Pub Date : 2023-01-02DOI: 10.1080/10611932.2023.2235946
L. Du, Weijian Wang
Many multiethnic countries face tensions when dealing with diversity and integration in ethnic relations. China is not an exception and the debate centering around such tensions continues to emerge in ethnic policies, theoretical perspectives on ethnic relations, educational theories, and practices. The purpose of this special issue is to introduce a recent political approach that addresses these tensions in China by emphasizing the significance of forging a sense of community for the Chinese nation. Furthermore, it explores the application of this approach in the field of China’s ethnic minority education.
{"title":"Fostering a Sense of Community for the Chinese Nation: A “New Era” in the Ongoing Debate on Diversity and Integration in Ethnic Education in China?","authors":"L. Du, Weijian Wang","doi":"10.1080/10611932.2023.2235946","DOIUrl":"https://doi.org/10.1080/10611932.2023.2235946","url":null,"abstract":"Many multiethnic countries face tensions when dealing with diversity and integration in ethnic relations. China is not an exception and the debate centering around such tensions continues to emerge in ethnic policies, theoretical perspectives on ethnic relations, educational theories, and practices. The purpose of this special issue is to introduce a recent political approach that addresses these tensions in China by emphasizing the significance of forging a sense of community for the Chinese nation. Furthermore, it explores the application of this approach in the field of China’s ethnic minority education.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"23 1","pages":"1 - 6"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88615467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10611932.2023.2235986
Shuo Yuan, Mengyuan Zhou
Abstract The centralized compilation and use of educational materials for the three subjects of language arts, ethics and the rule of law (ideology and politics), and history are important moves in the fundamental task of creating educational materials to build up the state’s authority and instill virtue and nurturing the young. Here, centrally compiled educational materials for language arts have unique advantages with respect to strengthening education in the standard spoken and written Chinese language, enhancing the cohesion of the Chinese nation, and so on, and they play an irreplaceable role in forging a sense of community for the Chinese nation. Centered on the “Five Identifications,” this study sets out from the three-dimensional perspective of cognitive factors, affective factors and behavioral factors, to build a framework for analysis of educational materials based on the connotations of the sense of community for the Chinese nation. The characteristics of the representation of the connotative factors of the sense of community for the Chinese nation in centrally compiled educational materials for language arts are: The educational materials comprehensively and emphatically embody the educational content of the “Five Identifications”; the educational content for the different types of identification comprehensively addresses educational objectives in the three areas of cognition, affection and behavior; and educational content on cultural identification is the most enriched. Among the inherent mechanisms for forging a sense of community for the Chinese nation through the centralized compilation of educational materials for language arts, the first is organically integrating the connotative factors of the sense of community for the Chinese nation on the basis of the patterns of the subject of language arts as well as curriculum standards; the second is to use cultural identification as a focal point in promoting education for the “Five Identifications,” while highlighting the unique value of the subject of language arts; and the third is to comprehensively strengthen education for identification with the community of the Chinese nation centered on the text selection system, in combination with the design of form factors and educational activities. The main pathways for forging a sense of community for the Chinese nation through the centralized compilation of educational materials for language arts are: (1) Synchronously strengthening identification with the community of the Chinese nation in the process of improving students’ language arts skills and accomplishments, based on the learning situation; (2) Creating three-dimensional educational objectives for education in the community of the Chinese nation on the basis of cognitive patterns, to build firm ideological foundations; (3) Applying diverse teaching methods and educational techniques to promote consolidation of the sense of community for the Chinese nation in language arts studie
{"title":"Forging a Sense of Community for the Chinese Nation through Centrally Compiled Educational Materials for Language Arts: Characteristics, Mechanisms, and Pathway","authors":"Shuo Yuan, Mengyuan Zhou","doi":"10.1080/10611932.2023.2235986","DOIUrl":"https://doi.org/10.1080/10611932.2023.2235986","url":null,"abstract":"Abstract The centralized compilation and use of educational materials for the three subjects of language arts, ethics and the rule of law (ideology and politics), and history are important moves in the fundamental task of creating educational materials to build up the state’s authority and instill virtue and nurturing the young. Here, centrally compiled educational materials for language arts have unique advantages with respect to strengthening education in the standard spoken and written Chinese language, enhancing the cohesion of the Chinese nation, and so on, and they play an irreplaceable role in forging a sense of community for the Chinese nation. Centered on the “Five Identifications,” this study sets out from the three-dimensional perspective of cognitive factors, affective factors and behavioral factors, to build a framework for analysis of educational materials based on the connotations of the sense of community for the Chinese nation. The characteristics of the representation of the connotative factors of the sense of community for the Chinese nation in centrally compiled educational materials for language arts are: The educational materials comprehensively and emphatically embody the educational content of the “Five Identifications”; the educational content for the different types of identification comprehensively addresses educational objectives in the three areas of cognition, affection and behavior; and educational content on cultural identification is the most enriched. Among the inherent mechanisms for forging a sense of community for the Chinese nation through the centralized compilation of educational materials for language arts, the first is organically integrating the connotative factors of the sense of community for the Chinese nation on the basis of the patterns of the subject of language arts as well as curriculum standards; the second is to use cultural identification as a focal point in promoting education for the “Five Identifications,” while highlighting the unique value of the subject of language arts; and the third is to comprehensively strengthen education for identification with the community of the Chinese nation centered on the text selection system, in combination with the design of form factors and educational activities. The main pathways for forging a sense of community for the Chinese nation through the centralized compilation of educational materials for language arts are: (1) Synchronously strengthening identification with the community of the Chinese nation in the process of improving students’ language arts skills and accomplishments, based on the learning situation; (2) Creating three-dimensional educational objectives for education in the community of the Chinese nation on the basis of cognitive patterns, to build firm ideological foundations; (3) Applying diverse teaching methods and educational techniques to promote consolidation of the sense of community for the Chinese nation in language arts studie","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"22 1","pages":"79 - 98"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90494860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/10611932.2023.2213599
Weidong Fu
Abstract A survey was conducted of 7,111 primary and secondary school teachers nationwide using an online questionnaire during the COVID-19 epidemic. The results show that national and provincial online education resources and platforms have played a leading role during the COVID-19 epidemic, but it is difficult for existing resources to meet actual needs. Online teaching modes are diverse, but the participation of primary and secondary school teachers in online educational research is seriously inadequate. There have been evaluations of online teaching, but the evaluation method and teacher participation rate do not give cause for optimism. Online teaching has achieved clear results, but the problems and difficulties that it faces should not be ignored. Given this, this article proposes some countermeasures, such as building up online education resources, adopting multiple online teaching evaluation methods, and establishing online teaching incentives and compensation mechanisms.
{"title":"China’s Primary and Secondary School Teachers Teach Online During the Epidemic: Circumstances, Problems, and Strategies—Based on Data from an Online Questionnaire Survey of 7,111 Primary and Secondary School Teachers Across the Country","authors":"Weidong Fu","doi":"10.1080/10611932.2023.2213599","DOIUrl":"https://doi.org/10.1080/10611932.2023.2213599","url":null,"abstract":"Abstract A survey was conducted of 7,111 primary and secondary school teachers nationwide using an online questionnaire during the COVID-19 epidemic. The results show that national and provincial online education resources and platforms have played a leading role during the COVID-19 epidemic, but it is difficult for existing resources to meet actual needs. Online teaching modes are diverse, but the participation of primary and secondary school teachers in online educational research is seriously inadequate. There have been evaluations of online teaching, but the evaluation method and teacher participation rate do not give cause for optimism. Online teaching has achieved clear results, but the problems and difficulties that it faces should not be ignored. Given this, this article proposes some countermeasures, such as building up online education resources, adopting multiple online teaching evaluation methods, and establishing online teaching incentives and compensation mechanisms.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"26 1","pages":"404 - 418"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87064382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/10611932.2023.2214035
A. Xie, Fengqiang Ma
The COVID-19 pandemic has exerted a never-before-seen influence on educational systems worldwide. Tightened policies in response to the outbreak and spread of the pandemic led to mass school closures, forcing hundreds of millions of students to study from home. During the pandemic, international organizations such as the World Bank and UNESCO agreed on the need to strengthen the resilience of education systems. These organizations aimed to equip students for continuous learning in the face of major risks by addressing the educational challenges associated with the current pandemic, possible future pandemics, and other social risks (UNESCO 2020; World Bank 2020). Online educational systems and resources are seen as important tools that can shape the resilience of educational systems. Since the outbreak of COVID-19, the Chinese government has followed the general policy of “suspending classes without stopping learning” by adopting a large-scale online educational system that serves 200 million students (Zhang et al. 2020). How prepared are Chinese students and teachers for online learning? How well are online education systems functioning? What are the problems encountered? These are the questions addressed by this special issue. We systematically present research from China on students’ and teachers’ experiences of online teaching during the pandemic. As mentioned by the authors of the articles in this special issue, the outbreak of the pandemic, which represented an unexpected disaster and posed unprecedented challenges, allowed for the social experiment of implementing mass online education and shaping educational resilience. This issue’s summary and discussion of the online teaching and learning experiences of Chinese teachers and students can help us understand how to make educational systems more resilient by improving online education systems. The first article is contributed by Daguang Wu and Wen Li from Xiamen University. The authors note that the pandemic has facilitated the first large-scale use of Internet technology for teaching purposes in China’s universities. Their core concerns are identifying online teaching models, measuring teachers’ and students’ preparedness for online education, and evaluating how effectively relevant teaching platforms are used. A research team led by Wu surveyed 13,997 teachers and 256,504 students at 334 colleges and universities in March 2020, at the outset of the pandemic. The core findings of the survey were as follows. First, the surveyed teachers and students both reported that they
新冠肺炎疫情对全球教育体系产生了前所未有的影响。为应对疫情的爆发和传播而收紧的政策导致学校大规模关闭，迫使数亿学生在家学习。疫情期间，世界银行和教科文组织等国际组织一致认为有必要加强教育系统的复原力。这些组织旨在通过应对与当前大流行病、未来可能的大流行病和其他社会风险相关的教育挑战，使学生在面临重大风险时能够持续学习(教科文组织，2020年;世界银行，2020)。在线教育系统和资源被视为能够塑造教育系统弹性的重要工具。新冠肺炎疫情发生以来，中国政府坚持“停课不停学”的总体方针，采用了服务2亿学生的大规模在线教育系统(Zhang et al. 2020)。中国学生和教师对在线学习的准备如何?在线教育系统运行得如何?遇到了什么问题?这些就是本期特刊要讨论的问题。我们系统地介绍了疫情期间中国学生和教师在线教学经验的研究。正如本期特刊文章的作者所提到的那样，大流行病的爆发代表了一场意想不到的灾难，带来了前所未有的挑战，这使得开展大规模在线教育和塑造教育复原力的社会实验成为可能。本期对中国教师和学生在线教学经验的总结和讨论，可以帮助我们理解如何通过改进在线教育系统，使教育系统更具弹性。第一篇文章由厦门大学的吴大光和李文撰写。作者指出，大流行促进了互联网技术在中国大学教学目的的首次大规模使用。他们的核心问题是确定在线教学模式，衡量教师和学生对在线教育的准备，以及评估相关教学平台的使用效率。2020年3月，新冠肺炎疫情刚开始时，吴领导的一个研究小组对334所高校的13997名教师和256504名学生进行了调查。调查的核心发现如下:首先，被调查的老师和学生都报告说他们
{"title":"Building Educational Resilience through Online Education: China’s Lessons Learned from the Education Response to the COVID-19 Crisis","authors":"A. Xie, Fengqiang Ma","doi":"10.1080/10611932.2023.2214035","DOIUrl":"https://doi.org/10.1080/10611932.2023.2214035","url":null,"abstract":"The COVID-19 pandemic has exerted a never-before-seen influence on educational systems worldwide. Tightened policies in response to the outbreak and spread of the pandemic led to mass school closures, forcing hundreds of millions of students to study from home. During the pandemic, international organizations such as the World Bank and UNESCO agreed on the need to strengthen the resilience of education systems. These organizations aimed to equip students for continuous learning in the face of major risks by addressing the educational challenges associated with the current pandemic, possible future pandemics, and other social risks (UNESCO 2020; World Bank 2020). Online educational systems and resources are seen as important tools that can shape the resilience of educational systems. Since the outbreak of COVID-19, the Chinese government has followed the general policy of “suspending classes without stopping learning” by adopting a large-scale online educational system that serves 200 million students (Zhang et al. 2020). How prepared are Chinese students and teachers for online learning? How well are online education systems functioning? What are the problems encountered? These are the questions addressed by this special issue. We systematically present research from China on students’ and teachers’ experiences of online teaching during the pandemic. As mentioned by the authors of the articles in this special issue, the outbreak of the pandemic, which represented an unexpected disaster and posed unprecedented challenges, allowed for the social experiment of implementing mass online education and shaping educational resilience. This issue’s summary and discussion of the online teaching and learning experiences of Chinese teachers and students can help us understand how to make educational systems more resilient by improving online education systems. The first article is contributed by Daguang Wu and Wen Li from Xiamen University. The authors note that the pandemic has facilitated the first large-scale use of Internet technology for teaching purposes in China’s universities. Their core concerns are identifying online teaching models, measuring teachers’ and students’ preparedness for online education, and evaluating how effectively relevant teaching platforms are used. A research team led by Wu surveyed 13,997 teachers and 256,504 students at 334 colleges and universities in March 2020, at the outset of the pandemic. The core findings of the survey were as follows. First, the surveyed teachers and students both reported that they","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"6 1","pages":"323 - 329"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83978027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/10611932.2023.2213155
Weiping Wang, Wen Li
Abstract Online learning has now become a prominent characteristic of global higher education, and students’ experiences of online learning have become a focal issue in research on online learning. This is not only the premise for assessing the quality of online learning but also the key to promoting regional equity in higher education. This study drew upon the theoretical framework for experiences of online learning, adopting the methods of analysis of variance, multivariable linear regression, Shapley value decomposition, and so on to examine regional differences in college students’ experiences of online learning and influencing factors on the basis of a survey of 226,679 students at 334 institutions of higher education across the country during the pandemic. The study found that both students’ online learning outcomes and their satisfaction exhibited characteristics whereby Eastern China was the best, followed by Central China, and Western China was the worst. Although the regional expression of each factor influencing experiences of online learning also exhibited the aforementioned characteristics, comparatively speaking, technological platforms had the biggest regional differences. Furthermore, social interactions, technological platforms, and environments were the most important factors influencing experiences of online learning among students at institutions of higher education in Eastern, Central, and Western China, and they were also important explanatory factors resulting in regional differences in learning experiences. The most important influencing factors with respect to learning satisfaction were course content and design, while the most important influencing factor with respect to learning outcomes was the learners themselves. This conclusion points to an avenue for improvement of online learning at institutions of higher education in different regions.
{"title":"Regional Differences in Experiences of Online Learning Among Chinese College Students and Influencing Factors—Based on Analysis of the Survey Data of 334 Institutions of Higher Education","authors":"Weiping Wang, Wen Li","doi":"10.1080/10611932.2023.2213155","DOIUrl":"https://doi.org/10.1080/10611932.2023.2213155","url":null,"abstract":"Abstract Online learning has now become a prominent characteristic of global higher education, and students’ experiences of online learning have become a focal issue in research on online learning. This is not only the premise for assessing the quality of online learning but also the key to promoting regional equity in higher education. This study drew upon the theoretical framework for experiences of online learning, adopting the methods of analysis of variance, multivariable linear regression, Shapley value decomposition, and so on to examine regional differences in college students’ experiences of online learning and influencing factors on the basis of a survey of 226,679 students at 334 institutions of higher education across the country during the pandemic. The study found that both students’ online learning outcomes and their satisfaction exhibited characteristics whereby Eastern China was the best, followed by Central China, and Western China was the worst. Although the regional expression of each factor influencing experiences of online learning also exhibited the aforementioned characteristics, comparatively speaking, technological platforms had the biggest regional differences. Furthermore, social interactions, technological platforms, and environments were the most important factors influencing experiences of online learning among students at institutions of higher education in Eastern, Central, and Western China, and they were also important explanatory factors resulting in regional differences in learning experiences. The most important influencing factors with respect to learning satisfaction were course content and design, while the most important influencing factor with respect to learning outcomes was the learners themselves. This conclusion points to an avenue for improvement of online learning at institutions of higher education in different regions.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"24 1","pages":"384 - 403"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90469171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/10611932.2023.2213140
Daguang Wu, Wen Li
Abstract In order to fully comprehend the state of online education at institutions of higher education in China during the 2020 COVID-19 pandemic, the Online Education Task Group of the Center for Teaching and Learning Development at Xiamen University conducted a questionnaire survey of the state of online education, and a total of 334 institutions of higher education, 13,997 instructors, and 256,504 students participated in this survey. The results of the survey showed that large-scale online education in China met or even exceeded the expected goals for the first time, in a successful round of online educational practices, with important value as a reference for informatization construction at institutions of higher education in the post-pandemic era and the achievement of hybrid online-offline education. However, due to being “compelled” by the pandemic, this round of large-scale online education left behind many interim characteristics of this specific period of time in a number of areas, including the preparation of instructors and students for online education, support by education platforms, the technical services of education platforms, online services provided by schools, online education models and characteristics, outcomes in online education, the primary factors influencing outcomes in online education, existing problems in online education, the challenges faced by instructors and students in online education, and recommendations by instructors and students for improvements to online education. From a long-term perspective, these interim characteristics leave room for a series of reflections on subsequently continuing to deepen educational reforms. In the face of these interim characteristics having overtones of an “emergency response,” from the perspective of informatization construction in education in the post-pandemic era, this article proposes five relationships that must be properly handled: the relationship between the resources allocated to online education by programs and by the market; the relationship between hard development and educational concepts; the relationship between equity and efficiency; the relationships between different agents’ understandings and practices; and the relationship between domestic practices and international experiences.
{"title":"The Interim Characteristics of Large-Scale Online Education at Chinese Institutions of Higher Education—An Empirical Study Based on a Questionnaire Survey of Students, Instructors, and Administrative Personnel","authors":"Daguang Wu, Wen Li","doi":"10.1080/10611932.2023.2213140","DOIUrl":"https://doi.org/10.1080/10611932.2023.2213140","url":null,"abstract":"Abstract In order to fully comprehend the state of online education at institutions of higher education in China during the 2020 COVID-19 pandemic, the Online Education Task Group of the Center for Teaching and Learning Development at Xiamen University conducted a questionnaire survey of the state of online education, and a total of 334 institutions of higher education, 13,997 instructors, and 256,504 students participated in this survey. The results of the survey showed that large-scale online education in China met or even exceeded the expected goals for the first time, in a successful round of online educational practices, with important value as a reference for informatization construction at institutions of higher education in the post-pandemic era and the achievement of hybrid online-offline education. However, due to being “compelled” by the pandemic, this round of large-scale online education left behind many interim characteristics of this specific period of time in a number of areas, including the preparation of instructors and students for online education, support by education platforms, the technical services of education platforms, online services provided by schools, online education models and characteristics, outcomes in online education, the primary factors influencing outcomes in online education, existing problems in online education, the challenges faced by instructors and students in online education, and recommendations by instructors and students for improvements to online education. From a long-term perspective, these interim characteristics leave room for a series of reflections on subsequently continuing to deepen educational reforms. In the face of these interim characteristics having overtones of an “emergency response,” from the perspective of informatization construction in education in the post-pandemic era, this article proposes five relationships that must be properly handled: the relationship between the resources allocated to online education by programs and by the market; the relationship between hard development and educational concepts; the relationship between equity and efficiency; the relationships between different agents’ understandings and practices; and the relationship between domestic practices and international experiences.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"5 1","pages":"330 - 383"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82022382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/10611932.2023.2213602
Yiling Hu, Jing Nie, X. Gu
Abstract Faced with the sudden outbreak of the COVID-19 pandemic, Chinese K-12 schools pivoted to online teaching to “suspend classes without stopping learning” and to ensure continued learning in the first half of 2020. As an emergency measure to combat the pandemic, the implementation of online teaching met a range of challenges. This study randomly distributed approximately 420,000 questionnaires to primary and secondary students, teachers, and administrators across all provinces in China, with the aim of investigating online teaching during the pandemic from the perspectives of teaching organization, policy implementation, and learning experience, as well as comparing the ways urban and rural schools responded to COVID-19 from the perspective of balanced education development. Results show that schools across different regions in the country are equipped with essential facilities for online teaching, guaranteeing the successful rollout of online teaching. It is also found that schools need to enhance their capacity for contextualized decision making and innovation in teaching practice and that additional support should be given to rural schools to improve their access to resources and their online teaching experience. Significant differences between urban and rural schools are found to exist in such areas as students’ learning interest and effectiveness, information technology literacy, and psychological well-being. Moreover, there also exists considerable discrepancy in teachers’ digital teaching competence between urban and rural schools. We discuss the implications from the findings of this large-scale study and make suggestions for future directions of online teaching development in the digital age.
