Purpose The purpose of this article is to analyze educational changes, in particular transformational changes, and suggest a new approach to shift the paradigm in education using an ecological conceptual framework.Design/Approach/Methods An ecological analysis of two key factors in education: prescribed curriculum and student autonomy.Findings Paradigm shift can happen in schools, but it cannot be imposed by systems, and systems typically are unable to propose transformational changes. Such changes should happen within schools, but not affecting the entire school. Thus a "school within a school" approach is proposed with some examples. The small change could affect entire systems from the perspective of panachy theory.Originality/Value This article brings a fresh perspective on making the much needed transformational changes possible in schools. AI partnership, personalized learning, student autonomy and self-determination, self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students. But implementing these would demand a paradigm shift in schools. Schools are the most resilient social entities, but they are also the easiest to change organizations. For over 200 years, the essence of schooling has not changed, but there have been significant changes in curriculum, textbooks, testing, and pedagogy. Today, we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence. It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.
“Deficit remediation” as an educational governance paradigm has given rise to many problems, whereas principal positive leadership under the “strengths development” paradigm has the potential to give new impetus to school development. Based on large-scale survey data within a provincial region, this study investigates how the school context and principal positive leadership impact student academic achievement using structural equation models. Research findings show that principal positive leadership as a structural latent variable has positive impacts on student academic performance and significantly mediates the effects of the school context on student academic results; and that the patterns of the impacts of principal positive leadership differ according to the variations of the school’s autonomy in operation.
Purpose Infancy and early childhood are critical stages for the development of both cognitive and socioemotional skills, which are predictive of subsequent academic success, labor market outcomes, and socioeconomic achievement. Empirical research both in China and in other countries has revealed that nurturing quality is increasingly divergent among social classes, leading to intergenerational accumulation of advantage/disadvantage, declining social mobility, and exacerbating class inequality. The article aims to systematically examine existing theoretical and empirical research on early childhood development and social mobility and provide a holistic comparative and analytical framework for future research in the context of China.Design/Approach/Methods This article systematically reviews relevant theories and empirical research in the field and provides preliminary findings of early childhood education investment in China, using the data from the China Family Panel Studies (CFPS). Specifically, the article focuses on the differences in early childhood education investment and child development among families of different socioeconomic statuses and discusses the potential impact of these differences on children's future development.Findings The findings of this study reveal distinct patterns in early childhood education investment and child development across diverse socioeconomic strata in China. China's initiatives to enhance children's education and human capital have robust theoretical foundations and timely policy implications. However, despite the ongoing efforts, early childhood parenting and education programs lack systematic research, emphasizing the urgent need for intervention programs and comprehensive databases to inform evidence-based policymaking.Originality/Value The article concludes with a comprehensive analytical framework for the study of early childhood development and social mobility in China, which has implications for promoting human capital investment and facilitating social mobility.
With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory, and the consideration of the core mission and attributes of educational organizations plus the urgency for digital transformation, this paper concludes four pillar competencies for teachers: curriculum development and teaching competency, human–computer collaboration competency, effective moral education competency, and self-growth competency. From the perspective of supporting the digital transformation in education, curriculum development and teaching competency is the premise and guarantee of “learning-centered”; and human–computer collaboration competency is the transformation direction of teachers’ information and communications technology capabilities in smart environments; effective moral education competency determines the primary role of teachers in the process of digital transformation; and self-growth competency is the purpose and means of digital existence. Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.
With the application of the internet, big data, and artificial intelligence (AI) in education, a new form of textbook construction has been developed, promoting digital textbook development. However, problems during digital textbook construction still exist. This study analyzes the necessity of intelligent textbook development and explains the educational characteristics of intelligent textbooks, such as intelligent adaptation learning, intelligent guidance, accompanying evaluation, and in-depth learning interaction from the perspective of instruction theory. Moreover, combining the technical advantages of AI, including knowledge mapping, learning analysis, online tracking, learner digital profiles, and in-depth interaction, and taking existing achievements for reference, it describes the methods and strategies of intelligent textbooks to achieve corresponding educational functions and also makes interpretation with specific cases. Given the educational and engineering characteristics of intelligent textbooks, this study analyzes the strategies for promoting the construction of intelligent textbooks from adhering to the instruction theory, paying attention to the iteration of practice, and adopting technical methods to supervise and regulate.
Online knowledge-sharing is the key link to individuals in the digital era. Postgraduates are the core members of the future knowledge-based society. Exploring factors affecting postgraduates’ online knowledge-sharing behavior is of significance promoting their fair enjoyment of digital dividends and contributing to the construction of Digital China. However, little literature exists on this topic. This study examines factors resulting in postgraduates’ differentiated online knowledge-sharing behavior from two dimensions: social structure and individual initiative. The results of the questionnaire survey of 501 postgraduates show that: First, not all postgraduates are aborigines of the digital age; and structural factors (gender, school type, location, father’s occupation, and father’s education) have a significant impact on postgraduates’ online knowledge-sharing behavior. These factors also have a greater impact on the quality of online knowledge sharing than in a quantity sense. Second, the individual initiative factor (information literacy) also has a significant impact on postgraduates’ online knowledge-sharing behavior. It has a greater impact on the quantity of online knowledge- sharing than in a quality sense. Third, there is a Matthew effect under the internet context, and certain effects of structural factors on online knowledge-sharing behavior are indirectly generated through individual initiative factors. Participants with privileged structural status show a higher level of information literacy, which further encourages them to be more active in online knowledge-sharing behavior and facilitates their high-quality production.
名为ChatGPT的生成式人工智能应用产品一经问世就引发了社会各界的关注,尤其是它表现出的教育创新价值更受到热烈讨论.由于具有先进算法、强大算力和海量数据基础,ChatGPT可以在与用户进行交互的过程中实现自主学习,从而智能化地提供问答、翻译、写作等服务.此外,最新发布的ChatGPT升级版——GPT-4 还可以更好地解决实时问题、进行逻辑推理、完成创意写作.在教育领域,ChatGPT既可以成为教学辅助工具、解答专业学术问题、搭建自主学习平台、节约人力资源成本、重构学校教育结构等,为教育创新提供新的机遇;同时,它也会带来一些风险与挑战,比如对教师角色定位、人才培养目标、传统学校秩序等产生冲击,进而导致技术依赖、学术滥造、智能歧视等问题.当前,技术变革正在不断推动教育创新,这要求我们必须积极且谨慎地对待新型技术,通过加强有组织科研实现智能技术自立自强,通过修订相关法律法规筑牢国家数字安全屏障,通过明确数字伦理标准增强应用服务透明度,通过转变人才培养观念形成教育评价灵活思维,力求在迈向人机共教的进程中创造人类文明新形态.
生态危机为当代人类共同面临之迫切问题,为因应此危机,20 世纪末的教育学界出现"生态"转向并发展出"生态教育学"论述."生态教育学"的理论阵营可分为"哲学生态教育学"与"批判生态教育学",前者源自于 19 世纪的哲学与自然文学,以"生态爱"与"生态智慧"为核心概念,后者形成于 20 世纪晚期,以"批判教育学"为重要理论资源,特别关注生态正义与环境议题的政治、社会、经济面向的深层关系."生态正义"概念可以说是"批判生态教育学"的核心与目标.本文爬梳"生态教育学"的理论脉络,以此为未来教育发展提供参照.
面对"人类世"日益严峻的生态危机,教育被寄希望为改善人类生存环境的有效手段.然而,现代环境教育理念和实践并没有带来期望的效果.受联合国教科文组织委托,共同世界研究共同体所作的《学会与世界共同生成:为了未来生存的教育》报告反思了当下由西方二元论和人类中心主义所塑造的现代环境教育中人与万物的分离,倡导人们以一种生态系统之组成部分的姿态,去感受和理解与万物共同生成的过程,通过具有生态意识的未来教育实现生态正义.报告是共同体成员在汲取后人文主义、生态女性主义和原住民本土文化理论资源的基础上,提出的共同世界教育学理念的集中体现.这种全新的教育理念与中国哲学传统中对"万物相联"与"和谐共生"的强调不谋而合.同时,中国哲学传统能够在审美的维度上进一步扩展其对人与生态命题及其教育意义的深度思考.
体重同伴效应研究对于厘清异常体重发生过程、推进青少年体质健康发展的社会治理具有重要意义.基于社会互动理论,本研究综合使用 2013-2014 及 2014-2015 学年中国教育追踪调查(CEPS)数据,考察班级单位内的青少年体重同伴效应,并探讨其间的作用机制.研究发现,班级单位内存在显著的体重同伴效应,同伴平均身体质量指数、同伴超重肥胖率均显著正向影响个体身体质量指数.依次控制情境效应和关联效应、进行工具变量处理、开展稳健性检验后,该结果始终成立.进一步的作用机制分析表明,体重感知在体重同伴效应的发生过程中起调节作用,高估自身体重会显著削弱体重同伴效应,而低估自身体重不会对其产生影响.据此,证明学校情境中的青少年异常体重防治对策具有良好的外部性,提出合理配置健康教育资源、丰富健康教育工作内容、密切关注学生群体社交体验等对策建议.
两种不同的环境科学观主导了应对生态危机之策:先知派强调节制和削减,追求人与自然的和谐共存;巫师派主张创造、进取和发展,通过技术创新化危为机.这一分歧也反映在不同的环境教育倡议中:UNESCO倡导的可持续发展目标和新社会契约与先知派自我约束和追求生态正义的理念相契合;而OECD的能力倡议与测量取向,则体现了巫师派所崇尚的技术主义和工具理性.这种分歧形塑了环境教育的不同实践路径:一是强调发展亲环境意识和价值观的规训模式,二是聚焦环境科学素养和高阶能力的赋能模式.两种路径在理论和实践上存在融合的可能性,其平衡和整合有助于构建可持续未来.
使用Leslie矩阵建立人口预测模型,基于人口普查数据和生育意愿抽样调查,预测"三孩"政策下 2021-2050 年我国城乡常住学前教育适龄人口和在园幼儿规模以及园所、师资和经费供给规模.预测结果表明,到 2035 年,提高资源配置标准后,较 2020 年,需新建园所 4.07 万所,补充专任教师107.55 万人、保育员 90.92 万人,新增学前教育经费总支出 3 652.11 亿元.建议动态监测学龄人口变动情况,提前规划和科学布局学前教育资源;考虑城镇化进程、乡村振兴战略、新冠疫情影响,结合"三孩"生育政策实施和地方实际,及时修订和调整城乡居住社区人口配套学位;开展城镇小区配套园治理"回头看";在办园难度大的偏远农村,由政府兜底举办公办园;探索事业编制统筹调剂制度,缓解学前编制短缺压力;实施编内编外同工同酬,增加教师从业年限补贴;加大省市级统筹力度,提高学前教育财政投入责任主体层级.
随着人类赖以生存的自然环境面临着的空前危机,以及呼吁可持续发展的"碳中和时代"以不可抵挡之势的来临,要求人类必须注重自然和未来社会的长远发展.在全世界共同应对生态危机的诸多方案中,教育是应对人类世以来全球性生态危机的关键途径,而其所遵循的伦理方法是责任伦理.这种以自然为目的、强调行为动机善性与行为结果善性的"自然责任伦理"成为了拯救发展困境的理论指引,它强烈要求人类为自然永续发展负责.反观现实,当前自然教育效果有待提升,"自然缺失"的问题仍然比较严重,距离社会期待与自然教育的应有之义仍有较大差距.旨在培养青少年对自然负责的自然责任伦理教育是碳中和时代下的必然趋势,且能够实现自然教育效果的帕累托最优状态.自然责任伦理教育的责任行动主体可以是集体也可以是个体,相应地,实施自然责任伦理教育也分为集体途径和个体途径.从个体层面来讲,作为社会公民的每一位个体,都肩负着履行保护自然的道德责任;从社会层面来讲,能够切实履行自然责任教育职责的实体主要是政府,其具体执行者又主要表现为政府举办的各级各类学校及其机构.自然责任伦理教育需要广大青少年关心自然资源及环境生态,认识人类社会之外的自然界的美,了解环境与动植物生存的关系,了解国家对于自然资源保护所付出的努力及取得的成就,明白个人对于国家可持续发展所肩负的责任,并且在生活世界中积极践行保护自然环境的责任.
教育超越论是当代中国教育学人关于现实教育最为重要的学术批判与建构之一."无人"问题,即教育疏离人以及人的整体生活的问题是超越论反思与批判的对象.教育是"人"的教育,超越论对教育"无人"问题的反动,以构建"实践人"的人性论方案为根基.超越教育"无人"问题之要津在于使教育立足人之实践本性并使人成为超越性存在,实现人在"自我"与"社会"双重向度之超越.就此而言,我们将超越论视为重塑教育之精神与人之可能生活的一种努力.作为对教育"是其所是"的辩护与允诺,具有"智性诚实"高贵品质的超越论对于破除教育中的假象与偏见、反省时代教育状况、辨明教育发展之路向都具有重要的思想价值.重思超越论,是过一种好的教育生活之理性自觉,也是过一种可能生活的一种可能思路.
教育在生态文明建设中扮演何种角色,其可为空间是什么?本研究通过聚焦OECD"教育的创新与未来"这一领域的工作,结合预期理论中的"未来素养"对OECD指向未来的技能进行系统反思,澄清OECD视角下教育与生态文明的关系.研究发现OECD 应社会系统与生态系统之变化,从预测视角提出了若干胜任未来的能力,这延续了教育作为社会功能的思路;自 2018 年始,OECD开始运用预期理论,展开对教育未来和技能的多重想象,超越了以往的功能论,凸显了教育在社会系统和生态系统的可为与引领性.从OECD的视角变迁与折衷路线中,研究认为人始终是生态文明建设的主体,当人类具备有关"使用未来"的知识和技能时,教育可重塑未来,生态文明建设的道路也具备了多重可能性.
