The Frontier of Education Reform and Development in China: Articles from Educational Research

Contents
Reversing the Trend Toward Utilitarianism in Education
1 Basic Understanding and Judgment of Utilitarian Trends in Education in China
1.1 Utilitarian Trend of Education and Its Characteristics
1.2 Major Harms of Utilitarian Trend of Education
1.3 Basic Understandings of Utilitarian Trend of Education
2 The Mechanism of Utilitarianism of Education in China
2.1 The Traditional Beliefs of “Education Changing Individuals’ Destiny” Are Deeply Rooted, While the Room for Upward Mobility of Society Is Shrinking, Resulting in the Instrumental Education Beliefs of Society
2.2 The Distribution of High-Quality Education Resources Is Made More Market-Oriented by the Deficient and Unbalanced Supply of High-Quality Education Resources, as Well as Parents’ Scrambling to Obtain Such Resources and Education Benefits
2.3 The Excessive Emphasis on Scores, Admission Rate, Diplomas, Publications and Titles Caters to the Demand of Society, Generates Collusion Between Education Participants and Society, and Results in the Simplification of the Education Process
2.4 The Theater Effect Destroys the Education Rules, Raises the Threshold of Education Competition, and Causes the Participants of Education to be Strongly Constrained by the Utilitarian Trend of Education
3 Utilitarian Trend of Education Viewed from an International Perspective
3.1 The Global Expansion of Shadow Education Aggravates the Burden of Extracurricular Tutoring and the Utilitarian Trend of Education
3.2 The Prevalence of Over-Education as a Manifestation of Utilitarianism
3.3 Intensive Parenting Causes Educational Anxiety
3.4 Extreme Education Utilitarian Events Occur from Time to Time
4 The Utilitarian Trend of Education in China as Reflected by Future Changes in the Economy and Society
4.1 Utilitarian Education Will Seriously Hinder Technological Innovation and Industrial Upgrading Because It Cannot Cultivate Innovative Talent
4.2 The Utilitarianism Trend in Education Will Last in the Near Future Because the Future Education Demand Will Accumulate with the Increase of Student Population, and the Demand Will Also be Concentrated in Cities and Among the Middle-Class Families
4.3 The Development of Science and Technology Promises to Alleviate the Utilitarianism Trend in Education to a Certain Extent by Changing the Method of Education, Expanding Educational Resources and Reshaping Educational Evaluation
5 Macro strategies to reverse the utilitarian trend in education of China
5.1 Extend the Concept of “Cultivating Talents by Molding people’s High Morals” to the Whole Society
5.2 Establishing an Education System that Features Better Integration of Different Stages of Instruction Allows Smooth Transfers Between Different Types of Schools and Facilitates Lifelong Learning
5.3 Strengthening the Governance of Education in Cities
5.4 Strengthening the Implementation Capability of Education Policies
References
A Typology of Research Paradigms and Sources of Knowledge in Educational Research
1 Introduction: The Divergence Among Paradigms in Educational Research
2 Theoretical Basis of the Typology of Education Research Paradigms
2.1 Empirical
2.2 Lived Experience (Das Erlebnis)
2.3 Logic
3 The Empirical Paradigm in Educational Research
3.1 Empirical Problems in Education
3.2 Quantitative and Qualitative Research
3.3 Personal Initiative in Empirical Research
4 Lived Experience (Das Erlebnis)-Based Paradigm in Educational Research
4.1 Lived Experience (Das Erlebnis) in Educational Research
4.2 Legitimacy of the Lived Experience-Based Paradigm
5 Logic-Based Paradigms in Educational Value Norms Research
5.1 Role of Value Norms in Educational Practice
5.2 Three Ways to Corroborate Value Norms
6 Conclusion: “Opportunism” in Educational Research
References
Nobody Left to Hate: The Root Cause Interventions to Bullying and Violence in Schools
1 Bullying > Hate > Revenge
