2023 No. 3

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Vertical Transmission and Horizontal Transmission: The Different Structures of the Teaching Process
GAO Shuihong
2023, (3): 5-14.
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Bernstein's code theory hypothesis: Students from a working-class background are disadvantaged in the school due to the gap between the limited coding they have acquired and the exquisite coding of the school. This assumption ignores the differences in the teaching process between schools. In the textual analysis of the classroom records of two different types of schools, It was found that there was different limitations and ambiguities in the logic of problem expression in the teaching process, the difference of analysis and description in the organizational structure of knowledge, and the discrepancy of focus and looseness in the rules of the teaching process resulting in two very different ways of teaching transmission: vertical transmission and horizontal transmission. The teaching rhythm of the vertical transmission type is coherent, clear, and progressive while the teaching rhythm of the horizontal transmission type is loose, ambiguous and enumerated. When the students whose codes are restricted by the authorities encounter the teaching of horizontal transmission, the situation they form is more worthy of attention.
Parenting Experience and Knowledge Reconstruction: The Generating Logic of Parental Teacher's Practical Knowledge
CHANG Yahui
2023, (3): 15-24.
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Role experience is related to the generation of teachers' practical knowledge, Parental teachers have not only acquired teacher role experience in the school system space, but also accumulated parental role experience in the field of family life. From the theoretical perspective of sociology of knowledge, the research uses semi-structured interviews to attempt to sort out the generative logic of parental teachers' practical knowledge based on teachers' life history. The study found that the parental teacher completed the subject construction of practical knowledge in the internal dialogue of the role, and the parenting experience provided multidirectional support for the construction of practical knowledge, resulting in an exclusive teacher's practical knowledge structure. Under the spillover of parental role experience, the practical knowledge of parental teachers has completed the transformation from management to empathy, from discipline to negotiation, and from fragmentation to resonance, realizing the adjustment of emotional knowledge, the transformation of strategic knowledge and the transformation of situational knowledge respectively.
Knowledge Transformation and Cognitive Construction: The Practical Logic of Rule-consciousness Education in School
SUN Jiawei
2023, (3): 25-33.
Abstract(428) HTML (222) PDF(111)
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Improving students' cognitive ability of rules is the inevitable course to give full play to the educational value of rules. Rules are not purely external and objective knowledge to students, but the knowledge that contains social or ethical dimensions and relates to standards of action. In this sense, students need to master practical knowledge based on rules and applying rules. When entering the school practice, the educational transformation of rules includes two processes: As an educational content, rules deepen from the instrumental meaning to the non-instrumental meaning; As an interactive mechanism, rules expand from the individual level to the public level. To make sensible actions that conform to the rules but are not confined to the rules ultimately depends on the complex cognitive structure of children. Therefore, it is necessary to highlight the cognitive development position of the subject in the rule-consciousness education and promote the integration of the cognitive field.
Teacher Educational Punishment from the Perspective of Practical Logic: Problems and Countermeasures
ZHANG Lucheng
2023, (3): 34-42.
Abstract(403) HTML (207) PDF(101)
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Bourdieu's practical logic theory puts forward the four factors of practical logic, such as habitus, intention, time and field, which have important guiding significance for analyzing and resolving the problem of teacher education punishment. Teacher educational punishment is a practical activity with teachers as the main body. Examining teacher educational punishment from the perspective of practical logic theory, we can find some practical problems, that is, the historical and empirical nature of habitus lead to the path dependence of teacher educational punishment; the complexity of intention and situational nature lead to the anomie of teacher educational punishment; The unidirectionality and uncertainty of time lead to improper methods of teacher education and punishment; the relationship and struggle of the field lead to the failure of teacher education and punishment. In order to effectively deal with the practical problems of teacher education and punishment, it is necessary to reshape the internal structure of habitus to make education punishment get rid of path dependence; to anchor the educational attributes of intentions, so that education and discipline can return to their true nature; to face the rapid changes in time, so that education and discipline can reflect teachers' resourcefulness; to clarify the boundaries between fields, so that teachers can relatively autonomously implement punishment.
