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    Digitalization of Higher Education
  • Digitalization of Higher Education
    Improving Learning Society in Digital Age by Overall Planning Three Kinds of Education
    ZHANG Wei1,2
    2024, 40(02): 1-7. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.01
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    Building a learning society in the digital age, it is necessary to overall plan the collaborative innovation among vocational education, higher education, and continuing education. China has entered the stage of universal access to higher education, according to the requirement of building a learning society, such as the proportion of higher vocational education in vocational one needing to be increased; vocational continuing education insisting on equally emphasizing on vocational college education, vocational skills training, and interest courses; and higher continuing education actively deepening educational and teaching reform. On the bases of overall planning three kinds of education coordination, it should enhance the innovative ability by digitizing education, deepen the collaborative innovation between different education by digital technology innovation, and strengthen lifelong learning, lifelong education to promote the construction of a learning society.
  • Digitalization of Higher Education
    Research on the Generation Path of Digital Competence for Engineering Undergraduates: Configuration Analysis of Manufacturing Majors in Research Universities Based on fsQCA
    TAO Jinhu1; QIE Haixia2; WANG Shibin2
    2024, 40(02): 8-15. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.02
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    The key to enhancing the core competitiveness of engineering talents is to possess high-level digital competence. Guided by self-determination theory, person-environment fit theory, and based on fsQCA model, the digital competence generation pathway of 1801 students was analyzed. The results show that high-level digital competence includes four generative pathways: “role pressure-individual participation, job requirements-resource support, compound conditional collaboration, and self-induced driving”, while low-level digital competence includes three generative pathways: “pressure avoidance-self conflict, pressure constraint-resource inhibition, and sensory desensitization-passive adaptation”. Tool resources or teacher requirements is the key to the high-level development of digital competence. The imbalance of internal and external key factors drives the low-level digital competence. The diversified configuration promotes multiple personalized management mode, and the core of digital competence dynamic transformation is to enhance strengths and supplement weaknesses. It is necessary to generate paths based on individual digital competence, ensure the supply of core elements, balance the construction of internal and external key factors, and effectively provide diverse development channels.
    • Cultivating Top-Notch Innovative Talents
  • Cultivating Top-Notch Innovative Talents
    Exploring the Impact on Academic Aspirations of Top-Notch Undergraduate Students in Basic Disciplines: Insights from Grounded Theory
    LIU Junnan1; YANG Jie2; SHEN Yueqing1
    2024, 40(02): 16-23. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.03
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    Under the context of National Pilot Program for Cultivating Top-notch Talent in basic disciplines 2.0, stimulating the far-reaching academic aspirations of “top-notch students” is one of the core objectives of China’s elite talent cultivation. Qualitative research based on grounded theory is conducive to an in-depth study of the factors influencing the development of academic aspiration among “top-notch students” and their mechanisms of action. Through in-depth interviews and data analysis of 15 “top-notch students” from S University, it was found that the academic aspirations of “top-notch students” include educational aspiration and academic career aspiration, which are influenced by four core elements: academic interest, self-efficacy, outcome expectation, and environmental perception. These elements interact with each other, constructing a complex mechanism of influence.
  • Cultivating Top-Notch Innovative Talents
    Concept of Cultivating Top Innovative Talents in the Age of Digital Intelligence: Based on the Perspective of Quantum Management Theory
    HE Weizi1,2; YI Hongjun2
    2024, 40(02): 24-31. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.04
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    The innovation and iteration of digital intelligence technology need the support of top innovative talents, and the cultivation of top innovative talents should be adapted to the development and requirements of the digital intelligence era. The cultivation of top innovative talents in the era of digital intelligence under the threshold of quantum management needs to harmonize three relationships: the intrinsic attributes and extrinsic requirements of the quality of talents, the objectivity and constructiveness of the management mode, and the divergence and compatibility of the management ideas. The integration of digital intelligence technology supply and quantum management theory is the practical way of cultivating top innovative talents. The specific performance is as follows: aiming at the cultivation goal of “quantum self and digital intelligence citizen”, forging the cultivation structure of “quantum organization and digital intelligence regulation”, shaping the cultivation ecology of “quantum system and digital intelligence system”, and creating the cultivation community of “quantum society and digital intelligence space”. In the practice of cultivating top innovative talents, institutions of higher education should not only recognize the constructive responsibility of the quantum management paradigm, but also respect the objective facts of the scientific management paradigm, so as to reach the binary unity of quantum management and scientific management.
