ECNU Review of Education最新文献_第8页

Defining Computational Thinking as an Evident Tool in Problem-Solving: Comparative Research on Chinese and Canadian Mathematics Textbooks 将计算思维定义为解决问题的证据工具——中加数学教材比较研究

ECNU Review of Education Pub Date : 2023-03-02 DOI: 10.1177/20965311231158393

Yimei Zhang (张艺美), Annie Savard

{"title":"Defining Computational Thinking as an Evident Tool in Problem-Solving: Comparative Research on Chinese and Canadian Mathematics Textbooks","authors":"Yimei Zhang (张艺美), Annie Savard","doi":"10.1177/20965311231158393","DOIUrl":"https://doi.org/10.1177/20965311231158393","url":null,"abstract":"To analyze mathematics problem-solving (PS) procedures in Chinese (CH) and Canadian (CA) elementary mathematics textbooks that leverage computational thinking (CT) as a cognitive tool, which have evidently existed and been implemented. In this study, an analysis framework was developed to investigate the characteristics of CT tools for three PS steps—understand the problem, devise and conduct plans, and look back into textbooks—in four contexts: data practices, modeling and simulation practices, computational tools practices, and systemic thinking practices. Our results demonstrate the tools (CT) employed in the PS process in CH and CA mathematics textbooks. The strong connections between the “look back” stage and CT tools were explored. During the “look back” stage, both countries required students to transfer their knowledge and perform generalization. In addition, CT is regarded as a basic skill analysis for students in mathematics education and has received significant attention at every stage of the PS process. This study brings a new perspective to CT research in education by regarding CT as a cognitive tool for students in mathematics PS.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42766717","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: 1

Ignorance as a Method: Rethinking Academic Burden in an Accelerated Society 无知是一种方法:加速社会中对学业负担的再思考

ECNU Review of Education Pub Date : 2023-02-09 DOI: 10.1177/20965311231155243

Xiaoying Lin (林小英)

{"title":"Ignorance as a Method: Rethinking Academic Burden in an Accelerated Society","authors":"Xiaoying Lin (林小英)","doi":"10.1177/20965311231155243","DOIUrl":"https://doi.org/10.1177/20965311231155243","url":null,"abstract":"This study applies “ignorance” as a theoretical lens to understand students’ academic burden in China as well as the value of free time in social acceleration. The article argues that students’ learning gradually became alienated in different times and spaces. It uses Rosa's social acceleration theory to analyze the logical paradox of the burden reduction policy in China and Benner's plasticity and self-activity principles to highlight the pedagogical value of leisure and free activities. The findings suggest the need to maintain the “necessary ignorance” in leisure activities and intervene less in student learning. In this respect, “ignorance” can be viewed as a cognitive method to protect leisure time and rebuild a spontaneous order in learning, which can close the gap caused by the impossible synchronization of specific parties in the education system. Ignorance opens the door to learned spaces, providing more opportunities to reduce academic burden in an accelerated society and stimulate the imagination of education. This study reveals the plasticity and self-activity that students develop in free leisure time and space, and reworks the key concept of “inevitable ignorance” expounded by Friedrich Hayek into “necessary ignorance” with pedagogical and ethical meanings. The reconceptualization of academic burden opens up new ways of thinking about educational policy and educational practice.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46337460","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

Law Education in Japan and China: Comparative Analysis Focusing on Law-Related Materials 日本和中国的法律教育:以法律相关材料为中心的比较分析

ECNU Review of Education Pub Date : 2023-02-05 DOI: 10.1177/20965311221145943

Masanobu Umeno (うめの　まさのぶ), Yoshihiko Fukuda (ふくだ　よしひこ), Naho Inoue (いのうえ　なほ)

{"title":"Law Education in Japan and China: Comparative Analysis Focusing on Law-Related Materials","authors":"Masanobu Umeno (うめの　まさのぶ), Yoshihiko Fukuda (ふくだ　よしひこ), Naho Inoue (いのうえ　なほ)","doi":"10.1177/20965311221145943","DOIUrl":"https://doi.org/10.1177/20965311221145943","url":null,"abstract":"Purpose This study examines law-related education in Japan and China to reveal the current state of research and identify the roles, possibilities, and challenges facing such teaching at the elementary, junior high, and senior high school levels. This study conducts a comparative review of research on perspectives toward law education in both countries, as well as the characteristics of and issues facing law education in Japan. Design/Approach/Methods This study examines trends in research and educational reform related to law education in Japan. In doing so, it evaluates how the characteristics of and issues facing law education in Japan are related to law education in China. Findings Results show no evidence of a systematic study of law in Japan. Reforming subjects to engage in collaborative learning is a more realistic strategy than attempting to design wholly new subjects. Accordingly, exploring what kind of learning activities are linked to law-abiding education in China offers insights and references for Japan. Adapting these strategies to the Japanese context and law material can help create a more systematic form of learning. Originality/Value Through joint research by researchers and educators from East Asian countries, we intend to conduct further research on the development of curricula, textbooks, and class models suited to specific subjects. Employing the joint research learning approach discussed in this study in Japan and China may result in further learning possibilities.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"261 - 279"},"PeriodicalIF":0.0,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48352789","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

Opportunities and Challenges for Private Education in China: A Review of the Latest Policy Revisions 中国民办教育的机遇与挑战:最新政策修订回顾

ECNU Review of Education Pub Date : 2023-02-01 DOI: 10.1177/20965311221120829

Lili Liu (刘莉莉)

引用次数: 1

Out-of-School Education in Belarus 白俄罗斯的校外教育

ECNU Review of Education Pub Date : 2023-01-19 DOI: 10.1177/20965311221147311

Miao Liu (刘淼), D. Zubko

{"title":"Out-of-School Education in Belarus","authors":"Miao Liu (刘淼), D. Zubko","doi":"10.1177/20965311221147311","DOIUrl":"https://doi.org/10.1177/20965311221147311","url":null,"abstract":"Belarus is an important country along the “Belt and Road.” Recently, out-of-school education has developed rapidly in Belarus, presenting itself as an effective model. Thus, the study of Belarusian out-of-school education can provide lessons for the development of out-of-school education in China. This article focuses on out-of-school education in Belarus and discusses its development status and the following main characteristics: the dimensions of its historical development stage, legislative guarantee, essence and extension, training goals, and typical cases. Influenced by historical and geopolitical factors, Belarusian out-of-school education is found to embody the characteristics of both the Soviet Union and European countries. National resources are found to play an important role in the development of out-of-school education, effectively reducing the cost of education for families and shaping students’ positive values. This study analyzes both the history and the current situation of out-of-school education in Belarus and summarizes the country's successful experience in the development of out-of-school education. It can provide a positive point of reference for optimizing the public out-of-school education system in China and exert a positive influence on related educational reforms.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46513903","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

Fairness Preference of Preschoolers and the Effects of Family Background in China 中国学龄前儿童公平偏好及其家庭背景的影响

ECNU Review of Education Pub Date : 2023-01-18 DOI: 10.1177/20965311221149039

Zhongjing Huang (黄忠敬), Lan Shi (石岚), Jie Wu (吴洁)

{"title":"Fairness Preference of Preschoolers and the Effects of Family Background in China","authors":"Zhongjing Huang (黄忠敬), Lan Shi (石岚), Jie Wu (吴洁)","doi":"10.1177/20965311221149039","DOIUrl":"https://doi.org/10.1177/20965311221149039","url":null,"abstract":"Purpose This study investigates the fairness preference of five-year-old children in Shanghai, observing their distributive behaviors in both stakeholder and spectator games and showing how this behavior is linked to their family background. Design/Approach/Methods Participants had to make distributive choices in two experiments and distribute between themselves and another participant in the first choice. They had to distribute between two other participants in luck, merit, or efficiency situations in the second choice. Findings The results suggest that preschoolers showed a preference for splitting equally between themselves and another participant. The second choice showed a significant difference in fairness preference under a situation of luck between genders, and only children were more likely to accept an unequal allocation than those who had siblings. Originality/Value We believe that our study makes a significant contribution to the literature because it illustrates the variety of factors that can influence a child's fairness preference and fairness behavior and suggests when and how these aspects develop in children. Further, this is an original study exploring the fairness preference of preschoolers in Shanghai using an experimental economics method.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"367 - 384"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47508150","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

Systematic Review on Chinese Special Education and Inclusive Education: China's Solution in Globalization 中国特殊教育与全纳教育的系统考察：全球化背景下的中国对策

ECNU Review of Education Pub Date : 2022-12-30 DOI: 10.1177/20965311221147310

Chong Zhang (张冲), Xiaoyan Miao (苗小燕)

{"title":"Systematic Review on Chinese Special Education and Inclusive Education: China's Solution in Globalization","authors":"Chong Zhang (张冲), Xiaoyan Miao (苗小燕)","doi":"10.1177/20965311221147310","DOIUrl":"https://doi.org/10.1177/20965311221147310","url":null,"abstract":"This study provides a comprehensive review of the highlights and developmental trends in special education in China over the past decade. CiteSpace was used to analyze 1,564 academic papers published in the Chinese Journal of Special Education ( CJSE), the only academic journal focusing on special education in China. Analysis revealed that the research highlights covered areas of special education governance, inclusive education (including learning in regular classrooms), teachers and the curriculum, the traditional “three basic disability types,” and the newly recognized category of Special Education Needs (SEN). The scope of research has expanded from a limited range of disability types to a wide range of SEN, policymaking has accelerated the development of China's special education, and curriculum reform has played a key role in facilitating the integration of general and special education systems. The published papers fully reflect international frontier research in the field of inclusive education over the past decade, revealing the discursive system and practice mode of inclusive education with Chinese characteristics.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41821106","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: 1

China's National Survey on Teaching-Research Officers and Institutions 中国全国教研人员和院校调查

ECNU Review of Education Pub Date : 2022-12-27 DOI: 10.1177/20965311221143795

Huimin Hu (胡惠闵), Wei Shen (沈伟)

引用次数: 0

What Knowledge is of Most Worth? Considering the Neo-Confucians in the Contemporary Debate Between Moral and Intellectual Learning 什么知识最有价值？当代德智之争中的新儒家思考

ECNU Review of Education Pub Date : 2022-12-20 DOI: 10.1177/20965311221145446

J. Shekitka

引用次数: 1

Why Merit Pay Fails: Comparison of Public and Private School Practices in Shenzhen, China 为什么绩效工资失败：深圳公立和私立学校的实践比较

ECNU Review of Education Pub Date : 2022-12-20 DOI: 10.1177/20965311221144461

Hejia Shi (史和佳), Dan Wang (王丹)

{"title":"Why Merit Pay Fails: Comparison of Public and Private School Practices in Shenzhen, China","authors":"Hejia Shi (史和佳), Dan Wang (王丹)","doi":"10.1177/20965311221144461","DOIUrl":"https://doi.org/10.1177/20965311221144461","url":null,"abstract":"Accounts for failures of merit pay in educational settings were stagnated by the “political obstruction hypothesis,” which blamed teacher unions for impeding the merit pay schemes from proper function. It required stronger evidence from both public and private schools to refute this hypothesis. Accountability typology was conceptualized to uncover the power relations underpinning merit pay schemes, and teachers’ motivational status was described from the perspective of Self-Determination Theory (SDT) to analyze the corresponding consequences. One public school and three private schools were purposefully sampled, and data included principal interviews, teacher interviews, school documents, and relevant policy documents. Our findings suggested an opposite conclusion to the “political obstruction hypothesis” that the more dependent on market, the more intense the conflict between external accountabilities and the nature of teaching. Thus, we supported the “nature of teaching hypothesis” that merit pay was inapplicable in educational settings due to the inherent contradictions between market accountability and professional accountability. Policymakers and school administrators had been misled by the neoliberal initiative of borrowing merit pay into educational settings to promote the quality of teaching. Our findings provided strong evidence to refute this hypothesis and to restore the appreciation of professional autonomy.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48959542","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