现代教育论丛

Who Is the Student: Analysis of Plato's Laws

LI Changwei

2023, (6): 5-15.

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Abstract:
The Laws is one of Plato's most important educational works. This work deals with the question of "who is the student". In Plato's view, the two Doris old people of Doris, as legislators, are students present. Although the young people are excluded from the on-site dialogue and absent, they are still students. The two old men of Doris, not closely related to the Athenians as teachers, but as students, their nature is remarkable and teachable. The reason why young people are not present is basically for the smooth progress of education for the elderly, because the temperament of young people is different from that of the elderly, and their presence at the same time will affect the achievement of good educational results. Plato's classification of students is out of the need for the construction of the second best city-state, showing Plato's excellent classical educational wisdom.

The Rational Dimension of Social Practice Education

ZHENG Hang, NIU Jiong

2023, (6): 16-23.

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Abstract:
Social practice education is an educational activity that takes society as its background, which cultivates values through social platforms, and enhances comprehensive qualities. Its fundamental characteristics are its practicality and educational nature. Rationality is inherent in social practice education that is achieved through rationality. However, the absence of rationality in the realm of social practice education is manifested by inadequate theoretical comprehension, disregard for psychological experiences rooted in internal perception, and a dearth of value guidance based on experiential processes. To demonstrate the rational dimension of social practice education and integrate its practicality and educational nature, it is imperative to respect the leading status of students, foster cognitive of value and knowledge through practical engagement, reinforce value guidance within social practice, and facilitate introspective contemplation.

Analysis on the Implementation Effects of "Provincial Coordination" in Compulsory Education Funding: Empirical Evidences from Guangdong Province

HU Yangguang, WU Kaijun

2023, (6): 24-39.

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Abstract:
Based on evaluation standards of education finance, this paper discusses implementation and its effect of the reform of "Provincial Coordination" in compulsory education funding from Guangdong. It is found that Guangdong's overall arrangement has achieved initial results, but it has not fully realized the overall responsibility of education expenditure. On the one hand, provincial government has met the requirements of matching the supply and demand on compulsory education funding, reflecting a balanced orientation toward poor areas, counties and key groups in Guangdong, and provincial fiscal implementation targets have gradually expanded. On the other hand, problems such as the downward adjustment of fiscal responsibility, insufficient financial expenditure, unreasonable sharing ratio both educational funding and expenditure structure still need to be further solved. To conclude, it is proposed to gradually build a "Provincial Coordination and Provincial-Level Based" compulsory education funding system, expend the increment of provincial education expenditure and transfer payments, increase the proportion of personnel funding shared with governments below the provincial level, and strengthen the supervision and evaluation from central government over the allocation of compulsory education funding and from provincial governments below the provincial level to give full play to the role of provincial governments in balancing the allocation of regional education funds.

Obstacles and Breakthroughs of the Digital Divide: On the Application of Digital Resources of Compulsory Education Teachers in the Less-developed Regions

ZHONG Jingxun, ZHAO Jinhui

2023, (6): 40-50.

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Abstract:
The digital divide is a classic and important concept in the field of social science that can be used to analyze the differences in the application of digital resources. Starting from the concepts of three generations of digital divide, which are, access, use, and intelligent divide, this study has made a qualitative analysis of the situation of the application of digital resources by compulsory education teachers in underdeveloped areas of Guangdong Province. The study has found that due to the serious lack of investment, the investment of the digital resources in compulsory education schools in underdeveloped areas can only meet the basic needs of teachers; Teachers are inefficient in the use of digital resources due to insufficient training; Teachers still have a lot of room for improvement in the process of actively requiring to understand the development of the latest digital technology and deeply integrate digital resources into education and teaching. Based on this, this study puts forward policy recommendations such as increasing the investment of digital resources in the provincial level as a whole, establishing a training mechanism for teachers to improve the efficiency of use of digital resources, and making timely and advance layout of the intelligent divide.

The Practical Dilemma and Improvement Strategy of Home-school Co-education: from the Perspective of Interactive Ritual Chain Theory

LI Haiyun, ZHENG Wenjia

2023, (6): 60-67.

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Abstract:
Good home-school co-education is conducive to promoting the healthy growth of children, but also conducive to the family and school to achieve educational goals. Home-school education must be based on the home-school interaction, the perspective of home-school interaction, through the micro practice process of home-school education, the lack of focus of attention, the lack of group cohesion and emotional resistance. Based on this, the school should innovate the way of co-education to enhance the "presence", create the co-education symbol under the value of "life oriented", generate the focus, and promote the emotional sharing and stimulate the co-education on the basis of condensing the group spirit.

Opening a New Chapter by Inheriting the Past: Analysing the Educational Dimension of Hong Kong SAR's New Developmental Horizon through Comparing the Policy Addresses of the Past Two Years

SHU Gangbo

2023, (6): 68-76.

