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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, (5): 5-15.
Abstract:
In Book Ⅲ of Laws, education is regarded as the decisive factor in the rise and fall of a regime. The harem education in Persia led to the decline of monarchy, while the musical education in Athens led to the decline of democracy. The harem or court education was indulgent, fostering the monarch's capriciousness and enslavement of the people; musical education was likewise indulgent, fostering the people's capriciousness and fearless attitude towards the authority of law. Good education must be "temperate" and "moderate", that is, it must maintain a middle course in the relationship between freedom (pleasure) and slavery (awe), without leaning to either extreme. Only on such a foundation can a stable and virtuous regime be built.
In Book Ⅲ of Laws, education is regarded as the decisive factor in the rise and fall of a regime. The harem education in Persia led to the decline of monarchy, while the musical education in Athens led to the decline of democracy. The harem or court education was indulgent, fostering the monarch's capriciousness and enslavement of the people; musical education was likewise indulgent, fostering the people's capriciousness and fearless attitude towards the authority of law. Good education must be "temperate" and "moderate", that is, it must maintain a middle course in the relationship between freedom (pleasure) and slavery (awe), without leaning to either extreme. Only on such a foundation can a stable and virtuous regime be built.
2025, (5): 16-29.
Abstract:
To explore and innovate the research and writing of history of education studies, this paper takes the research achievements of Peter Brown, the founding figure of Late Antiquity studies, as analytical material, studying the migratory role of his historical conception and method in shaping history of education studies. Brown's historical research begins with historical imagination and transformed historical imagination into historical scholarship within the historical context that combines texts with backgrounds, and spiritual revolutions with social revolutions, through a historical methodology that integrates interdisciplinary perspectives and is corroborated by a wealth of historical evidence. Finally, using delicate strokes of narrative, Brown unfolds the complex rhythms and diversities of historical processes. Brown's historical practice, including his exploration in historical thinking, methodology, and narrative, not only inspires scholars in Late Antiquity studies but also influences other fields of historical research. The field of history of education could profitably draw on his methods to further explore new paths for innovation in this field.
To explore and innovate the research and writing of history of education studies, this paper takes the research achievements of Peter Brown, the founding figure of Late Antiquity studies, as analytical material, studying the migratory role of his historical conception and method in shaping history of education studies. Brown's historical research begins with historical imagination and transformed historical imagination into historical scholarship within the historical context that combines texts with backgrounds, and spiritual revolutions with social revolutions, through a historical methodology that integrates interdisciplinary perspectives and is corroborated by a wealth of historical evidence. Finally, using delicate strokes of narrative, Brown unfolds the complex rhythms and diversities of historical processes. Brown's historical practice, including his exploration in historical thinking, methodology, and narrative, not only inspires scholars in Late Antiquity studies but also influences other fields of historical research. The field of history of education could profitably draw on his methods to further explore new paths for innovation in this field.
2025, (5): 30-38.
Abstract:
The Relational Theory holds that the policy implementation is an expression of culturally embedded relations, and is also collaborative actions of educational policy implementers in a cultural network of multiple relationships. Based on the relational theory, the cultural narrative of educational policy implementation abandons the static and immersive narrative methods in the discourse of western individualism and structural functionalism. Instead, it constructs a three-dimension cultural narration cube: on the "top-down" relationship dimension, it examines the cultural foundation of educational policy identification; on the "inside-outside" relationship dimension, it analyzes the cultural nesting and interactive influence of "large fields" and "small fields"; on the "front-back" relationship, it examines the sense-making changes and similarities. The cultural narration of educational policy implementation provides inspiration for optimizing the cultural "toolkit" of educational policy implementation, as well as enhancing cultural governance capabilities.
The Relational Theory holds that the policy implementation is an expression of culturally embedded relations, and is also collaborative actions of educational policy implementers in a cultural network of multiple relationships. Based on the relational theory, the cultural narrative of educational policy implementation abandons the static and immersive narrative methods in the discourse of western individualism and structural functionalism. Instead, it constructs a three-dimension cultural narration cube: on the "top-down" relationship dimension, it examines the cultural foundation of educational policy identification; on the "inside-outside" relationship dimension, it analyzes the cultural nesting and interactive influence of "large fields" and "small fields"; on the "front-back" relationship, it examines the sense-making changes and similarities. The cultural narration of educational policy implementation provides inspiration for optimizing the cultural "toolkit" of educational policy implementation, as well as enhancing cultural governance capabilities.
