Social Network Analysis, Statistical Analysis, Content Analysis and other research methods were used to research online learning communities at Capital Normal University, Beijing. Analysis of the two online courses resulted in the following conclusions: (1) Social networks of the two online courses form typical core-periphery structures; (2) Social networks of the two online courses contain “structural holes,” where some actors position themselves to become potential opinion-leaders within their social networks; (3) Actors, variously positioned within a core-periphery structure, show quite significant differences in terms of knowledge building; (4) Taking “structural holes” into account, there exist considerable differences in knowledge building between opinion-leaders and non opinion-leaders; (5) Actors in the “core” and “structural hole” positions have very different characteristics in terms of knowledge building. These actors in particular play important roles in online learning communities, impacting on the level of the constructed knowledge.

The paper focus on exploring new theoretical approach in education with development of online learning technology, from e-learning to u-learning and virtual reality technology, and points out possibilities such as constructing a new teaching ecological system, ubiquitous educational awareness with ubiquitous technology, and changing the cognitive mode in learning process with virtual reality technology. Finally, the paper concerns effective approach to promote school-based teachers professional development through integrated ICT and classroom teaching.

Based on a specially adapted questionnaire, research was carried out to explore how resources in modern distance learning were being applied in rural elementary and middle schools in Western China, in order to enhance the usefulness of the allocated resources. One particular distance learning project was used as the subject of the study, and teachers at 22 rural elementary and middle schools in 3 prefecture-level cities in Gansu Province, Western China, acted as the sample group. Analysis of the teachers’ questionnaire responses showed that, (1) there is a comparatively high number of modern distance learning resources in use in rural elementary and middle schools in Western China, and they are being effectively used in the classroom to assist in everyday teaching; (2) teachers of rural elementary and middle schools in Western China have the ability to make use of these modern resources, and can obtain them by way of multi-channel inquiry; (3) modern distance learning resources are already becoming important components of everyday teaching resources in Western China; and (4) teachers are generally able to apply these resources well, despite some problems remaining. In the case of problems in application, most teachers are able to find adequate solutions.

Information and Communication Technology (ICT) in education has made significant progress in China in the last two decades and this paper provides an overall presentation of its prevalence and usage. In this paper, a literature review has been conducted based on the research in the field of ICT in education. Eleven major issues have been classified and discussed according to their similarities and differences. As an overview and synthetic angle, this paper focuses on how those issues are studied, how they have evolved, and what results have been carried out from the research.

The establishment of normal colleges and universities is an important component of building a modern country, which possesses different value ethos with the universities. The emergence of the École Normale Supérieure in Paris and the local normal schools has set a new model for teacher education around the world and promoted values and knowledge patterns promoted by them quite distinctive from those of the traditional European university. In order to improve the quality of teacher education, the models of teacher education in the U.S., Japan, U.K., etc., are being continually innovated. China has created the teacher education model different with the U.S., Japan, U.K. and France, which is a contribution to the development of international teacher education.

In order to analyze the impact of human capital theory on contemporary Chinese education, this paper first draws a conceptual outline of how this theory was introduced and interpreted to suit the Chinese quest for modernization. The study then adopts a comparative historical approach to the points of similarity between Neo-Confucian educational ideas and those of British humanism in an earlier transitional period that has some parallels. The aim of this comparison is to connect the ideas of Neo-Confucians and humanist educators to Ronald Dore’s concept of the role of education and his insights on the diploma disease. Within this core framework, this paper exposes the problems that have come from a melding of the examination tradition and the notion of human capital. It suggests that a revival of another aspect of Chinese tradition—education for fostering one’s humanity—may help balance contemporary Chinese education and restore it to health.

This article reviews literatures on mathematics education in China in the last decade. It focuses on papers that were published after 2000, and Chinese Social Science Citation Index (CSSCI). Some influential journals in the field of mathematics education, such as the Journal of Mathematics Education and the Mathematics Instruction were also reviewed. The author shares in this article with international scholars the most recent research in the field of Chinese mathematics education. Mathematics education in China mainly focuses on the essence of mathematics classroom instruction, student learning of mathematics, mathematics teacher education, and its curriculum reforms.