现代教育论丛

On the Theoretical Foundations of Educational Practice in China

CHEN Guisheng

2020, (4): 2-16.

Abstract(339) PDF(41)

Abstract:
This paper explores the theoretical foundations of educational practice in China. It breaks through the boundary of education and digs into the theoretical bases of Chinese education. More specifically, it examines the value transition from "human-oriented" culture to "mass-oriented" culture, together with the theoretical transition from practical learning to the theory of practice. Furthermore, rooted in the context of education, this paper explores the differences and commonalities in the values and theoretical attributes of humanities between China and the Western world, shedding light on issues of the theory of educational practice in China. The intention of the discussions is to produce a sympathetic understanding of the misunderstandings and conflicts between the principles of "invisible hand" and "visible hand" once in the history of humanities in the People's Republic.

Why Tian Ren San Ce of Tung Chung-shu Was Undocumented in Shiji

WANG Jianjun

2020, (4): 17-24.

Abstract(342) PDF(17)

Abstract:
Tung Chung-shu, in response to the requirements of Emperor Wu-di of the Han Dynasty, put forward Three Ce concerning cultural and educational policies in the examination of Hsien Liang Fang Cheng which were summarized as "establishment of Imperial university", "importance of examination" and "Removing Hundreds of Schools of Thought and Respecting Confucianism Exclusively". But Shiji said nothing about it. This paper tries to explore the reasons from the perspective of educational idea of Sima Qian. Three Ce of Tung Chung-shu had no direct influence on education in Han Dynasty according to the facts recorded in Shiji. More importantly, both Confucian Scholars' personality spirit and the principle of education in the Han Dynasty had lost the spirit of Confucianism in pre-Qin. The policy of "Respecting Confucianism Exclusively" carried out by Emperor Wudi deviated from traditional cultural and educational policies. Three Ce of Tung Chung-shu contributed to it instead of responding to it. Shiji never mentioned this matter because of Sima Qian's opposite educational standpoint.

A Case Study of Foreignizing Translation: English translation of “Zenjin kyôiku”

CHEN Xiongfei

2020, (4): 25-32.

Abstract(983) PDF(133)

Abstract:
The zenjin education, holistic education and all-round education are different English translations of the Japanese term "zenjin kyôiku". Different translations are based on different strategies which are domesticating translation or foreignizing translation. The translations are complex studies of signifier and signified. Foreignization translation is more conducive to express the original meaning of the term. The appropriate translation must be based on the history of the concept. The concept of Zenjin education is also foreignizing in the real world.

An Analysis of the Types of Entrepreneurship Education Organizations in American Colleges and Universities

ZHUO Zelin

2020, (4): 33-43.

Abstract(318) PDF(14)

Abstract:
Entrepreneurship education organizations are the operation carrier and basic guarantee for colleges and universities to carry out innovation and entrepreneurship education for all students. American colleges and universities rely on different types of organization to promote entrepreneurship education, mainly including university entrepreneurship office, entrepreneurship center and entrepreneurship college. These three types of entrepreneurship education organization have their own advantages and disadvantages. However, the implementation of innovation and entrepreneurship education in colleges and universities in China mainly relies on entrepreneurship college which is seen as the hub type organization. Combined with the experience of entrepreneurship education organizations in American colleges and universities and the development status of entrepreneurship education organization in China, this paper proposes the following three suggestions for the operation of entrepreneurship education organization in universities of our country:to ensure the implementation of organizational education concept in the whole university; in terms of organizational management, to set up the operation mechanism of management by specially-assigned person and strengthen external cooperation; to implement a series of quality assurance measures guaranteed by organization.

Summary of the Evolution of Pattern of the Educational Research in Francophone French-speaking European Countries

PING Gongbo

2020, (4): 44-50.

Abstract(271) PDF(13)

Abstract:
In France, the research on education emerged from the empirical humanities. Throughout the 19th century, it remained "embodied" in them without considering its own independence. At the beginning of the 20th century, the development of quantitative methods allowed a new growth of knowledge in the field of education in French-speaking countries and as a result, educational science began to take an independent form. In these countries, the empirical study of education was entangled with psychology from the very beginning, and it vision also extended to the field of sociology. Gradually, as various disciplines all developed their own concerns with educational reality, a regime of "fragmentation" had been established, represented by organization structure of higher education research institutions. However, the fact that educational practice requires for integrity had broken the state of fragmentation. In particular, policy-makers had also shown a strong interest in educational research since the 1960s, and set up their own research institutions. The "fragmentary" and "holistic" approach to knowledge production may have led to completely different patterns of knowledge in France in the late 20th century.

Teachers' Core Competences in the New Era: Problems and Suggestions

SUN Gangcheng, WEN Shasha

2020, (4): 51-58.

