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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, (3): 5-15.
Abstract:
There exists a dilemma between freedom as a goal and coercion as a means in Moral education, and there is a dispute about whether moral education is necessary. Examining the role of teachers in Moral education provides a solution to this dilemma. On the one hand, teachers provide moral examples for students by improving their own moral cultivation; On the other hand, students are guided to understand moral purity and develop their firm character. The teacher functions like "a ladder", facilitating the student's moral development yet incapable of substituting for the student in achieving moral perfection. Moral education constitutes a necessary, though not sufficient, condition for students to perfect their autonomous moral personality. Consequently, teachers bear the obligation of quasi-perfecting the student's freedom. Therefore, the role of the teacher in moral education should be neither underestimated nor overestimated.
There exists a dilemma between freedom as a goal and coercion as a means in Moral education, and there is a dispute about whether moral education is necessary. Examining the role of teachers in Moral education provides a solution to this dilemma. On the one hand, teachers provide moral examples for students by improving their own moral cultivation; On the other hand, students are guided to understand moral purity and develop their firm character. The teacher functions like "a ladder", facilitating the student's moral development yet incapable of substituting for the student in achieving moral perfection. Moral education constitutes a necessary, though not sufficient, condition for students to perfect their autonomous moral personality. Consequently, teachers bear the obligation of quasi-perfecting the student's freedom. Therefore, the role of the teacher in moral education should be neither underestimated nor overestimated.
2025, (3): 16-25.
Abstract:
School education needs to be closely integrated with actual social situations. Social events, as potential educational resources, face many practical challenges in their concrete development. Specifically, social resources are often excluded from schools when it comes to the attention and selection of events; the world of public opinion is a world of weak communication when it comes to the dissemination and commenting on events; and the capacity and level of educators vary when it comes to the development and use of resources. For this reason, from the perspective of social constructivism, the development of social events as educational resources should be based on the position of students' life, and its educational value should be explored in the selection and development of social events; it should be based on the position of problem solving, and students' understanding of the society should be enhanced in the commentary and reflection; and it should also be established as the position of professional development, and the professional competence of teachers should be promoted in the development and application of social events.
School education needs to be closely integrated with actual social situations. Social events, as potential educational resources, face many practical challenges in their concrete development. Specifically, social resources are often excluded from schools when it comes to the attention and selection of events; the world of public opinion is a world of weak communication when it comes to the dissemination and commenting on events; and the capacity and level of educators vary when it comes to the development and use of resources. For this reason, from the perspective of social constructivism, the development of social events as educational resources should be based on the position of students' life, and its educational value should be explored in the selection and development of social events; it should be based on the position of problem solving, and students' understanding of the society should be enhanced in the commentary and reflection; and it should also be established as the position of professional development, and the professional competence of teachers should be promoted in the development and application of social events.
2025, (3): 26-34.
Abstract:
This article consists of two reflective memos written by a qualitative research methods teacher in the process of her teaching. The first memo discusses the challenges and strategies (such as immersion-reflection) of the teacher in her teaching of case study approach, which, unlike grounded theory, is more difficult to teach for lack of prescribed methods and procedures. The second memo examines how the teacher can keep a mentality as an "empty cup", keeping a balance between presuppositions and generative happenings in teaching case study method, and change the teaching plan according to the needs of the students. By sharing these experiences and reflections, the author hopes to help teachers and students of case study method to understand the complexity and uncertainty of the issues concerned, so as to make adequate adaptations and improvements according to their own specific contexts.
This article consists of two reflective memos written by a qualitative research methods teacher in the process of her teaching. The first memo discusses the challenges and strategies (such as immersion-reflection) of the teacher in her teaching of case study approach, which, unlike grounded theory, is more difficult to teach for lack of prescribed methods and procedures. The second memo examines how the teacher can keep a mentality as an "empty cup", keeping a balance between presuppositions and generative happenings in teaching case study method, and change the teaching plan according to the needs of the students. By sharing these experiences and reflections, the author hopes to help teachers and students of case study method to understand the complexity and uncertainty of the issues concerned, so as to make adequate adaptations and improvements according to their own specific contexts.
2025, (3): 35-43.