2 Pump-Handle Interventions & Root Cause Interventions
3 Zero Tolerance V. Teaching Compassion
4 Case Study Methodology
References
Curriculum Design Based on Big Ideas: Connotations and Implementation
1 The Origin of Constructing a Knowledge System with Big Ideas in the Curriculum
1.1 Knowledge Is Derived from Human Experience and Is a Tool for Describing and Understanding the World
1.2 Education Is the Process of the Individual Transformation of Human Knowledge System
1.3 Individuals with a High-Quality Knowledge Structure Can Think Like an Expert
1.4 The School Curriculum is to Help Students to Build a High-Quality Knowledge Structure
2 The Meaning, Categories, and Levels of the Big Ideas in Curriculum Design
2.1 The Meaning of Big Ideas
2.2 The Categories of Big Ideas
3 The Key Points of the Implementation of the Curriculum Design Based on Big Ideas
3.1 Carriers of Big Units
3.2 The Goal of Deep Understanding
3.3 Potential Learning Materials
3.4 Confrontation Between Situation and Experience
3.5 Guided Independent Construction
References
Comparative Education in the Era of Globalization: Opportunities, Challenges, Missions
1 Introduction
2 Opportunities for Comparative Education in the Era of Globalization
3 Challenges for Comparative Education in the Era of Globalization
4 Missions for Comparative Education in the Era of Globalization
References
Situation: Essence, Characteristics and Construction—An Analysis of Distinguished Educator Li Jilin's Outlook on Situation
1 The Essence of Situation
1.1 The Historical Evolution of Situation
1.2 The Connotation of Situation
1.3 The Extension of Situation
2 Characteristics of Situation
2.1 The Dynamic Structure Constructed by Teacher and Students Together
2.2 The Path Design of Knowledge Embodiment in Situation
2.3 A Series of Interrelated Situations
2.4 The Open Systems Returning to Life
3 The Construction of Situation
3.1 Focus on Using Children’s Real Experiences
3.2 Focus on Presenting the Prescribed Situation of the Textbook
3.3 Focus on Promoting the Aesthetic Realm of the Situation
References
Delving into the Development of Chinese Students Based on PISA Scores
1 Introduction
2 Literature Review
3 Methodology
4 Problem and Analysis: Reflecting on the Performance of Chinese Students Participating in PISA
5 Discussion: PISA and the Future Reform of China’s Basic Education
6 Conclusion
References
The Career Pattern and Dilemma of Middle-Aged Faculty
1 Is Middle Age a Low Point in the Life Course?
2 Is There a Middle-Aged Crisis Among Faculty in Higher Education Institutions?
3 The Representation of the Faculty Career in China’s Higher Education Institutions
3.1 The Age Distribution Curve of Vitality, Passion and Burnout in Academia
3.2 Variations in Burnout and Stress Between the Middle-Aged Faculty and Other Age Groups
3.3 Analysis of Internal Variations Within Middle-Aged Faculty
4 Reflection on the Career Dilemma of Middle-Aged Faculty in Higher Education Institutions
4.1 Institutionalization of the Academic Life Course and Loss of Goals
4.2 Frustration Caused by Conflict Between Work and Family
4.3 The Constraints of Academic Autonomy and Normative Constraints
4.4 The Causality Between Physical and Mental Health and Job Burnout
References
From Equal Rights and Equal Opportunities to Equal Development: An Analysis of China’s Preferential Policies for Higher Education Institution Admissions
1 Three Policy-Making Logics of Promoting Educational Equity
1.1 The “Equal Rights” Logic That Ensures Everyone’s Participation in the Examination
1.2 The “Equal Opportunities” Logic That Ensures Everyone’s Equality in the Examination
1.3 The “Equal Development” Logic That Focuses on the Whole Process of Everyone’s Growth
2 Types and Characteristics of Preferential Admission Policies
3 The Significance of Preferential Admission Policies in Promoting Educational Equity in the New Era
4 Policy Recommendations
References
The Current Status of Active Expression Behavior in Class of Chinese College Students and Its Impact on  Learning Gains