2025, (5): 39-44.
Abstract:
From the perspective of a teaching assistant for the Qualitative Research Methods course, this paper first clarifies the connection between interesting research and meaningful research. It then conducts reflections from three aspects: 1) before class, the reflections focus on optimizing the management of 35 course materials, the craftsmanship value of collective lesson preparation, and student selection centered on the adaptability of research paradigms; 2) during class, analyzing the dilemma of Teaching Assistants between integration and observation, the issue of students' insufficient critical thinking, and corresponding solutions; 3) after class reflections, combined with cases, emphasizing the sources of valuable research questions and the cultivation of research sensitivity, thereby providing a basis for the subsequent optimization of the course.
From the perspective of a teaching assistant for the Qualitative Research Methods course, this paper first clarifies the connection between interesting research and meaningful research. It then conducts reflections from three aspects: 1) before class, the reflections focus on optimizing the management of 35 course materials, the craftsmanship value of collective lesson preparation, and student selection centered on the adaptability of research paradigms; 2) during class, analyzing the dilemma of Teaching Assistants between integration and observation, the issue of students' insufficient critical thinking, and corresponding solutions; 3) after class reflections, combined with cases, emphasizing the sources of valuable research questions and the cultivation of research sensitivity, thereby providing a basis for the subsequent optimization of the course.
2025, (5): 45-48.
Abstract:
The course of "Qualitative Research Methods", which emphasizes the interactive participation of both teachers and students, possesses a "reality show" quality to some extent. It advances along the main thread of the course logic but takes "learning by doing" as its teaching objective, making its process more contextual and full of tension, which is conducive to breaking the communication predicament in the current university classrooms. Moreover, the course progresses amid the interweaving and flow of high-intensity emotions, making the self-presentation in daily teaching life more concrete and facilitating the construction of a more sustainable academic community.
The course of "Qualitative Research Methods", which emphasizes the interactive participation of both teachers and students, possesses a "reality show" quality to some extent. It advances along the main thread of the course logic but takes "learning by doing" as its teaching objective, making its process more contextual and full of tension, which is conducive to breaking the communication predicament in the current university classrooms. Moreover, the course progresses amid the interweaving and flow of high-intensity emotions, making the self-presentation in daily teaching life more concrete and facilitating the construction of a more sustainable academic community.
2025, (5): 49-51.
Abstract:
In qualitative research (focus group) interviews, the host's perception of self-identity affects the trend of data collection. However, the existing literature rarely discusses host's identity, worldview and the flow construction of social reality. This reflection presents the conflict among the three teaching assistants' understanding of the identity of the host: Should the host focus on explaining the interviewee more, looking for preset answers, or guiding the interviewee to self-critical reflection? These three identities are closely related to the paradigm of the host. Interpretivism, post-positivism, and criticism will guide the host to adopt a completely different approach to interviews. Through reflection, the author finds that interviews based on these three paradigms have their own advantages and limitations, and researchers should clarify the underlying mechanism of the research "story" presented at the end.
In qualitative research (focus group) interviews, the host's perception of self-identity affects the trend of data collection. However, the existing literature rarely discusses host's identity, worldview and the flow construction of social reality. This reflection presents the conflict among the three teaching assistants' understanding of the identity of the host: Should the host focus on explaining the interviewee more, looking for preset answers, or guiding the interviewee to self-critical reflection? These three identities are closely related to the paradigm of the host. Interpretivism, post-positivism, and criticism will guide the host to adopt a completely different approach to interviews. Through reflection, the author finds that interviews based on these three paradigms have their own advantages and limitations, and researchers should clarify the underlying mechanism of the research "story" presented at the end.
2025, (5): 52-56.
