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  • Feature
    Comprehensive Reform of Higher Education: Key Points, Difficulties and Methods
    GUAN Peijun
    2024, 40(05): 1-12. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.01
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    Deepening and comprehensive reform?requires comprehensive reform of higher education. The necessity and urgency of comprehensive higher education reform, its goal tasks, and the?critical stages’ core?keys and breakthrough points are determined by?Chinese modernization’s tasks and historical orientation.?To deepen this comprehensive reform is about system and mechanism, specifically, the reform of “decentralization, regulation, and service”, the system reform of science-education integration, the system and mechanism reform of personnel and talents in universities, the supply-side reform of higher education, the organizational method reform of teaching and research, and the method reform of evaluation and assessment. Abolishment and establishment should go together. Establish the new before abolishing the old. The key lies in “establishment”.
  • Feature
    How Can Higher Education Studies Achieve “Maturity”
    WU Daguang1,2,3; LI Junxiao1
    2024, 40(05): 13-20. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.02
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    Higher education studies is a discipline unique to China, having a 40-year history as an established field of study in the country. Against the backdrop of building a strong educational nation, the high-quality and substantive development of higher education urgently requires theoretical support from higher education studies. From the perspective of higher education studies moving towards “maturity”, it is still considered an “immature” discipline. The characteristics of a “mature” higher education studies include the ability to explain phenomena in higher education practice, guide higher education reforms, and lead the future of higher education. The “immaturity” of higher education studies is influenced by both internal and external factors, and the discipline’s destiny is closely linked to its level of maturity.
    • The Spirit of Educators
  • The Spirit of Educators
    Research and Discussion on Jiang Nanxiang’s Thought on Moral Education
    JIANG Yuhui
    2024, 40(05): 21-27. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.03
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    Jiang Nanxiang’s thought on moral education is an important part of Jiang Nanxiang’s educational thought. It is a summary and inheritance of the excellent Chinese moral education tradition and the old Tsinghua University’s educational experience, and a theoretical sublimation of the exploration and practice of school moral education work after the founding of the People’s Republic of China. Jiang Nanxiang’s educational thought has a scientific connotation embodied in adhering to the “both politically aware and professionally skilled, with comprehensive development” training feature, adhering to and developing the “double-shoulder loaded” (dual-role) political counselor system, and promoting moral education through various approaches. In the new historical period, guided by Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, it is essential to delve into and study the fundamental core of Jiang Nanxiang’s moral education thought in order to promote the high-quality development of moral education in colleges and universities. We should also address these aspects: establish a systematic concept and consider moral education in the overall perspective of promoting comprehensive human development; innovate the form of carriers and strengthen patriotism and collectivism education in the new era; inherit fine traditions and promote the innovative development of the “shoulder to shoulder” political counselor system; cultivate sports culture and build a new aesthetic and labor education pattern.
    • The Learning and Development of Undergraduates
  • The Learning and Development of Undergraduates
    The Effect and Mechanism of Self-Control on College Students’ Academic Achievement
    BAO Wei1,2; HE Yuanhao2; ZHANG Gaofei1
    2024, 40(05): 28-37. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.04
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    Self-control is an essential cornerstone for the academic achievement and long-term development of college students. This study constructs a localized system of observation indicators for self-control based on a systematic review of the multidimensional theoretical concepts of self-control and the characterization of self-control deficiency among Chinese college students. Utilizing nationwide tracking data of university students, we analyzed the driving effects and mechanisms of self-control on academic achievement. Our findings indicate that a lack of self-control constitutes a collective crisis among Chinese college students, manifesting in characteristics such as difficulty in controlling efforts, failure in delaying gratification, unhealthy sleep habits, and symptoms of digital distraction, across academic, personal, and online domains. Through the mediating effect of academic engagement, self-control exerts a significant driving effect on both current and long-term academic achievement. This study provides scientific support for enhancing self-control among college students and ensuring the quality of talent cultivation in higher education.
  • The Learning and Development of Undergraduates
    Research on the Influence of Out-of-Class Experience on Undergraduate Ability Development: Based on Evidence from Students at 313 Universities
    GOU Feifei1; ZHOU Xinshan2
    2024, 40(05): 38-45. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.05
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    The influence of out-of-class activities on ability development is the cornerstone of the continuous improvement of the university and the choice of students to participate in activities. Through in-depth analysis of 139,971 survey data and 17 text materials, it is found that out-of-class experience has significantly positive predictive effect on comprehensive ability, cognitive ability and non-cognitive ability, with predictive power of 0.235, 0.157 and 0.313. The predictive power of all kinds of out-of-class experiences on ability development was ranked as academic activity experience, social practice experience, sports activity experience and community activity experience; the efficiency of sports activity was prominent, while the efficiency of community activity was poor. Out-of-class experience mainly affects the cognitive ability development in an “explicit” way and the non-cognitive ability development in a “implicit” way. Colleges and universities should encourage and support students to participate in out-of-class activities and regulate and guide the healthy development of community organizations. Students should participate in out-of-class activities selectively to improve their ability structure. The academic circle should pay attention to the out-of-class experience of rural students to lay a foundation for the fairness of the higher education process.