Abstract:
This article consists of the last two reflective memos of the author in her teaching of the one-year qualitative research methods course. The first memo examines the process of the last class of the course and the general design and implementation of the whole course. The purpose is to summarize the experiences and strengths as well as areas to be improved in the course. The second memo discusses some of the issues left over from the course, such as whether qualitative research needs a theoretical framework, how the researcher can dialogue between his/her own theory and the existing theories, and if there is a specific format for the writing of qualitative research papers. By discussing these issues, the author hopes to provide some ideas for the improvement of similar courses in the future.
This article consists of the last two reflective memos of the author in her teaching of the one-year qualitative research methods course. The first memo examines the process of the last class of the course and the general design and implementation of the whole course. The purpose is to summarize the experiences and strengths as well as areas to be improved in the course. The second memo discusses some of the issues left over from the course, such as whether qualitative research needs a theoretical framework, how the researcher can dialogue between his/her own theory and the existing theories, and if there is a specific format for the writing of qualitative research papers. By discussing these issues, the author hopes to provide some ideas for the improvement of similar courses in the future.
2025, (3): 44-54.
Abstract:
The involution of education is rooted in the logic of subjective construction based on infinite possession of objects, which origin lies in modernization. Such logic leads to a self backlash in the development of human subjectivity. The involution of education is the co-effect of both educators' and learners' tendency of infinite possession. From this perspective, the specific mechanism of the involution of education is manifested as the excessive investment of simple capital, which features low cognitive threshold, easy mass manipulation, and no cognitive cost, and in turn excludes complex capital. The essence of human subjectivity lies in conscious creative practice through the objective relationship with the object. To overcome the involution of education, it is necessary to clarify the essence of human subjectivity, reconstruct the educational purpose and, from such ideological base, adopt practical strategies to promote the formation of complex capital, strengthen the professionalism of subject teaching, broaden the diversity of individual development paths, and respect the long-term and implicit nature of educational practice.
The involution of education is rooted in the logic of subjective construction based on infinite possession of objects, which origin lies in modernization. Such logic leads to a self backlash in the development of human subjectivity. The involution of education is the co-effect of both educators' and learners' tendency of infinite possession. From this perspective, the specific mechanism of the involution of education is manifested as the excessive investment of simple capital, which features low cognitive threshold, easy mass manipulation, and no cognitive cost, and in turn excludes complex capital. The essence of human subjectivity lies in conscious creative practice through the objective relationship with the object. To overcome the involution of education, it is necessary to clarify the essence of human subjectivity, reconstruct the educational purpose and, from such ideological base, adopt practical strategies to promote the formation of complex capital, strengthen the professionalism of subject teaching, broaden the diversity of individual development paths, and respect the long-term and implicit nature of educational practice.
2025, (3): 55-62.
Abstract:
The "Double Reduction" policy is to put forward higher requirements for the construction of the homework system, rather than negating its value entirely. Establishing a high-quality assignment system holds significant importance for promoting students' holistic development. Currently, various challenges persist in this construction process: At the cognitive level, the dominance of exam-oriented and standardized approaches leads to the exclusion of imagination from the assignment system.At the behavioral level, practices involving disciplining and alienation result in the marginalization of ethics within the system's construction. At the affective level, abstraction and limitations cause the absence of aesthetic considerations in the assignment system's design. Imagination stimulation, ethical awakening and aesthetic experience emerge as the three value pursuits of high quality assignmen system construction under the background of the "Double Reduction" framework.. Therefore, the construction of high quality operation system needs to be promoted from three main areas: 1) igniting imaginative vitality within assignments, 2) enhancing ethical care embedded in assignments, and 3) uncovering the intrinsic aesthetic dimensions of assignments.
The "Double Reduction" policy is to put forward higher requirements for the construction of the homework system, rather than negating its value entirely. Establishing a high-quality assignment system holds significant importance for promoting students' holistic development. Currently, various challenges persist in this construction process: At the cognitive level, the dominance of exam-oriented and standardized approaches leads to the exclusion of imagination from the assignment system.At the behavioral level, practices involving disciplining and alienation result in the marginalization of ethics within the system's construction. At the affective level, abstraction and limitations cause the absence of aesthetic considerations in the assignment system's design. Imagination stimulation, ethical awakening and aesthetic experience emerge as the three value pursuits of high quality assignmen system construction under the background of the "Double Reduction" framework.. Therefore, the construction of high quality operation system needs to be promoted from three main areas: 1) igniting imaginative vitality within assignments, 2) enhancing ethical care embedded in assignments, and 3) uncovering the intrinsic aesthetic dimensions of assignments.