Sibling Size, Gender Structure, and Educational Attainment: A Comparative Analysis of Different Stages of School Transition (1978-2008)
XIE Yongxiang
2023, (3): 43-54.
Abstract(290) HTML (134) PDF(141)
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Most studies have statically investigated the effects of sibling size or sibling gender structure on educational attainment, while educational attainment at different stages of school transition has been inadequately examined. This paper explores the changing trend of educational inequality in different stages of school transition using data from the 2008 Chinese General Social Survey. We find that the negative effects of sibling size, the number of brothers, and the number of sisters on individual educational attainment increase, and gender inequality in educational attainment increase at the junior high school to high school stage compared to the elementary school to junior high school stage. The negative effects of sibling size and the number of sisters on individual educational attainment increase at the high school to university stage compared to the junior high school to high school stage, but the effects on gender inequality in educational attainment decrease. This indicates that the negative effects of the sibling size and gender structure on individual educational attainment increase with stages of school transition, while the educational inequality experienced by females in their early educational career is effectively mitigated.
An Analysis of the View on Children in Bruegel's Children's Games
LU Shiyan, FANG Mingsheng
2023, (3): 55-63.
Abstract(344) HTML (171) PDF(18)
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The genre painting Children's Games by Pieter Bruegel the Elder, a Netherlandish painter in the middle of the sixteenth century, depicts the scenes of secular children's play, and it contains a view on children in the period. Through the analysis of the image and the related literatures, this article discovers the artist's exploration of children's lively and active qualities, the affirmation of children's autonomy, and the idea of separating children from adult life and giving them humanistic care. His masterpiece was influenced by the humanist ideas of the Renaissance and the realist tradition of Netherlandish art. For today's Paedology and Pedagogical studies, it is valuable to examine the view on children in Children's Games as follows. Firstly, it rejects Ariès's view that there was no concept of "children"in Europe before the 17th century, and it reveals the origins of the modern view on children. Secondly, the cultural spirit underlying children's games helps to discover the general trend in the evolution of the view on children. Thirdly, at a time when traditional games are steadily disappearing, the humanistic spirit of the artist's vision of the realm of secular life and concerns about the future of humanity are a warning bell for educators and a reference resource for understanding children's issues today.
The Process of the Chinese Path to Modernization of Education from the Perspective of Development Theory
SHI Yudan, ZHANG Ying
2023, (3): 64-72.
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Over the past two centuries, the tide of modernization has swept across the globe. As a key measure to achieve modernization of the state, educational modernization, has received great attention from all over the world. This study compares the educational modernization models of Britain and India from the perspective of development theory and finds that the path of educational modernization is based on the national conditions and has national characteristics. The ways of coping with the common problems of educational modernization and the summaries and reflections of the two countries provide valuable experience for the exploration of the Chinese Path to Modernization of Education. Chinese Path to Modernization of Education should adhere to the socialist direction, the values of Chinese traditional culture leading and innovation of technological education, and find out the development path of educational modernization with Chinese characteristics.
Multiple Dimensions of the Chinese Path to Modernization of Vocational Education
LIU Zhiwen, KONG Qiaoli
2023, (3): 73-80.
Abstract(240) HTML (157) PDF(14)
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Vocational education has a natural connection with technological progress, economic development and the change of the times. Chinese path to modernization cannot be separated from Chinese path to modernization of vocational education. The Chinese path to modernization of vocational education has rich connotations which corresponds to different goals and tasks, mainly including: transforming the development mode and promoting high-quality development of vocational education; integrating educational purposes and promoting comprehensive and sustainable development of people; highlighting the value of the times and helping all people to achieve common prosperity; strengthening the relationship between industry and education, and promoting the integrated development of vocational education and industry; improving governance capabilities and accelerating the governance modernization of vocational education.
