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2025, Issue 2

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The Problem of the Object in Pedagogical Theory
XIANG Jifa
2025, (2): 5-17.
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When regarding education as the object of pedagogics, we acknowledge the de facto legitimacy within. However, this assertion cannot serve as the sole foundation for the emergence of pedagogy. The object of pedagogics naturally is education itself, yet it is not a simple abstraction from external experience. On the contrary, "education itself" is an object created and provided by thinking, inherently opposed to the cognizing subject. This subject infers to the fundamental-theoretical question of "What is education". From the perspective of logical analysis, education can be traced back to the existence of a definite, simple, and even unanalyzable object. The analytical tradition can only formally achieve a syntactic gestalt of "what is education?". However, the essential connotation of education must be obtained through the phenomenological essential intuition(Anschauung). The process of confirming the educational object is also the process of filling the meaning of educational intention. By employing the form of thought image and the method of free imagination, the knower establishes an intellectual connection with the universal concept of the object, thereby enabling cognition of the object. Simultaneously, the original giving nature of the educational object itself, as the purpose and intention of the universal essence, can be revealed.
On the Educational Connotation of Kant's Teleological Aesthetics
GUO Zichao
2025, (2): 18-25.
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Kant systematically examines the concept of teleological aesthetics in his Critique of Judgment, establishing it as a pivotal framework for interpreting the purposive nature of objects and its implications for learners' cognition. He identifies two distinct modes of manifestation within aesthetic experience. The subjective mode demonstrates how the formal harmony between objects and perceptual faculties operates independently of conceptual presuppositions, thereby facilitating the synthesis of intuition and understanding. While the objective mode investigates the alignment of formal properties with a priori conceptual frameworks, elucidating how aesthetic forms mediate between empirical phenomena and cognitive schemata. Through this dualistic analysis, Kant reveals that aesthetic experience transcends mere sensory gratification to engage higher-order cognitive operations. Ultimately, teleological aesthetics postulates a universal principle that bridges particular aesthetic judgments with universal cognitive validity.
From "Study" to "Field": The Triple Transformation and Constant Background of Qu Junong's Educational Philosophy
SHI Kecan, HE Yuanyuan
2025, (2): 26-35.
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Since the New Culture Movement, domestic scholars have either dedicated themselves to theoretical writings or engaged in practical endeavors for the ideal of saving the nation through education. Whether in the theoretical and practical circles, Qu Junong has left a profound mark. By examining over 300 of his written works and tracing his lifelong involvement in social activities, this study reveals a shift in his educational philosophy—from the "study" to the "field"—as he transformed from an elite academic into a hands-on practitioner deeply rooted in rural communities. Alongside this change in his life's setting, Qu Junong's educational thought underwent triple transformations while retaining certain enduring principles. The transformations were reflected in his shift from defending metaphysical ideals to embracing scientific foundations, as well as the gradual fading of elitism and idealism in his educational views, replaced by a focus on the broader populace and social realities. Meanwhile, his unwavering commitment lay in his persistent pursuit of educational freedom and his lifelong dedication to social reconstruction. Moving from the "study" to the "field, " Qu Junong transcended the roles of a mere theorist or practitioner, emerging as a true educator in every sense.
On the Teacher Role Reconstruction in the Context of Embodied AI Participation
SUN Fuhai
2025, (2): 36-46.
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As a practical application of artificial intelligence in education, AI teacher essentially follows a disembodied intelligence cognitive approach, which face inherent limitations in fostering authentic epistemic engagement to generate genuine cognitive interaction and knowledge. Addressing these constraints, Rodney Brooks proposes integrating morphological intelligence with environmental affordances into robotic systems, thereby establishing a novel implementation framework to transcend disembodied limitations. Through analyzing four prototypical human-AI co-teaching models, this study reveals the evolving role of human educators. As pedagogical orchestrators, they curate instructional ecosystems while AI systems provide precise teaching support and personalized services; as collaborators, they design and implement teaching activities jointly with AI agents; as metacognitive supervisors, they primarily supervise and guide AI-led teaching processes, ensuring teaching quality and timely intervention; as adaptive counterparts, they demonstrate cognitive interoperability with autonomous AI systems. This demonstrates that AI has evolved beyond its inherent tool attributes to become an autonomous classroom participant, generating a new hybrid intelligent teaching model based on human-machine complementarity.
Are Smart Classrooms Enablers or Barriers for High School Instruction? Behavioral Sequence Evidence Through Value Co-Creation Lens
YUAN Ziqian, MA Xiaofei, SU De
2025, (2): 47-61.
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Amid the wave of digital transformation, the interaction of high school smart classroom interaction have undergone a fundamental shift from instrumental parasitic to mutual symbiotic relationships. From the perspective of value co-creation, smart classrooms can be conceptually reconstructed as an integrated system comprising suppliers of educational products, consumers, and technological platforms. This study examines three smart classroom cases (biology, politics, and physics) by coding teaching behaviors based on the Information Technology-Based Interaction Analysis System(ITIAS). Through lag sequential analysis and classroom observation, we identify effective teaching behaviors by analyzing the proportion and frequency of smart classroom behaviors, residual values, and behavioral transition diagrams. Supplementary data were collected via in-depth interviews with 15 teachers and 10 students from M High School. The findings of the comprehensive investigation reveal that new issues such as squeezing the interactive space of teachers and students, the defect of interactive structure, the single interactive method, and the willingness of the teacher's willingness to use the skills and skills are gradually prominent. Based on these results, we propose a three-tiered strategy for value co-creation: 1) Individual-level development: Strategies for teachers and students as resource providers and consumers to enhance agency; 2) Platform-level development: School-led strategies as environmental facilitators to optimize smart classroom ecosystems; 3) Institutional-level development: Government-supported strategies as value guarantors to ensure sustainable implementation. These recommendations aim to empower teachers and students as active participants, thereby improving the quality and efficiency of smart classrooms in high school.
A Textual Analysis of Teacher Burden Reduction Policies in Chinese Primary and Secondary Schools: A Policy Tools Perspective
WU Chenbing, SU Wei
2025, (2): 62-73.
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Reducing the burden of teachers in primary and secondary schools is not only the foundation of China's teaching workforce in the new era, but also a key factor in achieving high-quality educational development. According to the theory of Policy Tools, this study employs Nvivo 12 plus qualitative software to encode and quantitatively analyze 30 teachers' burden reduction policy documents and task lists issued across China, constructing a two-dimensional analysis framework of teachers' burden reduction policies. The findings reveal that teacher burden-reduction policies exhibit diversity in policy instruments, with most interventions targeting social affairs, while policy texts tend to be homogenized. However, several issues persist, including imbalanced application of policy instruments, uneven distribution of policy construction elements, and a narrow focus in burden-reduction areas. In order to optimize these policies, it is necessary to enhance the coordination of policy instrument allocation, refine the structural design of policy elements, and balance the distribution of policy discourse power, thereby advancing the high-quality development of China's primary and secondary school teaching workforce.
The Impact of Home-School Cooperation Level on Students' Achievements and Its Inter-School Differences
ZHOU Yao, CHEN Wenbo
2025, (2): 74-85.
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Based on the survey data of the Programme for International Student Assessment (PISA) 2015, this paper employs multiple regression and sub-sample regression to analyze the impact of home-school cooperation on students' achievement and its Inter-school differences. The findings reveal that the level of home-school collaboration is significantly correlated with student performance, and enhancing home-school collaboration contributes to improved academic outcomes. This effect of home-school cooperation on students' achievement is exhibits distinct disparities across regional school types, with the magnitude of influence descending in the following order: urban schools, rural schools, large-city schools, and township schools and county-town schools. Furthermore, the effectiveness of home-school cooperation is closely associated with the quality of teachers, but shows little relation to the average socio-economic status of students' families. The research results also demonstrate that improving the level of home-school cooperation holds substantial practical significance for the students' academic development, with high-quality teaching staff serving as a prerequisite for effective home-school cooperation. To enhance student achievement, it is advisable to strengthen home-school collaboration more effectively and adopt more scientific approaches to synergize the efforts of families and schools.
On the Construction of Teaching Content in Graduate Classroom
LI Chenzhi
2025, (2): 86-96.
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Graduate-level instructional content, as the operational embodiment of curricular frameworks and pedagogical materials, requires systematic construction through four-dimensional optimization: difficulty, breadth, novelty, and structural integrity: 1) In terms of difficulty, it should align content depth with learners' developmental zones through differentiated scaffolding and stimulate their interests as well. 2) Determine the "scope" and "boundary" of teaching content in terms of breadth.3) Aiming at the 'frontline' of practical novelty and the forefront of theory, skilled in transforming curriculum and research outcomes into classroom teaching content, and involving graduate students in the design and generation process of teaching materials. 4) Focus on the vertical integration and horizontal connection of teaching content structurally, eliminate the gaps between content sections, and form a problem-linked content structure.
Research on the Tendency to Seek Stability in College Students' Major Mobility Behavior
JIANG Fan, YE Qingwen
2025, (2): 97-112.
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As anxiety over employment continues to spread in the current public opinion landscape, and universities shift to more open and inclusive policies on major changes, a noticeable trend has emerged among college students towards transitioning to more stable job-oriented majors, displaying an increasingly intense tendency. The underlying mechanisms driving this phenomenon warrant urgent scholarly investigation. Guided by the theory of Rational Choice, this study conducts in-depth interviews and data analysis based on one year of participatory observation involving 17 undergraduate students from top universities, constructing a model of the influencing factors behind the stability-seeking tendencies in undergraduate students' major mobility. The Research finds that undergraduate students' major-changing behaviors are judgments based on personal characteristics and resource endowments, making value-maximizing choices that take into account compatibility between between their major and expected employment, educational benefits, and short-term development needs. The behavior is filled with decisions regarding sunk costs, potential risks, and coping strategies in the consequences of their actions, and is also shaped by various factors including family, institutional policies, and social environment. Based on this, it is necessary to further optimize and adjust the setting of higher education disciplines and majors, strengthen the correct guidance of students' development direction and expand career planning channels, reflect on the harm of utilitarian educational values to avoid and surpass the orientation of educational alienation.

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