Abstract:
Drawing upon the author's personal experience as a focus group moderator, this paper explores the role positioning and practical conflicts of moderators in qualitative research. The study highlights how focus groups depend not only on participants' interaction but also on the moderator's capacity to regulate discussion flow, balance voices, and apply adaptive communication strategies. By reflecting on moments of anxiety, improvisation, and humorous interventions, the paper argues that strategic interruptions and humor, rather than being impolite, can effectively enhance engagement, maintain coherence, and foster collective insight. The article further reflects on the role of the moderator's personality in research, emphasizing the importance of maintaining a dynamic balance between "listening" and "guiding." Such experience not only deepens the understanding of the focus group method but also offers insights for researchers in self-positioning and practice across different contexts.
Drawing upon the author's personal experience as a focus group moderator, this paper explores the role positioning and practical conflicts of moderators in qualitative research. The study highlights how focus groups depend not only on participants' interaction but also on the moderator's capacity to regulate discussion flow, balance voices, and apply adaptive communication strategies. By reflecting on moments of anxiety, improvisation, and humorous interventions, the paper argues that strategic interruptions and humor, rather than being impolite, can effectively enhance engagement, maintain coherence, and foster collective insight. The article further reflects on the role of the moderator's personality in research, emphasizing the importance of maintaining a dynamic balance between "listening" and "guiding." Such experience not only deepens the understanding of the focus group method but also offers insights for researchers in self-positioning and practice across different contexts.
2025, (5): 57-61.
Abstract:
This article presents a teaching reflection from the course of Qualitative Research Methods, focusing on a debate among the teaching assistant team triggered by a focus group interview conducted at the end of the course. Beginning with a portrayal of the diligent and dedicated work approach of the lead instructor, the analysis highlights disagreements among the assistants regarding the role of the moderator and data collection methods during the interview. The core of the debate revolves around how the moderator in a focus group interview should balance guidance and intervention, and how to obtain legitimate, complete, and contextually rich qualitative data within power dynamics. The text engages with concepts such as "Group Dynamics," "Post-positivism," and "Interpretivism" by the authors mentioned earlier, attempting to explain the root causes of the opposing standpoints in the debate. It emphasizes that dialogue in educational practice should be equal and transcend power structures. Finally, the author points out the positive significance of the dispute itself, stressing that its original intent should lie in the pure pursuit of truth. Moreover, the impact of the course extends far beyond the classroom, encouraging participants to "slow down, live meaningfully, and discover oneself."
This article presents a teaching reflection from the course of Qualitative Research Methods, focusing on a debate among the teaching assistant team triggered by a focus group interview conducted at the end of the course. Beginning with a portrayal of the diligent and dedicated work approach of the lead instructor, the analysis highlights disagreements among the assistants regarding the role of the moderator and data collection methods during the interview. The core of the debate revolves around how the moderator in a focus group interview should balance guidance and intervention, and how to obtain legitimate, complete, and contextually rich qualitative data within power dynamics. The text engages with concepts such as "Group Dynamics," "Post-positivism," and "Interpretivism" by the authors mentioned earlier, attempting to explain the root causes of the opposing standpoints in the debate. It emphasizes that dialogue in educational practice should be equal and transcend power structures. Finally, the author points out the positive significance of the dispute itself, stressing that its original intent should lie in the pure pursuit of truth. Moreover, the impact of the course extends far beyond the classroom, encouraging participants to "slow down, live meaningfully, and discover oneself."
2025, (5): 62-70.
Abstract:
School modernization is essentially a process of increasing modernity, which requires principals to play a nurturing role within the self-organizing system of the school. The principal leadership' essential factor of cultivating modern school cosist by three aspects: personal traits, influence, and the ability to continuously improve the organization. In terms of personal traits, principals need to possess modern qualities, advanced educational philosophies, and strong communication and crisis management skills. Influence includes the exemplary power of the principal, governance, school vision construction. The ability of continuously improving the organization is manifested as the ability to continuously coordinate and promote sustainable development. The evaluation of such leadership can adopt a key-projects approach, using the interaction between the principal's core functions and leadership elements as an evaluation framework, emphasizing feedback during the evaluation process to guide the development of principal leadership and school modernization.
