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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, (6): 5-12.
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Under the impact of globalization and multiculturalism, the continuation of collective memory faces challenges, which requires the reconstruction of national memory through carriers such as material and spiritual ones. As a collective memory space connecting history and the present, sites of memory strengthen identity through the context reproduction and emotional cultivation. Based on Pierre Nora's "sites of memory" theory, this paper explores the value of primary and secondary schools, as typical "sites of memory", in patriotic education. It proposes that patriotic sites of memory construct an immersive collective memory space through three-dimensional representations (material, spiritual, and social), stimulating students' emotional resonance and internalizing it into patriotic behaviors. Taking a school with military culture as an example, the paper demonstrates the effectiveness of such paths as school history museum narration, creation of red landscapes, integration of ideological and political courses, online media communication, and embodied practices including ritual activities. Furthermore, it provides practical solutions for patriotic education in the new era from the theoretical perspective of "sites of memory", emphasizing the realization of intergenerational inheritance of national memory and value identification through the systematic design of multi-dimensional representations.
Under the impact of globalization and multiculturalism, the continuation of collective memory faces challenges, which requires the reconstruction of national memory through carriers such as material and spiritual ones. As a collective memory space connecting history and the present, sites of memory strengthen identity through the context reproduction and emotional cultivation. Based on Pierre Nora's "sites of memory" theory, this paper explores the value of primary and secondary schools, as typical "sites of memory", in patriotic education. It proposes that patriotic sites of memory construct an immersive collective memory space through three-dimensional representations (material, spiritual, and social), stimulating students' emotional resonance and internalizing it into patriotic behaviors. Taking a school with military culture as an example, the paper demonstrates the effectiveness of such paths as school history museum narration, creation of red landscapes, integration of ideological and political courses, online media communication, and embodied practices including ritual activities. Furthermore, it provides practical solutions for patriotic education in the new era from the theoretical perspective of "sites of memory", emphasizing the realization of intergenerational inheritance of national memory and value identification through the systematic design of multi-dimensional representations.
2025, (6): 13-21.
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As a central concept in John Dewey's philosophy, habit plays a crucial role in realizing individual freedom and advancing social progress. Traditional perspectives often reduce habit to a mechanism for shaping individual behavior, overlooking its deeper significance within Dewey's theoretical system. Dewey's theory of habit addresses a key issue in modern pluralistic societies: how can public order be established without compromising individual freedom in a pluralistic modern society? In Dewey's view, habit not only embodies accumulated individual experience but also forms the foundation of social norms, serving as a vital intermediary between human nature and public life. Building on this framework, this paper introduces Erich Fromm's critical perspective on the "escape from freedom" to further examine the tension and unity between habit and freedom. Through a comparative dialogue between Dewey and Fromm, it becomes evident that habit can be both a pathway to freedom and a potential force of repression, limiting critical awareness and creativity. In the field of education, this duality implies a need to cultivate reflective habits that enhance students' agency and autonomy, while remaining vigilant against the constraining effects of habitual behaviors. Only by balancing these dimensions can we achieve a harmonious integration of individual freedom and social order.
As a central concept in John Dewey's philosophy, habit plays a crucial role in realizing individual freedom and advancing social progress. Traditional perspectives often reduce habit to a mechanism for shaping individual behavior, overlooking its deeper significance within Dewey's theoretical system. Dewey's theory of habit addresses a key issue in modern pluralistic societies: how can public order be established without compromising individual freedom in a pluralistic modern society? In Dewey's view, habit not only embodies accumulated individual experience but also forms the foundation of social norms, serving as a vital intermediary between human nature and public life. Building on this framework, this paper introduces Erich Fromm's critical perspective on the "escape from freedom" to further examine the tension and unity between habit and freedom. Through a comparative dialogue between Dewey and Fromm, it becomes evident that habit can be both a pathway to freedom and a potential force of repression, limiting critical awareness and creativity. In the field of education, this duality implies a need to cultivate reflective habits that enhance students' agency and autonomy, while remaining vigilant against the constraining effects of habitual behaviors. Only by balancing these dimensions can we achieve a harmonious integration of individual freedom and social order.
2025, (6): 22-31.
