitutes an interactive relational phenomenon entrenched in mutual distrust. This study adopts a relational perspective and draws from interview data with 33 primary and secondary school teachers to delve into the relational context, current manifestations, and underlying action logics driving this crisis. The findings reveal that diminishing trust levels and stability, coupled with the disruption of unidirectional trust structures, have catalyzed a mutual distrust crisis between families and schools. This relationally embedded phenomenon manifests through defensive, transactional, and power-imbalanced interactions, resulting in trust boundary-marking, deficits, and withdrawal. In terms of action logic, both families and schools employ strategic approaches: implementing boundary-demarcation to mitigate operational risks, utilizing exchange tactics to gain strategic advantages, and practicing calculated reservation to safeguard their respective selfinterests. Fundamentally, this mutual trust crisis is characterized by individualistic self-centeredness. Consequently, resolution requires prioritizing relationality in trust-building, recognizing the co-constitutive nature of both parties, and promoting collaborative action frameworks.
2025, (4): 55-64.
Abstract:
High-quality talent cultivation is central to China's higher education development, yet the "student-centered" undergraduate teaching reform has a limited effect on improving education quality, revealing a significant gap between reform intentions and outcomes. So it is necessary to explore the essence, causes and governance of the contrast from the organizational level. The study finds that: (1) The essence of the contrast lies in the severe differentiation pattern of university teaching organizations, where a few ideal-type organizations (high professionalism, high embeddedness) coexist with a larger number of floating-type (low embeddedness), weak-type (low professionalism), and other-type (low professionalism, low embeddedness) organizations. The overall imbalance of supply and demand affects people's perception of educational quality; (2) In the organizational field, "coercive isomorphism" and "mimetic processes" are the two main forces driving the differentiation of university teaching organizations. If left unchecked, they may further exacerbate the differentiation, leading to a shift from "four types" to a "two-tier" system; (3) In order to reduce the contrast, it is necessary to empower teaching organizations to release autonomy, empowerment requires implementing tripartite strategies: intra-organizational capacity building, inter-organizational collaboration, and extra-organizational institutional support.
High-quality talent cultivation is central to China's higher education development, yet the "student-centered" undergraduate teaching reform has a limited effect on improving education quality, revealing a significant gap between reform intentions and outcomes. So it is necessary to explore the essence, causes and governance of the contrast from the organizational level. The study finds that: (1) The essence of the contrast lies in the severe differentiation pattern of university teaching organizations, where a few ideal-type organizations (high professionalism, high embeddedness) coexist with a larger number of floating-type (low embeddedness), weak-type (low professionalism), and other-type (low professionalism, low embeddedness) organizations. The overall imbalance of supply and demand affects people's perception of educational quality; (2) In the organizational field, "coercive isomorphism" and "mimetic processes" are the two main forces driving the differentiation of university teaching organizations. If left unchecked, they may further exacerbate the differentiation, leading to a shift from "four types" to a "two-tier" system; (3) In order to reduce the contrast, it is necessary to empower teaching organizations to release autonomy, empowerment requires implementing tripartite strategies: intra-organizational capacity building, inter-organizational collaboration, and extra-organizational institutional support.
2025, (4): 65-75.
Abstract:
Guided by the Cognitive Behavioral Theory, this study conducted interviews with 28 undergraduate students and applied coding analysis to examine their perceptions and behaviors regarding Student Evaluation of Teaching (SET). The findings reveal a cognitive conflict between students' idealistic expectations and the harsh reality of SET. Behaviorally, students tend to adopt a perfunctory approach, often providing habitual high ratings. However, through deeper reflection, they still express hope for the improvement of the SET system. The ineffectiveness of SET is manifested in its degeneration into a mere formality. Its root causes lie in outdated evaluation concepts and the marginalization of its institutional status, while its consequences include a loss of respect for teaching among both students and faculty. To address these issues, universities should redefine the guiding principles of SET such as emphasizing student agency, promoting teaching development, and encouraging pedagogical reform. Furthermore, the evaluation design should be optimized in line with contemporary assessment theories by incorporating process-oriented, personalized, and qualitative elements. Finally, effective feedback and application of SET results must be ensured to truly support teaching improvement and to enhance the weight of teaching quality in faculty performance reviews and promotion criteria.
Guided by the Cognitive Behavioral Theory, this study conducted interviews with 28 undergraduate students and applied coding analysis to examine their perceptions and behaviors regarding Student Evaluation of Teaching (SET). The findings reveal a cognitive conflict between students' idealistic expectations and the harsh reality of SET. Behaviorally, students tend to adopt a perfunctory approach, often providing habitual high ratings. However, through deeper reflection, they still express hope for the improvement of the SET system. The ineffectiveness of SET is manifested in its degeneration into a mere formality. Its root causes lie in outdated evaluation concepts and the marginalization of its institutional status, while its consequences include a loss of respect for teaching among both students and faculty. To address these issues, universities should redefine the guiding principles of SET such as emphasizing student agency, promoting teaching development, and encouraging pedagogical reform. Furthermore, the evaluation design should be optimized in line with contemporary assessment theories by incorporating process-oriented, personalized, and qualitative elements. Finally, effective feedback and application of SET results must be ensured to truly support teaching improvement and to enhance the weight of teaching quality in faculty performance reviews and promotion criteria.