School modernization is essentially a process of increasing modernity, which requires principals to play a nurturing role within the self-organizing system of the school. The principal leadership' essential factor of cultivating modern school cosist by three aspects: personal traits, influence, and the ability to continuously improve the organization. In terms of personal traits, principals need to possess modern qualities, advanced educational philosophies, and strong communication and crisis management skills. Influence includes the exemplary power of the principal, governance, school vision construction. The ability of continuously improving the organization is manifested as the ability to continuously coordinate and promote sustainable development. The evaluation of such leadership can adopt a key-projects approach, using the interaction between the principal's core functions and leadership elements as an evaluation framework, emphasizing feedback during the evaluation process to guide the development of principal leadership and school modernization.
2025, (5): 71-79.
Abstract:
Sudoku is a number-filling game and an intellectual sport that exercises logical thinking, enhances observation skills, and cultivates patience and perseverance. The development of Sudoku can be traced back to ancient Chinese "Nine Gridss" and other games, with its prototype being the "Latin Square", and it took shape as the "Number Place" puzzle. The rule system was established in Japan as "Sudoku", and its rapid spread was facilitated by the first Sudoku auto-generation software developed by Gordon Royle. Sudoku has become a widely popular and extensively practiced intellectual sport due to its characteristics such as easy-to-understand rules, readily available materials, difficulty levels, wide participation, mental challenge, and interdisciplinary integration. It holds multiple educational values: repeated attempts during play enhance exploratory skills, emphasis on reasoning improves logical abilities, intense concentration boosts focus, facing challenges builds resilience, and open information processing fosters integrative capabilities.
Sudoku is a number-filling game and an intellectual sport that exercises logical thinking, enhances observation skills, and cultivates patience and perseverance. The development of Sudoku can be traced back to ancient Chinese "Nine Gridss" and other games, with its prototype being the "Latin Square", and it took shape as the "Number Place" puzzle. The rule system was established in Japan as "Sudoku", and its rapid spread was facilitated by the first Sudoku auto-generation software developed by Gordon Royle. Sudoku has become a widely popular and extensively practiced intellectual sport due to its characteristics such as easy-to-understand rules, readily available materials, difficulty levels, wide participation, mental challenge, and interdisciplinary integration. It holds multiple educational values: repeated attempts during play enhance exploratory skills, emphasis on reasoning improves logical abilities, intense concentration boosts focus, facing challenges builds resilience, and open information processing fosters integrative capabilities.
2025, (5): 80-92.
Abstract:
Based on the theoretical combination of technological progress, social variable capital and labor market supply and demand, this study constructs an explanatory model for the change of the mobility function of higher education class and analyzes the impact of the dynamic change structure of labor demand on the labor market supply and demand relationship and the effect of higher education diploma effect. The results show that there are three phased characteristics since our country's implementation of the higher education expansion policy: a strong mobility function during the elite education phase (1999–2001), a moderate mobility function during the mass education phase (2002–2018), and a negligible mobility function in the universal education phase (2019–present). The study concludes that changes in labor market supply-demand relationships and the credential effect of higher education directly influence the ability to realize labor value, thereby leading to a process in which the social mobility function shifts from "full realization" to "gradual weakening" and finally to "near disappearance."
Based on the theoretical combination of technological progress, social variable capital and labor market supply and demand, this study constructs an explanatory model for the change of the mobility function of higher education class and analyzes the impact of the dynamic change structure of labor demand on the labor market supply and demand relationship and the effect of higher education diploma effect. The results show that there are three phased characteristics since our country's implementation of the higher education expansion policy: a strong mobility function during the elite education phase (1999–2001), a moderate mobility function during the mass education phase (2002–2018), and a negligible mobility function in the universal education phase (2019–present). The study concludes that changes in labor market supply-demand relationships and the credential effect of higher education directly influence the ability to realize labor value, thereby leading to a process in which the social mobility function shifts from "full realization" to "gradual weakening" and finally to "near disappearance."
2025, (5): 93-104.