Abstract:
In the context of the new curriculum reform and the increasing demand for high-quality educational resources in primary and secondary schools, how teachers can enhance their boundary-crossing learning capacity has become a significant issue. Teachers need to continually transcend the fixed "boundaries" of their schools through methods such as teacher rotation, educational support programs, and university-school collaboration. By utilizing the learning resources at the boundaries and the creative resources generated by crossing boundaries, they can re-examine their habitual thinking experiences and professional practices, thereby changing their ideological concepts and behavioral patterns. From the analytical perspectives of the three learning metaphors—"acquisition," "participation," and "knowledge creation", and employing methods such as observation and interviews to gather rich empirical data, this study presents teacher boundary-crossing learning processes in different contexts through a narrative approach. With reference to Akkerman and Bakker's boundary-crossing learning mechanism of "identification-coordination-reflection-transformation," it discusses the outcomes and trends of the three types of boundary-crossing learning.
In the context of the new curriculum reform and the increasing demand for high-quality educational resources in primary and secondary schools, how teachers can enhance their boundary-crossing learning capacity has become a significant issue. Teachers need to continually transcend the fixed "boundaries" of their schools through methods such as teacher rotation, educational support programs, and university-school collaboration. By utilizing the learning resources at the boundaries and the creative resources generated by crossing boundaries, they can re-examine their habitual thinking experiences and professional practices, thereby changing their ideological concepts and behavioral patterns. From the analytical perspectives of the three learning metaphors—"acquisition," "participation," and "knowledge creation", and employing methods such as observation and interviews to gather rich empirical data, this study presents teacher boundary-crossing learning processes in different contexts through a narrative approach. With reference to Akkerman and Bakker's boundary-crossing learning mechanism of "identification-coordination-reflection-transformation," it discusses the outcomes and trends of the three types of boundary-crossing learning.
2025, (6): 32-45.
Abstract:
The implementation of the "Double Reduction" policy has exceeded four years, and the question of "what are the actual effects of extracurricular tutoring governance" has attracted attention. However, there is no consensus among various sectors on the effectiveness of extracurricular tutoring governance, and a systematic review is urgently needed. Using a systematic literature review, 23 classic studies were analyzed and integrated. An evaluation framework was constructed from two dimensions: policy goal and target audience. This approach can present the effectiveness of burden reduction in a comprehensive way and reveal the causes of perceived bias in policy effectiveness. In terms of policy goal, both explicit goals (regulating training activities, strictly approving training institutions, and strengthening routine supervision) and implicit goals (returning to reasonable school operation, regulating the education market, and reinforcing the leading role of schools in education) were generally achieved. However, in terms of policy target audiences, there were significant differences in the burden reduction and policy perception among groups with different socioeconomic statuses and school stages: urban middle-class families experienced "reverse burden increase," county and town families saw some reduction, and rural families' situations did not change significantly; families of primary school students experienced a significant reduction in burden, families of junior high students saw little relief and increased economic expenditure, and high school students' families were minimally affected by the policy. The complexity of extracurricular tutoring governance suggests that researchers should abandon a black-and-white evaluation mindset, carefully distinguish between explicit and implicit policy goals and their impacts on different policy target audiences, and avoid misjudging the effectiveness of the "Double Reduction" policy based on the perspective of a single group.
The implementation of the "Double Reduction" policy has exceeded four years, and the question of "what are the actual effects of extracurricular tutoring governance" has attracted attention. However, there is no consensus among various sectors on the effectiveness of extracurricular tutoring governance, and a systematic review is urgently needed. Using a systematic literature review, 23 classic studies were analyzed and integrated. An evaluation framework was constructed from two dimensions: policy goal and target audience. This approach can present the effectiveness of burden reduction in a comprehensive way and reveal the causes of perceived bias in policy effectiveness. In terms of policy goal, both explicit goals (regulating training activities, strictly approving training institutions, and strengthening routine supervision) and implicit goals (returning to reasonable school operation, regulating the education market, and reinforcing the leading role of schools in education) were generally achieved. However, in terms of policy target audiences, there were significant differences in the burden reduction and policy perception among groups with different socioeconomic statuses and school stages: urban middle-class families experienced "reverse burden increase," county and town families saw some reduction, and rural families' situations did not change significantly; families of primary school students experienced a significant reduction in burden, families of junior high students saw little relief and increased economic expenditure, and high school students' families were minimally affected by the policy. The complexity of extracurricular tutoring governance suggests that researchers should abandon a black-and-white evaluation mindset, carefully distinguish between explicit and implicit policy goals and their impacts on different policy target audiences, and avoid misjudging the effectiveness of the "Double Reduction" policy based on the perspective of a single group.
2025, (6): 46-60.
