现代教育论丛

On the Role of Cultural Participation in Cultural Education in Universities

ZUO Pengjun

2024, (5): 5-16.

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In the systematic education project of cultural education in universities, cultural participation is an important component with special status as well as significance, which cannot be replaced. Cultural education and cultural participation not only require educators, implementers, and active planning, effective implementation, and continuous promotion, but also require the conscious response, active participation, and active development of learners. The keys to the rates, achievements and success of cultural education lie in the conscious, the proactive, the primary, and the subjective development of learners. In the process of cultural participation, indispensable important factors include the cultivation of cultural awareness, the optimization of cultural attitudes, the development of artistic experiences, the continuation of cultural connotations, the enrichment of cultural experience, and the achievement of cultural achievements. Only when each of educators and learners, subjects and objects, the subjective and the objective, internal and external factors, and various forces exert their strengths, stimulating each other, gathering and advance together, can they possibly stimulate their maximum potential, exert their maximum strength and achieve the best results, to carry out positive results in cultural education in universities and make due contributions to the talent cultivation and development of universities in the new era.

Étienne Cabet's Utopian Socialist Educational Thought and Its Modern Value

YU Zhonggen

2024, (5): 17-27.

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Cabet was a famous utopian socialist in 19th century in France, whose educational ideas were mainly reflected in the book "Journey to Igalia". On the basis of criticizing the unequal old education system, he conceived a new education system based on the communist system. He believes that the most thorough solution is to establish a communist society. Replace the unequal education system with an equal education system to eliminate the various drawbacks of the old education system. Cabet advocates for comprehensive development education for children, believing that the education for children should include physical education, intellectual education, moral education, productive education and civic education. Cabet attaches great importance to educational development plannings and the rules of law in education, and proposes five principles that education and teaching should follow. Cabet's educational ideas contain countless valuable genius predictions of truths, which still have positive reference value for modern education.

WEN Wen

2024, (5): 28-31.

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CHEN Xianzhe

2024, (5): 31-34.

Abstract(234) HTML (149) PDF(7)

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WU Jing

2024, (5): 35-37.

Abstract(264) HTML (160) PDF(7)

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Cultivation of Innovative Talents Driven by the New Quality Productivity: The Ideas and Enlightenments of PISA Creative Thinking Assessment

ZHOU Da, LI Helin

2024, (5): 38-46.

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"High-tech, high-efficiency, and high-quality" not only signify the direction of the development of new quality productivity, but also highlight the core requirements of educational modernization. Driven by new quality productivity, innovative talents have become a crucial resource, which demands educational innovation with "new landscapes, new scenarios, new technologies, and new environment". In light of these new requirements, drawing on international experiences is particularly important. PISA 2021 creative thinking assessment, as an internationally high quality assessment project, offers significant insights into the cultivation of innovative talents in China. It aids in formulating of educational policies, guiding teaching practice reforms, accelerating the digital transformation of education, and fostering a positive environment, all of which provide important enlightenment for the cultivation of innovative talents. These insights include: (1) strengthening top-level design and providing policy support; (2) developing high-quality curricula and enhancing innovative practices; (3) promoting digital transformation and integrating quality resources; (4) coordinating multiple forces to create a positive environment.

Deep Learning Oriented to Disciplinary Education: Generation Mechanisms and Practical Logics

CUI Zhencheng, YANG Ziyi

2024, (5): 47-57.

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Deep learning is a learning ecology that couples the cognitive process and the knowledge production process with the participation of students' thinking. Disciplinary education is a discipline function design that integrates the discipline knowledge system, the logic system, and the cultural system into the core competencies of people. Deep learning is highly compatible with the operation mechanism of disciplinary education in three aspects: excavating curriculum resources, developing the knowledge system and promoting the formation of people's competency. Based on the comprehensive processing of curriculum resources, the deep learning of disciplinary education leads students to construct the subjectivity of the knowledge system and guides exploration and generation of students' thinking logic. Therefore, taking disciplinary education as the logical backbone, designing situational discipline practice activities, building a discipline learning community, and connecting the "teaching-learning-evaluation" education link, are the internal requirements and practical paths for cultivating a deep learning ecology and realizing the purpose of disciplinary education.

The Impact and Mechanism of Peer Groups on the Non-Cognitive Ability of Adolescents

XI Wei, ZHAO Zan

2024, (5): 58-71.