2025, (3): 63-74.
Abstract:
An analysis of the art of white space in the illustrations of the Newest Chinese Textbook (Lower Primary Grades) reveals that this technique during the Late Qing and Early Republican period originated from the dual classical Chinese philosophical traditions of Confucianism and Taoism. And the two lines of education and culture were intertwined to show the characteristics of rhythmic beauty, mood, and harmony in the unification of motion and stillness, reality and emptiness, and sensibility and rationality. On this basis, exploring this white space artistry holds significant value as follows. 1) to improve the availability of teaching resources and enhance students' higher-order thinking. 2) to highlight the aesthetic nature of textbook illustrations and enhance students' aesthetic literacy. 3) to give full play to the value of cultural symbols and shape the national ego of the students.
An analysis of the art of white space in the illustrations of the Newest Chinese Textbook (Lower Primary Grades) reveals that this technique during the Late Qing and Early Republican period originated from the dual classical Chinese philosophical traditions of Confucianism and Taoism. And the two lines of education and culture were intertwined to show the characteristics of rhythmic beauty, mood, and harmony in the unification of motion and stillness, reality and emptiness, and sensibility and rationality. On this basis, exploring this white space artistry holds significant value as follows. 1) to improve the availability of teaching resources and enhance students' higher-order thinking. 2) to highlight the aesthetic nature of textbook illustrations and enhance students' aesthetic literacy. 3) to give full play to the value of cultural symbols and shape the national ego of the students.
2025, (3): 75-89.
Abstract:
The successful development of the three major bay areas in the world has been significantly shaped by the contributions of university think tanks. This paper takes the representative university think tanks in the three-bay areas as research objects, analyzing their organizational nature and operation mechanism through comparative analysis. Hoover Institution, characterized as relatively independent, operates with a project-based organizational structure, targeted capital funding model, policy advisory functional positioning, and an ideologically driven research approach. The Princeton School of Public and International Affairs, categorized as weakly dependent, operates with a departmental organizational structure, an alumni-funded funding source, a platform-type function of positioning itself in public affairs, and a research orientation driven by public issues. The Division of University Corporate Relations, identified as strongly dependent, employs a functional organizational structure, an autonomous revenue-generating source of funding, a function of industrial-academic cooperation and innovation, and a problem-driven research approach. The analysis reveals five significant commonalities among these prominent university think tanks: 1)They fundamentally define the organizational relationship between university think tanks and universities. 2) They define a functional positioning aligned with national development strategies. 3) They establish business content adapted to localized development services. 4) They adopt innovative measures for talent recruitment and support. 5) They develop sustainable operation models and open, close-knit university think tank networks. These common characteristics provide valuable insights for constructing university think tanks in the Guangdong-Hong Kong-Macao Greater Bay Area.
The successful development of the three major bay areas in the world has been significantly shaped by the contributions of university think tanks. This paper takes the representative university think tanks in the three-bay areas as research objects, analyzing their organizational nature and operation mechanism through comparative analysis. Hoover Institution, characterized as relatively independent, operates with a project-based organizational structure, targeted capital funding model, policy advisory functional positioning, and an ideologically driven research approach. The Princeton School of Public and International Affairs, categorized as weakly dependent, operates with a departmental organizational structure, an alumni-funded funding source, a platform-type function of positioning itself in public affairs, and a research orientation driven by public issues. The Division of University Corporate Relations, identified as strongly dependent, employs a functional organizational structure, an autonomous revenue-generating source of funding, a function of industrial-academic cooperation and innovation, and a problem-driven research approach. The analysis reveals five significant commonalities among these prominent university think tanks: 1)They fundamentally define the organizational relationship between university think tanks and universities. 2) They define a functional positioning aligned with national development strategies. 3) They establish business content adapted to localized development services. 4) They adopt innovative measures for talent recruitment and support. 5) They develop sustainable operation models and open, close-knit university think tank networks. These common characteristics provide valuable insights for constructing university think tanks in the Guangdong-Hong Kong-Macao Greater Bay Area.
