The “Rugg Textbook Controversy” refers to the debate on the textbooks designed by Harold Rugg in the social study curriculum reform from the 1920s to the 1940s. Rugg’s social study curriculum reform was one of the most important experiments in the Progressive Education Movement. The textbooks he designed, as an important element of the curriculum reform, went through five basic stages of development and orientation during the 20-year period: preparation and mass promotion during 1920s-1930s, early opposition at the end of 1930s, the rise of mass boycotts, mass withdrawal of textbooks in early 1940s, and the defense of Rugg’s textbooks. Through the development of the "Rugg Textbook Controversy," it can be found that the content defects of the textbooks, Rugg’s idealization of social reconstructionism, and the extreme nationalist sentiment in the United States in the 1930s and 1940s were the reasons for the failure of the " social studies" curriculum reform and the removal of the textbooks. The historical study of this controversy reveals that the lager textbook controversy is not only about the content of the text, but also signifies a more profound conflict in the political, economic, and cultural spheres, and the social study reform has become a battleground for conservatives and other power relations around official knowledge and ideology.
Disciplinary practice refers to personal practice which has disciplinary values and provides opportunities to learn by doing. Strengthening disciplinary practice in compulsory education conforms to the intrinsic relation between subject and practice, instructional goals and educational aims, students’ cognitive features and practical demands of social transformation. Strengthening disciplinary practice may encounter multiple path dependences, deep resource dependences, the resistance from test-oriented traditions, while the vagueness of disciplinary practice may add up the difficulties of implementation. Educational reformers should build a multi-dimensional advancing structure involving philosophical guidance,resource insurance, quality improvement and institutional forces. The demands for strengthening disciplinary practice should be analyzed in details,the resources required by it should be provided, the abilities and willingness of teachers should be enhanced and institutions in favor of disciplinary practice should be created.
Promoting the digital transformation of classroom teaching has become a new engine and inevitable choice for the high-quality development of basic education in the new era. To understand the essence of digital empowerment on classroom teaching, it is necessary to make clear that cultivating people with al-round development is the first priority, the data linkage of multi-scenario and full-process is the fundamental guarantee, and the coordination and adaptive optimization of all elements of the classroom system is the core key. From the current practice, the digital transformation of classroom teaching still faces the difficulties of inaccurate direction of digital empowerment, inadequate innovation of empowerment teaching, incomplete evaluation of empowerment teaching,unsystematic process of empowerment teaching, and inadequate learning of empowerment personality. Based on this, we should clarify the bottleneck of classroom teaching, explore the technical solution path; establish a team of teachers to continue to carry out model innovation research; perceive multimodal data to achieve the evaluation of all elements of teaching; clarify the research and development of integrated support system for teaching and learning needs; provide high-quality education services based on the personality of the learning road network; and form a new thinking and systematic method and put it into practice.
In the field of curriculum and teaching of basic education, the perspective of the learners has gradually emerged worldwide since the end of last century. Through studying on the comprehensive data and information of teachers and students and focusing on the process of classroom teaching, the core of learner’s perspective study theory is to understand the deconstruction and reconstruction of classroom meaning by students and teachers and to explore the relationship between teaching and learning. Picture books have become a kind of unique resources for school curriculum and teaching due to their combination of contents and forms and child-oriented values. When applying picture books,school teachers must insist in the perspective of learners, respecting students’ nature, stimulating students’ desire and curiosity, protecting and developing students’ imagination, so that students can grow and progress. From the perspective of learners, picture-book-based curriculum and teaching present the characteristics of being close to children’s interests, respecting the starting point of cognition, promoting two-way thinking, and connecting the development of multiple fields. Thus, a picture-book-based curriculum design of "student-oriented, study of picture books, two lines of advancement, internal and external integration" is formed, as well as a picture-book-based teaching implementation strategy of "reading first, problem triggering, activity guidance, and expansion and extension". Thus, picture-book-based curriculum and teaching is expected to adapt to and break through the current educational development trend, and to shape the new curriculum view, teaching view, teacher view and student view.
As the third way beyond hierarchical and egalitarian relationship, "respectful paternalism" can be refined into three types of practices:empowering, protecting, and caring, and emphasizes the interactive and emotional nature of the parent-child relationship, providing precise descriptions and effective norms for the modern parent-child relationship. By weighing the adverse consequences of behavior, the probability of occurrence of adverse consequences, the urgency of the consequences, the subject’s possession of information and self-awareness, the three types can be better selected and paired to respond to the tension between the protection of children’s interests and the need for autonomy in family education.
Under the background of pursuing fair and quality education development, the collectivization of basic education is an important measure to balance the allocation of education resources, alleviate the problem of school selection and ensure education equity. From the perspective of synergetics theory, this paper makes a theoretical contribution on the mode, governance and resource allocation of group school-running. The mode of group schoolrunning mainly depends on the school characteristics of member schools, the relationship between organizations and the degree of school cooperation. The practice of group school governance needs continuous exploration and innovation, so that the governance structure and institutional rules at the group level can fully empower the development of the group. The resource allocation of group education should focus on three levels: the co-construction, sharing and co-research of curriculum resources, the coordination, development and flow of teacher resources, and the co-creation, sharing and co-integration of group cultural resources.
This study investigated the emergency response capability of 19,693 grades 3 to 6 primary school children n Hebei, Guizhou and Yunnan. It found that there were certain differences in students’ emergency response knowledge in different fields. The developmental tendency of students’ emergency response capability in different areas are dissimilar. Girls’ emergency response capacity is slightly higher than boys’. The emergency response capacity of students in western region is lower than that in eastern region. The emergency response capability of students in nine-year education schools is higher than that of students in full primary schools and teaching sites. Parents’ lower-level education may negatively affect the development of children’s emergency response capability. Building the serialization, normalization and long-term effectiveness education, a scientific curriculum, a home-school-community trinity system and narrowing the gap of students’ capacity in east and west are key points of emergency response education in primary school.
With the rapid development of digital games, many primary and secondary school students are interested in digital games and even have the problem of game addiction. In contrast, many students lack sufficient enthusiasm for their studies. In digital games, game developers have designed clear goals and immediate feedback for players, balanced task challenges and players’ skills, and guaranteed players’ sense of control over the game. The wide application of flow theory in digital games has made many students are addicted to digital games. In order to stimulate students’ enthusiasm for learning and cultivate students’ interest in learning, classroom teaching in primary and secondary schools can learn from digital games, clarify students’ learning goals, give students positive and immediate feedback, optimize the difficulty curve of courses, and enhance students’ sense of control in learning, so that students can feel flow in the learning process.
Urban positioning guides urban development, urban development and educational development promote each other. As an important content of educational development, school curriculum construction is of great significance for optimizing educational functions and promoting urban development. Based on the research data of 405 teachers and 1686 students in 40 junior and senior high schools in Beijing, the study found that some teachers and students’ cognition of the strategic positioning of the "four centers" in the capital was not accurate. The curriculum structure, content and implementation of the school are matched with the urban positioning, but there are differences between different disciplines;the learning content and methods are rich and diverse, but there are regional differences in experimental teaching, cross-cultural communication and other aspects. Teachers have a positive attitude towards the improvement of the school curriculum, but the support inside and outside the school is not enough; students generally have a good sense of gain in the course learning, but there is an imbalance between grades. It is suggested to strengthen publicity and education to improve the level of understanding, update the curriculum concept to promote the integration of urban education, use urban resources to improve school curriculum, increase professional support to promote balanced development.
On July 20, 2017, the State Council issued the "Development Plan for the New Generation of Artificial Intelligence", which puts forward requirements for the intelligent development of professional fields. The arrival of AI era has changed the external world in which teachers are involved, thus affecting the professional identity of teachers, and eliciting the ultimate thinking of "how to be a teacher". This paper argues that the concept of teachers’ professional identity in the AI era is that the process of teachers’ understanding of "I" and "Me" in the AI era. There are three challenges for teachers’ professional identity in the AI era: the unease of subversion of the status of knowledge authority, the aggravation of the illusion of "how to be a teacher", and the fear of the flow of "center-periphery" brought about by the interaction between "I" and "me". To solve the problems as above, this paper puts forward the following suggestions for the construction of teachers’ professional identity: clarifying the "me" by developing practical knowledge, reconstructing the "I" by seeking the subjectivity of "returning home", and finally to negotiate the interaction between the two by re-understanding the boundary space.
“Discipline practices”, as the core direction and key measure of the reform of the way of education, could be strengthened from three ways of understanding, implementation and guarantee. First, it should clarify the characteristics of its educational concept as a self-consciously created local concept: chimerism, integration, dialectics, inclusiveness, and futurity, so as to deepen the understanding; Second, it should focus on the composition of discipline practices: primitive elements, scaffolding elements, generative elements, and purposive elements to make implementation more efficient; Third, it should build a community of practical education, adhere to the idea of intensive work, deepen or transform the original experience, and make practical education effective.
James Mill was an important figure in British mass education in the first half of the 19th century. His theory of education was built on the basis of associationism and hedonism. He believed that the ultimate aim of education was to achieve the greatest happiness of the greatest number. Based on the nature of human--self-interest, the happiness of individual and the happiness of others are often in conflict, but Mill believed that education could make altruism possible because it could cultivate good qualities and feelings in people. Since education is profoundly influenced by society, political reform is necessary to achieve the ultimate aim of education, and Mill proposed the establishment of a representative government. The premise of representative government is that the masses should be educated in order to guarantee personal happiness. With the impetus of the Utilitarianism such as Brougham, Mill’s philosophy of mass education became the guiding philosophy for the development of mass education in the country, and the establishment of the Committee of the Privy Council on Education was a sign of the triumph of Mill’s philosophy. Since then, the government’s influence on education gradually increased,and Britain began to gradually establish a modern national education system.
"双减"减少了作业,消减了课外补习,同时要求课堂高质量发展,这样才能根本改变教育生态.高质量课堂的一个关键点是要给全体学生公平的教育,依据课程标准"零起点"教学,这是规范性的要求;高质量课堂的另一个关键点是在减少学习任务数量、降低内容难度的同时增加育人质量,从而避免一方面学生学业负担不断加重,另一方面人才质量不能满足现代社会科技、经济、生活发展的需要.高质量发展的课堂,不能依赖线性增长的知识量,使用更大量的时间来培养人才,高质量的课堂需要现代性的转型.对此,教育部《义务教育课程方案和课程标准(2022版)》已经把结构化、实践性、综合化作为课程变革的重要原则,近些年关于"课程结构化""大概念""大观念""单元教学"等研究也已经开始理论与实践的探索.怎样用少量而关键的主题或概念,给学生充分的机会,让学生深度探究、深刻领悟,真实性学习,闻一知十,迁移应用,这是当前基础教育实践亟待解决的问题,也是基础教育研究需要突破的难点.
In our present educational scientific research system, regional educational research has a unique development position and plays an important role in promoting educational reform. The academic influence framework was constructed, and the content analysis method was adopted to analyze the level of regional educational research. This research adopted1405 projects of Beijing’s 13th Five-Year Plan of educational science research undertaken by the 16th district of Beijing as samples. The results show that the absolute influence and relative influence of each district in Beijing are different. In terms of comparative influence, different comparison points showed diverse performance, and the difference between regions in most observation points was not significant. In terms of theme influence, each region has its own focus. It is suggested to strengthen the top-level design, improve the city-district-school education and construct scientific research governance system. It is essential to build a cooperation platform to create an ecological system for multi-level interactive development of education and research. It is significant to pay attention to empowerment and ability, multi-path to improve the quality of education research.
Novice teachers are in the transition period from students to teachers. They need some time to adapt to the new environment, integrate into the new collective, and be competent for the new role. In this process, novice teachers will invest a lot of emotion labor, and even produce emotional problems. According to Bolton’s classification, the motivation of emotion regulation can be divided into four types: “pecuniary”,“prescriptive”, “presentational”, “philanthropic”. Based on the theoretical framework and the interviews with 14 new teachers, it is found that “prescriptive” and “presentational” motivation are the prominent motivation in the novice teachers, reflecting the characteristics of "struggle for recognition", that is, to meet professional requirements and manifest individual existence. Cognizance and experience the emotion labor of novice teachers and finding out the practical problems behind help new teachers to be better qualified for their work and arouse the organization to pay more attention to new teachers.
The peer effect of cognitive ability has been widely studied, while paper on the non-cognitive peer effect remains scarce. Using China Education Panel Survey Dataset, this paper identifies for the first time the impact of peer non-cognitive ability on Chinese student’s academic attainment. Based on the Big Five personality theory, we measure noncognitive ability with neuroticism and conscientiousness, and reach the following main findingss: first, a standard deviation increase in peer neuroticism causes an average decrease in personal attainment by 5.3 points, and an increase in peer conscientiousness by 1 standard deviation results in an average increase in personal attainment by 8.7 points. Second, peer neuroticism has a greater impact on students with poor attainment than on students with good attainment, more on girls than on boys, and more on math than on Chinese and English; peer conscientiousness affects students with poor attainment more than students with good attainment, affects girls less than boys, and has no significant difference in the impact on Chinese, math, and English. Third, peer non-cognitive ability influences student achievement through self-assessment of ability and future expectation, friend circle, and learning atmospheres. Finally,after changing the criteria for identifying peers, the measurement of non-cognitive ability, and the criteria for randomly assigning student to class, the impact of peer non-cognitive ability on student achievement remains.
"Compulsory Education Curriculum Plan（2022 Edition）" puts forward "interdisciplinary thematic learning". Primary and secondary school teachers must face this kind of literacy-oriented, breakthrough subject boundaries to think about how to teach, and must carry out knowledge learning,value education,and the organic integration of comprehensive teaching activities. Therefore, to carry out interdisciplinary thematic learning in mathematics courses at the compulsory education stage, teachers need to clarify the basic connotation of interdisciplinary theme learning and understand the motivation of mathematics interdisciplinary thematic learning. In addition, it is also necessary to explore the implementation path of interdisciplinary subject learning in mathematics from the operational level, including optimizing the structure of interdisciplinary courses, building an interdisciplinary practice system, and improving support for interdisciplinary learning.
Based on the data of Beijing from 2020 Seventh National population Census, the size and structure of the 2021-2035 school-age population was forecasted, along with basic education resource need through cohort component method. The results showed that the size of schoolage population will have been increasing during 2021-2026, remaining relatively stable from 2027 to 2032, and witnessing a sharp decrease after that until 2035. On the premise of enhancing financial investment in education, government of Beijing should: 1) steadily expand the supply of educational resources, enlarging the number of teachers in a planned way, and making overall allocation and dynamic adjustment within the total according to distributional, regional, and discipline needs, so as to ensure the educational needs of school-aged in the period of population growth;2) deploy in advance, encouraging collectivization of school running and build more nine-year schools to solve the periodic dilemma of redundant and insufficient teachers in primary and junior high schools, clarifying the decision-making standard of school layout, determine the reasonable number of schools and service radius, and avoid the waste of educational resources in the stable period; 3) fully exploit the opportunity window to adjust the layout of resources, ensure that resources are carried with mobilized children, and promote the high-quality and balanced development of compulsory education in the decreasing period.
Interdisciplinary thematic learning is proposed on the basis of holism philosophy and curriculum integration theory,and after absorbing domestic and foreign practical experience,which has multiple values of deepening curriculum reform,developing students’ core competencies,and responding to the world educational changes. The implementation of interdisciplinary thematic learning needs to realize some changes on the basis of traditional branched education, including from subject leading to organic integration in concept, from knowledge learning to human-centered education in goal, from passive adaptation to active creation in implementation orientation, and from fighting alone to cooperative education in organization.
"Integrative five-dimension education" is one of the important topics in the field of education research. The current research mainly focus on the development context, value direction and self-construction, etc., perspective reality, should focus on the connotation of "integrative five-dimension education". The "integrative five-dimension education" is divided into four aspects: "five-dimension education", "develop simultaneously", "integration" and "education". Combining with the existing research results, the author can establish the logical framework of "integrative five-dimension education" connotation. Based on this, the path selection of optimizing the "five-dimension education integration" is proposed from five aspects of policy implementation, collaborative ecology, teacher training, classroom teaching and evaluation mechanism.
