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  • Special Issues
    Giving Prominence to Political Guidance and Actively Serving the Construction of a Strong and Powerful Nation in Higher Education
    ZHONG Denghua
    2022, 38(08): 1-2. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.01
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    • Feature
  • Feature
    International Consensus China’s Innovation: Accurately Grasp the Focus of the Development of Higher Education in the New Era
    WU Yan
    2022, 38(08): 7-10+23. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.03
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    To further promote the construction of world-class universities, it is necessary to define the international consensus on the future development of higher education and the focus of China’s innovation. UNESCO has held three World Higher Education Conferences with the themes of “Quality”, “Quality assurance” and “Reshaping ideas and practices in higher education to ensure sustainable development”. Innovation is the international consensus for the future development of higher education. The focus of China’s innovation is to deepen the transformation of New Engineering Education, New Medical Education, New Agricultural Education and New Liberal Arts Education, to implement the 2.0 Version of “Outstanding Talents Training Program”, to implement the 2.0 Version of “Top-Notch Students Training Program in Basic Disciplines”, to promote the revitalization of higher education in central and western China, and to build a national platform of “Smart Education of China Higher Education”.
  • Feature
    Innovating Academic System and Promoting the Construction of First-Class Disciplines
    YUAN Zhenguo
    2022, 38(08): 11-14. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.04
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    Discipline is the foundation of the university academic system, and the academic system is the external institutional environment of discipline development. In history, with the continuous expansion of the functions of universities, the academic system of universities is also constantly enriched, and generally the two are matched. However, with the unprecedented new characteristics of discipline development in recent decades, the traditional academic system has been unable to adapt to the new trends and requirements of discipline development, and even become resistance of discipline development. The innovating academic system is an urgent requirement to speed up the construction of first-class disciplines. It is proposed to build a matrix academic organization structure, strengthen the autonomy and flexibility of comprehensive research institutions, reform the evaluation system, strengthen the contribution orientation, innovation orientation and irreplaceability of discipline construction, and establish a competitive market mechanism to encourage comprehensive cross research institutions to enhance their attraction and adaptability, so as to drive the innovation of the whole academic system.
    • Higher Quality Development of Higher Education
  • Higher Quality Development of Higher Education
    On the “Quantity” of Higher Education
    LIU Zhentian
    2022, 38(08): 15-23. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.05
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    Everything has two attributes of quality and quantity. As far as higher education is concerned, comprehensive and systematic researches on the quality of higher education have been made, resulting in a large number of achievements. However, researches on the “quantity” of higher education are quite weak. As one of the basic attributes of higher education and with different types, such as objective quantity, subjective quantity, behavior quantity, etc., the quantity of higher education has its unique and independent values, including abundance in self, comparison in degree, incentive in development and its function to quality. The purpose of studying the quantity of higher education is to do a good job in application, then in quantitative research, control and evaluation, and finally in quantitative ethics.
  • Higher Quality Development of Higher Education
    Some Thoughts on Constructing Evaluation System of High-Quality Integration Development of Regional Higher Education
    PENG Niya; HUANG Hongwu
    2022, 38(08): 24-29. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.06
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    High-quality integration of higher education is an inevitable requirement to serve economic and social development. Higher education integration and regional integration promote each other. The new stage puts forward new requirements for the high-quality integrated development of higher education. It is necessary to have common interests and mutual promotion and feedback thinking, to promote quality improvement, to have scientific theories as guidance, to eliminate policy barriers, and to promote the balanced distribution of regional educational resources. It is necessary to taking the modernization of regional education as a measure, and to promote the construction of a collaborative system integrating government, industry, academia and research through mechanism reform, resource allocation, platform construction and talent introduction. To build an evaluation system for the high-quality integrated development of regional higher education, it is necessary to strengthen the goal orientation and effectiveness requirements of higher education serving the high-quality economic and social development, to pay attention to the synergistic elements and co-prosperity benefits of regional higher education integration, and at the same time to realize the overall planning of technical means and resources, the unity of humanistic core and development goals.
    • Teacher Education
  • Teacher Education
    On the Identity of High-Level Comprehensive Universities Participating in Teacher Education
    LU Xiaozhong
    2022, 38(08): 30-35. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.07
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    The participation of high-level comprehensive universities in teacher education is an important policy guidance and practical needs of current reform and development of teacher education in China. In the past 30 years, the policy guidance of the participation of comprehensive universities in teacher education has undergone a process of strengthening, and from general advocacy to strong support. However, the policy guidance is not consistent with the actual impact. One of the core factors is the problem of the identity of high-level comprehensive universities participating in teacher education, including the self-identity and public identity of high-level comprehensive universities participating in teacher education. The value recognition of self-identity includes both the consideration of “personal self”—universities’ own interests, and the responsibility of “social self”—national and social responsibilities. The degree of self-identity depends on the cognition of the reliability of the function and impact of teacher education.As for public identity, government identity and other social identities are not synchronized sometimes. The former is higher, whereas the latter depends on the achievement of goals and fulfillment of social expectations of high-level comprehensive universities’ participation in teacher education. Whether self-identity or public identity, it is necessary to seek common cognition of the basis and advantages of high-level comprehensive universities’ participation in teacher education. The bottom line to improve the identity of high-level comprehensive universities’ participation in teacher education, by finding out the way to convert this common cognition into the hallmark of the practice of teacher education, which is sticking to the path and bringing forth new ideas to teacher education by adopting high-level comprehensive universities’ advantages and compensate their shortages.
  • Teacher Education
    The Marginalization of Teaching Ethics in the Development of University Faculties and Its Countermeasures
    BAO Shuimei
    2022, 38(08): 36-41+60. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.08
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    Teaching ethics is the concrete embodiment of educational “goodness” in teaching behavior, involving qualities related to teaching practice such as equality, love, patience and respect，etc. Teaching ethics has important value implications for university faculties. However, it is still marginalized in the professional development of university faculties in China. The rational understanding of teaching ethics is vague. Teaching ethics has not been paid attention to in the professional development activities of university faculties, and the research on teaching ethics of university faculties is almost blank. The root causes mainly lie in the insufficient professional level of university teachers’ development practitioners, the leading period of technical rationality of university faculties’ teaching development concept, and the alienation of university faculties’ teaching evaluation guidance. In the future, it is urgent to strengthen the theoretical research in order to condense the consensus of all parties, to formulate university faculties’ teaching ethics norms to clarify the standards of teaching behavior, to develop special platforms and resources to provide organizational support, and to strengthen individual teachers’ ethical reflection on teaching practice to enhance practical wisdom.
  • Teacher Education
    The Reform of Academic Value-Added Evaluation of College Teachers: Connotation, Dilemma and Breakthrough: Based on the Perspective of Knowledge Production Innovation
    ZHANG Xilin
    2022, 38(08): 42-48. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.09
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    The academic value-added evaluation of teachers is considered to be more in line with the laws of academic research and the requirements of knowledge production innovation, and can reduce the “academic bubble” caused by unscientific tendencies such as “paper-centric” and delocalization to a certain extent, so it is respected in the reform of higher education evaluation practice in the new era. However, due to the cognitive bias of the concept of academic value-added evaluation, the disciplinary barriers have not yet been broken, and the value of educating people is difficult to highlight, the reform of teachers’ academic value-added evaluation has fallen into many difficulties. In the future, the reform should be made from the aspects of value concept, knowledge system, and mechanism setting, which is the natural way to change the academic ecology and promote teachers to produce sustained academic innovation momentum.
    • Comparative Education
  • Comparative Education
    Consolidating the Foundation of Students’ Development with Liberal Education: Analysis of Teaching Reform Practice of First-Year Undergraduates in Stanford University
    CAO Yajie; WANG Baoxing
    2022, 38(08): 49-54. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.10
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    In order to overcome the “professionalism” tendency of first-year undergraduate education, Stanford University has resumed the tradition of liberal education in the reform of undergraduate teaching practice. Through the creation of courses aimed at achieving students’ understanding of personal life, the formation of citizenship and the broadening of global vision, the construction of special projects featuring a learning-life community, and the holding of scientific research seminars that encourage undergraduates to participate, it aims to greatly match and promote the realization of Stanford University’s undergraduate education training goals. The practice of teaching reform of first-year undergraduate in world-class universities represented by Stanford University shows that first-year undergraduate education plays a key role in the entire university learning process, and first-year undergraduate education centered on liberal education plays an important role in shaping personal values, boosting personal development and achieving undergraduate training goals. Teaching reform practice of Stanford University’s undergraduate has certain reference value for the construction of first-class universities in China.
  • Comparative Education
    Institutional Conform: Canadian World-Class Universities to Promote Scholarship of Teaching and Learning Strategy: Take the University of British Columbia for Example
    ZHU Yanjun
    2022, 38(08): 55-60. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.11
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    The scholarship of teaching and learning development of the University of British Columbia is typical. Under the background of the institutionalized development of teaching and academic promotion through imitative isomorphism and normative isomorphism, the University of British Columbia constructs the teaching and academic system within the organization mainly through mandatory isomorphism and normative isomorphism. With the help of introducing educational leadership stream and reforming the scholarship evaluation system, the university forcibly regulates teachers’ teaching and scholarship behavior. At the same time, through the introduction of scholarship of teaching and learning in university strategy, the setting of learning development and reward projects, the construction of scholarship of teaching and learning community network, to cultivate the cultivation of scholarship of teaching and learning habits and value norms. Through the study of the experience of the University of British Columbia, Chinese colleges and universities need to do three aspects. First, we should strengthen scholarship of teaching and learning investment by establishing rules and regulations. Second, we should develop the standard system by building capacity of scholarship of teaching and learning. Third, we should enhance the legitimacy of scholarship of teaching and learning affairs by imitating the traditional scholarship rules.
    • Research and Exploration
  • Research and Exploration
    On Definition, Characteristics and Requirements of Academic Undergraduate, Practical Undergraduate, and Vocational Undergraduate
    BIE Dunrong
    2022, 38(08): 61-68+75. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.12
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    Academic undergraduate education has been developed into a set of undergraduate education system with the main goal of cultivating research-oriented talents, which has the characteristics of non-functionality, interdisciplinary integration and sustainable development. It pays more attention to basic theory teaching, scientific research method training and innovative ability cultivation. Practical undergraduate is one of the basic modes of talent training in modern higher education, with the main goal of training applied talents. Practical undergraduate has the characteristics of focusing on practice-based purpose, technology orientation and specialty education, which pays more attention to technical education and training, cultivation of ability to solve practical problems, and cultivation of engineering technology awareness and professional ethics. Vocational undergraduate is a sub category of the practical undergraduate, which is an education to cultivate vocational high-level technical talents. Its characteristics mainly include: vocational orientation, complexity of technical skills training, and connection between teaching and production. Vocational undergraduate education pays more attention to cultivation of vocational advanced ability, on-site practical teaching and cultivation of vocational quality.
  • Research and Exploration
    Spirit and Form: Some Envisions on the Construction of Quality Governance Mindset in Higher Education with Chinese Characteristics
    CAO Yannan; SHI Jinghuan
    2022, 38(08): 69-75. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.13
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    In the critical period of transition from high-speed growth to high-quality development of higher education in China, there is an urgent need to shift the driving force and the way of quality improvement, and to further promote the transformation of higher education quality work from management paradigm to governance paradigm. As a result, the quality improvement of higher education institutions can be changed from externally led to internally driven, and be transformed from “indicatorism” to focusing on service and contribution. We suggest that: the literature and reform practice pay insufficient attention to the mindset dimension, which leads to the lack of spiritual support for the operation of the quality governance system, and the inadequate governance effectiveness, lack of endogenous motivation of institutions and the tendency of indicatorism. Based on the interpretation of the connotation and features of quality governance mindset, and the analysis of the phenomenon that the institutional system is increasingly mature while the development of mindset is lagging behind, we discuss three main principles that need to be adhered to in order to build and improve quality governance mindset with Chinese characteristics.
  • Research and Exploration
    Characteristics, Trends and Reflections of High-Quality Educational Scientific Research Achievements: A Study Based on Descriptive Analysis of the National Award for Outstanding Achievements in Educational Scientific Research
    MA Yinqi; WU Lei; ZHU Junwen
    2022, 38(08): 76-83. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.14
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    Promoting a shift towards more quality-oriented scientific research in education is an important orientation of the current evaluation reform. This study used the National Award for Outstanding Achievements in Educational Scientific Research as an indicator of high-quality educational scientific research achievements, and conducted a quantitative analysis of the recent six award-winning achievements. The result shows that monographs and papers are the main types of high-quality educational achievements, and the proportion of research reports continues to decrease; The institutional affiliation of the award-winning achievements is dominated by universities in key disciplines, and they have changed from relatively scattered to relatively centralized; The literature sources of the award-winning papers are mainly core journals, supplemented by general journals, and show a gradual tendency to concentrate on core journals; The award-winning monographs are mainly from educational publishers and university publishers, with a relatively balanced distribution; The number of awards for international achievements has increased; The award-winning authors are mainly scholars with senior professional titles in the age group of 45-64 years old, and show young and interdisciplinary characteristics; Themes of research achievements are distinctly contemporary and practice-oriented, with marked differences between different types of institutions and a continued increase in empirical research.
  • Research and Exploration
    The Institutional Justice of College Students’ Teaching Evaluation and Its Realization
    LIU Li; NING Liwei
    2022, 38(08): 84-89. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.15
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    As a kind of institutional arrangement for testing and managing teaching quality, college students’ evaluation of teaching has attracted researchers’ attention on the institutional justice issues involved. The justice of students’ teaching evaluation system shows three characteristics: the coordination between teachers’ obligations and students’ rights, the balance between individual rights and collective interests, and the unity of management methods and ethical values. Student teaching evaluation with institutional justice is the unity of “doing the right thing” and “doing things correctly”. The key to the realization of the justice of the student teaching evaluation system is to ensure that all stakeholders under the influence of the teaching evaluation system have equal rights and obligations, and to create equal teaching rights and development space of professional growth for the evaluation objects. Judging from the actual situation, there are problems that restrict the realization of system justice in the aspects of teaching evaluation purpose, indicators and teaching evaluation process. To shape a just student teaching evaluation system, efforts can be made from three aspects: to create a justice-oriented atmosphere of school teaching management, to build a legitimate and scientific evaluation system, and to implement an evaluation model that integrates teaching and evaluation.
    • Academic Degree and Graduate Education
  • Academic Degree and Graduate Education
    Supervisor Support, Job Satisfaction and Postdoctoral Career Prospects: An Analysis of Mediating Effects Based on the Nature Global Postdoc Survey 2020
    CHEN Yue; ZHANG Fengming
    2022, 38(08): 90-96. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.16
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    Based on the Nature Global Postdoc Survey 2020, this study comprehensively uses descriptive statistics, correlation analysis and regression analysis to reveal the basic situation of postdoctoral career prospects, to explore the influence of supervisor support on postdoctoral career prospects, and to analyze the mediating effect of job satisfaction in the influencing mechanism. The results show that: the overall situation of postdoctoral career prospects is barely satisfactory; supervisor support is significantly positively correlated with job satisfaction and postdoctoral career prospects; the degree of job satisfaction can significantly predict postdoctoral career prospects and play a mediating role in the influence of supervisor support on postdoctoral career prospects. To optimize the future career development of postdoctoral fellows, it is urgent to actively explore the non-academic employment market and to promote the diversification of post-doctoral employment; it is urgent to improve the supervisor support structure system and to optimize the effectiveness of support and guidance; it is urgent to build an equal partnership to improve the postdoctoral job satisfaction.
    • Vocational Education
  • Vocational Education
    New Orientation and New Mission of Higher Vocational Education Under the Background of High-Quality Development
    ZHOU Jiansong; CHEN Zhengjiang
    2022, 38(08): 97-102. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.17
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    Higher vocational education is a type of education with Chinese characteristics. Its development in China presents an active picture of interdependence with economic and social development. Under the background of high-quality development, higher vocational education in China is facing a new orientation and shouldering a new mission. Based on the new development stage, we should implement the new development concept and build a new development pattern. We should analyze the development environment of higher vocational education in combination with the era background, education foundation, industrial development, technological progress and social concerns. We should deeply explore the new orientation of higher vocational education from the types, levels and functions. We should faithfully practice the responsibility of educating people for the party and the country, and further promote the reform of education methods, school running modes, management systems and security mechanisms, and actively build a modern vocational education system. As a result, we can scientifically grasp the new mission of higher vocational education and promote the high-quality development of higher vocational education.
  • Vocational Education
    Life Cycle and Dynamic Governance Strategy of Specialty Groups in Higher Vocational Colleges
    WANG Yanan; CHENG Jun; XU Zhenzhen
    2022, 38(08): 103-108. https://doi.org/10.16298/j.cnki.1004-3667.2022.08.18
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    Accurately grasping the laws and characteristics of the life development cycle of specialty groups is the premise and basis for improving the governance ability of specialty groups in higher vocational colleges. Taking the life development cycle as the theoretical perspective to examine the construction of specialty groups in higher vocational colleges, the driving force of the life development of specialty groups comes from the talent demand of regional industrial development. The life development process of specialty groups has gone through the brewing preparation period, formation period, shock running in period, mature operation period, recession and aging period / transformation and rebirth period. The life development trend of specialty groups is not a one-way linear development process. It usually presents different development trends because of the different governance ability of school specialty groups. Due to the distinct differences in the organizational form, management and operation, curriculum structure and teacher cooperation of specialty groups in different stages of life development, higher vocational colleges need to adopt dynamic governance strategies. In the early stage of the life cycle of specialty clusters, higher vocational colleges should scientifically organize clusters based on industrial demand. In the medium term, we should take integration and mutual integration as the core to promote the operation optimization of group organizations. In the late stage, we should take accurate diagnosis as the starting point to promote the transformation and rebirth of specialty groups.