Mar 2006, Volume 1 Issue 1
    

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  • The Particularity of “Pedagogic Understanding”
    Li Zhengtao
    2006, 1(1): 1-9. https://doi.org/10.1007/s11516-005-0015-7
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    So far, pedagogy has not formed its own unique visual angle and thinking mode to understand humans and the world in general; consequently, it is always counting upon other subjects, which is the root of the crisis in pedagogy. Focusing on the visual angle  and thinking mode , this article puts forward a new proposition pedagogic understanding  to make a concrete analysis of a basic hypothesis, some basic problems and some research ways. The purpose is to form pedagogy s own way of understanding on the foundation of delimitation and integration with other subjects.
  • Experience and Its Generation
    Chen Youqing
    2006, 1(1): 10-19. https://doi.org/10.1007/s11516-005-0006-8
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    Experience is an activity that arouses emotions and generates meanings based on vivid sensation and profound compreh ension. It is emotional, meaningful, and personal, playing a key role in the course of forming and developing one s qualities. The psychological process of experience generation consists of such links as sensing things, arousing emotions, promoting comprehension and association, generating insights and meanings, and deepening emotional responses. Undergoing things personally by means of direct sensation, taking part in activities, and living life are the most important preconditions of experience generation. Emotional influence, situational edification, and arts edification are external factors that induce experience generation.
  • Exploring the National Discourse of Chinese Educational Researches
    Yu Shusheng
    2006, 1(1): 20-28. https://doi.org/10.1007/s11516-005-0005-9
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    Academic discourse is a way of questioning and exposition in academic research. For a long time, talking about China in aWestern way has caused two harmful consequences, which separated theoretical research from its object and from its subject of researches in the field of Chinese educational studies.With the prerequisite of cherishing our own culture, it is an inner need for Chinese educational development to explore the national discourse in educational studies, i.e., talking about Chinese problems in the Chinese way.
  • Theory and Practice on Teacher Performance Evaluation
    Cai Yonghong, Lin Chongde
    2006, 1(1): 29-39. https://doi.org/10.1007/s11516-005-0004-x
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    Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance evaluation was usually restricted to task performance, neglecting contextual performance. Most researches done in teachers  evaluation were only about college teachers. This paper suggests that teacher performance evaluation should find its theoretical foundation in teacher performance constructs. After making literature review, critical case study, critical interview, and qualitative research, the authors propose a new construct of teacher performance and make necessary analysis for the construct of reliability and validity in empirical approaches.
  • Policies for Compulsory Education Disparity Between Urban and Rural Areas in China
    Bao Chuanyou
    2006, 1(1): 40-55. https://doi.org/10.1007/s11516-005-0003-y
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    An important function of public policies is to distribute public resources rationally. But for a long time, our public policies have been so city-oriented  that public resources are allocated unfairly and majority of high-quality education resources are concentrated in cities. This has already led to a serious unbalanced development in compulsory education and to a tremendous gap in conditions in schools running and enrollment chances for the school-age children between rural and urban areas, which tend to be enlarged. The unbalanced development in compulsory education has not only blocked the realization of public interest and equity of compulsory education but also restricted the harmonious social and economic development between urban and rural areas. It is necessary to look into public policies that have influence on the division of public resources and criticize them rationally. These policies include land institutions, tax systems, social security systems, policies for the input of compulsory education, and policies for teachers, etc. New policies should be made to distribute public resources fairly and rationally, narrowing the gap in compulsory education between urban and rural areas.
  • Is our Classroom an Ecological Place?
    Wang Xia
    2006, 1(1): 56-69. https://doi.org/10.1007/s11516-005-0002-z
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    The essence of ecology is life and its diversity, integrity, openness and coexistence. When one contemplates and analyzes classroom from the perspective of ecology, classroom should contain open-ended and multiple goals instead of a single and pre-set goal; classroom is more flexible, allowing great diversity instead of being narrow-minded, identical and in sole possession. Classroom is characterized by equality, harmony and vigor, instead of being under hegemony, control and being mind-suffocated; it is a place where students as principal parts exchange their minds instead of being a fearful modern spiritual hell ; classroom is a stage where the vigor of students is stimulated, their nature is started and their colorful self is presented, instead of a knowledge-manufacturing place lacking in variety.
  • Academic Management and Administration System Reform in Higher Education Institutions
    Xiang Xianming
    2006, 1(1): 70-78. https://doi.org/10.1007/s11516-005-0001-0
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    Reforms in colleges and universities should promote the humanistic character of higher education rather than simply serve for pure economic production but also observe the sacred mission of transmitting and creating culture and knowledge, with these two possessing momentous differences. These then demand rationality in academic management to guard against declination toward dehumanization or bureaucracy. Thus, the relationship between academic power and administrative power must be harmonized, and a reasonable equilibrium must be guaranteed. An academic management idea of power in learning is particularly emphasized to overcome the false polarity of managerism, straightforwardly reducing complicated academic operations to a kind of economic prosecution, hence truly promoting the function of a higher education system.
  • An Empirical Study of Communication between Teachers and Students in Colleges and Universities
    Zhou Tingyong, Zhou Zuoyu
    2006, 1(1): 79-88. https://doi.org/10.1007/s11516-005-0014-8
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    As an empirical study based on multiple linear regression analysis of the investigation data, this paper studies the communication between teachers and students in universities. It reveals that the interaction between university teachers and students promotes the personal development of college students. For some reason, however, a rather low level of communication is maintained between university teachers and students. Further, this paper indicates that male and female students gain differently from such limited interaction with their university teachers.
