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    National Excellent K-12 Teachers Training Program
  • National Excellent K-12 Teachers Training Program
    Basic Education for Excellence: Exploration of Innovative Training Model for K-12 School Science Teachers in Shanghai Jiao Tong University
    DING Kuiling
    2024, 40(06): 1-5. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.01
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    Since the Chinese Economic Reform, China’s K-12 science education program has made notable progress. However, in the present landscape, several pressing challenges persist. These include a shortage of highly qualified science teachers, the imperative to enhance their professional competence, and the need for an improved training framework. To meet the needs of the professional development of science teachers in K12 schools, the Ministry of Education put forward the National Excellent K-12 Teachers Training Program (abbreviated as “National Excellence Program”), training high-quality future K-12 school teachers. The initiative is carefully designed to improve the education system, with a focus on enhancing science education. The “National Excellence Program” involves effectively utilizing the strong scientific research abilities and diverse interdisciplinary resources found in leading high-level comprehensive universities. It intends to train science teachers who will have strong passion in teaching, exceptional skills, and a solid grasp of science and technology. Responding to the imperative need, Shanghai Jiao Tong University established its own College of Education, consistently placing science education at the forefront and consistently pioneering innovative approaches to cultivate future science scholars. This article provided some valuable practical insights, serving as an important foundation for fostering innovative scientific and technological innovation talents in our country.
  • National Excellent K-12 Teachers Training Program
    “National Excellence Program”: Exploring New Paths for the Independent Cultivation of Top-Notch Innovation Talents
    DU Jiangfeng
    2024, 40(06): 6-9. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.02
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    In the new era of advancing high-level scientific and technological self-reliance, the independent cultivation of top-notch innovation talents has put forward new requirements for the teacher education system. The National Excellent K-12 Teachers Training Program (abbreviated as “National Excellence Program”) aims to consolidate the foundation for cultivating top-notch innovation talents by promoting the training of graduate-level science teachers at high-level universities, reflecting the policy’s role in filling the gap in science teacher education and optimizing the structure of teacher education policies. It breaks away from the path dependence of traditional normal education systems and promotes the joint construction of high-quality science teachers by high-level universities in collaboration with primary and secondary schools. The plan directly addresses the prominent structural contradictions in the primary and secondary school science teachers and leverages the advantages of world-class universities with Chinese characteristics in cultivating students in science and engineering. Zhejiang University, based on its traditional strengths of being a comprehensive, research-oriented, and innovative institution, creates a first-class base for cultivating outstanding science teachers by making effort on three levels: the overall plan, specific programs, and individual points. The university explores a “Science/Engineering + Education” training program and implements a new model for the independent cultivation of excellent science teachers, characterized by “project-based organization, comprehensive training, and full-chain collaboration”.
  • National Excellent K-12 Teachers Training Program
    Exploration and Practice of High-Level Universities Leading the Era of Change in the Teaching Staff of Primary and Secondary Schools
    ZHANG Jun1,2
    2024, 40(06): 10-13. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.03
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    Over the past decade in the new era, remarkable achievements have been made in the construction of the teaching staff and student cultivation in primary and secondary schools in China. However, there are still issues such as insufficient supply of high-quality teachers, deficiencies in the “early cultivation” of top-notch innovation talents, and the urgent need to strengthen the integrated cultivation system for cultivating top-notch innovation talents from primary through higher education. The implementation of the “National Excellence Program” holds significant value in transcending boundaries and adhering to educational principles in talent cultivation; it revolutionizes traditional pathways in talent development and reshapes programs to optimize the talent cultivation system in primary and secondary schools. High-level universities should leverage their unique advantages and courageously assume the mission and responsibilities of the “National Excellence Program”, primarily focusing on the following four areas: forging ideological power, cultivating a fertile ground for students’ ideals and beliefs, and creating a value-oriented ecosystem; forging intellectual power, enriching students’ interdisciplinary foundation, and creating a disciplinary incubation ecosystem; forging leadership power, enhancing innovative and practical capabilities, and creating an innovative cultural ecosystem; forging action power, inspiring students’ potential for joy and aptitude in teaching, and creating a supportive policy ecosystem.
  • National Excellent K-12 Teachers Training Program
    “National Excellence Program”: Implication of The Times, Strategic Objectives and Innovative Initiatives
    LIU Yichun1,2
    2024, 40(06): 14-17,25. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.04
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    National Excellent K-12 Teachers Training Program (abbreviated as “National Excellence Program”) is the major strategic project to consolidate independent training basis of top-notch innovation talents in new era, promote the reform and breakthrough of teacher workforce development, and support the construction of a leading country in education, a leading country in science and technology and a leading country in talents. In the “National Excellence Program”, the innovative selection method, cultivation method, recruitment method of postgraduates are proposed creatively to cultivate postgraduates based on the selection standard of happy teaching and optimal teaching, and the service tracking guarantee. The program is of strategic significance and the value of the times in intensifying the Communist Party’s leadership to teacher education, consolidating the foundation of building a leading country in education, and optimizing the education system of teachers with Chinese characteristics.
