教育法典如何有效编纂之问实质上蕴含着两种维度的思考,一种是对教育法典的外在形式提出理想性构造方案的规范论维度,另一种则是对教育法典与教育法学知识的衔接作出反思的知识论维度.规范论维度的教育法典编纂是短期内实现教育法律统一适用、提供司法介入教育实践的有效统合手段;知识论维度的法典编纂是未来教育法典的最终归宿,对教育法学概念理解的统一性和准确性将直接决定教育法典内在的融贯性程度.教育法典的规范论维度的实现方式在于:第一,破除教育立法的问题导向,以教育公共理念重新整合教育单行法的碎片化状态;第二,寻找以"人的全面发展"为核心的教育法规范的特殊价值,形成独立的教育法律部门.教育法典编纂的知识论维度的实现方式在于:一方面深化教育学与法学的知识融合,另一方面发展独立科学的教育法教义学.科学化的教育法学知识需要从三个方面展开作业:形成统一的概念体系、建构专属的知识体系、发展科学的方法体系.无论对教育法典编纂作出哪种维度的思考,学者的责任都在于思考如何避免产生不成功的法典、引发坏的知识传统.
The transitional identity between “teacher” and “student” makes “cultivation” and “utilization” become core process factors affecting postdocs’ career development abilities. Using the data of Nature postdoc survey in 2020（N=7252）, this study explores the impact of identity positioning on postdocs’ career development ability. The main results are as follows: First, the identity of postdocs in China（excluding Hong Kong, Macao and Taiwan） can be represented as a model of “low cultivation-high utilization”, and their career development ability is significantly lower than the global average. Secondly, “cultivation” is the core factor that affects postdocs’ career development ability, and the function of “utilization” is determined by its quota. The situation of “high utilization-low cultivation” may damage implicit career interests and self-efficacy at long-term growth. Thirdly, postdocs who are females, majoring in liberal arts and engineering, non-international, and those with non-academic career planning, have relatively lower career development abilities. In view of this, we suggest that the value of “cultivation” in postdoctoral identity positioning should be reiterated, the orientation of appropriate “utilization” should be performed in the assessment and evaluation, and a structured and targeted postdoctoral career support and cultivating system should be established, then a harmonious innovation environment and institutional space for postdocs’ individual growth and career development is expected to be provided.
Learning Progression Measurement Model（LPMM） can objectively reveal the development of concept and thinking. Based on the process of LPMM, learning progressions level of science higher order thinking is determined from theoretical assumptions, test design, scoring revision, item quality analysis, and verification. The results indicate that LPMM of science higher order thinking is stable, it provides evidence for improving science curriculum design and depicting thinking development, and it can also help plan adaptive learning path from a new perspective.
The public welfare nature of after-school services includes three aspects:common accessibility,common affordability and common high-quality,corresponding to the resolution of issues related to"narrow coverage","high price"and"poor quality".The demonstration of public welfare plays a crucial role in enhancing the quality of national education,fostering a sense of achievement and well-being among individuals,and realizing personal development goals.In developed countries,after-school services originate with a fo-cus on their public and charitable nature,characterized by government-led policy formulation and fund raising,with large scale and rich contents.Evidence-based practices guide these services,and public welfare presents a diversified pattern.In China,early after-school services primarily took the form of"after-school care,"attracting significant private investment.In recent years,the government has proactively planned these services as a"livelihood project,"investing substantial financial resources,thereby highlighting their public welfare nature.However,challenges remain,such as theoretical disagreements,unequal service distribution,significant disparities in funding,and a lack of comprehensive evaluation in service implementation.In the future,it is advisable to draw from an international perspective on after-school services,enhance relevant theoretical research,construct a"four-in-one"integrated and inclusive after-school services system,involve multiple stakeholders to improve common accessibility,ensure sufficient financial investment to enhance common affordability,and innovate service content and methods to ensure common high-quality.
This large-scale research across 31 provinces in China found that rural preschool education in the new era has achieved significant development:rapid growth in funding allocation and continuous improvement in enrollment rate;effective enhancement of kindergarten conditions and substantial rise in inclusiveness rate;overall improvement in the quality of childcare and education with high parental satisfaction;and a continuously optimized teaching staff with strong professional identity.However,there are still some bottle-neck issues that need to be solved in terms of funding guarantee,organizational structure,educational conditions,childcare management and teaching staff.To promote the high-quality development of rural preschool education in the new era,we should aim to complement weaknesses and increase the supply of high-quality resources.By means of increasing financial investment,optimizing the organizational structure,strengthening the teaching faculty,improving the institutional system and promoting digital empowerment,the government should continuously improve the institutional mechanisms for the high-quality development of rural preschool education.