The Guangdong Path of Modernization ot Preschool Education: A Perspective of Teacher Development
CAI Liman
2023, (3): 81-89.
Abstract(309) HTML (169) PDF(22)
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It is the historical mission of education to accelerate the modernization of education, build a powerful education country, and support Chinese modernization with a powerful education country. The modernization of preschool education, as an integral part of the modernization of Chinese education, highlights the characteristics of popularization, universal benefit, high quality, and the modernization of children, and "the modernization of teachers" is its important force. Preschool education in Guangdong has been striving for ten years, and its popularity has been continuously expanded, inclusive resources have gradually increased, and the quality of conservation education has been steadily improved. In the face of the new beginning of promoting the overall strategy of Chinese-style modernization, through the analysis of the current situation of the construction of preschool education teachers in Guangdong, three challenges are identified: firstly, the serious imbalance in the structure of the teacher team at the source; secondly, the inadequate ability of post-specialization continuous supply in the quality matching level of the teacher team; and thirdly, the lack of correspondence in the construction emphasis, especially in the context of educational digital transformation. Facing the future, the reform of the education supply side will become the top priority in the construction of preschool education teacher team in our province. The preschool education in Guangdong needs to break the problem through three "strengthening teachers" approaches, that is, to adjust and optimize the structure of the talent team from the source through in-depth development of pre-service and post-service multiple paths, so as to enhance the quality of teaching and research and enhance the sustainable supply of post-service majors, and to improve the digital literacy of teachers to empower the digital reform of preschool education.
Curriculum Development of Schools of Mental Retardation Education in China: Historical Logic, Value Orientation and Practical Route
SHEN Renhong, ZHANG Ting
2023, (3): 90-100.
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Since the first school of mental retardation education started to enroll in China in the early 1980s, the curriculum of mental retardation education has gone through four historical stages: Germination and reference adjustment, exploration and independent development, deepening and subjectivity establishment, sublimation and system improvement. Under the tension of the needs of the learning subjects of the curriculum, the evolution of the general education curriculum and the requirements of the internal logic of mental retardation education itself, the curriculum of mental retardation education has the values of comprehensiveness and individualization, knowledge and learning, development and functionality, and life and adaptability. In the future, China's school curriculum for the mental retardation will firmly continue the development stance of moral education, the comprehensive planning of core literacy, the diversified teaching organization, the human-oriented evaluation system, and the reform direction of lifelong education, to comprehensively build a school curriculum system for the mental retardation education with Chinese characteristics.
Examining the Relationships between Inclusive Education and Learning in Regular Classrooms from the Perspective of "Two Leaps within Three Stages"
JIA Lishuai
2023, (3): 101-110.
Abstract(346) HTML (155) PDF(22)
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The ways of placing children with special educational needs in Europe and the United States have progressed through three stages: isolated special education, integrated education, and inclusive education. The development course contains two leaps, from isolated special education to integrated education and then from integrated education to inclusive education, which is called "Two Leaps within Three Stages". Putting our country on a historical analysis in the "Two Leaps within Three Stages" can help us clarify the relationship between the Learning in Regular Classrooms and inclusive education. From the perspectize of the thought of Weiyu, the thesis proposes a three-step strategy on Learning in Regular Classrooms how to get out of the "crisis" and get out of the dilemma and realize sustainable development under the influence of inclusive education. Finally, the thesis proposes a preliminary reflection on achieve harmonious coexistence between the Learning in Regular Classrooms and inclusive education, so as to achieve "harmony but difference".
Promoting Exemplary Family Values, Enriching Moral Education and Nurturing Talents: A Review of A Letter that Nurtures Profound Virtue: Fu Lei and the Fu Family's Tradition
LIU Jinrong
2023, (3): 111-112.
Abstract(194) HTML (124) PDF(12)
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