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    Digitalization of Higher Education
  • Digitalization of Higher Education
    Promote the High-Quality Development of Higher Education in Western China Through Digitalization
    YAN Chunhua1,2
    2024, 40(01): 11-14,22. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.02
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    The digitalization of education has become essential and unstoppable due to the combination of technological innovation, educational demand, policy drive, and cross-border cooperation and innovation. Based on accelerating the promotion of digital technology-enabled education and teaching, university governance, research innovation, and cluster development, higher education in western China should accurately grasp the opportunities of the digital age and focus on the following aspects to coordinate policies and concentrate efforts: comprehensively strengthen basic knowledge and key technological innovation, build a research-technology-industry development chain, accelerate the optimization of macro governance, innovate education and teaching modes, and expand international exchanges and cooperation. Furthermore, it should endeavor to build a digital education ecosystem featuring resource sharing, model innovation, and ecological reconstruction, expedite the formation of new productive forces for its own high-quality and sustainable development, and strive to create a new situation of building a leading country in education.
  • Digitalization of Higher Education
    Educational Changes and Prospective Developments in the Digital Era
    ZHAO Changlu; Nicola Clayton; QIU Xin; Ashraf Mohamed El Shihy; REN Shaobo; ZHANG Zongyi
    2024, 40(01): 15-22. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.03
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    • The Spirit of Educators
  • The Spirit of Educators
    Pan Maoyuan: Researcher and Successor of Yang Xianjiang’s Educational Thought
    WU Daguang1,2,3; WANG Ting1,4
    2024, 40(01): 23-32. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.04
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    Yang Xianjiang is a Marxist education theorist. He has been committed to the exploration and development of the Sinicization of Marxist educational thought in his long-term revolutionary activities and educational practice. He has written works such as New Education Outline and ABC of Education History, spreading Marxist educational thought; he guided students to participate in the revolution, formed the idea of “whole life guidance” and promoted the all-round development of young people. Pan Maoyuan is one of the earliest scholars in China studying Yang Xianjiang’s educational thought. In the process of studying, Pan Maoyuan went through two stages, that is, Yang Xianjiang’s “revolutionary” thought and “whole life guidance” thought, and made outstanding contributions to inheriting and carrying forward Yang Xianjiang’s educational thought. Under the influence of the “Xianjiang Spirit”, Pan Maoyuan continued to combine Marxist thought with the reality of higher education in China, solved various contradictions and crux of the actual educational practice, and constantly opened up a new realm of Chinese and contemporary Marxist educational thought.
    • Cultivating Top-Notch Innovative Talents
  • Cultivating Top-Notch Innovative Talents
    Policy Evolution and Practical Exploration of Cultivating Top-Notch Innovative Talents Based on the Integration of Research and Teaching
    ZHONG Binglin; LI Chuanzong
    2024, 40(01): 33-40. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.05
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    The integration of research and teaching is the philosophy of modern universities, especially for research universities. From the transmutation of this philosophy, it always takes talent cultivation as the starting point and foothold and also causes organizational changes and innovations in higher education. Since the founding of the People’s Republic of China, the evolution of the philosophy of integration of research and teaching in China has gone through four periods: embryonic period, exploration period, development period, and innovation period. From the current practice of cultivating top-notch innovative talents in China, in order to realize the integration of high-quality research and teaching resources, universities have taken advantage of research experts, organizational innovation, and research platforms, and formed three integrated education modes of research and teaching, namely, master-led, academy system cultivation, and platform-dependent. Top-notch innovative talents are the most important talent resource and the main force of scientific and technological innovation; giving full play to the advantages of cultivating talents by research is the proper and necessary way to cultivate top-notch innovative talents. However, it is still needed to continuously improve in various aspects such as cultivation philosophy, cultivation program, cultivation process, and cultivation system, so as to increase the effectiveness of integration of research and teaching and comprehensively enhance the ability of independent cultivation of top-notch innovative talents.
  • Cultivating Top-Notch Innovative Talents
    Study on the Evolution of Educational Policies for Top-Notch Talents in China: Content Analysis Based on Policy During 1977—2022
    WU Han1; YAN Kun2
    2024, 40(01): 41-49. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.06
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    Policy, as an environmental element of top talent education, plays a supporting role in the cultivation of top talents. Taking the 144 policy documents from 1977 to 2022 as the object, the historical evolution of policy changes in China’s top-notch talent education can be divided into four stages: the exploration and initial stage, the gradual expansion stage, the rethinking stage, and the rational innovation stage. On this basis, the policy content quantitative analysis method is adopted to explore the evolution of China’s top-notch talent education policy and its direction from the levels of basic facts and values. Based on the results, it is recommended that efforts should be made to raise the policy attention to the education of top-notch talents, construct a pattern of top-notch talents with multi-agent collaborative participation, strengthen the research on the localized experience of China’s top-notch talents education, condense the programs and modes with Chinese characteristics, and clarify the orientation of top-notch talents education policy to strengthen the synergy of the policy.
    • Independent Knowledge System of Education
  • Independent Knowledge System of Education
    The Concept and Practice of Promoting Sustainable Development in Chinese Universities: The “Relationship Health Model” and Its Contributions
    LI Manli
    2024, 40(01): 50-57. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.07
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    Sustainable development is a global development principle, and the United Nations has expanded the focus of Sustainable Development Goals from primary and secondary education to higher education. Traditional Chinese culture and thoughts are deeply rooted in sustainable development concepts. Since the era of reform and opening up, Chinese higher education has experienced rapid growth and has consistently followed a distinctive path in promoting sustainable development, which differs from Western universities. The policies and initiatives in this regard can be summarized as the “Relationship Health Model”. By systematically elaborating on the origins, theoretical framework, and practical examples of the “Relationship Health Model”, this study offers unique Chinese practices and experiences to the global higher education community.
  • Independent Knowledge System of Education
    The Epoch Connotation and Development Path of Suzhi Education with Chinese Characteristics in the New Era
    LIU Yi1; ZHANG Wei1,2
    2024, 40(01): 58-63,70. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.08
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    Suzhi education is a type of educational thought and mode with Chinese characteristics, but the understanding of its concept and connotation is inconsistent. In the practice of Suzhi education, there are two modes: Suzhi education in the concept of cultural Suzhi education and Suzhi education based on the general education. But these two seem to fail covering the current situation and trend of the development of Suzhi education. It is needed to endow it with new connotations in terms of educational objectives, contents, methods, and momentum, and conduct in-depth analysis in terms of educational objectives, processes, and essence. We aim to seamlessly integrate cultural Suzhi education into the Suzhi education system with Chinese characteristics and effectively integrate general education and professional education within the Suzhi education framework. On the basis of retaining the traditional advantages of Suzhi education, Suzhi education with Chinese characteristics in the new era should strengthen the value orientation of patriotism, focus on the cultivation of digital literacy, use value-added evaluation methods, and achieve multi-mode development. Universities should be demand-oriented, improve the system, accurately position according to institution’s conditions, dynamically adjust, continuously advance, and avoid blind comparisons and one size fits all, so as to make greater contributions to building an educational powerhouse and cultivating new generations worthy of the great task of national rejuvenation.
    • Interdisciplinary Construction
  • Interdisciplinary Construction
    Realistic Predicament and Breakthrough Path of the Interdisciplinary Construction in Local Industry-Featured Universities
    XU Huixia
    2024, 40(01): 64-70. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.09
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    The construction and development of interdiscipline in local industry-featured universities is an important issue in the development stage of institutionalization and professionalization of interdisciplinary construction. This paper analyzed the present situation of interdisciplinary construction of 15 “Double First-Class” local industry-featured universities in China; it is found that the interdisciplinary construction of local industry-featured universities in China is faced with difficulties such as unclear discipline orientation, imperfect organizational management system, and unbalanced development of source disciplines. According to the three dimensions of legitimacy regulation (cognitive legitimacy, moral legitimacy, and pragmatic legitimacy), the interdisciplinary construction of industry-featured universities should prioritize industrial needs, establish the three-spiral construction of “industry, problem, and interdiscipline”, perfect the system construction, construct the three-level development support mechanism of “industry cluster, research institute, and discipline cluster”, promote the industrial transformation, and make clear the development strategy of “distinctive features” plus “strong union”.
    • Teacher Education
  • Teacher Education
    Academic Arena Contest：An Integrated Conceptual Framework for Academic Profession Research and an Illustrating Case
    HAN Shuangmiao1; XIE Jing2
    2024, 40(01): 71-78. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.10
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    Existing literature on academic profession lacks a systematic and integrated perspective and often faces the dilemma of institutional determinism. The “academic arena contest” conceptual framework describes the cognition and behavior of the state, universities and academics throughout the process of “arena setting—access to arena—the attack or offense behavior—arena advancement”. It emphasizes the interaction and negotiation between agents and external institutions, thus shaping the agency-structure dynamics through the context effect mechanism, action generation mechanism, and agency transition mechanism. Applying the conceptual framework to the case study of academic publishing, it identifies key factors that influence the process of academic publishing and its mechanisms. “Academic arena contest” can be used as an integrated conceptual framework to understand and explain the formation and mechanisms pertaining to academic identity, academic behavior, academic status and academic development, which allows a longitudinal and more holistic investigation of the evolution of the academic profession to understand its internal drives and rationales.
  • Teacher Education
    A Study on the Influence Mechanism of Teaching Students’ Intention to Teach from the Perspective of Field Theory: An Analysis Based on Two Normal Universities
    LI Jiali1; LIANG Huiqing2; ZHAO Kai3; ZHU Menghua1
    2024, 40(01): 79-85. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.11
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    Based on field theory and teaching students’ professional identity development theory, this study analyzes the relationship among academic field, practice field, teaching students’ professional identity and intention to teach. The findings are summarized as follows: firstly, academic field plays a more important role in improving teaching students’ intention to teach than practice field. Secondly, in academic field, faculty literacy and faculty’s teaching support have both direct and indirect positive effect on intention to teach, while school hardware infrastructure, economic support, and peer support only have direct effect. Thirdly, in practice field, participating in school affairs activities has a significant negative effect on intention to teach, while the quality of internship instructors can alleviate the negative influence by improving intrinsic value identity.
  • Teacher Education
    Towards Powerful Teacher Education Curriculum Integration: Knowledge Base and Realization Path
    LV Hanxue
    2024, 40(01): 86-93. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.12
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    The integration of teacher education curriculum is an important step in the construction of a high-quality teacher education system in the new era, and teacher knowledge is the logical starting point for teacher education curriculum to move from separation to integration. Rethinking the knowledge base of teacher education curriculum, it is found that knowledge of teacher education curriculum serves as an intrinsic hook for cognition, thinking and values, and powerful knowledge is most valuable to student teachers, including knowledge of everyday experiences, academic theoretical knowledge, and pedagogical knowledge. Integration of teacher education curriculum promotes the understanding, use and production of knowledge by teacher educators through the domain-based curriculum supported by the integration of powerful attributes of knowledge, and enhances the nurturing function of the teacher education curriculum as a whole. In terms of action, the teacher education curriculum is based on project-oriented curriculum progression, with the integration of a multifaceted pedagogical and academic community as the integrating link, and with the help of disciplinary concepts, interdisciplinary concepts and local discourses, to promote the realization of a powerful teacher education curriculum prospect.
    • Research and Exploration
  • Research and Exploration
    Transcending Technicism: Multiple Reviews on the Construction of Higher Education Quality Culture
    REN Shenghong, DU Ruijun,
    2024, 40(01): 94-101. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.13
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    The higher education quality assurance system has long been regarded as an important guarantee of the improvement of higher education quality. However, in recent years, with the increasingly prominent “calculability” of higher education quality, the technicalism tendency of higher education quality assurance system is growingly obvious, and the essential demands of quality assurance and improvement of education quality are gradually drifting apart. Quality culture in higher education is put forward on the basis of reflection and criticism of the existing quality assurance system. As a practice mode with value orientation, quality culture construction pays attention to the shaping of quality values and emphasizes the importance of respect, trust, communication, and coordination among different stakeholders. It is believed that only by establishing feasible quality objectives, improving quality management, putting into quality actions, paying attention to quality evaluation and other ways, and understand one’s own strengths and weaknesses, can an organization atmosphere of continuous improvement be established.
  • Research and Exploration
    Meritocracy Disorientation and Rethinking of Higher Education in the World of Work Perspective
    YANG Zhaomin; XIONG Huajun
    2024, 40(01): 102-108. https://doi.org/10.16298/j.cnki.1004-3667.2024.01.14
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    Meritocracy pursues the primacy of meritocracy, and its logic of competition, efficiency, control and exchange breeds many pitfalls, creates winners and losers dichotomies, and reinforces the instrumental connection between the world of work and higher education. The work ethic and aesthetics of the world of work have in turn exacerbated the pervasiveness of meritocracy, which in turn has triggered a crises of meritocracy disorientation in higher education. Under the coercion of meritocracy, higher education has been instrumentalized in the world of work, becoming a kind of competitive capital, giving rise to such paradoxes as “learning for work” and “professionalism as work”, breaking the myth which allows students to obtain decent and satisfactory jobs through meritocracy, and giving rise to the alienated role and function of the university as an arbiter of opportunities and a classification machine, which has highlighted the “significance” of the university diploma as a functional “identification”. To get out the disorientation, firstly, we should break the shackles of “instrumentalization” and clarify the mission of higher education from its origin. Secondly, we should identify the shackles of “meritocracy” and rethink the significance and value of education and work in transcending meritocracy. Finally, we should get rid of the dilemma of “alienation”, promote the resonance between the world of work and higher education, and return to the pursuit of a better life.