  • Social Occupational Classes and Higher-Education Opportunities in Contemporary China: A Study on the Distribution of a Scarce Social Capital
    Zhang Yulin, Liu Baojun
    2006, 1(1): 89-99. https://doi.org/10.1007/s11516-005-0013-9
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    Based on the several surveys conducted since the 1990s onward, this paper aims to demonstrate that in terms of the access to higher education, social class differentiation is far starker than that of urban/rural income in contemporary China. According to the investigation that focused on students enrolled in 37 universities, the chance of farmers  children to have a higher education is 5.6 times lower than that of nonfarmers. If we compare the chance of government and party officials  children with that of farmers  children, the ratio will rise to nearly 18:1. More seriously, the recent boom in higher education has not lessened but, in fact, worsened the structural factors of this inequality. The skyrocketing tuition fee constitutes an escalating fence that keeps the children from low-income, marginalized families away from acquiring higher education.
  • Educational Investment Risk of the Urban Citizens: Empirical Evidence in China
    Ma Xiaoqiang, Ding Xiaohao
    2006, 1(1): 100-111. https://doi.org/10.1007/s11516-005-0012-x
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    The risk of individual citizen s investment in education specifically refers to the benefit changeability of individual investment in education. Risks always go with uncertainty. By adopting the method of quantile regression estimation and taking the Chinese urban citizens as samples, the author makes a positivist study of the risk of Chinese urban citizens  individual investment in education. The result indicates that the individual citizen s investment in education often suffers obvious benefit changeability, i.e., the risk and benefit of investment in education shows a positive correlation. It is not realistic to reduce the inequality of salaries by means of investing more money for receiving higher-level education. Therefore, relevant policy makers should pay due attention to the establishment of the mechanism for sharing the risk of investment in education and the system of social insurance.
  • Twenty-Year Evolution of Discourse System of China’s Educational Economics
    Li Guirong
    2006, 1(1): 112-130. https://doi.org/10.1007/11516-005-0011-y
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    Although the discourse system of China s educational economics has a short history of only 20 years, it has gained an important position in the discourse system of pedagogy. This system consists of rich discourse branches including the relations between education and economy, educational investment and educational finance, educational cost and educational benefit, changes and innovation in education system and utilization and efficiency of educational resources. All the above discourse branches show various characteristics in different stages. From their development and changes, the following features of discourse system of educational economics can be drawn: the specialty of discourse, the trend of time of discourse themes, the positivism of discourse expressions and the applicability of discourse nature and contention of Chinese perspectives. To further improve the quality of the discourse system, the emphasis of educational economic studies should be laid upon the improvement of research attitude, theoretical basis, content and methodology.
  • Educational Inequality in the Minority Regions of Present Day China and Suggestions for the Government Regarding the Education Policy
    Ding Yueya
    2006, 1(1): 131-139. https://doi.org/10.1007/s11516-005-0010-z
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    Based on the research of new educational inequality in the minority regions of present day China, this article points out the importance of educational equality principle in government s decision making and suggests that it should give top priority to ethnic minorities when distributing education resources, to develop their compulsory education and broaden their opportunities to enter into postcompulsory education by the differentiated but equal  principle. Perfect education policies and mechanism and lifelong education system are also pivotal for the attainment of the goal of educational equality.
  • Reflection on Balanced Allocation of Fundamental Education Teachers in Poverty-Stricken Areas of Ethnic Minorities: Example of a Survey in the Tibetan Autonomous County of Tianzhu in Gansu Province
    Yang Jun
    2006, 1(1): 140-152. https://doi.org/10.1007/s11516-005-0009-5
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    Balanced allocation of fundamental education teachers is one of the most important ways to achieve the highest quality of compulsory education. It also guarantees an accelerated achievement of a balanced development of fundamental education. In poverty-stricken areas of ethnic minorities, unbalanced teacher allocation is a major factor that restricts the development of fundamental education. The establishment of policy system, investment mechanism, and teachers  training mechanism can be an effective way to promote balanced teacher allocation and to achieve a balanced development of fundamental education in poverty-stricken areas of ethnic minorities.
  • Relationship between Perceptions of Control and Victimization of Chinese Adolescents
    Zhu Bi, Lei Li
    2006, 1(1): 153-160. https://doi.org/10.1007/s11516-005-0008-6
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    This study explores perceptions of control in victims of school bullying, by surveying 108 adolescents with questionnaires. The result shows that there are significant gender differences in external control in general, internal control of sociality, and victimization of physical bullying. Physical victimization decreases as subjects grow older, but unknown control increases. Social victimization is positively correlated with all factors of external control. Verbal victimization is positively correlated with factors of external control of sociality, general and average; and negatively correlated with factors of internal control of sociality and physicality. Victimization of property bullying is positively correlated with average external control. External control is a predictor of victimization of social, verbal, and property bullying; internal control of body is that of verbal victimization.
  • The Influences of the Chinese Modern Family Changes on the Socialization of Children
    Wang Chenggang, Liu Dan
    2006, 1(1): 161-167. https://doi.org/10.1007/s11516-005-0007-7
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    This article mainly introduces the contemporary changes in Chinese family and especially analyses the transformation of family structure and type, family housing conditions, family relationship network, the relationship between husband and wife and parenthood. In addition, it discusses the influence of family changes in the socialization of children. Then it expounds the new transformation in children s socialization because of family, school, mass media, etc. Finally, it discusses its challenge and reflection to family and pedagogue.