2025, (3): 90-102.
Abstract:
In order to study how universities can build distinctive discipline clusters in the development of service industry, this study analyzes the influencing factors of the construction of distinctive discipline clusters by using Necessary Condition Analysis (NCA) and fuzzy-set Qualitative Comparative Analysis (fsQCA) methods on data from universities and light industries across 20 Chinese provinces. The study finds that the policy orientation and the level of integration of industry and education are the core elements to promote the construction of high-quality distinctive discipline clusters in the development of the service industry in universities. Further more, key findings of this study reveal that the five configurations of high-quality construction of distinctive discipline clusters, from which three equivalent paths can be obtained, namely, the government-industry-environment-driven type, the political-academic factor aggregation type, and the government-industry-academia multi-source linkage type. The Research conclusion provides a theoretical basis for the construction of distinctive discipline clusters in the process of service industry in universities.
In order to study how universities can build distinctive discipline clusters in the development of service industry, this study analyzes the influencing factors of the construction of distinctive discipline clusters by using Necessary Condition Analysis (NCA) and fuzzy-set Qualitative Comparative Analysis (fsQCA) methods on data from universities and light industries across 20 Chinese provinces. The study finds that the policy orientation and the level of integration of industry and education are the core elements to promote the construction of high-quality distinctive discipline clusters in the development of the service industry in universities. Further more, key findings of this study reveal that the five configurations of high-quality construction of distinctive discipline clusters, from which three equivalent paths can be obtained, namely, the government-industry-environment-driven type, the political-academic factor aggregation type, and the government-industry-academia multi-source linkage type. The Research conclusion provides a theoretical basis for the construction of distinctive discipline clusters in the process of service industry in universities.
2025, (3): 103-112.
Abstract:
At present, the number of authorized Ed.D. (Doctor of Education) programs in China's regional universities has surpassed that in ministry-affiliated universities. To avoid becoming perceived as mere "watered-down versions" of their counterparts in ministry-affiliated universities, regional universities must forge their own distinctive developmental path for Ed.D. programs. In the process of cultivating education PhDs, ordinary research universities in the United States have gone through a development path from simple imitation to independent innovation. Initial imitation helped establish a foundational training system, yet limitations in resources (both hard and soft) and a failure to align with regional educational needs resulted in subpart graduate quality. Following profound reflection, these universities embarked on a path of specialized development. By proactively addressing local educational needs, establishing a practice-oriented talent cultivation orientation, and enhancing faculty practical expertise, they earned societal recognition and built strong reputations. This enlightens that the education doctoral training in local universities in China should focus on creating a distinctive development path, emphasizing the utilization of comparative advantages, actively approaching regional education realities, and establishing a positioning for education doctoral training distinct from ministry-affiliated universitie on the basis of ensuring the quality of training. The training objectives should be to cultivate high-end applied education talents for the region, and efforts should be made to enhance the practical rationality of education doctoral students.
At present, the number of authorized Ed.D. (Doctor of Education) programs in China's regional universities has surpassed that in ministry-affiliated universities. To avoid becoming perceived as mere "watered-down versions" of their counterparts in ministry-affiliated universities, regional universities must forge their own distinctive developmental path for Ed.D. programs. In the process of cultivating education PhDs, ordinary research universities in the United States have gone through a development path from simple imitation to independent innovation. Initial imitation helped establish a foundational training system, yet limitations in resources (both hard and soft) and a failure to align with regional educational needs resulted in subpart graduate quality. Following profound reflection, these universities embarked on a path of specialized development. By proactively addressing local educational needs, establishing a practice-oriented talent cultivation orientation, and enhancing faculty practical expertise, they earned societal recognition and built strong reputations. This enlightens that the education doctoral training in local universities in China should focus on creating a distinctive development path, emphasizing the utilization of comparative advantages, actively approaching regional education realities, and establishing a positioning for education doctoral training distinct from ministry-affiliated universitie on the basis of ensuring the quality of training. The training objectives should be to cultivate high-end applied education talents for the region, and efforts should be made to enhance the practical rationality of education doctoral students.
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。
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): 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:
