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Experience and Its Generation
Chen Youqing
Front. Educ. China. 2006, 1 (1): 10-19.
https://doi.org/10.1007/s11516-005-0006-8
Experience is an activity that arouses emotions and generates meanings based on vivid sensation and profound compreh ension. It is emotional, meaningful, and personal, playing a key role in the course of forming and developing one s qualities. The psychological process of experience generation consists of such links as sensing things, arousing emotions, promoting comprehension and association, generating insights and meanings, and deepening emotional responses. Undergoing things personally by means of direct sensation, taking part in activities, and living life are the most important preconditions of experience generation. Emotional influence, situational edification, and arts edification are external factors that induce experience generation.
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Theory and Practice on Teacher Performance Evaluation
Cai Yonghong, Lin Chongde
Front. Educ. China. 2006, 1 (1): 29-39.
https://doi.org/10.1007/s11516-005-0004-x
Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance evaluation was usually restricted to task performance, neglecting contextual performance. Most researches done in teachers evaluation were only about college teachers. This paper suggests that teacher performance evaluation should find its theoretical foundation in teacher performance constructs. After making literature review, critical case study, critical interview, and qualitative research, the authors propose a new construct of teacher performance and make necessary analysis for the construct of reliability and validity in empirical approaches.
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Is our Classroom an Ecological Place?
Wang Xia
Front. Educ. China. 2006, 1 (1): 56-69.
https://doi.org/10.1007/s11516-005-0002-z
The essence of ecology is life and its diversity, integrity, openness and coexistence. When one contemplates and analyzes classroom from the perspective of ecology, classroom should contain open-ended and multiple goals instead of a single and pre-set goal; classroom is more flexible, allowing great diversity instead of being narrow-minded, identical and in sole possession. Classroom is characterized by equality, harmony and vigor, instead of being under hegemony, control and being mind-suffocated; it is a place where students as principal parts exchange their minds instead of being a fearful modern spiritual hell ; classroom is a stage where the vigor of students is stimulated, their nature is started and their colorful self is presented, instead of a knowledge-manufacturing place lacking in variety.
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Social Occupational Classes and Higher-Education Opportunities in Contemporary China: A Study on the Distribution of a Scarce Social Capital
Zhang Yulin, Liu Baojun
Front. Educ. China. 2006, 1 (1): 89-99.
https://doi.org/10.1007/s11516-005-0013-9
Based on the several surveys conducted since the 1990s onward, this paper aims to demonstrate that in terms of the access to higher education, social class differentiation is far starker than that of urban/rural income in contemporary China. According to the investigation that focused on students enrolled in 37 universities, the chance of farmers children to have a higher education is 5.6 times lower than that of nonfarmers. If we compare the chance of government and party officials children with that of farmers children, the ratio will rise to nearly 18:1. More seriously, the recent boom in higher education has not lessened but, in fact, worsened the structural factors of this inequality. The skyrocketing tuition fee constitutes an escalating fence that keeps the children from low-income, marginalized families away from acquiring higher education.
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Twenty-Year Evolution of Discourse System of China’s Educational Economics
Li Guirong
Front. Educ. China. 2006, 1 (1): 112-130.
https://doi.org/10.1007/11516-005-0011-y
Although the discourse system of China s educational economics has a short history of only 20 years, it has gained an important position in the discourse system of pedagogy. This system consists of rich discourse branches including the relations between education and economy, educational investment and educational finance, educational cost and educational benefit, changes and innovation in education system and utilization and efficiency of educational resources. All the above discourse branches show various characteristics in different stages. From their development and changes, the following features of discourse system of educational economics can be drawn: the specialty of discourse, the trend of time of discourse themes, the positivism of discourse expressions and the applicability of discourse nature and contention of Chinese perspectives. To further improve the quality of the discourse system, the emphasis of educational economic studies should be laid upon the improvement of research attitude, theoretical basis, content and methodology.
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The Influences of the Chinese Modern Family Changes on the Socialization of Children
Wang Chenggang, Liu Dan
Front. Educ. China. 2006, 1 (1): 161-167.
https://doi.org/10.1007/s11516-005-0007-7
This article mainly introduces the contemporary changes in Chinese family and especially analyses the transformation of family structure and type, family housing conditions, family relationship network, the relationship between husband and wife and parenthood. In addition, it discusses the influence of family changes in the socialization of children. Then it expounds the new transformation in children s socialization because of family, school, mass media, etc. Finally, it discusses its challenge and reflection to family and pedagogue.
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15 articles
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