Abstract:
The high-quality and balanced development of compulsory education is a key task of education reform, and the reform of "county-managed school recruitment" can break the barriers of teacher allocation, facilitate the flow from county to weak areas, and promote the overall improvement of compulsory education in weak areas. Therefore, this paper treats the policy of "county-controlled school hiring" as a quasi-natural experiment, and applies the staggered double-difference method to conduct an empirical test based on the provincial panel data from 2010 to 2020. It is found that: Firstly, the reform of "county management and school recruitment" has promoted the improvement of compulsory education in weak areas, with an average annual promotion effect of about 12.2%. Secondly, the promotion effect of the reform is heterogeneous in time and presents a significant feature of "two stages". Thirdly, in the spatial dimension, the overall trend of the reform effect is decreasing from east to west, and the reform effect in the central provinces has not been fully released. Fourthly, the reform has promoted the enhancement of compulsory education in counties by strengthening the "incentive effect" and weakening the "siphon effect", while the mechanism of education equalization has not been strengthened. Fourth, the reform has promoted the improvement of compulsory education in counties by strengthening the "incentive effect" and weakening the "siphon effect", while the mechanism of education equalization has not taken effect. Finally, the "County-Managed School-Appointed" reform should strengthen the understanding and recognition of policy objectives, enhance the professionalism of reform monitoring and evaluation, and improve the government's attention allocation.
The high-quality and balanced development of compulsory education is a key task of education reform, and the reform of "county-managed school recruitment" can break the barriers of teacher allocation, facilitate the flow from county to weak areas, and promote the overall improvement of compulsory education in weak areas. Therefore, this paper treats the policy of "county-controlled school hiring" as a quasi-natural experiment, and applies the staggered double-difference method to conduct an empirical test based on the provincial panel data from 2010 to 2020. It is found that: Firstly, the reform of "county management and school recruitment" has promoted the improvement of compulsory education in weak areas, with an average annual promotion effect of about 12.2%. Secondly, the promotion effect of the reform is heterogeneous in time and presents a significant feature of "two stages". Thirdly, in the spatial dimension, the overall trend of the reform effect is decreasing from east to west, and the reform effect in the central provinces has not been fully released. Fourthly, the reform has promoted the enhancement of compulsory education in counties by strengthening the "incentive effect" and weakening the "siphon effect", while the mechanism of education equalization has not been strengthened. Fourth, the reform has promoted the improvement of compulsory education in counties by strengthening the "incentive effect" and weakening the "siphon effect", while the mechanism of education equalization has not taken effect. Finally, the "County-Managed School-Appointed" reform should strengthen the understanding and recognition of policy objectives, enhance the professionalism of reform monitoring and evaluation, and improve the government's attention allocation.
2025, (6): 61-69.
Abstract:
In China's basic education stage, the integration of moral, intellectual, physical, aesthetic and labour education bears the crucial mission of promoting students' all-round development. However, current educational practices still exhibit an overemphasis on moral, intellectual, and scientific knowledge, with a relative neglect of labour, physical education, and life skills education that embody bodily experience and value. Such imbalances readily narrow educational practice into a singular exam-oriented logic, thereby precipitating real crises such as the withering of students' vitality, the deterioration of physical literacy, the obstruction of human development, and the loss of agency. In light of this, drawing upon Merleau-Ponty's somatic phenomenology, primary and secondary education should prioritise students' physical needs, emphasize the foundational role of bodily experience in cognitive and value formation, and promote the deep integration of moral, intellectual, physical, aesthetic, and labour education within the bodily dimension. This approach will genuinely achieve the collaborative cultivation of the "Five Educations", nurturing high-calibre talents who are physically and mentally harmonious and adaptable to societal development.
In China's basic education stage, the integration of moral, intellectual, physical, aesthetic and labour education bears the crucial mission of promoting students' all-round development. However, current educational practices still exhibit an overemphasis on moral, intellectual, and scientific knowledge, with a relative neglect of labour, physical education, and life skills education that embody bodily experience and value. Such imbalances readily narrow educational practice into a singular exam-oriented logic, thereby precipitating real crises such as the withering of students' vitality, the deterioration of physical literacy, the obstruction of human development, and the loss of agency. In light of this, drawing upon Merleau-Ponty's somatic phenomenology, primary and secondary education should prioritise students' physical needs, emphasize the foundational role of bodily experience in cognitive and value formation, and promote the deep integration of moral, intellectual, physical, aesthetic, and labour education within the bodily dimension. This approach will genuinely achieve the collaborative cultivation of the "Five Educations", nurturing high-calibre talents who are physically and mentally harmonious and adaptable to societal development.
2025, (6): 70-79.