{"title":"From Equity of Opportunity to Equity of Development: A Comparative Analysis of Large-Scale Online Education in Urban and Rural K-12 Schools in China during COVID-19","authors":"Yiling Hu, Jing Nie, X. Gu","doi":"10.1080/10611932.2023.2213602","DOIUrl":"https://doi.org/10.1080/10611932.2023.2213602","url":null,"abstract":"Abstract Faced with the sudden outbreak of the COVID-19 pandemic, Chinese K-12 schools pivoted to online teaching to “suspend classes without stopping learning” and to ensure continued learning in the first half of 2020. As an emergency measure to combat the pandemic, the implementation of online teaching met a range of challenges. This study randomly distributed approximately 420,000 questionnaires to primary and secondary students, teachers, and administrators across all provinces in China, with the aim of investigating online teaching during the pandemic from the perspectives of teaching organization, policy implementation, and learning experience, as well as comparing the ways urban and rural schools responded to COVID-19 from the perspective of balanced education development. Results show that schools across different regions in the country are equipped with essential facilities for online teaching, guaranteeing the successful rollout of online teaching. It is also found that schools need to enhance their capacity for contextualized decision making and innovation in teaching practice and that additional support should be given to rural schools to improve their access to resources and their online teaching experience. Significant differences between urban and rural schools are found to exist in such areas as students’ learning interest and effectiveness, information technology literacy, and psychological well-being. Moreover, there also exists considerable discrepancy in teachers’ digital teaching competence between urban and rural schools. We discuss the implications from the findings of this large-scale study and make suggestions for future directions of online teaching development in the digital age.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"25 1 1","pages":"419 - 437"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89799660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/10611932.2023.2213628
Yijie Wang, Yang Bai, Bairen Ding
Abstract Based on the questionnaire survey data of 13,176 primary and secondary school students in Jiangsu Province, this study found that class has a significant impact on students’ online learning effect: the learning effect of students from elite families is better than those from non-elite families. Online teaching depends on the equipment provided by students’ families and their participation in education. In both of these areas, elite families enjoy major advantages over non-elite classes, largely guaranteeing the learning effect of their children. In addition, there are certain urban-rural differences in the provision of equipment and educational participation, and the online learning effect of rural students is more dependent on their family’s participation in education. Therefore, in the process of promoting the informatization of education, attention should be paid to class and urban-rural differences.
{"title":"Is Online Teaching Widening Educational Inequality? A Study Based on 13,176 Questionnaires of Primary and Secondary Schools in Jiangsu Province","authors":"Yijie Wang, Yang Bai, Bairen Ding","doi":"10.1080/10611932.2023.2213628","DOIUrl":"https://doi.org/10.1080/10611932.2023.2213628","url":null,"abstract":"Abstract Based on the questionnaire survey data of 13,176 primary and secondary school students in Jiangsu Province, this study found that class has a significant impact on students’ online learning effect: the learning effect of students from elite families is better than those from non-elite families. Online teaching depends on the equipment provided by students’ families and their participation in education. In both of these areas, elite families enjoy major advantages over non-elite classes, largely guaranteeing the learning effect of their children. In addition, there are certain urban-rural differences in the provision of equipment and educational participation, and the online learning effect of rural students is more dependent on their family’s participation in education. Therefore, in the process of promoting the informatization of education, attention should be paid to class and urban-rural differences.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"22 1","pages":"438 - 449"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81856162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/10611932.2023.2213632
Yong Wu
Abstract The sudden outbreak of the novel coronavirus (COVID-19) has had a profound impact on the operations of education systems. China’s education system accumulated a wealth of experience from its responses to the pandemic, but it has also exposed many problems. In terms of the responses in education, timely and systematic policy actions have provided specific guidance for the smooth operation of education systems at all levels; the coordination and participation of multiple actors across different levels of government, government departments, and social organizations have effectively ensured the provision of online teaching. At the same time, however, a number of problems have appeared, including: insufficient range and systematization of courses taught online; teachers’ weak understanding of online learning and an inadequate ability to implement it; and a lack of continuity and initiative in students’ classroom participation. Moreover, online teaching has highlighted the “information gap” between urban and rural areas. Therefore, online teaching should be improved both internally and externally, focusing not only on the application of technology but also on the transformation of ideas about teaching itself; it should gradually make full use of the rich and varied structure and content of online teaching resources; it should focus on improving the “hard power” and “soft power” of rural students’ online learning in order to narrow the gap between urban and rural areas.
{"title":"A Reflection on the Chinese Education System’s Responses, Problems, and Experiences during the Pandemic","authors":"Yong Wu","doi":"10.1080/10611932.2023.2213632","DOIUrl":"https://doi.org/10.1080/10611932.2023.2213632","url":null,"abstract":"Abstract The sudden outbreak of the novel coronavirus (COVID-19) has had a profound impact on the operations of education systems. China’s education system accumulated a wealth of experience from its responses to the pandemic, but it has also exposed many problems. In terms of the responses in education, timely and systematic policy actions have provided specific guidance for the smooth operation of education systems at all levels; the coordination and participation of multiple actors across different levels of government, government departments, and social organizations have effectively ensured the provision of online teaching. At the same time, however, a number of problems have appeared, including: insufficient range and systematization of courses taught online; teachers’ weak understanding of online learning and an inadequate ability to implement it; and a lack of continuity and initiative in students’ classroom participation. Moreover, online teaching has highlighted the “information gap” between urban and rural areas. Therefore, online teaching should be improved both internally and externally, focusing not only on the application of technology but also on the transformation of ideas about teaching itself; it should gradually make full use of the rich and varied structure and content of online teaching resources; it should focus on improving the “hard power” and “soft power” of rural students’ online learning in order to narrow the gap between urban and rural areas.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"12 1 1","pages":"450 - 464"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89868942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/10611932.2022.2136459
Zhiqiang Wang, Zehai Long
Abstract The composition of abilities of innovation and entrepreneurship instructors and their state of competence are key to the advancement of efforts for innovation and entrepreneurship education at higher education institutions, and the multidimensional dynamic structure of instructor abilities determines the baseline for the quality of innovation and entrepreneurship education at higher education institutions. On the basis of an empirical survey of a large sample of 1,231 higher education institutions across China, this study designed a scale for the composition of basic abilities among innovation and entrepreneurship instructors, a scale for factors influencing the improvement of abilities, a scale for the operating mechanisms of innovation and entrepreneurship education, and a scale for the quality of innovation and entrepreneurship education, and applied a multiple regression analysis model to verify the relationship among the three factors of the composition of instructors’ abilities, the operating mechanisms for innovation and entrepreneurship, and the quality of innovation and entrepreneurship education. The study found that the structure of abilities of innovation and entrepreneurship instructors at Chinese higher education institutions is unbalanced, and they lack specialized knowledge and skills; the measures for organizational support provided by higher education institutions as the major agents implementing innovation and entrepreneurship education are undiversified; and the current state of development of the abilities of innovation and entrepreneurship instructors does not suffice to support sustained improvement in the quality of innovation and entrepreneurship education. Chinese higher education institutions must construct organizational support systems aimed at promoting innovation and entrepreneurship instructors’ sense of identification and specialized development.
{"title":"Study of the Structure of Abilities of Innovation and Entrepreneurship Instructors at Chinese Higher Education Institutions Based on the Mechanisms of Organizational Support: Based on an Empirical Survey of 1,231 Higher Education Institutions","authors":"Zhiqiang Wang, Zehai Long","doi":"10.1080/10611932.2022.2136459","DOIUrl":"https://doi.org/10.1080/10611932.2022.2136459","url":null,"abstract":"Abstract The composition of abilities of innovation and entrepreneurship instructors and their state of competence are key to the advancement of efforts for innovation and entrepreneurship education at higher education institutions, and the multidimensional dynamic structure of instructor abilities determines the baseline for the quality of innovation and entrepreneurship education at higher education institutions. On the basis of an empirical survey of a large sample of 1,231 higher education institutions across China, this study designed a scale for the composition of basic abilities among innovation and entrepreneurship instructors, a scale for factors influencing the improvement of abilities, a scale for the operating mechanisms of innovation and entrepreneurship education, and a scale for the quality of innovation and entrepreneurship education, and applied a multiple regression analysis model to verify the relationship among the three factors of the composition of instructors’ abilities, the operating mechanisms for innovation and entrepreneurship, and the quality of innovation and entrepreneurship education. The study found that the structure of abilities of innovation and entrepreneurship instructors at Chinese higher education institutions is unbalanced, and they lack specialized knowledge and skills; the measures for organizational support provided by higher education institutions as the major agents implementing innovation and entrepreneurship education are undiversified; and the current state of development of the abilities of innovation and entrepreneurship instructors does not suffice to support sustained improvement in the quality of innovation and entrepreneurship education. Chinese higher education institutions must construct organizational support systems aimed at promoting innovation and entrepreneurship instructors’ sense of identification and specialized development.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"35 1","pages":"247 - 268"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79604175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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