Abstract:
As the core competitiveness in the 21st century, social emotional competence is an important indicator for evaluating the quality of talent cultivation in higher education in the new era. Based on the data of Chinese Family Panel Studies, this study employs a propensity score matching method to accurately estimate the impact of higher education on the development of social-emotional competencies. The study found that compared with primary education, higher education significantly improved individual s' altruism, but had no significant effect on responsibility, open-mindedness, joyfulness and emotional regulation. Heterogeneity analysis showed that the gain of altruism mainly came from undergraduate education and pre-expansion higher education, whereas associate degree education and higher education after the expansion have no significant effect on any of the five social emotional competencies. Therefore, it is imperative for higher education institutions in China to prioritize the development of students' social-emotional competencies to cultivate high-quality talents capable of adapting to and leading future social development.
As the core competitiveness in the 21st century, social emotional competence is an important indicator for evaluating the quality of talent cultivation in higher education in the new era. Based on the data of Chinese Family Panel Studies, this study employs a propensity score matching method to accurately estimate the impact of higher education on the development of social-emotional competencies. The study found that compared with primary education, higher education significantly improved individual s' altruism, but had no significant effect on responsibility, open-mindedness, joyfulness and emotional regulation. Heterogeneity analysis showed that the gain of altruism mainly came from undergraduate education and pre-expansion higher education, whereas associate degree education and higher education after the expansion have no significant effect on any of the five social emotional competencies. Therefore, it is imperative for higher education institutions in China to prioritize the development of students' social-emotional competencies to cultivate high-quality talents capable of adapting to and leading future social development.
2025, (5): 105-112.
Abstract:
From the dimensions of the contradictory movement of productive forces and production relations, element reconstruction, system evolution, and globalization embedding, this paper deeply explores the theoretical logic of the high-quality development of vocational education empowered by new-quality productivity. Consequently, it identifies four key value missions for new quality productive forces in empowering China's vocational education: 1) constructing the training system for innovative high-skilled talents; 2) building a scientific and technological achievement transformation system; 3) advancing the upward shift of the vocational education level; 4) enhancing the international service ability of vocational education.Finally, in light of the development dilemmas faced in realizing these four value missions, this paper proposes four breakthrough paths: First, guided by the concept of serving "local economy and national strategy", taking the construction of talent cultivation system that meets the requirements of new-quality productivity as the starting point, and continuously improving the adaptability of vocational education to social needs. Second, following the logic of "a proactive government and an effective market", focusing on constructing a new-quality industry-education integration model to continuously enhance the support for vocational education. Third, leveraging the development opportunities of the "New Double High Plan" and vocational undergraduate education, centering on the construction of new-quality "Five Key Elements" to continuously increase the achievement rate of vocational education goals. Finally, adhering to the concepts of "education follows output" and "industry and education go global together, " explore new models for the internationalization of vocational education as a breakthrough to continuously boost its international recognition.
From the dimensions of the contradictory movement of productive forces and production relations, element reconstruction, system evolution, and globalization embedding, this paper deeply explores the theoretical logic of the high-quality development of vocational education empowered by new-quality productivity. Consequently, it identifies four key value missions for new quality productive forces in empowering China's vocational education: 1) constructing the training system for innovative high-skilled talents; 2) building a scientific and technological achievement transformation system; 3) advancing the upward shift of the vocational education level; 4) enhancing the international service ability of vocational education.Finally, in light of the development dilemmas faced in realizing these four value missions, this paper proposes four breakthrough paths: First, guided by the concept of serving "local economy and national strategy", taking the construction of talent cultivation system that meets the requirements of new-quality productivity as the starting point, and continuously improving the adaptability of vocational education to social needs. Second, following the logic of "a proactive government and an effective market", focusing on constructing a new-quality industry-education integration model to continuously enhance the support for vocational education. Third, leveraging the development opportunities of the "New Double High Plan" and vocational undergraduate education, centering on the construction of new-quality "Five Key Elements" to continuously increase the achievement rate of vocational education goals. Finally, adhering to the concepts of "education follows output" and "industry and education go global together, " explore new models for the internationalization of vocational education as a breakthrough to continuously boost its international recognition.
