CONTENTS OF GLOBAL EDUCATION：NO. 2, 2022​

COLUMN

Theories of Curriculum and Instruction

Education [Bildung]–Literality–Competence: On Competing Tasks of Public Schools and the Need for New Links Between Teaching and Educational Research

Dietrich BENNER ¹& PENG Tao (Trans.) ²

(1.Institute of Education Science, Humboldt University of Berlin, Berlin, 10099, Germany; 2.Institute of Moral Education, Nanjing Normal University, Nanjing, 210097, China)

Abstract: The article distinguishes between the three concepts of standardization of the tasks of pedagogical action in modern educational systems: the traditional concept of standardizing educational goals through curricula, the literacy concept of psychometric standardization, and the concept of competence, which can be developed in different ways. Traditional curriculum orientations suffer from the fact that they have not developed controls over the achievement of objectives; literacy concept allows for psychometric measurement, but this is not coordinated with the actual teaching and its goals; competence models only offer further possibilities if their subject-specific requirements are aligned with the educational theoretical and didactic teaching objectives. Instead of replacing traditional input control with output measurements, it is important to link teaching and educational research in such a way that competence measurements not only measure the levels of demands achieved by learners but also the quality and effectiveness of teaching.

Keywords: basic education; competence; literacy; didactically oriented teaching research 

Facing the Future: Reflections on the Redesign of the Art Curriculum

QIAN Chuxi

(College of Fine Arts, East China Normal University, Shanghai, 200062, China）

Abstract: This paper focuses on the debate arising from the revision of the art curriculum standard of compulsory education in 2021 edition by the Ministry of Education of China, and makes a speculative discussion from the significance of two aspects of historical research. This paper explores the trajectory of the historical evolution of art education and the diversified views of art education, and gets inspiration from it. This paper probes into the boundaries of all kinds of art courses, and proposes that we should take full advantages of "art education as a creative practice", "art education as an aesthetic experience" and diversified views of art education, and avoid their limitations. On the basis of discussing the past orientation, this paper analyzes the general situation of school art curriculum in 8 countries, provides reference for solving the problem, and draws two conclusions from the value and boundary of art education, and looks forward to the vision of school art education.

Keywords: future; art curriculum; redesign; speculative

From “Disembodiment” to “Embodiment”: The Ought-to-Be Turn of Moral Education

SHEN Guangyin^1,2 & YIN Hongbiao³

(1.Faculty of Education, Northeast Normal University, Changchun,130024, China; 2. Shenzhen Yuanping Special Education School, Shenzhen, 518112, China; 3. Faculty of Education, Chinese University of Hong Kong, Hong Kong, 999077, China)

Abstract: Following the disciplinary development logic of institutionalized education, moral education in school curriculum practices evolves into a scientific mental acquisition of moral knowledge. Mind becomes the subject of moral learning, leading to some disembodiment problems of moral education in schools. In contrast, the monistic epistemology of embodied philosophy calls for a turn to the whole body as the subject of learning, which provides some insights for addressing the disembodiment problems in moral education, such as over reliance on moral concepts, formalization of moral education activities, and decontextualization of moral education processes. Based on the theory of embodied morality, this paper analyzes the problems of disembodied moral education and the causes, and summarizes the subject, mechanisms, and curriculum forms of embodied moral education from the perspective that moral education consists of whole-body involved, inter-subjective and dynamic activities. 

Keywords: moral education; disembodiment; embodied cognition; embodied moral education

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Learning Research and Classroom Transformation

Shall We Really Know about Perseverance? A Malleable Model from the Viewing of Teachers’ Based on Grounded Theory

LIU Yan^1,2, GUAN Xiu¹ & GU Xiaoqing^1,3

(1. Department of Educational Information Technology, East China Normal University, Shanghai, 200062, China; 2. School of Education, Shanghai JiaoTong University, Shanghai, 200240, China; 3. Shanghai Engineering Research Center of Digital Education Equipment, Shanghai, 200062, China)

