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Educational Research

Educational Research is a monthly academic periodical on educational theory published by the National Institute of Education Sciences (NIES). Since its foundation in 1979, Educational Research has played a leading role in disseminating knowledge of educational policies of the Communist Party of China (CPC) and the Ministry of Education, and has provided theoretical support and underpinning for China’s educational reform and development. Educational Research offers deep insight into educational theory, advocates academic innovation and pays close attention to and focuses on key educational issues. The journal functions as a platform for significant academic discussion and numerous high-quality articles on educational theory have been published. Over the past 35 years, Educational Research has maintained and aimed for the highest standards in publishing academic papers. As a prestigious periodical, Educational Research has won a number of important prizes and is listed among the top-ranking of educational journals in China.

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EDUCATIONAL RESEARCH
Volume 36 Number 6 June 2015


The Anthropology Paradigm of Educational Research and Its Improvement…Sun Jieyuan
Discourse Practice of Educational Theory:A Path to Educational Practice…Yu Qingchen
Performance Evaluation on Higher Education Institutions: The Theoretical Thoughts about Practice…Zhang Nanxing, Wang Chunchun & Jiang Zhaohui
Data-intensive Evaluation: Concept, Methodology and Prospect in Higher Education Monitoring Evaluation…Wang Zhanjun, Qiao Weifeng & Li Jiangbo
On the Elements of School and Academic Progress of Higher Education Institutions…Huang Mingdong, Chen Mengqian & Liu Bowen
Emergence of Newly Inter-discipline Direction in Research-oriented Universities…Zhu Ling, Xue Ping & Mei Jingyao
System Design on After-school Care of Primary School Students in the Governance View…Wu Kaijun & Meng Weiqing
The Basic Concepts and Construction Strategies of Positive Vocational Education Paradigm…Cui Jinggui
On the Construction of Modern Vocational and Technical Education System under the Perspective of Grand Vocational Education…Chen Peng & Pang Xueguang
On the New Progress and Trends of Adult Education Research…Sun Lixin & Le Chuanyong Investigation and Analysis of the Learning Strategies of Primary and Secondary School Students…Ma Zhengyu & Zhang Jiajun
On Transformation of Instructional Modes under the Background of Informationization…Kang Shumin
The Effect of Identity Confusion and Problematic Internet Use on the Life Meaning of Undergraduates…Ye Yinghua
Educational Life History: The New Research Vision of Educational History…Zhou Hongyu
Heterogeneity, Education Development and National Innovation Ability…Wang Su & Pu Xiaosong
An Empirical Research on Student Satisfaction of Higher Education Institutions in Pakistan …Shi Qiuheng & Gulzar Ali Shah Bukhari
The Operation Mechanism of University Basic Academic Organization:Foreign Modes and Experiences…Tang Zhi & Li Xiaonian
Analysis of Training Ability in County-level Training Schools under the Background of Whole Stuff Training…Wu Huiqiang
Constructing Public Service Platform of Network of University-enterprise Cooperation in Vocational Education…Hu Jianda

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The Anthropology Paradigm of Educational Research and Its Improvement
  Sun Jieyuan

 
  Abstract: Currently, anthropology paradigm has gradually become an important option in educational research, which has formed the contrast with that of the grand theory in scholar's study in methodology. In the characteristics of connotation, anthropology paradigm takes "other's?vision"and "from others to oneself " as the core, through starting from the "filed", many forms of methods have been derived. However, faced with the complexity and development of educational research, anthropology paradigm shows a certain limitations. Improving the situation, we should follow the countermeasures as follows: to improve the correction of anthropology paradigm in macroscopic level, to rethink the traditional "field" and reconstruct its sense of direction and history, to integrate the meaning of profession and non-profession in field work, to develop "relationship case study" and micro analysis, and to pursue "big positivism" paradigm.Key words: educational research, anthropology paradigm, field
Author: Sun Jieyuan, Ph.D., Director, professor and doctoral supervisor of School
of Education, Guangxi Normal University (Guilin 541004)

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EDUCATIONAL RESEARCH
Volume 36 Number 7 July 2015

 

Educational Justice in the Discourse of Marx's Critical Social Justice Theory…Shu Zhiding
Research on Conditions of Bringing One-year Pre-school Education into Compulsory Education System…Liu Yan, Kang Jianqin & Tu Yue
On the Influencing Factors of Preschool Education Development in Developed Regions…Ye Pingzhi & Zhang Caiyun
On the Transformation and Development of Entrepreneurship Education in Colleges and Universities in the Era of Group Innovation…Huang Zhaoxin,Zhao Guojing & Tang Wenjie
Inspection into the Dislocation Problems of Academic Ability Cultivation in the Professional Degree Education…Ma Jiansheng & Chen Yue
The Internal Logic between Academic Production Prosperity in Quantity and Academic System in Colleges and Universities…Yang Guangqin
The Theoretical Basis and System Guarantee for the Reform of University Academic Credit System…Yan Weilong & Wu Mingzhong
Study on the Relationship between School Value Added Performance and Teachers'Professional Development…Sally M. Thomas[UK], Wen-Jung Peng & Jianzhong Li
On Consistency and Stability of Schools' Added Value…Peng Pai, Hu Yongmei & Eckhard Klieme[GER]Community Logic of Teachers' Ethics Development…Luo Shengquan & Liu Zhihui
Time Dilemma and Reconstruction of Teachers' Self-identity in the Transformation of Education…Cai Chenmei
An Investigation and Research on Rural Teachers' Professional Development Situation in the Process of New Urbanization…Li Sen & Cui Youxing
The Processing Stages of Knowledge and Teaching Conditions…Huang Mei & Huang Xiting On Pedagogical Implications of Dewey's Theory of Art…Jiang Xiao
Hot Topics and Development Trends Involving Researches on Student Learning on?an International Scale since 21st Century…Pan Li & Qiu Song
New Measures of Quality Assurance System Reform in German Pre-service Teacher Education …Yu Zhe & Qu Tiehua
Research on the Collaborative Innovation Mechanism of Local Universities Personnel Training …Zhang Baoge
Educational Science Research and Professional Development of Primary and Secondary Middle School Teachers…Li Jianhui

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Educational Justice in the Discourse of Marx's Critical Social Justice Theory
  Shu Zhiding


  Abstract: What kind of educational justice we strive for depends on how we explain the educational justice. Marx's theory on critical social justice offers us a new way to explain the educational justice. Marx never denies the discussion on justice. He just criticizes the views of justice explained from human rights or legal rights. Taking a historical materialism, he regards knowledge of the social world as the prerequisite to understand justice; at the same time, the elimination of alienation and the free development for all, are seen as the aim of justice. To re-understand Marx's theory on critical social justice aims to correctly grasp the thinking way of Marx's dealing with justice. From such a perspective, the understanding of educational justice should be based on the development of human beings, and the free development for all should be sought after in a desirable educational system. The implications of Marx's theory on critical social justice are very meaningful to Chinese educational reform.
  Key words: Marx's educational thought, justice, educational justice
  Author: Shu Zhiding, Ph.D., distinguished professor and doctoral supervisor of School of Teacher Education, Huzhou Normal University (Huzhou 313000)

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EDUCATIONAL RESEARCH
Volume 36 Number 8 August 2015



What Is the Normative Argumentation in Education Research…Jin Shenghong
Value Education and Practice in Organizing and Managing Behavior in Classroom…Gao Jie
Diploma Effects under the Interaction between Labor Market Segmentation and Family Capital…Shen Hong & Zhang Qinggen
Occupational Power and Family Education Expenditure…Ding Xiaohao & Weng Qiuyi Research on Management Performance Evaluation of College Student Aid in China …Qu Shaowei, Fan Xiaoting & Qu Yinjiao
Research on the Innovation Method of Chinese University Property Right System…Wu Yunyong
Multidimensional Analysis of Gender Gap on the Access to Higher Education…Wang Weiyi & Li Jie
The Effect of MOOCs on Teaching Reform in College: Value and Limitation…Liu Jiliang & Wang Hongxi
Policy Evaluation of Urban and Rural Balanced Allocation of Compulsory Education Teaching Staff…Xue Eryong & Li Tingzhou
Problems and Countermeasures on the Exchange and Work Shift Policy Implementation of Schoolmasters and Teachers in the Western Areas…Si Xiaohong & Yang Lingping
Survey and Analysis of the Issues of Integrating into Urban Education for Migrant Children …Zhuang Xizhen & Li Zheng
New College Entrance Examination Reform Promotes the Upgrade of Education…Zhou Haitao & Jing Anlei
Educational Technology: Hot Research Issues and Deep Reflections…Xiong Caiping & Wang Xuejun
Research on the Integration of Teacher Education in Curricula and Teaching Staff (Written Conversation)…Chen Shijian[et al]

On School Mental Health Service and Its System Construction…Yu Guoliang & Hou Ruihe The Influence of Fathers' Occupation and Education Background on the Well-being of Students in the Stage of Primary and Secondary Education…Ge Mingrong
The Institutional Evolution of University's Dominant Position in American National Innovation System…Wang Zhiqiang, Zhuo Zelin & Jiang Yazhou
On Orientation, Development Characteristics and Cultivation of Discipline Construction in Elementary Education Colleges…Wang Zhiqiu

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 What Is the Normative Argumentation in Education Research
  Jin Shenghong


  Abstract: Education practice is normative reality and should be inquired normatively. Empiricism in education research regards education only as a phenomenal, empirical-descriptive reality and emphasizes empirical research as the fundamental methodology. This results in the neglect of the normative issues and overlooks the valuation and values studies. Education researches include inquiries of issues about the norms, regulations, principles, aims, ideals, ought-to-forms and so on. All of normative issues, questions and problems can only be argued, justified and answered by normative argumentation which does not aim to explain the facts and phenomena. Normative inquiry aims to justify the "ought-to" education and to find the rational truth about education. It provides inevitable knowledge. The justified knowledge of the educational principles, ideals and ought-to-forms, aims is also true, right, sound and worth of practising. They are not only the norms and criterions to evaluate the ideas, opinions, institutions, regulations and actions which actually exist in education phenomena, but also constitute the missions, obligations and responsibilities which call for the agents to put them into education practice. We cannot undertake education practice without the justified norms, principles, aims and ideals which we know through normative inquiries.
  Key words: education practice, normativity, normative justification, normative expressions
  Author: Jin Shenghong, Ph.D., professor of College of Education, Zhejiang Normal University (Jinhua 321004)

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EDUCATIONAL RESEARCH
Volume 36 Number 9 September 2015



On the Historical Contributions and Far Reaching Enlightenments of Education on Anti-Japanese War…National Institute of Educational Sciences
On the Academic Characteristic and Practice of Education…Liu Xudong & Wu Yongsheng
Exploration on Key Competencies…Li Yi & Zhong Baichang
On the Nine Quality Problems of Education Research Projects…Liu Guihua & Meng Zhaohai
How Do the Core Values of Socialism Guide Moral Education Textbooks…Du Shizhong
The Cultural Approaches and Value Choices of School Moral Education from Multi-cultural Perspective…Liu Yannan
On Governing Strategy, Theoretical Strategy and Practical Strategy: The Decision-making Model of Educational Development Planning and Its Choice…Kang Cuiping
The Characteristics of Undergraduates' Learning Engagement of Chinese Research-oriented University…Lv Linhai & Zhang Hongxia
A New Approach to Evaluate College Student Learning Outcomes…Zhao Tingting[et al]
District Oriented School Running: Anticipations, Challenges and Countermeasures …Guo Dandan & Zheng Jinzhou
On the Construction of School Register Management of Primary and Secondary School Students and Its Informatization Exploration…Chen Dongsheng
The Function of Academic Degree System in Higher Vocational Education and Its Construction …Cui Yanqiang & Wu Yelin
Reflections on Issues of Integrating General Education with Vocational Education in Our High School and Policy Recommendations…Liu liqun
Problems and Countermeasures in the Construction of Teacher Management System…Chen Zhenhua
On the Generative Mechanism of Teaching Schools with Contemporary Chinese Characteristics…Su Jingchun
Research on the Development of School-based Curriculum on Integrated Education of Rural Immigrant Workers' Children…Wan Ronggen, Guo Liying & Huang Zhaoxin Academic Progress on Chinese History of Education in Recent Years…Lou Aofei, Bao Dandan & Yu Shusheng
The Essence of the Culture of Qualified Teachers in Ancient China…Chen Guisheng & Zhang Liyong
The Research on Social-emotional Learning and Its' Implication to Chinese Basic Education…Fan Chunlin
Re-orientation of Modernization of Normal Education in Russia: Direction and Measures…Du Yanyan
International Experience of the Adjustment of Governance Relationship between Government and University…Zhang Junhui

 

 

 

 

 

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