Best Evidence of Chinese Education
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Published By "Bonoi Science Advancement And Education, Llc"

2639-5320, 2639-5312

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.


2021 ◽  
Vol 9 (2) ◽  
pp. 1227-1241
Author(s):  
Shike Zhou

Teaching research system is a unique professional community of education and teaching research in China. It is an important driving and leading force in promoting evidence-based reform in education in China. Using fifteen-year exploration of evidence-based reform in education in Jiangsu Province as a case, this paper presents the ways and characteristics of evidence-based reform in education in China, with a focused analysis of the role of teaching research system in the reform. Despite its uniqueness, China’s evidence-based reform in education can still contribute experience to its world counterpart.


2021 ◽  
Vol 9 (2) ◽  
pp. 1223-1225
Author(s):  
Alan C.K. Cheung

The evidence-based educational reform was initiated in the field of medicine and now has become a cutting-edge reform wave in the world. As a new pattern of educational reform, it aims to optimize educational decision-making and practice and promote the improvement of education quality, using scientific research evidence. Contrary to experience-based traditional education practice, evidence-based education emphasizes scientific support and data collection, transforms the individual experience into replicable regional experience, and provides scientific basis for implementation of educational policies, strategies and programs.  


2021 ◽  
Vol 9 (2) ◽  
pp. 1243-1261
Author(s):  
Ran Sun ◽  
Ping Du

Based on the baseline data of the China Education Panel Survey, this paper explored the relationship between teacher training and academic performance in urban and rural samples respectively and the impact of teacher training on the urban-rural gap of students' academic performance. The results showed that: firstly, there was a significant urban-rural gap in academic performance, and the gap in high quantiles and language subjects were even larger. Secondly, the results of unconditional quantile regression showed that teacher training could improve the performance of urban students with different academic levels and rural students with intermediate or above academic levels, but it cannot improve the performance of rural students with lower academic levels. In addition, the overall effect of teacher training in urban areas is significantly higher than that in rural areas. Thirdly, different quantiles of Oaxaca-Blinder decomposition found that the endowment effect and the coefficient effect of teacher training were the important causes of the urban-rural performance gap, but the relative sizes of the two were different according to the different grades and different quantiles of performance distribution. Therefore, to increase the training opportunities and improve the training quality of rural teachers as well as enhance the resource conversion rate of rural students are of great practical significance for narrowing the urban-rural performance gap.


2021 ◽  
Vol 9 (1) ◽  
pp. 1217-1221
Author(s):  
Jingzhong Huang ◽  
Qian Wang ◽  
Huanchun Chen ◽  
Xingyuan Gao

Communicative ability is embodied as "extroversion" in the Big Five Personality Test. Extroversion is an extremely important concept in personality psychology and a more common personality trait. Typically, it includes boldness, self-confidence, liveliness, enthusiasm, optimism, and being. In studying adolescents’ social and emotional abilities, the OECD designed a communication competence evaluation framework based on “extroversion” in the “Big Five Personality” model based on the physical and mental development characteristics of 10-year-old and 15-year-old adolescents. In the OECD evaluation framework, there are three sub-dimensions of communicative competence: happy group, courage and vitality. This study is based on the evaluation data of Suzhou City in China and presents the evaluation results of the communicative ability dimension of the youth social and emotional ability survey in various ways. The data results are presented in the following three parts. The first part uses descriptive statistics to illustrate the overall score of communicative ability, the correlation coefficient of communicative ability and other sub-abilities, and the differences of each ability in age, gender, urban and rural areas, and school categories. The second part uses factors that affect the ability to communicate through multiple regression analysis, including background variables, student variables, teacher variables, school variables, family variables, the impact of student happiness, courage and vitality. Finally, the third part uses multiple regression analysis of the 10-year-old and 15-year-old groups to determine the influence of happiness, courage and vitality on life outcome variables such as health and well-being.


2021 ◽  
Vol 9 (1) ◽  
pp. 1203-1207
Author(s):  
Liu Zhi ◽  
Ruirui Zhu ◽  
Haili Cui ◽  
Jingzhong Huang

Recently, an article published in the Journal of East China Normal University (Education Sciences) was based on the data of 10-year-old and 15-year-old students in Suzhou City, China participating in the OECD social and emotional ability assessment. The study used descriptive statistics, difference testing, regression analysis, and other statistical methods to conduct a comprehensive analysis of the emotional regulation performance of Suzhou students.


2021 ◽  
Vol 9 (1) ◽  
pp. 1169-1195
Author(s):  
Fengping Zhao ◽  
Weijie Meng ◽  
Fangmei Li ◽  
Longjun Zhou

Social and emotional skills are important for students in 21st century study, life, and future work. In 2018, the Organization for Economic Cooperation and Development (OECD) officially launched the first round of social and emotional skills tests for 10-year-old and 15-year-old students worldwide. After 3 years of research, the first round of global data collection ended and at the end of 2019 the OECD published the Social and Emotional Ability Assessment International Report. As one of the participating cities, Suzhou, China, successfully completed the first round of testing and released a series of reports. This article summarizes the research work of the OECD and China on social and emotional capabilities of students and discusses a few insights from the data.


2021 ◽  
Vol 9 (1) ◽  
pp. 1213-1216
Author(s):  
Zhifang Shao ◽  
Zhi Liu ◽  
Shuyu Yang ◽  
Jingzhong Huang

As one of the five dimensions of social and emotional ability, open-mindedness is derived from the openness factor of the "Big Five Personality", which describes one’s willingness to try and accept novel experiences. People with a high level of open-mindedness are more creative and artistic, while those with low level of openness are more obedient to tradition and pragmatic, but lack of innovation. According to the OECD research framework, open-mindedness includes tolerance, curiosity and creativity. This study is based on data collected from 10-year-old and 15-year-old students in Suzhou city participating in the OECD social and emotional ability assessment. It uses descriptive statistics, difference testing and regression analysis to present the performance of Suzhou students’ open-mindedness. This allows the study to provide reference for the accurate assessment of teenagers' social and emotional abilities, in addition to further developing the quality of education in China. The study presents data results from the following three parts: the first part presents the overall score of open-mindedness, the correlation between open-mindedness and other sub-abilities, and the age difference of open-mindedness (comparison between 10 and 15 years old group), gender difference, urban-rural difference, and the difference between general high and vocational high; the second part presents the factors influencing open-mindedness through regression analysis, including background variables, individual factors, family upbringing, teacher factors, and school factors; the third part presents the effects of tolerance, curiosity and creativity on academic achievement (Chinese, math, art), educational expectation, global consciousness, closeness to family, closeness to others, health, life happiness, life satisfaction, test anxiety and other life outcome variables of 10 and 15 year old students through regression analysis.


2021 ◽  
Vol 9 (1) ◽  
pp. 1159-1161
Author(s):  
Jijun Yao

The previous view of education quality paid more attention to the appearance of cognitive ability: test scores. However, a lot of practice and research have proved that the level of cognitive ability cannot completely predict the development of an individual in school and society. The non-cognitive abilities of individuals represented by communication, cooperation, emotional management, etc. can help improve students’ cognitive level and regulate students’ learning motivation; help students achieve better academic performance and achievement; Income has an impact, which ultimately affects the individual’s happiness. These kind of specific abilities other than cognitive abilities, which have a profound and lasting impact on individual adaptation and social development, are core abilities that individuals gradually form in the process of growth and development, and are also called “social and emotional abilities”. The term was promoted by the “Social and Emotional Learning” (SEL) promoted by UNICEF worldwide, and the Study on Social and Emotional Skills (SSES) implemented by the Organization for Economic Cooperation and Development (OECD).


2021 ◽  
Vol 9 (1) ◽  
pp. 1197-1202
Author(s):  
Xingyuan Gao ◽  
Hongyan Chen ◽  
Jie Wu ◽  
Jingzhong Huang

Task Performance is greatly significant in the field of education. The OECD defines Task Performance as the ability to function based on conscientiousness in the “Big Five” personality domains. People with high Task Performance tend to also have significant conscientiousness. In other words, they are more self-controlled, more responsible, and more persistent. As a result, they focus well on tasks and earn better grades. Task Performance includes self-control, responsibility, and perseverance.


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