2020, (4): 59-68.
摘要：
我国素养导向的教育背景下，单元教学成为教学设计的焦点。通过文献收集与整理，从单元设计的界定、理论基础、单元设计与学科之间的关系、单元目标确定、学习活动设计、学习评价设计六大维度深入分析，研究表明，单元设计以学科内整合为主，缺乏系统的理论框架和扎实的实施工具。为推进单元设计，首先拓宽单元设计的视野，不仅要考虑单元内整合也要考虑单元之间的整合，不仅要考虑学科内整合也要考虑超越学科的整合；其次研发单元设计的工具，即设计统整性单元目标与大概念、问题化单元目标、情境化与生活化单元核心学习活动、开发统整性单元评价任务；再次加强单元设计的理论建设，即拓宽单元设计的知识基础、梳理单元设计的模式、规范单元设计的术语。
我国素养导向的教育背景下，单元教学成为教学设计的焦点。通过文献收集与整理，从单元设计的界定、理论基础、单元设计与学科之间的关系、单元目标确定、学习活动设计、学习评价设计六大维度深入分析，研究表明，单元设计以学科内整合为主，缺乏系统的理论框架和扎实的实施工具。为推进单元设计，首先拓宽单元设计的视野，不仅要考虑单元内整合也要考虑单元之间的整合，不仅要考虑学科内整合也要考虑超越学科的整合；其次研发单元设计的工具，即设计统整性单元目标与大概念、问题化单元目标、情境化与生活化单元核心学习活动、开发统整性单元评价任务；再次加强单元设计的理论建设，即拓宽单元设计的知识基础、梳理单元设计的模式、规范单元设计的术语。
2022, (2): 29-36.
摘要：
在中央"双减"政策背景下,课外补习市场正逐渐从培训机构转移到私人家教。家教活动隐蔽性较强、功利应试色彩较浓、逐利性特征明显,存在无序发展的风险。若不能及时加以规范,或将消减"双减"政策的实效性:加重家庭经济负担,增加学生学业负担,加剧教育系统内卷,损害群体教育公平。规范私人家教,应处理好国家监管、个体选择与教育规律间的矛盾及张力,凸显合法性、选择性与有序性三大价值向度。
2022, (4): 25-33.
摘要：
课程建设是博物馆教育实现质的飞跃的重要标志,这一过程离不开博物馆课程资源开发。基于跨学科学习的博物馆课程资源开发是《关于利用博物馆资源开展中小学教育教学的意见》《义务教育课程方案》 (2022年版)政策的实践落地,也是博物馆教育课程化的必由之路。博物馆跨学科课程资源开发以立德树人、"五育"融合,学生主体、"具身"体验,资源生成、"超越"时空为价值逻辑定位,是促进国家教育高质量发展、学生全面发展、博物馆教育功能提升的必然要求。博物馆广博的本体资源、独特的情境资源与博物馆教育者是博物馆跨学科学习课程资源开发的根本保障。基于具身认知、深度学习理论建构沉浸式互动体验课程和项目式主题课程,基于人工智能发展趋势建构自主探究型云端课程,是丰富博物馆跨学科学习课程体系的实践创新,推动博物馆教育走向课程化。
课程建设是博物馆教育实现质的飞跃的重要标志,这一过程离不开博物馆课程资源开发。基于跨学科学习的博物馆课程资源开发是《关于利用博物馆资源开展中小学教育教学的意见》《义务教育课程方案》 (2022年版)政策的实践落地,也是博物馆教育课程化的必由之路。博物馆跨学科课程资源开发以立德树人、"五育"融合,学生主体、"具身"体验,资源生成、"超越"时空为价值逻辑定位,是促进国家教育高质量发展、学生全面发展、博物馆教育功能提升的必然要求。博物馆广博的本体资源、独特的情境资源与博物馆教育者是博物馆跨学科学习课程资源开发的根本保障。基于具身认知、深度学习理论建构沉浸式互动体验课程和项目式主题课程,基于人工智能发展趋势建构自主探究型云端课程,是丰富博物馆跨学科学习课程体系的实践创新,推动博物馆教育走向课程化。
2022, (1): 41-49.
