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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, (2): 5-17.
Abstract:
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.
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.
2025, (2): 18-25.
Abstract:
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.
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.
2025, (2): 26-35.
Abstract:
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.
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.
2025, (2): 36-46.
Abstract:
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.
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.
2025, (2): 47-61.
Abstract:
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.
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.
2025, (2): 62-73.
Abstract:
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.
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.
2025, (2): 74-85.
Abstract:
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.
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.
2025, (2): 86-96.
Abstract:
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.
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.
2025, (2): 97-112.
Abstract:
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.
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.
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。
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。
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。
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, (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。
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.
Abstract:
