The Chinese society of the 21st century is at a critical period of transformation. The emergence of globalization and informationalization are the most striking changes of the current Chinese society. The profound change in the social transformation and its penetrating influence on people s lives has revealed the disadvantages of the present education. For 10 years, the New Elementary Education , based on the background of Chinese society, and the demand for school education reform clearly puts forward the necessity of education reform in the period of social transformation, in other words, education should achieve its transformational development. This paper presents a deep research of globalization and informationalization, which are the background of Chinese social transformation. On this basis, the paper examines the implication of school transformational reform of the present-day Chinese elementary education, and finally proposes some steps for achieving school transformational reform .
Molding intellectuals is one of the expectations people have, which comes from a deep-rooted belief in education. The humanity hypothesis of this belief is to take knowledge and the pursuit of knowledge as the only prescription for human beings. This hypothesis overturns the relation of knowledge and life. Intellectuals make scientific paradigm as the limit of knowledge. Experience and consciousness outside the paradigm are ejected from the scope of knowledge. Accordingly, knowledge of intellectuals is broken away from a human being s life. Under the domination of this conception of knowledge, the world of intellectuals has become a world deficient of meaning. The belief that education molds intellectuals should be deconstructed gradually, with criticism in both practice and theory.
The proposition of the more national, the more international , when applied to education, is not absolutely right. Given education, educational research and the modernization of educational research, these can be more international only when their essence represents, reflects or implies the trend of human education and educational research. Otherwise, it would not be the case.
After the founding of the People s Republic of China, the administrative system of higher education then was characterized as centralized , Tiao and Kuai were segmented (some higher education institutions were directly administered by provincial governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions (HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the segmentation of Tiao and Kuai , and changed it into a new administrative system emphasizing the role of the provincial governments ( Kuai-oriented mode ). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs and the government. However, weakening the government s administrative control over HEIs and readjusting government-HEIs relations are still the main concerns in reforming the administrative system of Chinese higher education.
This paper delineates the distinctive facets of the research university and further explores the features of scientific research. On this basis, it is established that the mission of the research university is to achieve knowledge creation and academic advances. With a comparison of the organizational framework between the general university and the research university, a flexible adhocracy structure is put forward to justify that it serves the purpose best.
Based on a nation-wide survey of higher education graduates, this paper analyzes the impact of family background, using paternal occupation and education as indicators, on their scores in the National College Entrance Examination, the level and type of higher education institutions they attend, their employment after graduation, and the income they receive from their first job. It has been found that there are wide disparities among students with different family backgrounds in both access to higher education and their potential employment in China nowadays. This paper also studies how those influences happen.
The transition from experience-based teachers to expertise-based ones has marked a significant phase in the history of human education. The conceptive transition from the general occupational ethics of teachers to professional ethics is actually an important aspect of the transition from experience-based to expertise-based teachers. The establishment of teachers professional ethics bears the same historical inevitability as the movement of teachers professionalization. Complying with this trend, we ought to promote the establishment of teachers professional ethics specifically in view of the improvement in their living conditions and professional development.
This research deals with the different psychological processes people undergo when they experience firsthand authentic moral conflicts. It also discusses the value of authentic moral conflicts in students moral development, and reasons for the ineffectiveness of moral education in China. The main reason for the unsatisfactory effects of moral education in China over a period of time lies in the predominance of virtual moral education. In authentic situations, the proper arrangement of moral conflicts requires careful analysis of values hidden in the prearranged or generated moral conflicts so as to utilize, guide, and control them properly. Such arrangement of moral conflicts should be adapted to students life experience for deepening their understanding of the moral aspects of life. Also, special attention should be attached to students varied requirements, thus leaving enough options and space for their independent participation in activities of moral education.
The actual effect is a big problem in current school moral education. By analyzing the problems in the theory and practice of the current school moral education, the author points out that the reason is that, for a long time, the meaning of morality has been dissimilated, and moral education is considered as a kind of knowledge input and neglecting it is the lifestyle of human beings. By exploring the meaning of morality in the traditional Chinese culture, the author fully affirmed the rich life connotation both in the dynamic conversion between Tao and virtue and in the Taoist saying Great virtue is growth . In the article, the author suggests that nowadays, we should reconsider and understand the moral connotation in traditional culture and explain the traditional morals in a modern way. It is also necessary to construct a new moral education system such as a life-practice model.
Research into the critical period of Chinese pupils moral development is one of the most important parts in the field of moral psychological study. This paper reviews 20-year literature available on the critical period of pupils moral development and its instruments to measure it. It also gives details of its inadequate research into pupils moral development and then concludes with some conjectures about the future of this field of study.