摘要：
全球教育的结构性变动，市场经济和技术的快速发展，再次突显家长在子女教育中的重要作用。“家长主义”时代的到来，成为重构家校权利关系、追求教育公平的良好机遇。然而，藉由技术中介主导下的学校治理，建立不平等的权力控制机制与家长互动，把家长培养成为自我改造的知识主体，引发了家长间的相互监督与竞争，强化了教育的文化与社会再生产功能。故而，需要在理论和规范上厘清家长和学校的权利边界；要从根本上反思学校灌输给家长知识的性质，鉴别知识的教育性与非教育性；赋权家长，在家长群体内部发展“公共家长”，减轻教师负担，创造公平的教育环境。
全球教育的结构性变动，市场经济和技术的快速发展，再次突显家长在子女教育中的重要作用。“家长主义”时代的到来，成为重构家校权利关系、追求教育公平的良好机遇。然而，藉由技术中介主导下的学校治理，建立不平等的权力控制机制与家长互动，把家长培养成为自我改造的知识主体，引发了家长间的相互监督与竞争，强化了教育的文化与社会再生产功能。故而，需要在理论和规范上厘清家长和学校的权利边界；要从根本上反思学校灌输给家长知识的性质，鉴别知识的教育性与非教育性；赋权家长，在家长群体内部发展“公共家长”，减轻教师负担，创造公平的教育环境。
2022, (1): 75-85.
摘要：
基于东北师范大学教师教育研究院“中国教师发展报告2019”课题组调查的数据，从公平理论视域出发，对我国中小学教师薪酬满意度及其相关影响因素进行了实证研究。研究发现：（1）我国中小学教师的薪酬收入和薪酬满意度整体不高，劳动付出与薪酬收入的相称感较低，而这种相称感是导致教师薪酬满意度偏低的主要因素；（2）大部分教师认为其工资收入要低于或远低于当地公务员的薪酬水平，这种对比感也是导致教师薪酬满意度偏低的主要因素；（3）乡村教师的薪酬满意度高于城市教师，并且薪酬收入对乡村教师薪酬满意度的影响更大，普通高中教师的薪酬满意度要低于小学和初中教师。最后，根据研究发现本文提出要科学制定中小学教师工资增长机制，合理界定教师工作任务、减轻教师负担，建立公平感高、更具激励作用的教师薪酬体系。
基于东北师范大学教师教育研究院“中国教师发展报告2019”课题组调查的数据，从公平理论视域出发，对我国中小学教师薪酬满意度及其相关影响因素进行了实证研究。研究发现：（1）我国中小学教师的薪酬收入和薪酬满意度整体不高，劳动付出与薪酬收入的相称感较低，而这种相称感是导致教师薪酬满意度偏低的主要因素；（2）大部分教师认为其工资收入要低于或远低于当地公务员的薪酬水平，这种对比感也是导致教师薪酬满意度偏低的主要因素；（3）乡村教师的薪酬满意度高于城市教师，并且薪酬收入对乡村教师薪酬满意度的影响更大，普通高中教师的薪酬满意度要低于小学和初中教师。最后，根据研究发现本文提出要科学制定中小学教师工资增长机制，合理界定教师工作任务、减轻教师负担，建立公平感高、更具激励作用的教师薪酬体系。
2022, (2): 75-86.
摘要：
内卷"一词被用于描述精英大学普遍存在的过度竞争生态,而保研是观察这一生态的重要窗口。通过对北京市某双一流高校8位本科生保研历程的深度访谈发现,保研中的内卷生态具体表现为"抢好分"、拼筹码和竞争性攀比。绩效主义取向的积分式保研规则促成褒奖与贬抑效应,加剧了个体的自我剥削,极易将学生引向精神世界的"空心化",铸造"精致的利己主义者"和"内卷型"人格,既危及学生身心健康,也给国家长期的人才选拔和培养种下选才单一化、功利化的苦果。超越"内卷"既需要个体觉醒,更依赖高等院校乃至全社会的制度变革与文化重塑。
2020, (6): 2-10.
摘要：
乡村教师是乡村小学立校之本，但是，目前的乡村小学普遍存在优秀教师进不来且留不住的问题，致使乡村小学的发展陷入困境。在脱贫攻坚战即将收官和教育现代化亟待推进的背景下，基于对乡村小学优秀教师进不来、留不住的困境和乡村小学教师跨学科教学能力不足且在地认同度低的客观现实分析，研究者认为，国家亟需鼓励具有小学全科免费师范生招生资格的高校，通过完善面向偏远贫困乡村地区定向培养免费小学全科教师的政策、培养方案和实践机制，强化学生的跨学科综合施教能力；通过分段在地培养，强化学生的在地认同意识；通过两次筛选，真正选拔出具有乡土情节和教育情怀的、能够下得去且留得住的乡村小学全科教师，从根本上推动乡村小学教育发展。
乡村教师是乡村小学立校之本，但是，目前的乡村小学普遍存在优秀教师进不来且留不住的问题，致使乡村小学的发展陷入困境。在脱贫攻坚战即将收官和教育现代化亟待推进的背景下，基于对乡村小学优秀教师进不来、留不住的困境和乡村小学教师跨学科教学能力不足且在地认同度低的客观现实分析，研究者认为，国家亟需鼓励具有小学全科免费师范生招生资格的高校，通过完善面向偏远贫困乡村地区定向培养免费小学全科教师的政策、培养方案和实践机制，强化学生的跨学科综合施教能力；通过分段在地培养，强化学生的在地认同意识；通过两次筛选，真正选拔出具有乡土情节和教育情怀的、能够下得去且留得住的乡村小学全科教师，从根本上推动乡村小学教育发展。
2020, (2): 81-88.
摘要：
采用质性研究方法，选取了十名博士研究生作为访谈对象，提取家庭、婚姻、性别、地域传统这四个影响因子，探寻社会期待对于博士生读博选择的影响研究。结果显示：原生家庭对博士生的读博选择有着最为基础和重要的影响，文化资本优势家庭与文化资本劣势家庭博士生读博考量的因素完全不同；婚姻和性别亦是重要的影响因子；地域传统相对而言对博士生的读博选择影响不大。
采用质性研究方法，选取了十名博士研究生作为访谈对象，提取家庭、婚姻、性别、地域传统这四个影响因子，探寻社会期待对于博士生读博选择的影响研究。结果显示：原生家庭对博士生的读博选择有着最为基础和重要的影响，文化资本优势家庭与文化资本劣势家庭博士生读博考量的因素完全不同；婚姻和性别亦是重要的影响因子；地域传统相对而言对博士生的读博选择影响不大。
2020, (4): 78-84.
摘要：
师生互动关系在线教学的成效和人才培养的质量。基于柯林斯互动仪式链理论，在线教学是师生在网络教学空间中构建的完整互动仪式。结合2020年疫情期间全国高校线上教学调研报告，从互动仪式情境、主体、流程和效果四个方面，指出目前在线课堂互动仪式存在的问题：在线课堂师生互动情境仪式感不强、互动主体角色履行不足、互动流程过于程序化、互动仪式缺乏情感关注。营造师生互动情境的仪式感、明确互动主体的角色地位、融合信息化和人性化的互动流程、构建具有情感连带的全面育人机制等，可促进高校在线课堂师生互动，提升在线教学效果。
师生互动关系在线教学的成效和人才培养的质量。基于柯林斯互动仪式链理论，在线教学是师生在网络教学空间中构建的完整互动仪式。结合2020年疫情期间全国高校线上教学调研报告，从互动仪式情境、主体、流程和效果四个方面，指出目前在线课堂互动仪式存在的问题：在线课堂师生互动情境仪式感不强、互动主体角色履行不足、互动流程过于程序化、互动仪式缺乏情感关注。营造师生互动情境的仪式感、明确互动主体的角色地位、融合信息化和人性化的互动流程、构建具有情感连带的全面育人机制等，可促进高校在线课堂师生互动，提升在线教学效果。
2020, (6): 2-10.
Abstract:
