Educational Research in China: Articles from Educational Research

Contents
Scientific Problems and the Growth of Pedagogical Knowledge
	1 The History of a Discipline’s Development is the History of Knowledge Growth
	2 Focusing on Scientific Problems is the Key to Accelerating the Growth of Pedagogic Knowledge
	3 Focusing on Real Problems
	4 Exploring the Core Problems
	5 Refining Major Problems
	6 Expanding Interdisciplinary Problems
	7 Predicting Future Problems
	8 Other Discussions
	References
The Disciplinary Surveillance Over Students from Big Data-Based Measurement and Assessment in Education—A Philosophical Examination into the Instrumentalization of Education
	1 Forms of Data Control in Education
	2 Students’ Life Cannot Be Measured
	3 Non-Educational Feature of Education Assessment
	References
On Relations Between Education and Machines
	1 Pedagogy Needs to Face a New Theme
		1.1 The Influence of the Fourth Industrial Revolution
		1.2 Technological Changes Bring the Revolution in Philosophical Theories and Human Behaviors
		1.3 The Internet of Everything: Pedagogy Must Consider the Educational Reform Brought by AI Technologies
	2 Basic Points on Relations Between Education and Machines
		2.1 Machines Will Become Part of the Essence of Human and Social Development
		2.2 Machines as Tools and Carriers of Education Become the Educators and the Educated
		2.3 Educational Structure Needs to Continuously Adapt to the Transformation of Social Structure Based on the AI Technology Revolution
		2.4 School Becomes a New Type of Social Organization
		2.5 Machine Development and Educational Development Limit Each Other
	3 Pedagogy and Its Research Need Reform
		3.1 Advocating the Establishment of a New Education Development Concept
		3.2 Exploring an Information-Led Theoretical System of Pedagogy
		3.3 Establishing the “Artificial Intelligence + Education” Policy System
	References
On the Modern Educational Value of Conscience
	1 Issue Raised: The Challenge of Educational Modernity
	2 The Ontology of Conscience: Returning to the True Essence of Education
	3 Developing Virtue: Reshaping Educational Ethics
	4 Conscience as Ultimate Care: Finding Educational Beliefs
	References
History of Chinese Education Study in Forty 40 Years of Reform and Opening-Up—Based on Journal Articles and Doctoral Dissertations
	1 Journal Articles: From the Perspective of Number of Publications
	2 Journal Articles: From the Perspective of Research Theme
	3 Doctoral Dissertations: From the Perspective of Research Quantity and Research Theme
	4 Reflections on the Study of History of Chinese Education
	References
Understanding People’s Literacy Through a Connection to Their Activities: A Methodology to Grasp Students’ Literacy
	1 The Inherit Relationship Between People’s Literacy and Their Activities
	2 Understanding the Definition and Features of Literacy by Connecting with Activities
	3 Understanding the Structure of Literacy Based on Its Functions to Activities
	4 The Mechanism of the Development and Teaching of Students’ Literacy Based on Their Activities
	References
A National Empirical Study of Students’ and Parents’ Satisfaction with Basic Education
	1 Introduction
	2 Literature Review
	3 Research Design
		3.1 Theoretical Model
		3.2 Instruments
		3.3 Participants
		3.4 Data Analysis
	4 Results and Discussion
		4.1 Students’ and Parents’ Satisfaction and Influencing Factors
		4.2 Comparison with the 2015 Survey Results
		4.3 Most Satisfied Aspects and Least Dissatisfied Aspects
		4.4 Major Issues of Different Educational Stages
	5 Conclusion and Suggestions
		5.1 Optimize High-Quality Education Resource Supply to Boost Education Equity
		5.2 Deepen Basic Education Reform and Raise Education Quality
		5.3 Solve Major Education Problems to Boost Healthy Development of Education
	References
Theory and Practice of a Chinese Pre-primary Education Indicator System
	1 CIPP Evaluation Model and Development of the Pre-primary Education Indicator System
	2 Comparison of International Pre-primary Education Indicator Systems Using CIPP Evaluation Model
		2.1 Categories and Indicators of Education Background Dimension
		2.2 Categories and Indicators of Educational Input Dimension
		2.3 Categories and Indicators of Educational Process Dimension
		2.4 Categories and Indicators of Educational Product Dimension
	3 Theoretical Construct of the Chinese Pre-primary Education Indicator System Based on the CIPP Model
		3.1 Theoretical Construct of Pre-primary Education Development Background Indicators
		3.2 Theoretical Construct of Pre-primary Education Development Input Indicators
		3.3 Theoretical Construct of Pre-primary Education Development Process Indicators
		3.4 Theoretical Construct of Pre-primary Education Development Product Indicators
	4 The Applicability of the Theoretical Construct of the Chinese Pre-primary Education Indicator System
		4.1 Provide Value-Oriented Instrument Support for the Establishment of the Goal of the Pre-primary Education Development in China
		4.2 Provide a Structural Instrument for a Complete Understanding of the Current Situation of Pre-primary Education in China
		4.3 Provide a Methodological Instrument for the Scientific Supervision and Evaluation of Pre-primary Education in China
		4.4 Provide a Universal Instrument for International Exchanges and Cooperation in the Field of Pre-primary Education
	References
The Dual Economy Policy and the Dilemma of Vocational Education Development in China——From the Perspective of Economic Sociology
	1 The Support Relation Model Among Forms of Industry, The Modes of Economic Operation and Vocational Education
		1.1 Support Relation Between Forms of Industry and Vocational Education
		1.2 The Support of Economic Operation Modes for the Forms of Industry and Vocational Education
	2 The Duality of China\'s form of Industry and Mode of Economic Operation
		2.1 The Choice of Industry Form Featuring High-End Manufacturing
		2.2 The Incompatibility Between China\'s Forms of Industry and Its Modes of Economic Operation
	3 The Dilemma of Chinese Vocational Education Under Dual Economy Policy and Solutions
		3.1 Raising the Development Level of Vocational Education Under the New Form of Industry
		3.2 The Economic Root of China\'s Vocational Education Development Problem
		3.3 Repositioning of Enterprises’ Role is Key to the Solution of the Vocational Education Dilemma
	References
The Educational Value of the Body: A Perspective of Phenomenology
	1 From Phenomenology of Consciousness to Phenomenology of the Body
	2 The Value and Significance of the Body in Education and Teaching
	3 Education and Teaching Striding Towards Embodiment
	References
How to Promote Preschoolers’ Healthy Personality: An Empirical Study Based on a Field Experiment in Education Across China
	1 Introduction
	2 Research Methods
		2.1 Research Targets
		2.2 Research Tools
		2.3 Research Design and Procedures
	3 Research Result
		3.1 A Cultivation Program with Chinese Characteristic
		3.2 Game Program Can Effectively Promote Preschoolers’ Healthy Personality Development
	4 Discussion and Conclusion
		4.1 Clarifying the Appropriate Target System is the Basic Premise of the Cultivation Program
		4.2 Games Are the Best Carriers to Cultivate Preschoolers’ Healthy Personality
		4.3 It’s Vital to Develop a Cultivation Program with Chinese Cultural Characteristic
		4.4 Educational Field Experiment is an Effective Way to Cultivate Preschoolers’ Healthy Personality
	References
Does Education Expansion Affect the Returns to Education in Urban China?
	1 Introduction
	2 Educational Expansion and the Returns to Education in Developed and Developing Countries
	3 The Changes of Returns to Education in China
	4 Data, Variables and Methods
	5 Analysis and Results
		5.1 The Increase of Returns to Education
		5.2 Changes in the Macro Context: Educational Expansion and Wage Growth
		5.3 The Results of Hierarchical Linear Models
	6 Conclusions and Discussions
	References
The Impact of Artificial Intelligence on Skill Demands and Its Implications for Education Supply: An Empirical Study Based on the Routinization Hypothesis
	1 Introduction
		1.1 The Routine and Nonroutine Tasks of Professions
		1.2 The Trends in Skill Demand
	2 The Framework of Theoretical Analysis of the Influence of AI on Skill Requirements
	3 Research Design
		3.1 Data Sources
		3.2 Variables and Models
	4 Overall Changes in Skill Requirements
	5 Changes in the Economic Return of Skills
	6 Conclusions and Their Implications for Education Supply
	References
The Contributions of Education to the Green GDP
	1 Introduction
		1.1 Deficiencies of Traditional GDP Accounting
		1.2 Green GDP Being Put Forward
	2 Theoretical Background
		2.1 Economic Growth Model
		2.2 The Influence of Education on Economic Growth
		2.3 Studies on Green GDP
	3 Research Methodology and Model
		3.1 Solow Growth Model with Education
		3.2 Green GDP Accounting
		3.3 Model of the Impact of Education on Green GDP
	4 Empirical Outcome and Analysis
		4.1 Data Source and Data Cleaning
		4.2 Influence of Education on Green GDP
	5 Conclusion
		5.1 The Mechanism of Impact of Education on Green GDP
		5.2 Significance of Green GDP to China’s Sustainable Development
	References
Does China’s International Education Reduce the Poverty of Source Countries?—An Empirical Study Based on the “Belt and Road” Countries
	1 Introduction
	2 Literature Review and Theoretical-Mechanism Analysis
		2.1 Literature Review
		2.2 Theoretical-Mechanism Analysis
	3 Research Design
		3.1 Research Samples and Data Sources
		3.2 Empirical Approach and Description of Variables
		3.3 Description of Statistics
	4 Empirical Results
		4.1 Benchmark Regression
		4.2 Robustness Check
		4.3 Instrumental Variable Method
	5 Mechanism Inspection
		5.1 The Effect of Human Capital
		5.2 The Effect of Attracting Foreign Investment
		5.3 The Effect of Technological Progress
	6 Conclusions and Recommendations
	References
The Double Constraints of Educational Evaluation—A Case Analysis of the College Entrance Examination Reform of China
	1 The Scientificness of Educational Evaluation
	2 The Publicity of Educational Evaluation
	3 The Double Constraints of CEE Reform
		3.1 The Scientificness Constraint of CEE Reform
		3.2 The Publicity Constraint of CEE
	References
How to Retain Rural Teachers? An Empirical Study Based on a Survey of Special-Post Teachers in G Province in China
	1 Introduction
	2 Literature Review
	3 Sample and Data
	4 The Recruitment and Retention Rate of Special-Post Teachers
	5 Factors Influencing the Retention of Special-Post Teachers
	6 Supplementary Analysis Based on Field Survey
		6.1 The Special-Post Plan Supported by the Central Government Effectively Guided the Local Corollary Funds, but at the Same Time, it Exacerbated the Local Financial Burden and Lowered the Local Governments’ Initiative to Retain Special-Post Teachers
		6.2 Rural Teachers Have to Take up Much Other Work Besides the Heavy Teaching Workload, and Their Own Work and Professional Development Are Severely Affected
		6.3 Scarcity of Material and Inadequate Facilities Were Still Important Factors Affecting Rural Teacher Retention
	7 Policy Recommendations for Raising the Retention Rate of Rural Teachers
		7.1 Continue to Increase the Intergovernmental Transfer and Extend the Special-Post Plan by the Central Government
		7.2 Build an All-Round Support System for Rural Teachers’ Professional Development
		7.3 Avoid Recruiting Too Many Local Teachers and Increase Rural Teachers’ Cultural Identity
	References
Policy for Rural Primary School Teacher Supplements Over the Past 70 Years: Retrospect and Prospect
	1 Rural Primary School Teacher Supplement Policy in the Last 70 years
		1.1 Supplementation by Recruiting Both Public School Teachers and Private School Teachers (1949–1977)
		1.2 Supplementation via Assigning Secondary Normal School Graduates and Employing Substitute Teachers as Supplementary Means (1978–2000)
		1.3 Supplements Through Open Recruitment and Special Projects (2001 Till Now)
	2 Practical Difficulties Facing Rural Primary School Teacher Supplement Policy
		2.1 Contradiction Between Strict Control of Staff Size and Inadequate Supplement Rural Primary School Teachers
		2.2 The Contradiction Between Low Career Attraction and the Low Quality of Rural Primary School Teacher Supplements
		2.3 Contradiction Between the Overall Structural Surplus of Primary School Teachers Across China and the Inadequate Effective Supply of Rural Primary School Teachers
		2.4 The Contradiction Between the Limited County Government Budget and the Low Funding for the Supplement to Rural Primary School Teachers
		2.5 Difficulties in the Supplementation of Rural Primary Teachers in “Three Areas and Three Prefectures”
	3 Policy Outlook for Rural Primary School Supplement in the New Era
		3.1 Optimize External Environment and Strengthen Internal Support
		3.2 Perfect Management Mechanism and Implement Personnel Quota Approval System
		3.3 Promote Supply Side Reform, Educate Teachers Oriented for Rural Schools
		3.4 Optimize the Staff Structure, Diversify Supplement Sources
		3.5 Special Support Policies for the “Three Areas and Three Prefectures”
	References
Report 2018 on Frontier and Hot Issues on China’s Education
	1 General Secretary Xi Jinping’s Important Statement on Education Has Developed and Enriched the Theoretical System of Socialist Education with Chinese Characteristics
	2 Exploring the Logic of Educational Reform and Development in the 40 years of Reform and Opening-up
	3 Fostering Students’ Values Guided by Core Socialist Values
	4 Building School Life for Children
	5 Information Technology Promotes Profound Changes in the Relationship Between Teaching and Learning
	6 Promoting the Healthy Development of Inclusive Preschool Education in Post-Popularization Age
	7 Promoting Integrated Governance of Compulsory Education in Urban and Rural Areas
	8 Reform on Innovation and Entrepreneurship Education-driven Mode to Train Talents in Colleges and Universities
	9 Strengthening the Construction of Teacher Squad with the Ability to Educate People as the Core
	10 Enhancing the Subject Consciousness of “Chinese Pedagogy” in the Construction of the “Three Major Systems”
	References