Abstract:
In the teaching field dominated by vocal instruction, the body, as the starting point of teachers' professionalism, is being "unconsciously forgotten", with its value marginalized in education. Based on the theory of Somatic phenomenology and adopting the methodology of "suspension-description-interpretation", this study investigates teachers' bodies in classroom teaching. It is found that teachers' bodies show a state of predicament in the dimensions of mind-body relationship, temporality-spatiality, verbality, and distance, and their educational value is dissolved. Teachers' bodies should be the integrated existence of body and mind in teaching, a limited response to institutional discipline, and the fundamental carrier for the occurrence of classroom teaching. To this end, it is necessary to clarify the value root of teachers as "embodied beings" (ontology), balance the tension between institutional discipline and teachers' bodily freedom (epistemology), and ultimately aim at constructing the "bodily presence" path for teacher development (methodology), so as to realize the return of teachers' bodies, clarify the implication and value of teachers' bodies in classroom teaching, and help teachers achieve the clarity, liberation and freedom of their own bodies.
In the teaching field dominated by vocal instruction, the body, as the starting point of teachers' professionalism, is being "unconsciously forgotten", with its value marginalized in education. Based on the theory of Somatic phenomenology and adopting the methodology of "suspension-description-interpretation", this study investigates teachers' bodies in classroom teaching. It is found that teachers' bodies show a state of predicament in the dimensions of mind-body relationship, temporality-spatiality, verbality, and distance, and their educational value is dissolved. Teachers' bodies should be the integrated existence of body and mind in teaching, a limited response to institutional discipline, and the fundamental carrier for the occurrence of classroom teaching. To this end, it is necessary to clarify the value root of teachers as "embodied beings" (ontology), balance the tension between institutional discipline and teachers' bodily freedom (epistemology), and ultimately aim at constructing the "bodily presence" path for teacher development (methodology), so as to realize the return of teachers' bodies, clarify the implication and value of teachers' bodies in classroom teaching, and help teachers achieve the clarity, liberation and freedom of their own bodies.
2025, (6): 80-83.
Abstract:
Li Fang graduated from the Department of Education at South China Normal University in 1978 and subsequently joined the faculty. In 1996, he was promoted to professor and appointed as a master's supervisor. He once served as the director of the Department of Education at South China Normal University. This article is his recollection of university life, teaching, and scientific research, which restores the scene of that time and provides material for the historical research of the Department of Education at South China Normal University.
Li Fang graduated from the Department of Education at South China Normal University in 1978 and subsequently joined the faculty. In 1996, he was promoted to professor and appointed as a master's supervisor. He once served as the director of the Department of Education at South China Normal University. This article is his recollection of university life, teaching, and scientific research, which restores the scene of that time and provides material for the historical research of the Department of Education at South China Normal University.
2025, (6): 84-94.
Abstract:
South China Normal University (SCNU) initiated its teacher educational program in Macao in 1985, marking a history of 40 years. Over these four decades, SCNU has cultivated over ten thousand educators for Macao, establishing distinctive strengths in innovative educational models, collaborative mechanisms, talent development, and cultural exchanges. Through teacher training, the university has contributed to strengthening the educational foundation of patriotism and love for Macao. As the earliest discipline offering education programs in Macao, one of the first to establish undergraduate majors and enroll master's students, and a discipline that has maintained uninterrupted operation for forty years, Education has consistently served as the cornerstone of SCNU's endeavors in Macao. Looking forward, SCNU should further utilize its advantages in teacher education, grasp the contemporary relevance, educational significance, and professional expertise of teacher education development, and play an even greater role in supporting Macao's deeper integration into and contribution to the national development strategy through teacher training and research collaboration.
South China Normal University (SCNU) initiated its teacher educational program in Macao in 1985, marking a history of 40 years. Over these four decades, SCNU has cultivated over ten thousand educators for Macao, establishing distinctive strengths in innovative educational models, collaborative mechanisms, talent development, and cultural exchanges. Through teacher training, the university has contributed to strengthening the educational foundation of patriotism and love for Macao. As the earliest discipline offering education programs in Macao, one of the first to establish undergraduate majors and enroll master's students, and a discipline that has maintained uninterrupted operation for forty years, Education has consistently served as the cornerstone of SCNU's endeavors in Macao. Looking forward, SCNU should further utilize its advantages in teacher education, grasp the contemporary relevance, educational significance, and professional expertise of teacher education development, and play an even greater role in supporting Macao's deeper integration into and contribution to the national development strategy through teacher training and research collaboration.
2025, (6): 95-111.
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2025, (6): 112-112.
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2020, (6): 2-10.
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