2025, (4): 76-87.
Abstract:
Student management in higher education is one of the important part of the modernization of university governance. In recent years, the phenomenon of "Pampered Management to Students" in universities has garnered attentions. Through empirical observation, this study tries to: 1) Defines and categorizes the concept of "Pampered Management of Students"; 2) Identifies essential characteristics of both management types; 3) Analyzes generative mechanisms through three analytical dimensions, including the logic of culture, the logic of governance and the logic of role; and 4) Examines detrimental effects on institutional administration and educational outcomes. In order to address these concerns, it is necessary to explore appropriate pathways from the perspectives of cultural psychology, collaborative governance, and educational roles.
Student management in higher education is one of the important part of the modernization of university governance. In recent years, the phenomenon of "Pampered Management to Students" in universities has garnered attentions. Through empirical observation, this study tries to: 1) Defines and categorizes the concept of "Pampered Management of Students"; 2) Identifies essential characteristics of both management types; 3) Analyzes generative mechanisms through three analytical dimensions, including the logic of culture, the logic of governance and the logic of role; and 4) Examines detrimental effects on institutional administration and educational outcomes. In order to address these concerns, it is necessary to explore appropriate pathways from the perspectives of cultural psychology, collaborative governance, and educational roles.
2025, (4): 88-101.
Abstract:
The digital transformation of education is an important part of building a strong educational nation and improving the country's international competitiveness. With the advent of the Industry 4.0 era, global digital acceleration has necessitated Germany's educational reforms to meet evolving talent demands in the information technology era. Since the 21st century, the German government has introduced a series of new policies on the digital transformation of education, and has actively taken relevant initiatives, with remarkable results: 1) Emphasising on the cultivation of students' digital literacy: improving the ability of primary and secondary school students to adapt to the digital world; 2) Building digital cornerstones: strengthening the construction of digital infrastructure in education; 3) Empowering teacher education: deepening digital training to meet the new needs of the times; 4) Advancing STEM education in primary/secondary schools, emphasizing digital lead to improve scientific literacy. The practical experience of Germany's digital reform of basic education is of great significance to the digital transformation of education in China in the areas of top-level design, infrastructure, teacher training and the development of science education.
The digital transformation of education is an important part of building a strong educational nation and improving the country's international competitiveness. With the advent of the Industry 4.0 era, global digital acceleration has necessitated Germany's educational reforms to meet evolving talent demands in the information technology era. Since the 21st century, the German government has introduced a series of new policies on the digital transformation of education, and has actively taken relevant initiatives, with remarkable results: 1) Emphasising on the cultivation of students' digital literacy: improving the ability of primary and secondary school students to adapt to the digital world; 2) Building digital cornerstones: strengthening the construction of digital infrastructure in education; 3) Empowering teacher education: deepening digital training to meet the new needs of the times; 4) Advancing STEM education in primary/secondary schools, emphasizing digital lead to improve scientific literacy. The practical experience of Germany's digital reform of basic education is of great significance to the digital transformation of education in China in the areas of top-level design, infrastructure, teacher training and the development of science education.
2025, (4): 102-112.
Abstract:
To ensure the high-quality development of after-school services, what is required is more than just increasing financial investment, but also prioritize institutional optimization and efficiency enhancement. In this regard, the rise and the fall of the UK's "Extended Schools" policy offers valuable historical lessons. The idea behind the UK's policy aligns with "Home-School-Community Collaborative Education" in China, while its specific measures share similarities with after-school services. From the perspective of New Social Educational History, the imbalance of power and responsibility in policy implementation within British primary and secondary schools was the institutional catalyst for the policy's decline. This issue stemmed from the Thatcher-era educational and fiscal reforms, evolving through three distinct phases (concealment, amplification, and exposure), in response to the UK's economic shifts between 1997 and 2011. Ultimately, the policy was marginalized due to goal generalization. Drawing from these lessons, China's after-school service policy must take two critical historical lessons that avoiding "excessive reliance on central government earmarked funding" and preventing "overly generalized policy implementation goals".
To ensure the high-quality development of after-school services, what is required is more than just increasing financial investment, but also prioritize institutional optimization and efficiency enhancement. In this regard, the rise and the fall of the UK's "Extended Schools" policy offers valuable historical lessons. The idea behind the UK's policy aligns with "Home-School-Community Collaborative Education" in China, while its specific measures share similarities with after-school services. From the perspective of New Social Educational History, the imbalance of power and responsibility in policy implementation within British primary and secondary schools was the institutional catalyst for the policy's decline. This issue stemmed from the Thatcher-era educational and fiscal reforms, evolving through three distinct phases (concealment, amplification, and exposure), in response to the UK's economic shifts between 1997 and 2011. Ultimately, the policy was marginalized due to goal generalization. Drawing from these lessons, China's after-school service policy must take two critical historical lessons that avoiding "excessive reliance on central government earmarked funding" and preventing "overly generalized policy implementation goals".
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。
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, (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, (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, (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。
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, (6): 2-10.
Abstract:
