Education must go beyond the borders of the disciplines and educators must make individual learning development a top priority for education if they wish to fulfill their mission in theory and practice, and in order to promote the social development by cultivating and developing the different individual learning. While individual development is a public issue, not a personal affair, it is also a social issue. Thus, educational research bases itself on each type of development, as well as to its existence in the mosaic of social and cultural understanding of the situation. Consequently, theoretical concept and empirical study combine an intrinsic pedagogical paradigm mechanism. Furthermore as a theoretical approach to methodology, awareness of the value of education and method-related activities, pedagogy becomes a special way of seizing the world.
Confucianism, not only is the core of Chinese cultural educational thoughts but its influence has been identified in the West by the European scholars. And with the impact of Confucianism civilization, the theological authority in the Dark Ages wavered. The human-based ideas of Confucianism that people are the foundation of the country, the governing way of “Governance with virtue”, the way of personnel placement that men of great virtue and talent are elected who will cultivate mutual trust and promote universal understanding, the nationwide education thought that there should be education for everyone without distinction and the imperial examination system under the idea that those who excellently learned should serve (in the government), have exerted beneficial influences on the European modern civilization. Looking back at the course of Confucian influence in the West and the influence on the Enlightenment and modern civilization, it is easy to find that Confucianism education is of universal value in the pluralistic cultural world, which can enhance the cultural identification and cultural consciousness of a nation, creating a heritage of excellent cultural education and enriching the connotation of the contemporary cultural education.
Based on studies of literature and the freshman admission data from 1978 to 2005 in Peking University, the research reveals how female student enrollments grew from nil to a considerable size, and how the exclusion of women college admission was overcome to achieve gender balance. However, the paper argues that this progress is limited in that class exclusion and the urban-rural gap is still significant in college enrollment, and there has been obvious sex segregation in the selection of specialties. So, equality from gender perspective alone is a “lame equality”. It is necessary to carefully examine what equality in higher education means to female students when both sexes have approximately equal opportunities to higher education, for to female students, the choice of specialty and the professional training are processes in which they have to continually submit themselves to male-centric knowledge.
Advanced knowledge is the basis for higher education, but less research on higher education deals with it. The essay elaborates on the major point in several ways: first, the practice-oriented higher education research tends to ignore advanced knowledge; secondly, higher education shall never turn a blind eye to advanced knowledge due to their close relation; thirdly, the paper presents a tentative discussion over the external and internal characteristics of advanced knowledge. The research on advanced knowledge can not only provide better support for the reform of higher education, but also has great significance in perfecting the present theoretical system of higher education.
The paper has compared the quality of compulsory education of rural schools in West China with the counties, cities, and provincial capitals, and find out that there is a big gap between the quality of West rural and urban compulsory education, the quality of some grades of the rural primary schools has not achieved the basic requirement of the curriculum standards, the gap between the quality of junior high schools in rural and urban areas is relatively severe. The mean score and qualified rate in the subjects of Chinese, mathematics and English of West rural junior high students are distinctly lower than that of the urban and county schools. The main factor that leads to the bigger discrepancy between the urban and rural education quality mainly lies in the difference in the teaching force. Compared with urban schools, the teachers in rural schools is insufficient and poorly-trained, with less access to teachers’ professional development and support. The teaching quality in the West rural schools should be paid attention and improved in light of the rationale of educational equity.
Using the method of purpositive sampling, this research makes an empirical study on the relationship between the schooling for education and democratic qualities of public high school students in Beijing. The results show that the democratic qualities of the students in public high school of Beijing are better as a whole, but they are still lack of democratic knowledge and abilities, etc. The results of correlation analysis, multiple regression analysis and independent-samples T test show that there are four different kinds of relationships between the schooling for education and democratic qualities of students. Firstly, there is little distinct correlation between school reputation and democratic knowledge, attitude and abilities of students. Secondly, there is little distinct correlation between prospective achievement and democratic knowledge and attitude of students, but have a large correlation with the democratic abilities of students (P<.001). Thirdly, there is a large correlation between teaching and democratic knowledge, attitude and abilities of students (P<.001). Lastly, there is a large correlation between activities par
Intervention research on school bullying was conducted in a primary school with an action research method. After conducting a five-week intervention program, the occurrence ratio of being bullied on the way to school and back home and the degree to which children were bullied dropped significantly, but the rate of reduction in grade three was greater than that of grade five. Moreover, pupils’ sense of security in school and the teachers’ awareness and problem-solving ability were also improved.
A good teacher has various characteristics. We can observe directly teachers’ behaviors or read their professional papers. However, the effective way is to have teachers tell their personal life history or educational autobiography. The personal knowledge of a good teacher will be revealed through the personal life history. According to numerous educational autobiographies, a good teacher has two characteristics: being kind to students and having passion.
Research on traditional Chinese academies has aroused interest ever since its existence. At least 2 302 papers and over 162 books concerning traditional academic institutions have been published for over 85 years from 1923 to 2007. Consisting of the following four phases as initial development (1923–1949), continual progress (1950–1979), vigorous prosperity (1980–1993) and new tendency in the new century (2000–2007), this paper discusses the characteristics, central issues and research trends of each phase and introduces the main achievements, which are worthy to be noted and discussed.