ECNU Review of Education最新文献_第2页

Assessing ChatGPT’s Educational Capabilities and Application Potential 评估ChatGPT的教育能力和应用潜力

ECNU Review of Education Pub Date : 2023-11-05 DOI: 10.1177/20965311231210006

Xiaozhe Yang (杨晓哲), Qingqing Wang (王晴晴), Jiyue Lyu (吕霁月)

{"title":"Assessing ChatGPT’s Educational Capabilities and Application Potential","authors":"Xiaozhe Yang (杨晓哲), Qingqing Wang (王晴晴), Jiyue Lyu (吕霁月)","doi":"10.1177/20965311231210006","DOIUrl":"https://doi.org/10.1177/20965311231210006","url":null,"abstract":"Purpose ChatGPT is a generative artificial intelligence (AI) technology that can solve multiple complex tasks. ChatGPT-4 can facilitate educational empowerment in China through technology to understand and generate Chinese text. Although ChatGPT's benefits have been widely discussed, its educational capabilities have not been systematically assessed. This study provides evidence of and insights into the educational applications of AI tools in China. Design/Approach/Methods This study uses various tests to systematically assess the latest iteration of the AI chatbot ChatGPT-4, including the Watson-Glaser Critical Thinking Appraisal (WGCTA), Five Core Competencies Questionnaire, and written test of China's 2022 National Teacher Certificate Examination (NTCE). Findings The WGCTA results suggest that ChatGPT requires strong critical thinking. Compared with the other four competencies, the tool showed a lower aptitude for creativity. Regarding its educational applications, ChatGPT performed well on the 2022 NTCE written test. As technology enhances, ChatGPT and similar AI tools have potential applications in China for lesson planning, student self-learning, classroom interaction, and checking assignments. Originality/Value This study systematically tested ChatGPT at a logical level and assessed its core competencies and educational applications. The study innovatively used 2022 NTCE data to test ChatGPT, with results providing support for the application of generative AI in future curricula and instruction in China.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"88 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational Sustainability: An Anthropocenic Study in the Wake of the 2022 Floods in Pakistan 教育的可持续性:2022年巴基斯坦洪灾后的人类纪研究

ECNU Review of Education Pub Date : 2023-11-05 DOI: 10.1177/20965311231209503

Krisna Sujaya, Zeenat Abdul-Haq, Muhammad Imran

{"title":"Educational Sustainability: An Anthropocenic Study in the Wake of the 2022 Floods in Pakistan","authors":"Krisna Sujaya, Zeenat Abdul-Haq, Muhammad Imran","doi":"10.1177/20965311231209503","DOIUrl":"https://doi.org/10.1177/20965311231209503","url":null,"abstract":"Highlights Pakistan's worst flooding occurred in 2022 and highlighted the critical link between educational and environmental sustainability. The 2022 floods took a heavy toll on the lives of 27,148 children. Educational sustainability suffered, affecting 33 million students at all levels. This study employed qualitative methods to examine the scenario post the 2022 flood in Pakistan, focusing on educational, psychological, and physical vulnerabilities. Information was drawn from newspaper reports, NGO documents, and data from the disaster management department. The research identified significant challenges faced by school-age children and proposed solutions. Setting up temporary schools, wetland restoration, urban planning reforms, and inter-agency coordination are vital. Moreover, training teachers and involving children in environmental education and awareness campaigns are recommended. Beyond infrastructure improvements, the study underscores the importance of incorporating climate change, disaster management, and natural catastrophe risks into the curriculum and teaching methods to prepare the youth for future environmental challenges.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Art of Asking Good Questions in the Classroom: A Phenomenographic Study of Teacher Educators’ Recommendations 课堂提问的艺术:教师教育工作者推荐的现象学研究

ECNU Review of Education Pub Date : 2023-11-05 DOI: 10.1177/20965311231210008

Yilmaz Soysal, Somayyeh Soysal

{"title":"The Art of Asking Good Questions in the Classroom: A Phenomenographic Study of Teacher Educators’ Recommendations","authors":"Yilmaz Soysal, Somayyeh Soysal","doi":"10.1177/20965311231210008","DOIUrl":"https://doi.org/10.1177/20965311231210008","url":null,"abstract":"Purpose This study has two objectives. The first is to describe the conceptual diversification embedded in reported documentation of teacher educators regarding the conception/phenomenon of good question-asking. Second, based on systematically observed and qualitatively analyzed diversifications, this study aims to portray the conceptual sophistication of participants’ experience-based awareness of good question-asking by constructing a hierarchical illustration. Design/Approach/Methods A total of 56 participants were selected based on a maximum variation strategy to capture more diversified conceptions of good question-asking. Qualitative data were collected through one-on-one phenomenographic interviews. Inductive data analysis was conducted in three phases: open coding (extracting ways of experiencing), axial coding (collapsing categories of descriptions), and diagrammatizing (establishing an outcome space). Findings Seven conceptual meaning clusters were gathered around four hierarchically sophisticated themes: monological (level-1 sophistication, “lowest”) (diagnostic tool), declarative (level-2 sophistication) (cognitive-emotional, pre-organizer), dialogical (level-3 sophistication) (structural qualities, typological qualities, multivocality, negotiation, internalization), and metacognitive (level-4 sophistication, “highest”) (pedagogical content knowledge of question-asking and teachers’ meta-noticing regarding question-asking). Originality/Value Participants’ conceptions of good question-asking showed monological and dialogical dimensions in addition to transitional (declarative) and metacognitive comprehensions. Educational recommendations are offered, especially for developing teacher educators’ question-asking noticing.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"90 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Suspending Classes Without Stopping Learning”: An Initiative to Ensure Learning During the COVID-19 Pandemic in Japan “休课不停学”:日本新冠疫情期间确保学习的举措

ECNU Review of Education Pub Date : 2023-11-01 DOI: 10.1177/20965311231210310

Pu Yu (于普), Keigo Anezaki (姉崎敬吾)

{"title":"“Suspending Classes Without Stopping Learning”: An Initiative to Ensure Learning During the COVID-19 Pandemic in Japan","authors":"Pu Yu (于普), Keigo Anezaki (姉崎敬吾)","doi":"10.1177/20965311231210310","DOIUrl":"https://doi.org/10.1177/20965311231210310","url":null,"abstract":"Purpose During Japan's initial COVID-19 prevention and control period, the Ministry of Education, Culture, Sports, Science and Technology of Japan (MEXT) issued several notifications to ensure students’ continuous learning according to the “Leave No One Behind” philosophy. The study focuses on the comprehensive measures of the top-level arrangements to implement the “Suspending Classes Without Stopping Learning” initiative. Design/Approach/Methods The study reviewed MEXT's guide on ensuring learning for Japanese primary and secondary school students during the pandemic. Findings The COVID-19 pandemic has accelerated the progress of the information and communications technology educational environment and the implementation of the “Global and Innovation Gateway for All (GIGA) Schools” initiative. These developments laid the foundation for the evolution of diverse pedagogical models and feasible methods for promoting equity. The home-schooling experience during the pandemic provided a natural base for students to practice and foster survivability. Originality/Value This study provides scholars with a shared understanding of the opportunities and challenges encountered in educational innovation in Japan. It provides insights into the future direction of pedagogical development, capability development, and effective educational arrangements for extraordinary circumstances to facilitate educational development from a broader perspective, particularly under the new normal.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"191 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education Informationization and Education Power: The Influence of Fintech on Educational Equity 教育信息化与教育权力:金融科技对教育公平的影响

ECNU Review of Education Pub Date : 2023-11-01 DOI: 10.1177/20965311231210312

Lianxing Yang (杨连星), Yunzhe Hong (洪运哲)

{"title":"Education Informationization and Education Power: The Influence of Fintech on Educational Equity","authors":"Lianxing Yang (杨连星), Yunzhe Hong (洪运哲)","doi":"10.1177/20965311231210312","DOIUrl":"https://doi.org/10.1177/20965311231210312","url":null,"abstract":"Purpose Fintech provides material capital for educational investment and holds practical significance for achieving equity in education. Design/Approach/Methods Drawing on the indexes of fintech development and educational inequality, this study uses a variety of methods such as fixed effect models to explore the influence of fintech on education equity. Findings Results show that fintech can significantly advance educational equity, particularly in regions with lower levels of educational input, educational output, and economic development. Mechanism analysis reveals that fintech facilitates the sharing of educational resources through the application of digital financial platforms. It also drives the development of information technologies for education by promoting the creation of new infrastructure. Fintech can strengthen niche marketing and increase the use of financial services to narrow the digital divide, thereby reducing educational inequality. Moreover, fintech indirectly addresses educational inequality by increasing household income, household consumption, and public education expenditure. Originality/Value In the pursuit of educational equity, the positive influence of fintech should be harnessed by increasing investments in new infrastructure creation, advancing fintech e-learning platforms, and promoting the equal distribution of educational resources.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"275 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From “Extensive” to “Connotative” Development: Modernization of Chinese-Style Education 从“外延”发展到“内蕴”发展:中国式教育的现代化

ECNU Review of Education Pub Date : 2023-11-01 DOI: 10.1177/20965311231206134

Jiuquan Yang (杨九诠)

引用次数: 0

Challenges and Potentials of Implementing Discussion-Based Instruction in Elementary and Middle School Classrooms: An Interview With Catherine Snow at Harvard Graduate School of Education 在中小学课堂实施讨论型教学的挑战与潜力——对哈佛大学教育研究生院凯瑟琳·斯诺的访谈

ECNU Review of Education Pub Date : 2023-11-01 DOI: 10.1177/20965311231210308

Ziyun Deng (邓兹韵), Jingyi Xu (徐敬宜), Yinan Jiang (蒋奕楠), Yoo Jin Choi (최유진), Suchakrey Koomplee (สุชาครีย์ คุ้มปลี), Yu Ye (叶羽)

引用次数: 0

Gender and Leadership: Student Perspectives on Gender Stereotypes in Round Square Schools 性别与领导:学生对圆形方形学校性别刻板印象的看法

ECNU Review of Education Pub Date : 2023-11-01 DOI: 10.1177/20965311231210010

Kanwal Syeda Hassan, Ewan Wright

{"title":"Gender and Leadership: Student Perspectives on Gender Stereotypes in Round Square Schools","authors":"Kanwal Syeda Hassan, Ewan Wright","doi":"10.1177/20965311231210010","DOIUrl":"https://doi.org/10.1177/20965311231210010","url":null,"abstract":"Purpose Leadership is a valuable skill for young people to navigate transformations in modern societies and find solutions to overcome global crises. However, gender stereotypes regarding leadership persist, potentially limiting female students’ leadership aspirations, experiences, and opportunities in schools. This study explores student perspectives on gender and leadership through the conceptual lens of student voice. Design/Approach/Methods Interviews were conducted with students ( n = 93) from 12 Round Square secondary schools in 11 countries: Australia, Argentina, Chile, China, India (two schools), New Zealand, the United States, Korea, Switzerland, Tanzania, and South Africa. Findings The findings demonstrate how interest in developing and practicing leadership transcends gender. The students exhibited a deep conviction in their ability to initiate change through leadership in their schools and communities. However, female students were more cognizant of gender stereotypes regarding leadership and how this represented a barrier to realizing leadership opportunities. Originality/Value This study presents students’ perspectives on leadership and gender in contexts that appear favorable for student leadership. Primarily, it argues that although schools may seek to promote equality in leadership opportunities, female students often remain comparatively sensitive to and aware of gender stereotypes. Overall, the study highlights the complex and deeply entrenched barriers to female leadership.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"197 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135371913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Rise of Hybrid Educators 混合型教育者的兴起

ECNU Review of Education Pub Date : 2023-10-30 DOI: 10.1177/20965311231206148

Youchao Deng (邓友超)

引用次数: 0

The Synergized Quality Improvement Program in Teacher Education: A Policy for Improving the Quality of China's Rural Teachers 教师教育协同素质提升计划:提高中国农村教师素质的一项政策

ECNU Review of Education Pub Date : 2023-10-30 DOI: 10.1177/20965311231210007

Jian Zhao (赵健)

{"title":"The Synergized Quality Improvement Program in Teacher Education: A Policy for Improving the Quality of China's Rural Teachers","authors":"Jian Zhao (赵健)","doi":"10.1177/20965311231210007","DOIUrl":"https://doi.org/10.1177/20965311231210007","url":null,"abstract":"Purpose This study elucidates the rationale, implementation, values, and challenges of the Synergized Quality Improvement Program in Teacher Education (SQIPTE)—the first policy specifically dedicated to the development of teaching staff since the founding of the People's Republic of China. Design/Approach/Methods After introducing the primary structure and rationale of the SQIPTE, this study reviews the existing data and research to explain why the program focuses on local normal colleges and determine how it could be implemented more effectively. Findings In establishing group-based assistance under the principle of “1 + M + N” (M ≥ N), the SQIPTE seeks to make normal colleges the primary force in the education of rural teachers and explores a collaborative operating mechanism to this end. Evidence suggests that this innovative program will provide new practical experience for the collaborative development and quality improvement of teachers. Originality/Value This study reviews the SQIPTE as a new Chinese intervention to improve the quality of rural teachers. There is strong evidence to suggest that this innovative program will inspire the construction of collaborative operating mechanisms incorporating multiple resources for teacher education systems across different areas.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"362 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136069463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0