    • College Entrance Examination Reform
  • College Entrance Examination Reform
    Whether Strengthening Career Planning Guidance Can Improve the Match Degree of the Subjects Choice of New College Entrance Examination: Based on the Empirical Analysis of the Survey of Beijing Students
    XIAO Lihong1; XUE Haiping2
    2024, 40(02): 32-39. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.05
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    The match degree of the subjects choice in college entrance examination is not only related to students’ higher education attainment but also to the development of universities and faculties. This study collected data through interviews with stakeholders in college entrance examination subjects choice in Beijing and questionnaires completed by students to analyze the influence of career planning guidance on the match degree of the subjects choice of new college entrance examination, as well as the underlying mechanisms. The findings reveal that career planning guidance has a significant positive effect on students’ cognition of choosing subjects in college entrance examination. The cognition of choosing subjects has a significant positive effect on students’ match degree of subjects choice of college entrance examination. The cognition of choosing subjects has a complete mediating effect between career planning guidance and students’ match degree of subjects choice of college entrance examination. Parenting style has a positive moderating effect on the relationship between career planning guidance and students’ cognition of choosing subjects in the college entrance examination, while the place of residence does not have a moderating effect. Based on these findings, it is necessary to enhance the effectiveness of career planning guidance in order to improve students’ cognition level of choosing subjects, to attach importance to the construction of school soft resources and promote the school-family-community collaboration in student development, to advocate parents to adopt reasonable parenting methods and pay special attention to the guidance and help of non-urban parents.
  • College Entrance Examination Reform
    The Influencing Mechanism of Students’ Motivation of Selecting Subjects During the New College Entrance Examination on Satisfaction with Their Majors in College
    YUAN Dan; FANG Mengmeng
    2024, 40(02): 40-46. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.06
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    The new round of college entrance examination (CEE) reform emphasizes the concept of “selective” education, which is directly reflected in the cancellation of the division of liberal arts and sciences and implementation of the subject selection examination system. Students’ motivation for subject selection is divided into interest type and strategic type under the new CEE reform. This paper attempts to construct a relationship model between students’ motivation for subject selection in high school and students’ professional commitment and professional satisfaction after entering college, and investigate the direct impact of these two motivations on professional satisfaction, as well as the mediating role of professional commitment between motivation and satisfaction. Through the empirical analysis of 1 273 survey samples of CEE students in Zhejiang Province, it was found that students have higher interest-based motivation in choosing subjects than a strategic-based motivation, and there are significant differences in gender and father’s educational background. Both motivations have a significant positive impact on professional satisfaction, and the impact of interest-based motivation is stronger; professional commitment plays a partial mediating role in the effect when interest-based motivation affects professional satisfaction, and a complete mediating effect when strategic-based motivation affects professional satisfaction. Moreover, the mediating role of emotional commitment is greater than that of economic commitment in the respective influence paths of the two motivations. The results indicate that students choosing subjects based on their interests is more conductive to their future professional learning in universities. Therefore, under the new CEE reform, it is more necessary to guide students to choose subjects from interest factors.
    • The Learning and Development of Undergraduates
  • The Learning and Development of Undergraduates
    Characteristics of College Students’ Sense of Curriculum Acquisition and Its Effect on Learning Engagement Under the Perspective of Typology
    LI Wenye1; XU Weiqin2
    2024, 40(02): 47-53. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.07
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    Based on the self-determination theory and the professional identity theory, this paper constructs a model of college students’ learning engagement, differentiates student groups according to the sense of curriculum acquisition, and analyzes the role of professional identity and learning motivation in different groups and their influencing mechanisms. The potential profile results show that students can be divided into “shallow strugglers”, “ordinary explorers” and “deep participants” according to the level of sense of curriculum acquisition. The results of the chain mediation model show that the learning engagement model in different groups presents different results. The “shallow strugglers” take the learning machine as the only motivation for learning engagement, while the “deep participants” have diversified sources of motivation for learning engagement. Based on this, curriculum design should pay attention to the needs of students, avoid the “expert blind spot effect”, and establish a diversified view of learning motivation, “match” professional identity with the sense of curriculum acquisition, and take the sense of curriculum acquisition as the fulcrum to achieve a positive change in students’ learning types.
  • The Learning and Development of Undergraduates
    How Do University Policies Regulate Undergraduate Major Selection: A Mixed Research Approach Based on Policy Texts from 38 High-Level Universities
    HUANG Ling; HAN Tingzhi
    2024, 40(02): 54-61. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.08
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    In the myriad of factors influencing undergraduate major selection, the regulatory effects of university policies have not been extensively investigated. Employing a mixed research methodology, this study, based on the analysis of 115 major selection policy texts from 38 high-level universities, conducted a survey with 1 160 participants. The findings reveal that university policies regulate undergraduate major selection behavior by defining procedures, scope, timing, opportunities, and restrictive conditions. The regulatory impact of university policy space on student major selection is realized through students’ perception of institutional policies. Therefore, universities should continue to refine major selection policies, primarily focusing on transfer policies, by expanding the range of major choices, simplifying selection procedures, reducing time and opportunity constraints, and lowering restrictive conditions. This expansion of policy space enhances students’ policy evaluation, identification, and perception, thereby strengthening their commitment and affiliation to chosen majors.
    • Teacher Education
  • Teacher Education
    Why do University Faculties Neglect Teaching: Based on the Analysis of University Teaching Policy Text
    XIAO Yu; LIU Zhentian
    2024, 40(02): 62-69. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.09
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    It is a common phenomenon that faculties neglect teaching. Based on the two-dimensional framework of policy tools and teaching elements, this study takes 170 teaching policies formulated by 49 “Double First-Class” construction universities and 121 common undergraduate universities during 2013—2023 as analysis objects to explore the policy logic formed by this phenomenon. This study finds that such policies are not conducive to stimulating faculties’ teaching enthusiasm and improving faculties’ teaching ability to a certain extent. From the perspective of policy tools, coercive tools predominate while incentive and construction tools are relatively low. From the perspective of teaching elements, teaching content and teaching evaluation account for a relatively small proportion, and teaching methods are more technical than humanistic. From the perspective of two-dimensional intersection, teaching evaluation lacks incentive tools, teaching content lacks organization building tools, and teaching methods lack capacity building tools. The disequilibrium of policy tools and teaching elements and the low cross matching between them will lead to the dilemma that faculties are unwilling to teach and unable to teach. In the future, the university policy formulation should increase the use of incentive policy tools, realize the supply of teaching policy tools in the whole process and improve the matching degree between policy tools and various elements of teaching activities.
  • Teacher Education
    Research on the Path and Strategy of High-Level University Teacher Education Under the Background of “National Excellence Plan”
    WENG Dengchao; LU Caichen
    2024, 40(02): 70-77. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.10
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    Teachers team plays a crucial role in the building a leading country in education. To enhance teachers team building, the Ministry of Education has initiated the “National Excellence Plan”, which involves high-level universities in cultivating high-quality educators for primary and secondary schools. However, during the implementation process, pilot universities encounter various challenges including enrollment selection, curriculum design, practice mode and so on. It is found that the high-level universities in the United States implement teacher education by adopting both purpose and ability examination of enrollment selection, setting up a diversified and flexible curriculum system with distinct priorities, designing a closed-loop practice model with progressive layers and building interdisciplinary and experienced faculty teams. Therefore, it is recommended that pilot universities participating in the “National Excellence Plan” should prioritize assessing applicants’ study objectives and abilities, enhance the systematization and flexibility of the curriculum system, developing an immersive field practice mode, and enhancing communication and collaboration among teachers to ensure the quality of new teacher education.
    • Academic Degree and Graduate Education
  • Academic Degree and Graduate Education
    Promoting or Hindering: The Relationship Between Person-Environment Fit and Doctoral Students’ Academic Creativity
    CAI Fen1; GAO Yao2; WANG Xia3
    2024, 40(02): 78-85. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.11
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    The concept of person-environment fit offers a novel perspective for understanding and optimizing the cultivation of academic creativity among doctoral students in China. An analysis of questionnaire data and interview materials from doctoral students revealed the following: Supplementary fit has a weak positive effect on self-assessed creative abilities and a negative effect on creative achievements, contradicting traditional assumptions of person-environment fit theory. This may reflect the unique context of doctoral training. Regarding demand-ability fit, the requirement for publishing papers positively influences creative achievements but does not affect self-assessed creativity, potentially exacerbating the “involution” in publication. The demands for innovative research methods and knowledge, as well as originality in dissertations, positively impact self-assessed creativity. Qualification exams and course task requirements lack a significant positive influence on academic creativity and are easily matched. In terms of supply-demand fit, financial support, research projects, and peer support positively affect academic creativity, yet the adequacy of financial support provision urgently needs improvement.
  • Academic Degree and Graduate Education
    How Knowledge Sharing Affects the Development of Scientific Research Innovation Ability of Academic Doctoral Students: A Chain Mediation Analysis Based on Learning Engagement and Research Efficacy
    ZHU Huawei
    2024, 40(02): 86-93. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.12
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    This study uses survey data from 2148 academic doctoral students in 39 “Double First-Class” universities to analyze the impact mechanism of knowledge sharing on the development of doctoral students’ research and innovation capabilities. Research has found that doctoral students have a high level of knowledge sharing, their learning engagement needs to be improved, their sense of scientific research efficiency is significantly insufficient, their developmental research innovation ability has slightly improved, and their task-based research innovation ability has slightly decreased. Knowledge sharing among doctoral students has a significant positive impact on learning engagement, research efficacy, and research innovation ability. Doctoral students’learning engagement has a partial mediating effect on the relationship between knowledge sharing and research innovation ability, while research efficacy has a complete mediating effect on the relationship between knowledge sharing and research innovation ability. Learning engagement and research efficacy have a chain mediating effect on the relationship between knowledge sharing and research innovation ability. In order to promote the development of doctoral students’ research and innovation capabilities, universities should attach importance to the value and role of doctoral knowledge sharing, and unblock knowledge dissemination channels; Create a good training environment and strengthen the investment of doctoral students in learning; Enhance doctoral students’ sense of scientific research efficiency.
    • Vocational Education
  • Vocational Education
    The Bottleneck Constraints and Practical Directions of Higher Vocational Education in Promoting Skills Transformation in China
    WEI Shumin; HE Zhen
    2024, 40(02): 94-100. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.13
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    Against the background of global technological change, economic transformation, and demographic change, the demand for skills is in a rapid dynamic change, and promoting skills transformation has become a highly concerned response measure of the international community. As an important carrier to realize the effective supply of skills, higher vocational education, in the process of promoting the transformation of skills in China, has the problems such as weak orientation on the goal of skill cultivation, insufficient adaptability in the process of skill cultivation, imbalance of fairness in the skill cultivation system, and lack of systematic evaluation of skill cultivation. Based on this, the practical approaches are proposed to promote skills transformation in higher vocational education: refining the goal of talent training and establishing a standard updating mechanism; Adjusting the professional teaching content to meet the needs of industrial development; Optimizing the allocation of educational resources and promoting equal educational opportunities; Strengthening the core position of skills and carrying out multiple systematic evaluation.
  • Vocational Education
    The Construction Logic and Development Pathway of Proof-of-Concept Centers in Vocational Colleges from the Perspective of Science-Education Integration
    WANG Junjie; LIN Ling
    2024, 40(02): 101-108. https://doi.org/10.16298/j.cnki.1004-3667.2024.02.14
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    Against the backdrop of the national emphasis on the integration of science and education, vocational education, closely aligned with industrial development and directly serving the economy, holds the potential for active participation in the transfer and transformation of scientific achievements and other social services. The construction of Proof of Concept Centers in vocational colleges is a key measure to promote this integration. This study comprehensively examines the background, essence, and functions of Proof of Concept Centers, investigates their specific implementation in various countries and regions, and analyzes the construction logic of these centers in vocational colleges from perspectives such as functional positioning, technology maturity requirements, service scope, and capital integration. Using the Proof of Concept Center at Shenzhen Institute of Information Technology as a primary case study, this paper proposes a developmental pathway for these centers in vocational colleges, aiming to provide innovative ideas for their high-quality development and support the effective implementation of science and education integration in the field of vocational education.