1 Introduction
2 Literature Review
3 Analytical Framework
4 Methodology
4.1 Data Source
4.2 Research Design
5 Results and Findings
5.1 The Current Situation of Active Expression Behavior in Class for Chinese College Students
5.2 The Impact of Active Expressive Behavior in Class on Students’ Learning Gains
6 Conclusions and Discussion
6.1 Implications
Appendix
References
Values Education for Rural Children in Ethnic Areas of China
1 Introduction
2 Field of Values Education for Rural Children in Ethnic Minority Areas
3 The Purpose of Values Education for Rural Children in Minority Areas
4 Path of Values Education for Rural Children in Ethnic Minority Areas
References
The Health Cost of Attending Higher-Achievement Schools: Peer Effects on Adolescents’ Academic Performance and Mental Health
1 Introduction
2 Literature review: Two Functions of Peer Groups
3 Peer Groups, Adolescents’ Academic Performance and Mental Health in the Context of Educational Competition
4 Data, Variables and Methods
5 Results
6 Conclusion and Discussion
References
Job Demands, Job Resources and Teachers’ Job Satisfaction: An Empirical Study Based on the  TALIS 2018 Shanghai Database
1 Introduction
2 Literature Review and Research Hypotheses
3 Data and Variables
3.1 Data
3.2 Variables
4 Empirical Study Results
4.1 Descriptive Statistical Analysis
4.2 Test for the Depletion Path that Job Demands Negatively Predict Job Satisfaction
4.3 Test for the Gain Path that JRs Positively Predict Job Satisfaction
4.4 Test for the Mitigating Effects of JRs in the Process of JDs Affecting Job Satisfaction
4.5 Test for the Response Effect of JDs and JRs Jointly Affecting Teachers’ Job Satisfaction
5 Conclusions and Implications
References
Why and How Can the Place-Based Education Leadership of Rural Principals Be Improved?
1 What Is Place-Based Education?
1.1 The Theoretical Basis of Place-Based Education
1.2 The Definition of Place-Based Education
2 Why Should the Leadership of Rural Principals in Place-Based Education Be Improved?
2.1 The Requirement of Promoting the Modernization of Rural Education
2.2 The Requirement of the Earth-Centric Leadership
2.3 The Requirement of Improvement on Students’ Local-Cultural Identity in the Global Society
3 How Can the Leadership of Rural Principals in Place-Based Education Be Improved?
3.1 Establishing Rural Principals’ Philosophical Belief in Place-Based Education
3.2 Improving the Acceptance of Place-Based Education Among School Employees and Community Members
3.3 Innovating Practical Methods for Place-Based Education in Rural Schools
3.4 Developing Students’ Key Competence and Emotional Support for Place-Based Education
References
The Impact of Industry 4.0 on the World of Work and the Call for Educational Reform
1 The Essential Features of the Technological Development of Industry 4.0
2 The Impacts of Industry 4.0 on the World of Work
3 Clarification of Superstitions and Misunderstandings About Industry 4.0
4 Industry 4.0's Call for Educational Reform
References
The Modernization of Education in China Over the Past Century
1 Research on the Modernization of Education in China: Topics and Methods
1.1 The Research Perspectives of the Concept of ‘Education Modernization’
1.2 The Core Structure of the Writing of Education Modernization
2 The Exploration of Education Modernization in China: A Review of the Past Century
2.1 The Birth Period of the Concept (1919–1949)
2.2 The Tortuous Exploration Period (1949–1978)
2.3 The Comprehensive Promotion Period (1978 Until Now)
3 The Future of China’s Education Modernization: The People-Oriented Mode
3.1 The Modernization of Educational Ideas with ‘Human Modernization’ as the Core
3.2 The Modernization of the Talent Training Mode with the Aim of ‘All-Round Development of Human Beings’
3.3 The Modernization of the Education System Guided by the Principle of ‘Running Education to the Satisfaction of the People’
3.4 The Modernization of the Governance System and Governance Capacity of Education Guided by the Principle of ‘Developing People-Centered Education’
References
Educational Strategies and Policies for Alleviating Relative Poverty
1 The Strategic Direction and Focus of Poverty Reduction after the Establishment of a Well-off Society in an All-round Way
1.1 The Form of Poverty Has Changed from Absolute Poverty to Relative Poverty
1.2 The Goal of Poverty Reduction Has Shifted from Achieving “Two No Worries and Three Guarantees” to Improving Development Capabilities
1.3 The Scope of Poverty Reduction Has Shifted from Focusing on Solving Rural Poverty to Overall Planning Urban and Rural Poverty Alleviation
2 The Status and Role of Education in the Strategy of Alleviating Relative Poverty
2.1 Education Investment Is an Important Way to Achieve Inclusive Growth and Block the Transmission of Intergenerational Poverty
2.2 Equalization of Basic Public Education Services Is a Core Element for Advancing the Equalization of Basic Public Services and Eliminating Multidimensional Poverty
2.3 Educational Assistance Is an Effective Mechanism to Improve People's Sustainable Development Ability and Build a Social Protection Network
3 The Construction of an Education Policy System for Alleviating Relative Poverty
3.1 Building an Education System that Serves the Lifelong Learning and Development of People
3.2 Implementing Regional Education Policies that Promote the Development of Underdeveloped Areas and Rural Revitalization
3.3 Improving the Developmental Social Policies of Mutual Promotion between Education and Multidimensional Poverty Alleviation
3.4 Improving the Education Poverty Alleviation Governance System with the Collaborative Participation of Multiple Subjects
4 Conslusions
References
Poverty Alleviation Through Education: China’s Approach and Its Significance to the World
1 The Course of History of Poverty Alleviation Through Education in China
1.1 Out of Survival Poverty: the Period of Poverty Alleviation Through Education Policy Formulation in Poverty-Stricken Areas
1.2 Eliminating Subsistence Poverty: The Period of Poverty Alleviation Through the Education System Is Embedded in the Top-Level Design (1979-2000)
1.3 Responding to Development-Oriented Poverty: A Deepening transformation Period of the Connotation of Poverty Alleviation Through Education (2001-2012)
1.4 Cracking the Problem of Returning to Poverty: The Period of Consolidating Poverty Reduction Achievement (2013 so Far)
2 China’s Approach to Educate Poverty Alleviation
2.1 Accessibility
2.2 Affordability
2.3 Quality
2.4 Reward
3 Chinese Experience in Poverty Alleviation Through Education
3.1 Combining Institutional Advantages with Political Advantages
3.2 Adhering to the Positive Interaction Between Poverty Alleviation and Supporting Intelligence and Ambition
3.3 Adhering to the Dual Role of Targeted Poverty Alleviation and Education Equity
3.4 Adhering to a Two-Way Drive of Policy Innovation and Strategic Reform
4 Significance to the World of Poverty Alleviation Through Education in China
4.1 Poverty Alleviation Through Education Has Contributed New Strength to Global Poverty Governance
4.2 Poverty Alleviation Through Education Has Added New Charm to Global Poverty Governance
4.3 Poverty Alleviation Through Education Provides a New Model for Global Poverty Governance
4.4 Poverty Alleviation Through Education Has Broadened New Ideas for Global Poverty Governance
4.5 Poverty Alleviation Through Education Has Created a New Path for Global Poverty Governance
References
A Probe into Rural Education Revitalization—Based on a Theoretical Investigation into the Symbiosis of Urban–Rural Educational Resources
1 Introduction
2 Sharing of the Educational Resources between the Rural and Urban Areas: The Past Logic of Rural Educational Development
2.1 Educational Equity Reflected by “Sharing” Is the Value Concept of Rural Educational Development
2.2 The Sharing of Funds, Teachers and Teaching Resources Are the Key Means to the Development of Rural Education