    • The Independent Knowledge System of Chinese Higher Education
  • The Independent Knowledge System of Chinese Higher Education
    Ten Questions of Constructing an Independent Knowledge System of Higher Education
    ZHANG Wei1,2
    2024, 40(06): 18-25. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.05
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    To construct an independent knowledge system of higher education, it should adhere to the central task of high-level personnel training, accurate grasp and follow the logic and value orientation of the division of different types of disciplines, expand constantly the research content combined with the reality of higher education, improve problem-based and multi-disciplinary research paradigms, define scientifically the boundary of the discipline, promote interdisciplinary and integration, accelerate the development of graduate education for professional degree, deepen the reform and innovation, carry out objectively a comparison between Chinese and American graduate students in education discipline, highlight the Chinese characteristics, so as to build the Chinese research paradigm, discourse system, and discipline system of higher education, and to make greater contributions for speeding up the construction of a leading country in education, science and technology, and talent.
  • The Independent Knowledge System of Chinese Higher Education
    What Kind of Higher Education Studies do We Require
    XUAN Yong1,2,3
    2024, 40(06): 26-34. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.06
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    Higher education studies represent a crucial cornerstone in the development of an independent knowledge system within the realm of Chinese philosophy and social sciences. Although the framework of higher education studies has been established, its explanatory power is currently insufficient and requires enhancement. Despite the proliferation of research in higher education, there is a notable lack of practical guidance, requiring refinement and consolidation. Despite its preeminent status in education, higher education lacks theoretical innovation and urgently calls for independent construction. The future construction of an independent knowledge system in higher education studies should prioritize the development of three major systems: disciplinary, academic, and discourse. The construction of the disciplinary system in higher education studies should emphasize autonomy, while the academic system should emphasize collaboration, and the discourse system should emphasize integration. Three major sources of importance for an independent knowledge system in higher education are identified: awareness derived from regular practices in higher education activities, truth consensus from government policy supply, and innovative systematic knowledge synthesized by scholars. Finally, we propose establishing a triple-helix model of knowledge production in the discipline of higher education studies, consisting of practitioners in higher education activities, policymakers in higher education, and researchers in higher education theory.
    • The Learning and Development of Undergraduates
  • The Learning and Development of Undergraduates
    Open Honors Courses: Who are Taking and Who are Persisting in
    FAN Huihui1,2; Qi Yantong2; NIU Xinchun2
    2024, 40(06): 35-42. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.07
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    The open honors program is an important mode of talent development in China, but empirical evaluation of its effectiveness is lacking. Using data from a “Double First-Class” construction university, we analyze the academic performance, personality traits, life goals of honors students and the feasibility of identifying honors students at the time of admission. We find that, firstly, honors students excelled in winning science competition awards during high school, performed significantly better in college, and scored higher in emotional stability. Secondly, the life goals of honors students feature the following keywords: self-disciplined, competent, brave, and socially responsible, breakthrough spirit; those persisting and finishing the honors program study were particularly so. Thirdly, it is almost impossible to identify honors students at the time of admission. Our findings show that the honors program has attracted a group of students with outstanding academic performance, good resilience to pressure, and live a brave life as their life goal. Therefore, the open honors program is an effective mode of talent development among students in Chinese “Double First-Class” construction universities.
  • The Learning and Development of Undergraduates
    Learn to be Moral: An Empirical Analysis of the Relationship Between Undergraduates’ Potential Profile of Learning Engagement and Responsible Decision-Making
    CHEN Zhaojun1,2; YE Zhengfei1,3; GUO Jianpeng1
    2024, 40(06): 43-50. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.08
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    Responsible Decision-Making (RDM), as the key sub-skill of social-emotional competence, is beneficial for undergraduates’ enhancing moral responsibility and making constructive choices. Learning engagement is an important predictor of students’ competence development, so that by exploring the relationship between different learning engagement types and RDM, the practice approach will be established for universities to foster virtue through education. This study took 70 678 undergraduates from 101 universities as research objects, and adopted the latent profile analysis technique to explore undergraduates’ types of learning engagement, and the prediction of these learning engagement types on RDM. Results indicated undergraduates’ learning engagement was clustered as five kinds of student groups respectively characterized by “sparing no effort”, “relatively making some even efforts”, “interacting little with teachers”, “learning passively”, and “being disengaged”. These five profile groups showed significantly differences in RDM scores. By comparison, students sparing no effort performed the best RDM, and next were students relatively making some even efforts or interacting little with teachers, while students learning passively or being disengaged did worst. It is suggested that universities establish the better environment and atmosphere for undergraduates’ making responsible decisions, strengthen their degree of learning engagement and sense of responsibility, and lead them into making more thorough and rational decisions.
    • Education Rule of Law
  • Education Rule of Law
    Systematic Integration of the Basic Principles of Education Law from the Perspective of Code’s Codification
    WAN Qianhui; GONG Xianghe
    2024, 40(06): 51-59. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.09
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    The compilation style of the general formula of the education code requires giving full play to the “common factor formula” function of the basic principle in the general rules. However, there are three contradictions in the refining and interpretation of the basic principles of the current education law, and they are progressive step by step. They are respectively: the contradiction between the singleness of source and the complexity of nature, the contradiction between the thinking mode of domain law and the requirement of content independence of legal principles, and the contradiction between social responsiveness and elements coordination. We should take the nature orientation of “education law is departmental administrative law” and the basic attributes of legal principles as the theoretical premise, and at the same time respect the protection of citizens’ right to education and the development of socialist education as two parallel main lines of value. Then, we should take the educational attribute, normative attribute and collaborative attribute as standards to integrate the basic principles and determine the basic principles of education law according to the two main values of the Constitution in the field of education. Finally, we should consider the corresponding problems of normative structure, code nature and system guarantee with a kind of integrated thinking.
    • Research and Exploration
  • Research and Exploration
    Prediction of Supply and Demand of Higher Education Students and Crisis Warning from 2024 to 2050 Under the Trend of Birthrate Decline: Analysis Based on the Data of China’s Seventh National Population Census
    HE Zubin; GUO Caiqing
    2024, 40(06): 60-68. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.10
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    Under the trend of birthrate decline, using queue factor population prediction method and constructing ARIMA time series model, three fertility plans of low, medium, and high are set to predict the supply and demand scale and gap situation of higher education students in China from 2024 to 2050. Research has found that the supply of higher education students exceeded demand between 2024 and 2037, forming a demand gap that sharply decreased from 5.1466 million to 169.8 thousand people; Between 2038 and 2050, there will be a trend of oversupply, resulting in a supply gap that has expanded from 2.7402 million to 11.7185 million, 9.9678 million, and 8.2169 million, respectively. This indicates a historic turning point in the number of students around 2038, which may trigger a crisis in the quantity and quality of students, and create an imbalance in the higher education ecosystem. In this regard, multiple measures should be taken simultaneously to vigorously boost the social fertility level, continuously enhance the supply capacity of students, establish a monitoring and crisis warning mechanism for students, promote the adaptation of enrollment scale and ecological carrying capacity, and achieve a higher level of dynamic balance between the supply and demand of higher education students.
    • Academic Degree and Graduate Education
  • Academic Degree and Graduate Education
    The Influence of Interdisciplinary Dissertation Research on Delayed Graduation for Doctoral Students: Analysis Based on the National Survey of Doctoral Graduates
    XIE Xin1; XU Dandong2
    2024, 40(06): 69-76. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.11
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    Interdisciplinary dissertations are an important way for promoting interdisciplinary academic training of doctoral students, but interdisciplinary research generally has the characteristics of high challenge and long cycle. Doctoral students conducting interdisciplinary dissertation research may face higher risks of delayed graduation. Based on the analysis of data from 2022 National Survey of Doctoral Graduates, it found that interdisciplinary dissertation research brings more pressure and require more time cost to doctoral students, and have a significant positive effect on their probability of delayed graduation. In terms of heterogeneity of the effect, interdisciplinary dissertation research is more likely to increase the risk of delayed graduation for doctoral students in natural science or with single disciplinary backgrounds. Based on this, it is recommended to provide the total process and multi-dimensional support for interdisciplinary doctoral dissertations. By providing delayed project funding and flexible school system, it aims to assist reasonably delayed doctoral students in completing high-level, long-term interdisciplinary research. And we should focus on supporting interdisciplinary research for natural science doctoral students and actively recruit students with interdisciplinary educational backgrounds.
  • Academic Degree and Graduate Education
    The Domestic and International Experiences in Building a Psychological Support System for Graduate Students and the Path in China
    DENG Lifang; CHEN Lulu; WANG Shuyi
    2024, 40(06): 77-84. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.12
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    Solving the mental health problems of graduate students requires not only addressing the issues themselves, but also understanding the underlying demands. The establishment of a psychological support system for graduate students is an inevitable choice to improve the quality of graduate education. By combining in-depth interviews, questionnaire surveys, and comparative analysis, we gain insights into the actual state of graduate students mental support systems, drawing from both current realities and international practical experiences. The interview results indicate that the psychological support system for graduate students in China should include three core elements: developmental support, preventive support, and intervention support. The questionnaire survey shows that graduate students are generally satisfied with developmental and intervention support, but the satisfaction rate for preventive support is relatively low. Comparative analysis reveals that guidance through legal/normative documents, a sound organization for psychological support for graduate students, a well-equipped and strong team of professionals, and increased investment in psychological support for graduate students are the main experiences of psychological support for graduate students domestically and abroad. To optimize the system, there should be a shift from a “treatment-focused, prevention-neglected” approach to a “development-first, prevention-emphasized, and treatment-optimized” strategy, with a precise implementation plan and clear roles for all stakeholders.
    • Comparative Education
  • Comparative Education
    The Evolution, Patterns, and Implications of the Internal Joint Appointment System for Faculty in American Universities in the Interdisciplinary Perspective
    XIANG Bowen1; CHU Zuwang2
    2024, 40(06): 85-92. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.13
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    In the interdisciplinary perspective, numerous universities in America have begun to implement new models for faculty recruitment and evaluation, with the internal joint appointment system for university faculty emerging as a significant initiative to drive interdisciplinary research and education in America’s higher education institutions. Originating from the mid-20th century, the internal joint appointment system for university faculty in America has undergone three stages: initial exploration, accelerated development, and gradual maturity, resulting in the formation of three organizational models: “D+D” “D+I” and “I+I”. This system has been constructed from three dimensions: selection and appointment, support and incentives, and assessment and evaluation. While the internal joint appointment system for university faculty in America has achieved commendable practical results in enhancing talent cultivation quality, promoting high-level interdisciplinary research outcomes, and increasing operational efficiency, challenges such as the lack of specific and effective performance evaluation standards and the need for improved synergy efficiency still exist. Drawing lessons from the beneficial experiences of American universities, it is imperative to refine the internal joint appointment system for university faculty in China, thereby encouraging more outstanding teachers to engage in interdisciplinary research and education activities.
    • Vocational Education
  • Vocational Education
    Mechanism of Vocational College Students’ Intention to Return Hometown for Employment: Perspective of Instrumental Rationality and Value Rationality
    JU Shaowei; CAI Meng
    2024, 40(06): 93-100. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.14
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    The return of vocational college students to their hometown for employment is of great significance to realize the revitalization of rural talents and rural industries. This paper explains the mechanism of vocational college students’ intention to return hometown for employment from the perspectives of instrumental rationality and value rationality. Through the empirical analysis of 29 529 nationwide samples obtained in 2022, it was found that the rustic feeling positively affects their intention to return hometown for employment, and the sense of urban integration plays a part of mediating role; family endowment negatively affects their intention to return hometown for employment through the partial intermediary of individual social capital and human capital; the effect of returning policy perception positively moderates the influence of rustic feeling on their intention to return hometown for employment. In light of this, local governments should establish precise channels for disseminating returning policies, leveraging the ties of rustic feeling to facilitate the return of vocational talent; vocational education authorities pilot a targeted enrollment of returning hometown for employment, guiding the adaptation of disciplines relevant to rural industries; vocational colleges enhance job assistance for students from underprivileged backgrounds, advancing rural practice and urban job-seeking support; vocational college students endeavor to fortify their individual capital and actively acquaint themselves with returning policies to cultivate rustic feelings.
  • Vocational Education
    Learning Characteristics of Higher Vocational College Students: A Latent Profile Analysis Based on the Learning Activities
    MA Xinyue1; SHI Weiping2
    2024, 40(06): 101-108. https://doi.org/10.16298/j.cnki.1004-3667.2024.06.15
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    Grasping the characteristics of students’ differences is an important entry point for the high-quality development of vocational education, and it is the prerequisite and foundation for educational and teaching reforms. Based on Biggs’ “3P” teaching-learning model, we construct a framework for analyzing higher vocational students’ learning activities and differentiate student groups. Through the Latent Profile Analysis (LPA), the higher vocational education students were categorized into five types based on the characteristics of their learning activities: learning indifference, collaborative promotion, inefficient learning, balanced development and twice the effort with half the effort. Higher vocational education students are predominantly inefficient learning. Different types of students have their own distribution of demographic variables, which proves the value of exploring the learning characteristics and differences of higher vocational students through categorization. According to the learning characteristics of different types of higher vocational students, higher vocational colleges and teachers should accurately study the types of students and provide differentiated learning support; grasp the attributes of the types of students and construct differentiated teaching programs; and implement accurate targeted teaching strategies based on the stage-specific characteristics of students.