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The influence factors and their mechanism on adolescents' non-cognitive ability are not fully discussed in the present study. Applying China Education Panel Survey (CEPS) data and hierarchical linear model, we find that adolescents' non-cognitive ability is influenced by family background, their own characteristics and peer effects. Among them, economic status and education level of peer group's families not only have a direct impact on the non-cognitive development of young people, but also indirectly influence the action intensity of family education expectation, mental health and hobbies on adolescent non-cognitive ability by moderation effect. These findings can provide a reference for further understanding of the behavior of family education investment and the mechanism of peer group's families on the development of adolescents' non-cognitive ability.

Enhancing Career Attraction: International Experiences and Enlightenments on the Reform of Teacher Career management

WANG Xiaoli, ZHANG Zhenzhen

2024, (5): 72-81.

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Teacher career governance is intricately linked to the attractiveness of the teaching profession, the stability of teaching teams, and the sustainability for teachers' professional development, all of which are fundamental to ensuring high-quality and sustainable development of education. Many countries are in the process of implementing reforms in teacher career governance. According to the researches, there are four management models: "single salary", "bonus pay", "salary progression based on evaluation" and "career ladder", transitioning from singular model to more composite approaches ones. Through a comprehensive comparison of various governance models worldwide and their merits and drawbacks as well as their implementation pathways, valuable insights emerge in the experience of teacher career governance regarding the structural coherence, evaluation appropriateness, and implementation coordination.These insights serve as guiding principles for the comprehensive management reforms of teachers in our nation, ensuring that teaching remains an appealing profession, fostering intrinsic motivation for professional development, and ultimately enhancing educational quality.

Effects and Mechanisms of Challenge-Hindrance Stressors on Teachers' Innovative Work Behavior

XU Tao, FAN Yabing, YAO Hao

2024, (5): 82-93.

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With the increase of stress in teachers' work environments, it is becoming increasingly important to understand and promote teachers' innovative work behaviors. In this study, 856 junior high school teachers in Jiangsu Province were surveyed with questionnaire, and structural equation modeling and quantile regression were used to test the effects of challenge-hindrance stressors on teachers' work innovative behaviors and the mechanisms of their effects. It was found that challenge stressors had significant direct and indirect effects on teachers' innovative work behaviors; hindrance stressors had only significant indirect effects on teachers' innovative work behaviors; work engagement played a mediating role between challenge-hindrance stressors and teachers' innovative work behaviors; and the benefits of challenge stressors on the levels of different teachers' innovative work behaviors showed an inverse "U"-shaped relationship. Therefore, schools need to pay attention to the effects of different stressors on teachers' innovative work behaviors, and design and implement teacher support programs for different types of stresses.

Research on the Implementation Effects and Countermeasures of Inclusive in Guangdong from the Perspective of Public Benefit

CHEN Xiaomeng, YE Linchun, CAI Dayan

2024, (5): 94-104.

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Inclusive education is the mainstream trend of special education development. In recent years, Guangdong province has released a number of special education policies, many of which are related to inclusive education, but it is not clear how the implementation of inclusive education is. This study surveyed 964 teachers in regular schools in the Pearl River Delta and the eastern, western and northern regions of Guangdong. The results show that in the eyes of the regular school teachers, the current implementation status of inclusive education is well on the whole, however, there are still some problems such as teachers' insufficient understanding of the relevant policies of inclusive education, insufficient overall planning of school study work, low quality of individualized educational plans, the relatively simple school evaluation model, insufficient allocation and training of teachers and low construction of hardware supporting facilities and utilization rate. To further promote the high-quality development of inclusive education in Guangdong Province, this tudy puts forward specific suggestions on strengthening the promotion of inclusive education policies, improving the organization and management of inclusive education, attaching great importance to the curriculum teaching of inclusive education, strengthening the development of inclusive education teachers, improving the hardware infrastructure construction and strengthening cooperation with the regions of Hong Kong, Macao and Taiwan in China.

System Design and Enlightenment of Kindergarten Principal Training in Hong Kong SAR: The Perspective of Leader Development

WANG Mo, HONG Xiumin

2024, (5): 105-112.

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The basic international framework for leader development at the individual level includes four dimensions: experience and learning, skills, personality and self-development. In terms of the system design of principal training in Hong Kong, the characteristics include professional quality setting of principal based on personality and skills, the training system of "proposed appointment - initial entry - in-service principal" based on experience and learning, and the participatory training form of principal based on self-development. In order to ensure the smooth progress of the principal training system, Hong Kong has also established a principal training support system based on a sustainable development. The characteristics above provide enlightenment for the establishment of a scientific and reasonable principal training system in the mainland and improve the quality of principal training.

2024 No. 5