Abstract(458) PDF(39)

Abstract:
The new era has seen a series of new developmental values and social needs, which urge teachers to have innovative competence, lifelong learning ability and information literacy and hence becoming modernized teachers who can adapt to changes in the era of artificial intelligence. However, teachers in the real world have weak innovative competence, lifelong learning ability and information literacy, and lack in internal drive force for professional development. In the new era, it is necessary for teachers to improve their creativity, lifelong learning and development ability, and capacity of integrating information technology and curriculum, by means of designing and implementing interdisciplinary comprehensive practical courses, constructing learning organizations, and reforming teaching with the support of artificial intelligence and modern information technology. The aim is to enable teachers to be capable of undertaking the national mission of reforming education for the future.

Review and Reflection on the Design of Unit Teaching from the Last Decade

SHAO Chaoyou, YANG Yufan

2020, (4): 59-68.

Abstract(783) PDF(389)

Abstract:
Under the background of literacy-oriented education in China, unit teaching has become the focus of teaching design. Through literature collection and review, this paper analyzes the six major dimensions of unit design, including the definition of unit design, its theoretical foundation, the relationship between unit design and disciplines, the determination of unit objectives, the design of learning activities and the design of learning assessment. The research shows that unit design is mainly based on the integration within disciplines, and lacks systematic theoretical framework and solid implementation tools. In order to promote unit design, it is necessary to broaden the horizon of unit design, not only by considering integration within the units, but also integration between units; not only by considering integration within disciplines, but also integration beyond disciplines; secondly, it is necessary to research and develop tools for unit design, i. e., to design integrative unit objectives and broad concepts, problem-based unit objectives, contextualized and life-oriented unit core learning activities, and to develop integrated unit evaluation tasks. Finally, it is necessary to strengthen the theoretical development of unit design, i. e., to broaden the knowledge base of unit design, to collate the patterns of unit design, and to standardize the terminologies of unit design.

The View of Children Since the May Fourth Movement: Historical Evolution and Reflections

LIU Qiufeng

2020, (4): 69-77.

Abstract(866) PDF(83)

Abstract:
The view of children is the general attitude towards children and their value. The formation of the view of children is shaped by its specific social context and influenced by the advanced Western culture and view of children. During the 100-year development since the May Fourth Movement, the evolution of the view of children in China has undergone the pendulum of development and finally towards stable, including five stages:first, before the May Fourth Movement, children were viewed as "tools" and personal property, reflecting the "family-oriented" view of children in that period. Second, from the May Fourth Movement to the founding of the People's Republic of China, the advanced Western thoughts had brought the "child-oriented" view of children to China. Third, from the founding of People's Republic of China to the Reform and Opening Up, children had been viewed as an important promoting force of socialism. Fourth, since the Reform and Opening Up to the end of the 20th century, preschool education had ushered in a new spring, with the "re-discovery" of children and the reborn of "child-oriented" view. Fifth, since the beginning of the 21st century, the social progress has promoted the development of the modern connotation of "child-oriented" view. Key words:May Fourth Movement; the view of children; children; child-orientation

Research on the Teacher-student Interaction in College Online Classroom from the Perspective of Interactive Ritual Chain

QU Xiaoshuang, ZHAO Jianhai, ZAHNG Dapeng

2020, (4): 78-84.

Abstract(682) PDF(350)

Abstract:
The teacher-student online interaction is related to the effect of online teaching and the quality of talent cultivation. According to the interactive ritual chain theory of Randall Collins, online teaching is a complete interactive ritual constructed by teachers and students in online teaching space. Combined with the national online teaching research report during the epidemic in 2020, this paper points out the problems of teacher-student interaction in online classroom from the four aspects of interactive ritual situation, context, subjects, process and effect. Data shows that the ritual sense of interactive situation in online classroom is weak, the interactive subjects fail to fulfill their roles, the interaction process is too procedural, and the interaction ceremony lacks emotional connection. This paper puts forward some suggestions to promote the effect teacher-student interaction, such as creating the sense of ritual in the interactive situation between teachers and students, clarifying the role of the interactive subject, integrating information and humanization into interactive process, and constructing a comprehensive education system with emotional connection.

Research on the Nature and Implementation Approach of Industry-Education Integration Based on the Construction of Knowledge Form

HU Chidi, JIANG Chunhua

2020, (4): 85-93.

Abstract(318) PDF(16)

Abstract:
The integration of industry and education is born in the environment of great social integration. It is also the natural product of the education development and the dynamic evolution process of the deep cooperation between education and industry. In essence, industry-education integration is a form of knowledge integration based on the free flow of knowledge and the mutual transformation of knowledge forms, with the aim of serving the cultivation of innovative talents. The form of composite knowledge constructed in the process of the industry-education integration is a form of collaborative knowledge, a form of knowledge with strong environmental adaptability, a form of knowledge with both basic and applied knowledge, and a form of knowledge of hybrid learning. To promote the implementation of the industry-education integration, we must fully rely on the technical environment of "Internet + artificial intelligence", closely rely on the strong organizational changes, vigorously cultivate "double-qualified" teaching team, and continue to further promote teaching reform.

2020, (4): 94-96.

Abstract(197) PDF(12)

Abstract:

2020 No. 4