县中振兴是"十四五"时期党中央、国务院的重大决策部署,是建设高质量教育体系和实施乡村振兴战略的关键支撑之一.有效推进县中振兴需要从主体理性和制度规范的双重角度揭示县中发展的微观逻辑、剖析县中塌陷的制度成因,并探索长效振兴的可行路径.运用理性选择理论分析发现,在升学逻辑指导下,学生家长、行政部门与普通高中三大主体会主动做出生源流动、生源留住与生源竞争的理性行动.制度漏洞是造成县中塌陷的关键原因:社会力量办学的制度尝试与规范不力导致市场逻辑冲击县中;"以县为主"的经费投入体制导致县际高中教育经费差距巨大;生源保障制度缺失导致县中在生源竞争市场中处于弱势地位.历时性视角下,主体理性与制度规范之间呈现出"不同步变化的双向互动"关系.为尊重主体理性选择规律并有效弥补制度漏洞,需要引进、留住和培养一批优秀的县中教师,健全、落实和用好一套有效的县中制度,改革、构建和打造一个良好的县中生态.
高等教育满意度调查不仅反映了学生对高等教育发展状况的满意程度，也体现了高等教育宏观政策的落地落实情况。2021年中国教育科学研究院实施了继2016、2018年之后的第三轮全国高等教育满意度调查。调查发现全国高等教育总体满意度在稳步提升，特别在思想政治教育、师德师风建设、信息技术赋能和育人环境等方面给大学生带来了越来越多满意的学习体验和收获；而在学生创新能力和品质、实践教学机会、教师教学方式及专业认同等方面的满意度却不高。基于此，本研究着力从提高满意度的视角，在提升创新人才培养成效、探索新型实践教学模式、构建潜心育人教师评价体系、增强人才培养社会适应性、创新国际交流合作形式等方面提出了意见和建议。
教育是人口流动的重要影响因素,因此近年来产生了因教育而流动的群体.但流动对学生学业能力的影响到底如何,人们的认识并不统一.本文在厘清流动儿童、留守儿童、随迁子女、进城务工人员随迁子女概念的基础上,根据流动的主要目的是否涉及教育,区分了主动教育流动群体与被动教育流动群体,并探究主动教育流动对学业能力的影响及其机制.基于中国教育追踪调查(CEPS)的数据可以发现,主动教育流动能够显著提升学生的学业能力,相较于不同对照群体,提升效果在 0.06 至0.08 个标准分之间;主动教育流动通过家长教育期望与家长参与对学业能力产生了直接与间接的影响;主动教育流动对不同户籍群体和不同流入地存在异质性作用.研究试图分离出流动效应中具有积极影响的部分,为流动正名,给不同背景家庭制定流动策略提供参考.
元宇宙概念爆火以后,引发了教育领域的关注,但尚缺乏理性认识.因此,有必要对元宇宙本质及其教育意义进行思考.元宇宙是超越时空规则的虚拟实境,可连接任意时空的真实世界,擘画未来教育新形态.教育元宇宙延伸了知识呈现的形式、学习者的学习体验和现实生活世界,让学生获得知识生产的在场体验和直接经验,体验知识传播、知识建构、知识应用、知识生产与创造的过程.同时,学习者与世界的互动,影响了人类社会知识的形成与发展,并延伸至现实生活世界,促进知识学习真实发生.在此基础上,进一步探讨元宇宙赋能教育的可能应用场景,分析有待进一步发展的技术关键和潜在的教育价值与风险.
本文关注元宇宙（metaverse）概念下不同行动主体的教育实践与前沿理念，提出观察元宇宙教育现状与革新的三个层次，即去中心化技术带来的教育结构性变革、元宇宙中的知识经验变化以及人机交互发展。文章认为，元宇宙中的教育将从去中心化自治组织（DAO）、去中心化金融（DeFi）和去中心化身份（DID）三个维度革新传统中心化教育模式、强化教育的普惠性；游戏是元宇宙重要辅助教育资源，在锻造教育认知链条、拓展数字课堂叙事、构建泛在学习机制等方面具有显著优势；新形态人机交互拓宽了学科边界，且发生在数字教育社区的校园元宇宙为教育学习创造了新的连接可能。