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Abstract:
In the past two years, Hong Kong SAR has gradually entered a critical period of transition from governance to prosperity, inheriting the past and opening a new chapter in its development. The education dimension of the three policy addresses in the past two years shows that the policy priorities of the two governments show a continuous context on the one hand, which is manifested in the common focus of promoting talent introduction, strengthening national education, paying attention to special groups, diversifying advanced paths, supporting teachers' teaching, and developing scientific and technological innovation undertakings. On the other hand, the 2022 and 2023 Policy Addresses of the new-term Government highlighted many innovative measures, such as focusing on STEAM education, attracting foreign talents more aggressively, strengthening teacher management, focusing on the concept of patriotism and love for Hong Kong, innovating vocational and secondary education, and increasing the integration of the Greater Bay Area. Facing the new chapter of future development, it is necessary to comprehensively improve the government's governance capacity and governance level, continue to carry out national education in depth, attach importance to the development and construction of basic education, unite social synergy in the field of education, and promote the integration of education in the Guangdong-Hong Kong-Macao Greater Bay Area.

The Changes of Language Education Policy in Hong Kong : A Perspective of Identity

CAI Jingting, MA Zaoming

2023, (6): 77-87.

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Abstract:
With the implementation of compulsory education as the division node, the changes of the English educational policy of the British Hong Kong government can be divided into two stages: 1842-1970 and 1971-1997. The government shifted its English educational policy purposes form cultivating bilinguals as intermediaries to strengthening citizens' identities as "economic animals". With the outbreak of the Revolution of 1911 and the end of World War II as the division nodes, the changes of Chinese educational policies of the British Hong Kong government can be divided into three stages: 1842-1910, 1911-1945 and 1946-1997. The purpose of policies in these three stages were to suppress national identity, and to develop local cultural identity.At present, Hong Kong is facing a critical period of re-establishing national identity, which requires the SAR government to enact and improve laws and regulations, improve teaching efficiency, and improve the level of Putonghua application, so as to give full play to the functions of language education policy in coordinating national identity and regional identity.

The Logical Evolution of Professor LIN Liru's Educational Thought

LI Shengbing

2023, (6): 88-95.

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Abstract:
LIN Liru is a famous educational theorist and educational activist. As an educational theorist, he criticized the old education and reactionary education, advocated new education and progressive education, and led the educational thinking of the time. The article looks back on his life of progress, known as the most persistent educator. His educational ideas are rich and progressive, and he proposed that only a progressive society could have a progressive education, with education promoting social progress; Progressive education was character education, cultivating of progressive students; The development of progressive people required progressive teachers and teacher education. His educational thought was logical, revolutionary, academic and creative, with a great influence on future academics.

Professor WANG Deliang's Thought and Practice of Normal Education

YU HUI, LIANG Zhanmei

2023, (6): 96-105.

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Abstract:
Professor WANG Deliang was a famous educator in China, who has devoted all his life to the education of the party and the people, and made historic contributions to the reform and innovation of normal education in Guangdong Province and even the whole country. For the sake of the country and the people, WANG Deliang devoted himself to the rural transformation, with establishing the rural normal education and training the practical ability of the young generation; He had the courage to explore and reform the normal education with Chinese socialist characteristics, and expounded his views on the subject, goal and method of normal education. In addition, WANG Deliang's book "Cultivating a large number of qualified teachers-a talk on higher normal education" sums up his valuable experience in normal education for decades. Whether he believed in the theory of "saving the country through education" or was loyal to the party's socialist educational cause, he was determined to run an education satisfactory to the people. His thoughts and practice of normal education and his noble spirit of personality are worthy of our inheritance and development.

Analysis of Professor ZHU Bo's Contributions to Comparative Education

SHI Yudan, NI Yu

2023, (6): 106-112.

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Abstract:
Professor ZHU Bo is an important pioneer and founder of comparative education in China, who makes systematic and far-reaching influences to the subject of comparative education. As one of the founders of comparative education in China, he promoted the reconstruction and development of this discipline based on the reality. He edited the first comparative education textbook in China with Professor WANG Chengxu and Professor GU Mingyuan. As the designer of the construction of comparative education in China, he made a systematic design on the subject definition, research object, research purpose and even methodology of the comparative education discipline. As a strategist in the development of comparative education in China, he pointed out that the study of comparative education should learn from the past, focus on the present and make foreign things serve China with the long-term view. As a promoter of comparative education discipline in China, he devoted himself to building the research platform and cultivating professional talents, to promote the construction and development of comparative education discipline in South China. Professor ZHU Bo's ten-year academic cultivation has laid a solid foundation for the flourishing of comparative education in China.

2023 No. 6