试论杨应琚教育主张对青海教育的影响

本文回顾了青海历史上著名的教育者,着重论述了杨应琚的教育主张以及采取的教育措施,并论述了对青海教育的影响。     

试论普通高等学校开展艺术教育的意义

普通高等学校艺术教育是高校文化素质教育的重要内容,通过艺术教育,使学生了解我国优秀的民族艺术文化传统和外国的优秀艺术成果,提高文化艺术素质,增强爱国主义精神;培养感受美、表现美、鉴赏美的能力。陶冶情操,发展个性,启迪智慧,激发创作意识和创造能力,促进学生全面发展。     

全国普通高等学校美术学(教师教育)本科专业课程设置指导方案(试行)探讨

通过学习《全国普通高等学校美术学(教师教育)本科专业课程设置指导方案》(试行),认为“方案”中新的课程设置是从精英教育向大众教育模式转型的一大改革,对学校和教师提出了全方位的、高标准的、全新的要求。     

Occupational mobility and cognitive ability: A commentary on Betthäuser,Bourne and Bukodi

This commentary critiques Betthäuser, Bourne and Bukodi's (2020) paper which finds that cognitive ability does not substantially mediate class of origin effects on educational and occupational outcomes. From these results, they conclude that cognitive ability is only of minor importance for social stratification, reasserting their view of the primacy of class origins for social stratification. The central issue surrounding cognitive ability in social stratification is its effects on socioeconomic attainments vis-à-vis socioeconomic origins, not the extent that cognitive ability mediates classorigin effects. Their analytical strategy of estimating the extent that cognitive ability mediates class origineffects is misleading because: it ignores the only moderate associations of socioeconomic origins with educational and occupational outcomes; the stronger direct effects of cognitive ability; the associations of parents’ ability with their own socioeconomic attainments; and the genetic transmission of cognitive ability and other traits relevant to social stratification from parents to their children.     

Enduring not enjoying? Emotional responses to studying abroad among Danish and Chinese students

ABSTRACT

Students’ emotions during stays abroad have mainly been treated as ”culture shock”, where difficulties are interpreted as universal ”stages” towards ”adaptation”. This paper explores how students from different cultural and educational traditions experience studying abroad differently. The study presents a qualitative study of 18 Danish and Chinese students in Chinese and Danish universities and situates itself within the literature on culture shock, student emotions and study-abroad experiences. The study exposes the students’ complex emotions throughout their studies abroad and explains how these emotions relate to processes of self-formation, professional and academic development, increase or decrease in freedom, and student agency.     

应用伦理学视阈下人工智能教育的反思与应对

人工智能的深入发展和广泛应用,深刻影响着教育领域的变革与创新。人工智能教育伦理是对技术伦理视角下教育伦理的再塑,主要面向解决人工智能教育的应用困境。应用伦理学的理论基础来源于五种规范伦理学进路：功利论、义务论、契约论、正义论和美德论,以该理论为基础分析人工智能教育当前主要伦理困境,呈现出功利主义技术观与非功利主义教育观的矛盾、技术与教育多重主体行为的矛盾、技术正当性与个人权利的矛盾、技术引发教育平等与社会不稳定性的矛盾、技术动机与教育本质的矛盾,需从制度、个体和组织三个层面建构人工智能教育生态。     

浅论明清徽州的宗族办学活动

明清时期徽州教育非常发达,这是徽州强大的宗族势力重视教育的结果。宗族主要靠兴办族塾、书院和文会等各种类型的学校培养子弟。此外,宗族还重视延聘名师,资助族内贫寒子弟。这些措施是明清时期徽州一府文化繁荣、经济发达的重要保证。     

‘Car Talk’: automobility and Chinese international students in Michigan

The apparent conspicuous consumption of luxury vehicles by Chinese international students attending a public Michigan University provides an opportunity to examine the convergence of different ideas about automobility. Upwardly mobile Chinese families send their children to Michigan, a state with a tradition of auto-production, for educational opportunities not available in China. The resulting ‘car talk’ of local residents about Chinese students and their cars speaks to broader anxieties about Michigan’s shifting relationship to the global economy. However, the paper focuses on the meanings of auto-owning created by Chinese students who make decisions about the purchase and use of their autos within a social world oriented primarily to other Chinese students and societal ideas about auto-owning circulating among friends, family and society in China. For Chinese students, car owning encompasses meanings of status, safety and sociability that are created within the context of study abroad.     

Identifying Systemically Important Banks: A temporal approach for macroprudential policies

Contrary to the general belief, systemic risk does not only regard the risk posed by balance sheet relationships and interdependencies among institutions. It also features a temporal dimension related to the inappropriate responses of financial market participants to changes in risk over time. This paper proposes a method to simultaneously address the cross-sectional and the time dimension in which systemic risk materializes. The method is based on the TOPHITS algorithm. It provides three scores, namely borrowing, lending and time scores: the first two represent the systemic importance of the borrowing and the lending activity associated with each financial institution,while the third represents an empirical Early Warning Signal of the financial crisis. Our findings reveal that the identification of the time score as an indicator for an incoming market distress could be relevant to design macro prudential policies.     

中国教育资源市场化与个体选择：初中课外补习效应异质性探究

本文在中国教育资源市场化的背景下,探究了初中课外补习对学业成绩的效应异质性及其对教育公平的启示。通过分析“中国教育追踪调查”（CEPS）的数据发现,从同质性效应来看,参加课外补习对于提升初中生学习成绩没有显著影响,但参与课外补习的倾向性影响其效应异质性。课外补习有助于提高倾向性处于中间水平学生的学习成绩,表明课外补习受益学生大多来自学习成绩中等的普通工薪家庭。对于倾向性较低的大多数相对弱势的家庭和倾向性较高的少数优势家庭而言,课外补习对学业成绩的作用微乎其微。研究表明,中国教育领域的市场化变革和相关政策的制定需要考虑个体教育选择的复杂性及其对教育公平所造成的深刻影响。