    • Education Rule of Law
  • Education Rule of Law
    The Legal Guarantee of the Central Educational Organizations Under the Background of Chinese Modernization
    LIU Zhouqi; YAO Jinju
    2024, 40(05): 46-54. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.06
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    Since the founding of the People’s Republic of China, the rule of law in educational organizations has been significantly progressed at four levels: the Central Committee of CPC, the highest state organ of power, the comprehensive central administrative agencies and other central state organs, and the administrative organs on educational affairs. However, there are still some problems to be solved: modification on consultation and coordination mechanisms, harmonization on the relationships between different organizations etc. Under the background of Chinese modernization, it is necessary to combine practical demands and historical experience and attach importance to Education Organization Law, especially the Central Education Organization Law. Legal guarantees should be provided for the Party’s leadership on educational affairs and the operation of education administrative organizations. It is essential to further clarify the scientific setting and rational allocation of functions at different levels of organizations, including the Party’s leadership on educational affairs, government management, and the direction of education administrative organs.
    • Research and Exploration
  • Research and Exploration
    The Path Dependence and Reform Direction of Promoting “Three Types of Integration” in Higher Education
    SHI Qiuheng1; CHEN Qiong1,2
    2024, 40(05): 55-60. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.07
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    Promoting vocational integration, industry and education integration, and science and education integration is not only the necessary meaning of higher education to shoulder the mission of strengthening the country, but also the necessary path to achieve its own high-quality development. However, after examining the promotion of “three types of integration” in higher education, it is found that the practice is faced with a triple path dependence on the system, resources and subjectivity. The obstruction problems, such as “open but not smooth”, “joint but not deep”, and “fusion but not innovate”, in linkage integration have not been fundamentally solved. In the future, we can actively explore the reform direction of “three types of integration” in higher education from the aspects of perfecting the linkage mechanism of talent supply and demand for the construction of modern industrial system, promoting the organic connection between the education and talent chain and the industrial and innovation chain, and building a higher education innovation ecosystem with technological progress as the core.
  • Research and Exploration
    The Road of Equitization Reform for the Transformation of Scientific and Technological Achievements of Local Universities
    LI Xingwei
    2024, 40(05): 61-68. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.08
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    Strengthening technological innovation in local universities is a crucial measure for fully implementing the strategy of innovation-driven development and promoting high-quality economic and social development at the regional level. As the main entities for knowledge accumulation, creation, and dissemination within their respective regions, local universities serve as important carriers and platforms for original innovation and the transformation of scientific and technological achievements. Traditional methods, such as transfer and licensing, are facing practical difficulties. Therefore, there is an urgent need for equity reform in the transformation of scientific and technological achievements in local universities, particularly through further exploration and optimization of equity investment. Through methods such as literature review, data analysis, and case studies, this paper summarizes and analyzes the current situation and issues of equity reform in the transformation of scientific and technological achievements in local universities, and concludes common models for the transformation of scientific and technological achievements in local universities in China. Drawing on domestic and international practices, the paper explores effective pathways for equity reform in the transformation of scientific and technological achievements in local universities. These research findings provide valuable insights for promoting technological innovation and optimizing the mechanism for transforming scientific and technological achievements in local universities, ultimately facilitating the sound development of the transformation of scientific and technological achievements in local universities.
    • Comparative Education
  • Comparative Education
    How do Universities Respond to Climate Change? A Case Study Based on Harvard University
    MA Jiani; SUN Guoyao
    2024, 40(05): 69-76. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.09
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    Climate change has become a significant challenge for all humanity, and universities play a crucial role in addressing climate change. Harvard University has a long-standing history, clear objectives, and well-developed practices in response to climate change. Based on the framework of a “whole-institution approach”,an analysis of Harvard University’s exploratory initiatives reveals that it comprehensively addresses climate change in five areas: establishing climate management mechanisms, implementing green campus operations, nurturing climate change professionals, conducting multidimensional climate science research, and providing diverse climate-related societal services. Harvard University’s response to climate change is characterized by a comprehensive and holistic approach, the integration of theory and practice, the involvement of school leadership and student engagement, and cross-disciplinary, cross-campus and transnational collaboration; nevertheless, it also faces many challenges.
  • Comparative Education
    Upward Shift or Stabilization? An Empirical Study of the Impact of Higher Education Hierarchy on Regional Innovation in China and the United States
    TIAN Haoran; LI Qingyu
    2024, 40(05): 77-84. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.10
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    The center of gravity of higher education level will shift upward with the popularization of higher education and economic growth. In order to accelerate the construction of the talent center and innovation highlands, it is imperative to adjust the “region-level” matrix structure of higher education. Based on China’s provincial and U.S.’s state-level panel data, it is found that the scale and proportion of graduate education in China’s major innovation regions have obvious gaps compared with the U.S., and the center of gravity of higher education levels in provincial regions is generally low; higher education hierarchy has a “flat-N” influence on regional innovation, the positive effect decreases with the proportion of graduate education, and then decreases after the inflection point. That is, the positive effect is weakened firstly with the increase in the proportion of graduate education, and then strengthened after the inflection point; the inflection point is concentrated around 30%, and most of the U.S. states are close to the inflection point, and the hierarchical structure tends to be stabilized, while most of China’s provinces and regions still have a greater potential for the hierarchical upgrading. For this reason, different regions need to position themselves scientifically and reasonably regulate the structure of higher education; most regions should steadily raise the level of higher education; and priority should be given to the layout of incremental postgraduate education in regions with innovative advantages in order to promote the construction of innovation highlands.
  • Comparative Education
    How Can SDGs be Embedded in University Curriculum? A Case Study of the University of Manchester in UK
    MIAO Xuechao; HU Ling
    2024, 40(05): 85-92. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.11
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    Curriculum reform is a reflection of the deep participation of universities in the global sustainable development agenda, and UNESCO also calls on countries to incorporate sustainable development education into the core curriculum of education systems at all levels by 2025. The UK is one of the earlier country to carry out sustainable development education through university courses. The University of Manchester places equal emphasis on “social responsibility”, “teaching”, and “scientific research” in its school running orientation, and focuses on promoting sustainable development goals (SDGs) through curriculum action. Manchester University has actively explored how to integrate SDGs into university curriculum. In terms of curriculum design, offering sustainable development MOOCs, sustainable development subject courses, and interdisciplinary sustainable development courses; in terms of course content, integrating the thematic content of the United Nations’ SDGs into multiple disciplines; in terms of curriculum teaching, blended learning is adopted and exploratory learning is emphasized. The University of Manchester’s strategy of embedding SDGs into the curriculum can inspire China to play the role of the curriculum in promoting SDGs, incorporate SDGs into the curriculum according to local conditions, and establish the corresponding guarantee mechanism.
    • Vocational Education
  • Vocational Education
    The Mechanism of Vocational Knowledge Production from the Typification of Education Perspective: Problem Representation, Structural Elements, and Construction Path
    LI Sheng; LIU Xiao
    2024, 40(05): 93-100. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.12
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    From the typification of education perspective, the transplanting of general subject knowledge in the development of vocational education curriculum content reflects the fact that the vocational knowledge production mechanism is “dependent” on the academic knowledge production mechanism during the development of vocational education from the form of apprenticeship to formal schooling. The high-quality development of vocational education needs to build an independent vocational knowledge production mechanism and push the curriculum construction to the deep water zone. Based on the comparative analysis framework of type education, the connotation of vocational knowledge production mechanism is grasped from the three structural elements of knowledge object, production subject and social institution: the system is composed of vocational knowledge products, vocational knowledge producers, production entities of vocational knowledge and the system composed of various institutions and conceptual frameworks that connect these elements. The operational purpose and driving force of the system are vocational knowledge production. The path of vocational knowledge production mechanism construction at the practical level is: “mining”, “training” and “cultivating” the team of vocational knowledge producers, building a series of specialized social institutions of vocational knowledge production, and building a mechanism to promote the long-term stable operation of vocational knowledge production activities.
  • Vocational Education
    The Value Implication, Practical Predicament, and Implementation Path of Vocational Education Teacher Training Guided by the Typification of Education
    HU Jianfeng; CHANG Lidan; XU Qianting; NIAN Chaoxu
    2024, 40(05): 101-108. https://doi.org/10.16298/j.cnki.1004-3667.2024.05.13
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    The teachers of vocational education are the logical starting point of the typification of vocational education, the important content of the construction of the modern system of vocational education, and the fundamental basis for the construction of a double-qualified teacher team. However, there are some difficulties in training vocational education teachers, such as unclear characteristics, weak subject, insufficient total amount and weak guarantee. Guided by the optimization of the typification orientation of vocational education, policies should be implemented in combination with vocational integration, collaborative innovation, and production and education integration. The quantity and quality of teacher training should be improved by strengthening the construction of technical normal colleges, encouraging high-level comprehensive universities and normal colleges to participate in training, and adopting project-based or commissioned targeted training. It is needed to realize the dual ability of academic training and production, complete on-the-job training, and serve local regular training; actively promote the integration of production and education, interdisciplinary studies, and international exchanges; reform the vocational education teacher enrollment system, qualification and skill certification system, and standard construction system; systematically promote the training level of vocational education teachers, and serve the typification construction of vocational education.
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