Archive

  • Select all
    |
    Study and Implement the Spirit of the 20th CPC National Congress
  • Study and Implement the Spirit of the 20th CPC National Congress
    Exploring a China-Rooted and World-Oriented Talent-Cultivation Model of Higher Education, Providing All-Round Talent Support for the Strategy of Invigorating China Through Science and Education
    2022, 38(11): 11-20. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.02
    Abstract ( )   Knowledge map   Save
    Talent training is the foundation of a university, and the talent training model is the core competitiveness of a university. Driven by the modernization of university governance and the connotative development goals of higher education, the sustainable development of university talent training mode is an important task for Chinese higher education at present. By constructing a theoretical model of university talent training mode, this research connects four typical talent training models in the United States, Germany, the United Kingdom, and the Soviet Union, and clarifies the advantages and disadvantages of different talent training models. Based on the analysis of the talent training model of global universities, and based on the existing disciplines, departments and talent training characteristics of Tsinghua University, this article proposes a strategy for integrating Tsinghua University’s discipline layout and talent training. This article aims to explore the university talent training model that takes root in China and integrates Chinese and foreign countries, integrate major national strategic needs into talent training and discipline layout, and provide all-round talent support for the strategy of rejuvenating the country through science and education.
  • Study and Implement the Spirit of the 20th CPC National Congress
    Chinese Modernization and the Reform, Innovation and Development of Higher Education
    2022, 38(11): 21-29. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.03
    Abstract ( )   Knowledge map   Save
    Realizing Chinese modernization is a national proposition in the new era. It must have a deep understanding of its main characteristics and core meaning. It must have international comparability, as well as Chinese institutional characteristics, cultural characteristics and value characteristics. As an important combination of science and technology as the first productive force, talent as the first resource, and innovation as the first driving force, higher education should play a leading role in the historical process of realizing Chinese modernization, comprehensively grasp the basic situation of higher education development, accurately make basic judgments, grasp the fundamental quality, overall quality, and service quality, build a Chinese paradigm, complete basic tasks with high quality, and accelerate reform, innovation, and development, take the lead in building a strong country in higher education.
    • Modernization of Higher Education Governance
  • Modernization of Higher Education Governance
    On the Logic of Classification of Colleges and Universities
    2022, 38(11): 30-37. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.04
    Abstract ( )   Knowledge map   Save
    Complexity system is between order and disorder, so descriptive classification should be the main classification, supplemented by normative classification. The basic logic of university classification is descriptive principle, constructive principle and internal consistency principle. The traditional Anglo-Saxon higher education system is governed by the market style and mainly characterized by descriptive classification. The traditional higher education system in continental Europe is governed by hierarchy, mainly by normative classification. With the higher education is transitioning from mass access to universal access, large scale higher education systems have been formed in Western Europe and North America, and descriptive classification has become the dominant logic of global higher education classification. The governance of higher education in China has a strong continental Europe color. In the era of elite higher education, hierarchical classification and normative classification are mutually constructed, and the homogeneity of colleges and universities is prominent. With the popularization of higher education, new classification standards are needed to promote the diversity of colleges and universities.
  • Modernization of Higher Education Governance
    A Disciplinary Characteristics-Based Approach to Universities Classification in China: The Case of “Double First-Class” Construction Universities
    2022, 38(11): 38-44. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.05
    Abstract ( )   Knowledge map   Save
    Classifying universities based on their disciplinary characteristics contributes to identifying characteristics, orienting and corresponding development. Based on the disciplinary characteristics, development planning and the shared knowledge of disciplines, this study took the “Double First-Class” construction universities as examples to conduct a classification research, and the results showed that, the “Double First-Class” construction universities can be divided into “comprehensive balanced universities”, “characteristic comprehensive universities” and “characteristic focused universities”. Among the above classifications, the “characteristic comprehensive universities” can be subdivided into two types of “strategic science and technology” and “philosophy and social science innovation”, and the “characteristic focused universities” can be also subdivided into two types of “characteristic medicine” and “characteristic culture and sports”. This classification demonstrates its robustness, and provides the connection with the classified development idea of “Double First-Class” construction, as well as shows good operability.
    • Digital Transformation of Higher Education
  • Digital Transformation of Higher Education
    Digital Transformation in Higher Education: Key Areas, Content Structure and Practice Paths
    2022, 38(11): 45-52. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.06
    Abstract ( )   Knowledge map   Save
    In the field of education, digitalization has become the key force driving educational reform in the new era, and educational needs lead the development direction of educational digital transformation. The digital transformation of higher education aims to reshape its new capabilities based on new generation digital technologies, which is related to the development quality of higher education. According to the business scope and the main staffs of higher education, it is necessary to regard talent cultivating, scientific research, management and service as the key areas of digital transformation. As the most important part of the reform, the digital basic data, environment, business functions, organizational structure and the system should be digitally transformed. Jointly relying on the three paths of guarantee, action and content, we will promote the implementation of the digital transformation of higher education.
  • Digital Transformation of Higher Education
    Digital Technology Empowering the High-Quality Development of Postgraduate Education: How Can It Be Possible and Why Can It Be Done
    2022, 38(11): 53-60. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.07
    Abstract ( )   Knowledge map   Save
    Digital technology empowering the high-quality development of postgraduate education is not only the key, hot and difficult point in the current reform and development of postgraduate education, but also the inevitable trend of the reform and development of postgraduate education in the future. Based on the TOE framework, this paper analyzes the logic of digital technology empowering the high-quality development of graduate education from three levels of technology, organization and environment. The realistic representation of digital technology empowering postgraduate education is that the postgraduate education organization has moved from “boundary” to “borderless”, the curriculum teaching has moved from unified standards to personalized customization, the discipline construction has moved from following industry to leading industry, the postgraduate education governance has moved from “vertical” to “grid”. With the empowerment of digital technology, it is necessary to “endow the soul”, “strengthen the foundation”, “consolidate the foundation” and “strengthen the body” for the high-quality development of postgraduate education by condensing digital consensus, cultivating digital talents, focusing on digital intelligent governance and innovating digital evaluation.
    • The Learning and Development of Undergraduates
  • The Learning and Development of Undergraduates
    Research on Influencing Factors and Improvement Strategies of College Students’ Cooperative Learning Experience
    2022, 38(11): 61-67. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.08
    Abstract ( )   Knowledge map   Save
    The study classifies students based on the average ranking of majors, analyzes the commonalities and differences of factors influencing cooperative learning experience of different student groups. The results show that college students’ cooperative learning experience has significant group differences, the influencing factors have heterogeneity and homogeneity. Among them, the learning concept of hard work and peer support have significant positive effect on different students; Learning autonomy and grading fairness have effects on top-level students, while learning initiative has a significant effect on basic-level students; In addition to the above factors, the middle-level students were also affected by critical knowledge view and teacher support. The research believes that students should be encouraged to maintain their participation level in a differentiated way, build a good evaluation mechanism, and achieve a win-win group complementarity.
    • Medica Education
  • Medica Education
    From Prescriptions to Principles: World Federation for Medical Education’s New Revision of Global Standards for Basic Medical Education and Its Applicability in China
    2022, 38(11): 68-74. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.09
    Abstract ( )   Knowledge map   Save
    Educational standards are at the heart of the accreditation system. China has developed its local Basic Medical Education Standards according to World Federation for Medical Education (WFME)’s Global Standards for Basic Medical Education (BME). In 2020, WFME revised the Standards to the principles-based standards. Texts of WFME’s past three versions of the Global Standards for BME are analyzed and contrasted, and it is found that goal orientation, situational decision-making, and evaluation for continuous improvement are three main principles highlighted in the newly revised Standards. Preconditions for the Global Standards to be applicable in China’s local accreditations include the consensus on educational outcomes and corresponding evaluations, the soundness of medical schools’ internal quality assurance system, and the universal scientific research of medical education. It is suggested that the Working Committee for the Accreditation of Medical Education (WCAME) and local medical schools work together for preparation to ensure that China’s medical education accreditation will continue to be equivalent to its global counterparts in the future.
  • Medica Education
    Research on the Development Process and Internal Mechanism of Clinical Medical Professional Accreditation System in China: Based on the Theory of Support Alliance Framework
    2022, 38(11): 75-80. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.10
    Abstract ( )   Knowledge map   Save
    Based on the theory of support alliance framework, this study analyzes the related alliances and their belief systems of the clinical medical professional accreditation system, and then the process of the transition of the clinical medical professional accreditation system and the logic of its system transition are explained. This study found that under the influence of external policy intervention and the policy-oriented learning of each support alliance, the clinical medical professional accreditation system in China has experienced three stages: introduction, establishment and development, and consolidation and improvement. The development of clinical medical professional accreditation system in China is the result of the interaction and joint efforts of government alliance, academic alliance and university alliance, and evolution from academic authority to government authority runs through the development process of the clinical medical professional accreditation system. The policy learning and cognitive enhancement of the support alliance have promoted the establishment and development of the clinical medical professional accreditation system.
    • Academic Degree and Graduate Education
  • Academic Degree and Graduate Education
    What is a “Good Place”: A Qualitative Study on the Choice of Employment Location for Doctoral Graduates
    2022, 38(11): 81-88. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.11
    Abstract ( )   Knowledge map   Save
    With the increasing competition in the academic labor market and the rising cost of living in cities , the impact of employment location choice on doctoral employment is increasingly important. Based on the interview data of 28 STEM doctoral graduates, it is found that the ideal employment place of doctoral graduates mainly includes the following characteristics:?conducive to the realization of career expectations, able to guarantee the quality of life, easy to take family responsibilities, and has a stable social network.Employment location is a "assemble" carrying multiple functions for doctoral graduates.?In addition, most respondents experienced a process of weighing decisions when choosing a place to work, particularly need to balance career development and quality of life, career development and family responsibilities, career development and city resources.?In the case of conflict between location choice and career expectations,some doctoral graduates give up their original career expectation.However, no matter where they choose to work, PhD graduates will actively construct the meaning of the place of employment for the whole future life.
  • Academic Degree and Graduate Education
    Why does the Doctor Teach in Secondary Schools: A Grounded Theory Study on the Influencing Factors of Doctoral Willingness to Teach in Secondary Schools
    2022, 38(11): 89-95. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.12
    Abstract ( )   Knowledge map   Save
    In the context of PhD diversified employment, secondary school teaching is a new path that PhD seeks for itself to be able to play what has been learned. Through the qualitative research of doctoral teachers, this study found that teaching experience, ability assessment, interest preferences and educational ideals formed the self-perception of secondary school teaching, welfare benefits, job stability, development space and social promotion, shaping the future generations to form the career benefits of secondary school teaching, urban attraction, famous school attraction, career retreat and other influences, scientific research experience shaped the employment environment of secondary school teaching. Among them, self-awareness and occupational benefits directly affect the willingness to teach in doctoral secondary schools, and the employment individual environment indirectly affects the willingness of doctoral secondary schools to teach through self-cognition and employment external environment through occupational benefits. This study believes that we should attach importance to the career guidance of doctoral students and lead the rational cross-border of doctors; face up to the relationship between doctors and secondary school teachers, and match the needs of the school to obtain talents; pay attention to the cultivation of talents, use talents to retain talents, and enhance the sense of professional achievement of doctoral teachers.
    • Vocational Education
  • Vocational Education
    Thoughts on Deepening Comprehensive Reform of College Entrance Examination and Constructing “Vocational College Entrance Examination”
    2022, 38(11): 96-102. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.13
    Abstract ( )   Knowledge map   Save
    The comprehensive reform of college entrance examination has adjusted the enrollment mode, admission batch and voluntary application of vocational education, which makes the enrollment mode of higher vocational education more diversified and the enrollment standard more focused on the comprehensive evaluation, the structure of students’ source is different, the number of majors, the number of students enrolled and the composition of students’ source are obviously changed In the context of the “vocational college entrance examination”, the vocational education examination still faces difficulties and challenges such as the lack of obvious characteristics of the type of education examination, the weakening of the assessment of vocational skills, and the limited scale of the undergraduate vocational education, it is necessary to further deepen the reform of the classified examination, to establish the entrance examination system compatible with the“vocational college entrance examination”, to perfect the vocational skill examination, and to solve the contradiction between the setting of the examination subjects and the low matching degree of the professional training standards, we will deepen the reform of the first-tier vocational education system, vigorously promote the integration of General Vocational Education and accelerate the development of vocational education at the undergraduate level.
  • Vocational Education
    Research on the Vocational College Entrance Examination System Based on the Type of Education
    2022, 38(11): 103-108. https://doi.org/10.16298/j.cnki.1004-3667.2022.11.14
    Abstract ( )   Knowledge map   Save
    To analyze the vocational college entrance examination system based on the background of the times and the type of education is the key to highlight the characteristics of education and improve the quality of education. In the national strategy of building a strong education country, a strong human resource country and a skill-based society, the examination and enrollment system aims at the growth of students, selection of talents for the country and social equity, and compares the “selection” and “competition” and “knowledge” characteristics of the “general college entrance examination” system, the system of vocational college entrance examination should strengthen the “level” test, “interest” selection and “vocational” technology. Based on the characteristics of vocational education “for all”, the system should be organized according to the major categories of the students’ voluntary; based on the characteristics of vocational education “serving the region”, the system should be reasonably deployed according to the industrial layout in the long term; based on the characteristics of vocational education “strengthening skills”, the system should be organized according to the major categories of the students’ voluntary. Based on the feature of “strengthening skills” in vocational education, the micro-implementation of the program is based on students’ aspirations and career planning.