2.3 The Flow of Educational Resources from Urban to Rural Areas is the Main Direction of Rural Educational Development
3 The Embedding of Symbiosis Theory: Improving and Perfecting the Sharing of Educational Resources between Urban and Rural Areas
3.1 The Applicability of Symbiosis Theory Embedded in Research On Urban–Rural Integration and Public Service Provision
3.2 The Value Discrimination of “Symbiosis” and “Sharing” of Urban and Rural Educational Resources
3.3 The Inner Mechanism of Symbiosis Theory Embedded in Urban and Rural Educational Resources
4 From Sharing to Coexistence: The Exploring Pathways for Rural Educational Revitalization
4.1 Change in the Concept of Urban and Rural Educational Resources Development: From the Emphasis on “Equity” to “Equality”
4.2 Change in the Development Content of Urban and Rural Educational Resources: From Traditional Resources to the Excavation of Pluralistic Educational Resources
4.3 Change in the Development Pattern of Urban and Rural Educational Resources: From One-Way Resource Supply to Mutually Beneficial Symbiosis
5 Conclusion
References
Report 2020 on Frontier and Hot Issues of Educational Research of China
1 From Online Education to Mixed Education
1.1 Online Education Ensured That Courses Are Continued While Schools Were Closed
1.2 Calm Thinking Behind Practice in Full Swing
1.3 Moving Toward the New form of Mixed Education
2 The Singularity Is Near, and the Origin Is Back: Education Reform in the Age of Intelligence
2.1 The Age of Intelligence Is Sure to Promote Education Reform
2.2 Directions of Educational Reform in the Age of Intelligence
2.3 Unavoidable Potential Ethic and Value Risks
3 Education Becomes an Important Mechanism for Poverty Reduction
3.1 Clarifying the Internal Mechanism of Poverty Alleviation Through Education
3.2 China’s Theory of Poverty Alleviation Through Education Has Taken Shape
3.3 Turning to Help Alleviate Relative Poverty Through Rural Educational Revitalization
4 Education Equity Moving Toward the Pursuit of Substantive Fairness
4.1 The Standard and Evaluation of Education Equity Is Changing
4.2 Substantive Fairness Points to Fair and Quality Education
4.3 The Policy Implication of Substantive Equity
5 Integration and Curricularization: New Coordinates of Political and Ideological Theory Courses
5.1 Political and Ideological Theory Courses Are Key Courses for Cultivating Young People in the New Era
5.2 Improving Integration Is the Horizontal Coordinate of Political and Ideological Theory Courses
5.3 Making the Curriculum the Horizontal Coordinate of Political and Ideological Theory Courses
6 Reflection and Progress of Moral Education Under Public Crisis
6.1 Public Crisis Triggers Discussion on Moral Education
6.2 Attaching Greater Importance to Fostering Sound Personality and Public Character
6.3 Promoting Moral Education While Improving Social Civilization Standards
7 Curriculum and Teaching Reform from the Perspective of the “Big Idea”
7.1 Curriculum and Teaching Are Experiencing Value Transformation with Competence at the Core
7.2 “Big Idea” Can Make Competence Goals Concrete
7.3 The Implementation of “Big Idea” with Unit as Carrier
8 Teachers’ Professional Development in the Age of Accelerations
8.1 “Teachers’ Career Development” Has Become an Area with New Connotations
8.2 The Age of Accelerations Has a Two-Way Influence on Teachers’ Career Development
8.3 The Focus of Teachers’ Career Development in the Age of Accelerations
9 Promoting Health Through Health
9.1 Education Is an Important Factor Affecting Health
9.2 How Education Promotes Health
9.3 Improving the Educational Approach to Promote Students’ Physical and Mental Health
10 Can Computational Social Science Bring Computational Education?
10.1 New Trends in Knowledge Production That Support Disciplines
10.2 What Is the Proposition of Computational Education
10.3 What Is the Argument About Computational Education?
References