Abstract: Learning perseverance has always been regarded as an important non-cognitive factor that affects the improvement of academic performance and the development of learning ability. However, how can learners overcome difficulties and frustrations and persist in completing learning tasks for a long time? What role do learners’ character traits and behaviors play? How can learners stay focused and complete learning tasks without being disturbed by the outside world in the increasingly technology-rich learning environment? The mechanism behind the problem is also being valued by researchers, that is, how to truly understand what learning perseverance is. Therefore, this research attempts to explore the mechanism based on the existing relevant theories, and existing models of learning perseverance. Firstly, we sorted out different learning scenarios and related empirical research, and then chose to rely on the interaction determinism and the mediating variable theory to compare the existing learning perseverance model and the non-cognitive ability model. Secondly, we used the grounded theory to compare 23 first-line teachers from different disciplines. The teacher’s interviews were qualitatively analyzed. The interview was mainly an in-depth discussion of the understanding, connotation and influencing factors of learning perseverance. Finally, combining theoretical foundation and interview analysis results, we portrayed a plastic model of learning perseverance. The study found that the understanding of learning perseverance and its influencing factors and the induction of measurement methods can be comprehensively analyzed from four aspects, namely, learner's individual characteristics, context characteristics, relationship characteristics, and learning environment characteristics. The model described from the connotation of the "four characteristics" constructs a relatively comprehensive portrait of learners, and provides theoretical guidance and practical reference for solving the lack of learning motivation and cultivating learning perseverance.

Keywords:how to learn;non-cognitive skills; learning perseverance; learner profile;  grounded theory

Ascribed or Self-Induced: What Factors Affect the Learning Opportunities Equity in Senior High Schools?

—An Empirical Study Based on 11535 Senior High School Students in China

LIANG Xi¹ & DAI Ruihua²

（1.Faculty of Education, Shanghai Normal University, Shanghai, 200234, China; 2. Faculty of Education, East China Normal University, Shanghai, 200062, China）

Abstract：Based on the connotation analysis of learning opportunity equity and combined with the survey data of 11535 senior high school students from more than 80 schools in different regions of China, this paper presents the current situation of learning opportunity equity in ordinary senior high schools from three dimensions: distribution opportunity equity, procedural opportunity equity and interaction opportunity equity. It also analyzes and verifies the relevant factors affecting the equity of learning opportunities in senior high schools from two aspects: ascribed factors and self-induced factors. The study found that compared with the ascribed factors, the self-induced factors have a greater impact on the equity of learning opportunities in senior high schools. Among them, the self-induced factors pried by the policy affect the distribution and procedural opportunity equity. School capital or family capital can replace the role space of learning opportunity equity. Teachers' expectations and students' individual participation play a key role in learning opportunity equity. In particular, we need to pay attention to the dynamic role of students' learning beliefs in promoting educational equity. Based on the perspective of "expanding learning opportunities", we should promote equity at both conceptual and practical levels through system matching, school resource supplying and teacher-student interacting in the future.

Keywords：learning opportunity equity；ascribed factors；self-induced factors；senior high school

COLUMN

Teacher Education

Can Principal Rotation Enhance Compulsory Education Schools’ Development?

ZHANG Jia¹ & GU Jianmin²

(1.,2.College of Education, Zhejiang University, Hangzhou, 310058, China)

Abstract: The relationship between principal rotation and school development has an influence on the design, implementation, and adjustment of the principal rotation policy. A survey exploring the effect of principal rotation on school development was conducted with 790 elementary and middle school principals in China. From principals’ perspective, the leadership skills in terms of setting directions, cultivating teachers, restructuring the organization, and managing the instructional program were enhanced through rotation experience. From the perspective of school development, there was no significant difference between rotated and non-rotated principals on professional learning community and collective teacher efficacy. Although the indirect influencing effect of rotated principals on teachers' trust and job satisfaction through professional learning community was greater than that of non-rotating principals, the direct influencing effect of rotated principals was significantly less than that of non-rotating principals, and there was no significant difference between the two groups of principals in terms of the total influencing effect. Overall, the effect of principal rotation on school development has not achieved the anticipated goal of the policy. 

Keywords: principal rotation; school development; principal leadership; teacher professional learning communities; collective teacher efficacy; teacher job satisfaction; teachers’ trust in principals

How Does Transformational Leadership Affect Job Satisfaction of Primary and Secondary School Teachers ?

—Mediating Effect of Affective Commitment and Moderating Role of Emotional Intelligence

JI Chunmei¹, FENG Bang² & ZHAO Hui³

(1.School of Education, Tibet University, Research Center of Tibet Education Development, Lhasa, 850000, China; 2. School of Institute of Vocational Education, Guangdong Polytechnic Normal University, Guangzhou, 510665, China; 3. School of Education, Wuhan University, Wuhan, 430072, China)

Abstract: The key to improve the quality of education lies in teachers. It is of great significance to stabilize the faculty of primary and secondary schools and improve the education quality by exploring the mechanism and boundary conditions of the effects of transformational leadership on teachers’  job satisfaction. Based on the results of a survey of 336 primary and secondary school teachers from a province in China, that transformational leadership has a significant positive predictive effect on teachers’ job satisfaction. Also, affective commitment plays a partial mediating role in the relation between transformational leadership and teacher’s job satisfaction. Finally, emotional intelligence moderates the indirect relationship between transformational leadership and job satisfaction through affective commitment. The results contribute to understanding the forming mechanism of teachers' job satisfaction and the boundary condition of the predictive effect of transformational leadership on teachers' job satisfaction. The study provides evidence from the field of education regarding transformational leadership and supports the social exchange theory and leadership substitution theory. It is suggested that teachers' job satisfaction should be enhanced by cultivating principals’ transformational leadership style,  paying attention to teachers' emotional needs, empowering high emotional intelligence teachers and taking good care of those whose emotional intelligence of teachers, establishing common vision and stimulating teachers' enthusiasm for curriculum reform.

Keywords: transformational leadership; affective commitment; job satisfaction; emotional intelligence; moderating

COLUMN

Frontiers of Global Curriculum Reforms

The Assessment Framework of PCAP Reading Literacy and Its Implication

LU Zhuotao¹ & ZHANG Yuqiang²

(1.Institute of Curriculum and Instruction, East China Normal University, Shanghai, 200062, China; 2. Research Centre of Basic Education Curriculum, QuFu Normal University, Qufu, 273165, China)

Abstract：Assessing eight graders every three years, the Pan-Canada Assessment Program (PCAP) is a national academic achievement evaluation program and an important means of monitoring quality education in Canada. The PCAP reading literacy assessment framework involves four elements: reader, text, intent and context, and three levels: understanding the text, interpreting the text, making personal and critical responses to the text. The study found that compared with the evaluation of reading literacy in "Compulsory Education Chinese Curriculum Standards (2011 Edition)", the concept of reading in the PCAP reading literacy assessment framework is clearly defined, the reading purpose is clearly stated, the higher-order thinking ability and text construction ability are highlighted, and the evaluation criteria are easy to operate. However, there are several problems in the eveluation of reading literacy, in China's Compulsory Education Chinese Curriculum Standards (2011 Edition). For example, the reading concept is only briefly explained from the functional point of view, which fails to reflect the core content of reading or  involve "reading purpose"; the reading evaluation criteria is only general, lacking clear operability; inadequate attention is paid to higher-level cognitive skills, such as critical thinking. Thus, we should conduct research focusing on reading, identify reading literacy development goals; construct scientific reading evaluation criteria and pay attention to its operability; emphasize students’ Chinese core competency, develop and evaluate higher-order thinking skills and complex cognitive activities.

Keywords：PCAP; reading literacy; assessment framework;academic achievement assessment  

Evaluation of Data-Driven National Curriculum Reform:South Korea’s Experience 

JIN Jingze

（Teaching Research Section of Shanghai Education Commission, Shanghai, 200041, China）

Abstract：How to use large-scale evaluation data to promote curriculum and teaching reform is a global trend in recent years. South Korea uses PISA, TIMSS and South Korean Academic Achievement Evaluation (NAEA) data to conduct topical studies, vertical and horizontal comparisons, and fusion exploration, linking academic evaluation data, educational background data, curriculum policies, and teaching practice to provide evidence for decisions made in curriculum-related aspects and promote curriculum reform with projects to improve the comprehensive ability of students. PISA, TIMSS, and NAEA have their own focus on the purpose, subject, object, basis, content, structure, etc. of the evaluation, but the data can be deeply mined through technical processing to achieve the purpose of accurate curriculum reform.

Keywords：PISA; TIMSS; NAEA; curriculum reform

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