In a certain sense，the women of Kong family are the symbol and model of Confucian norms on women's virtues in ancient China. Through the daily life，educational situation and inner world of this special female group，we can reflect on its complex relationship with the dominant Confucian norms of women's morality and gender order，which provides us an excellent perspective to re-examine some “established”“dominant” and “orthodox” female education concepts．Based on an international literature review on the research field of Confucianism，history of Chinese women，and the descendants of Confucius，also with the declaration of the academic value and social significance of the study of the women of Kong family，an alternative framework is then outlined as follows．Firstly， rethinking the “reflection” of the “May Fourth” construction of the victimized women in traditional China. Secondly，shifting our focus primarily on “women” to a broader view of “gender”，namely including females and males，as well as other social issues. Thirdly，shifting our focus primarily on “individual” to “family”，interpreting personal deeds in the context of family and society，by combining personal life history with family narrative method. Fourthly，shifting our focus primarily on “literature” to “material”，exploring the everyday lives of the women of Kong family by using documentary evidence and material culture，etc，following the material turn of the western historiography and Chinese women's history，as well as the paradigm transformation of educational historiography in contemporary China.

The word problem ( WP) is the basic question type of elementary and middle school mathematics examination，and is also the important symbol of students' social mathematical life. The narrative of WP is a mirror of social mathematical life-style. The figure relationships and their literature characters in WP represent students' mathematics life context and value structures. The WP teaching is an important way to cultivate students' ability and key competences of mathematics. As a form of minor narrative，the narrative of WP also consists of narrative figures，narrative stories，narrative spaces and other factors like these. As the driving force for the narrative process，narrative figures are the virtual images of real people，including certain occupational and status characteristics. In addition to its identity symbol，the narrative figures also carry a certain function of identity education. Through the analysis of changes in the identity of the figures in WP，we can glimpse the expectation of social development on the training of talents and the impact on the compiling mechanism of the WP . The narrative of WP comes from the specific problems in the process of social production and life，and its spatial discourse features embody the shaping of students’ space consciousness from mathematics education. In more than 40 years，the transformation of narrative space in WP has been entering the mathematics education classroom through mathematical language and spatial symbols，which become the implicit means of mathematical moral education. WP needs to establish the connection with real life in multiple aspects，and construct the real scene of social life for students on the narrative level，so as to enhance students’ imagination of social space and comprehensive understanding of mathematical life. The compiling mechanism，narrative category and modes in WP reflect mathematics educational purpose and discourse system of key competences in particular periods，as well as the fundamental themes like “what kind of people to be cultivated” and “how to cultivate them”. In the process of the transformation of the philosophy of mathematics from fundamentalism to post-fundamentalism in the 20th century，the view on mathematics and mathematics education have changed accordingly. The social constructivism of mathematical knowledge provides a hermeneutic frame for interpreting the sociological nature of knowledge in the narration of WP. The creation of WP facing the life world needs not only to adopt the multiple life value-orientation，but also to open the interpreting space of mathematical life on purpose of really forming students’ ability of solving problems and spirit of innovation.

In the early 20th century, with the development of the Reform Movement, women’s education began to rise in China. During the decades, women have been walking out of boudoirs, into schools and the workplace, gaining the chance of being independent and liberated. This change has been particularly dramatic and varied in Shanghai, a modern metropolis. Women's social gender and social roles have undergone a complete transformation in the process of women’s education and career evolution in modern Shanghai. Women gained social recognition and self-reform in education who became more engaged in the education process and found their places in education. They emerged along with the process of urban occupational ecology modernization which have provided vivid career samples for modern Shanghai. The influence of education on women’s careers and self-development is diversified. The self-identity and cognition of women are constantly changing. The awakening of women's self-consciousness in education and career fields is a process full of struggles. However, women achieved self-redemption during social transformation in the end and gradually approached women’s autonomy in education, in gender roles, and in career.

A new situation has emerged in the relationship between city and the countryside. The countryside has become a yearning for urban people who treat returning to hometown as a kind of fashion. This paper takes Mingguang village in C City of Sichuan Province as a case of rural community education study，and draws on anthropological field survey methods， and comprehensively uses interviews， ethnography，narrative research and other methods to observe and record the changes that have occurred since the construction of a new village from 2015 to 2017. This paper introduces the field of community life from a spatial perspective，discusses what happens in this community，and introduces formal and informal education activities separately. The aim of this research is to return to social life itself to re-understand the nature of community education，explore how the community living environment stimulates the internal learning motivation of various subjects. It is found that the development of village publicity promotes community integration，the physical public space of the village and the activities it carries greatly enrich the daily life of the original village，and the open public space of the multi-culture provides a huge space and opportunity for the mutual integration of the daily life of the new and old villagers. Besides，community education is an important method to encourage residents to participate in community life，promote community identity and build a community.

With the further development of lifelong learning and the construction of a learning city，adult learning research has transferred to the perspective of everyday life，and explored the learning approaches and paths suitable for the adult life world. This study takes social-material as the research perspective，selects the“ Green Housewife” project in Xiang he community of Shanghai as the field，uses participatory ethnography method，and through a year-long field investigation，based on field data collection and in-depth analysis，understands the multiplicity of learning space and the significance generation in everyday life，the enhancement of adult learners' identity awareness by technology in everyday life，the interaction between technology application and psychological emotion，and the connection between adult learners' everyday life practice and national grand narrative.

This article examines the historical relationship between the public communication of the late Qing School and the identity transformation of modern intellectuals and the cultural innovation of May 4th, based on the description of the topics of the public communication life of the students in the late Qing Dynasty school, as well as the formation of the network and the mechanism of speech action. The study found that public affairs consultation, current political discourse and knowledge and emotional exchange in the school of the late Qing Dynasty have objectively become the "exercise" and "simulation" of public action in a larger scope. While in the main network and the structure of speech action, both show that rational action and geo-relation, consanguinity of scholarships, ideology, private life factors, as well as class and public/non-public strategic actions are embedded together. In this sense, the public communication action of students in the late Qing Dynasty school became the prelude to the climax of the "publicity" transformation in Chinese society during the May 4th period, thus having the historical significance of cultural innovation.

Significant others are closely associated with students’ reading choices. There exist strong influencers to students’ reading activities in primary and middle schools. By way of analysis on latent influential subjects behind in students' choice of reading activities, in order to explore who are leaders, sharers, promoter, who are restrictors, discipliners, negative influencers, how their value orientation, emotions, attitudes and cultural preferences have influence on students’ choices direction? Which ways these influences are through to intervene students’ reading process? What discrepancies or conflicts the others’ influences are manifested in different contexts? This article discriminate the influential effects and differences of many significant others in real situations (schools, families, the media) on students reading, such as the effects of principals’ and teachers’ value orientation on the construction of reading culture in schools, the reading recommendation difference among teacher groups. In the media situation, absent reading-guiders also impact on student’s reading activities. People like publishers, writers and on-line friends have difference influence upon student’s reading choice, guidance conflict and so on. Parents are significant others in the family, their reading guidance and misunderstanding, and associations between their educational aspirations and reading enlightenment and so on. There are plenty of important groups significant others impacts on student’s reading behavior. Thus, getting together all significant other’s forces (include inside and outside school, present and absent others), make them play positive guidance, get them become leader, arouser, promoter, accompanist and sub-reader in student’s reading activities are very important.

As a pioneer of comparative education in China, Zhuang Zexuan borrowed and transplanted comparative education theory from Teachers College of Columbia University. In order to seek the path of “the sinicization of new education”, he considered national character as the core content of comparative education research. By means of the methods of history and literature, Zhuang Zexuan uncovered the national characters of various countries and further discussed the mutual relation between national character and educational system. Based on that, he attempted to build an interpenetrating network of relationships between various factors such as natural environment, national character, economic force, social organization and education, with which he tried to search the power outside school influencing education. Zhuang Zexuan’s educational practice was deeply influenced by his highly valuing of the issue of national character. With the view to the improvement of China’s national character, he participated in the debate on “problem of language and words”, the popularization of public education, and the examination and practice of frontier and overseas Chinese education.

Since the May 4th Movement, the living space of traditional women has always been structured as confined space, and the women household has also been ignored for its mediocrity. By eliminating women from the public sphere, especially the economic spherethe gender order assigns household duties to them. Shanghai, as a newly emerging immigrant city in modern times, provided unique opportunities for the development and stability of business, the transformation of traditional patriarchal clan families into neolocal marriage families, and a series of changes in lifestyle. Through families, missionary girls’s education, and the press mediaCombined with consumer culture, family emotional maintenance and modern appearance disciplinehome economics education culture has been participated in the fabrication of “modern housewives”, the construction and reproduction of gender order and as specialized knowledge.

The transformation of traditional women to modern "new women" is a seemingly simple and in fact quite complex topic. Through the historical investigation knowledge women of M family in Ji’an of Jiangxi Province during the Republic of China, it is found that with the development of modern women's education, the family women began to walk out of the "inner evading" and towards the society. Women with knowledge of new education, they have acquired the same professional qualifications as men in the fields of education, culture, social activities and so on. Based on the female narration in the genealogy record, this paper makes a detailed analysis of the transformation of the knowledge women in the period of the Republic of China, and the results show that Education and Vocation is an important way of their self-shaping, and thus begins the course of transformation from "wife and mother" to the modern "female national".

The order of positions in education refers to the definition of the spatiality (which means timeliness at the same time) of the educated individuals. The daily educational practice defined by the order shows some structural characteristics in the characteristics of social space-time. Therefore, the educational order of positions is in fact a special social space-time structure bred in the spatial practice of ancient China. From this point of view, the author interprets the "fen zhai teaching method" of the Imperial College in the song dynasty and clarifies its historical truth. With the change of the tang and song dynasties, the Imperial College in the song dynasty underwent a far-reaching spatial reconstruction and constructed a new educational order system through "fenzhai", thus shaping the unique architectural spatial form and daily educational life of "zhai yard". The system shows the spatial nature of the two contradictions, which is rooted in the internal contradiction of the integration of learning and selecting the scholar in the song dynasty. Different reform factions have adopted different spatial strategies in response to this contradiction. Since this contradiction has not been effectively solved, on the one hand it directly leads to the corruption of the imperial college education, on the other hand it indirectly intensifies the differentiation and opposition between the official school and the academy.

From the existence value of agrestic culture and the life growth of rural children, this study uses the research method of educational ethnography, conducts field survey on Liu village Primary School in Xinyang City, Henan Province, and explores the current situation of agrestic culture in the educational space of rural children，as well as the characteristics of agrestic culture and the value of the rural children's life growth significance, through the value experience of agrestic culture inside and outside the classroom of teachers and students in Liu village Primary School.

In the long history, music and dance have always been an essential thing in people's life. However, without the record of history, the study of music and dance culture, especially the attention paid to the performers of music and dance are lacking. By investigating and studying the group of ritual dance performer which named Yue Wu Sheng in the Ming and Qing dynasties, this paper not only pay attention to the macroscopic history, but also explore the groups and individuals. Combining the static historical text with the dynamic ritual dance, this article tries to demystify the ancient music education.

In August 1966, John Hawkins, an undergraduate at the East-West Center in Hawaii University got a very occasional opportunity to visit China. He not only had conversations with some Great leaders of China government, but gave a speech on China Revolution to Chinese audiences in the Great Hall of the People. He also experienced the Cultural Revolution which had begun three months before he arrived. What he saw and heart in Guangzhou, Beijing, Hangzhou and Shanghai impressed him so deeply that since then, he got a tight relationship with China and Chinese people.

This paper attempts to study a private school teacher's diary of forty years when the Imperial Examination was being abolished in the late Qing Dynasty, and to present the power-net in which he was controlled by Culture-State-Society. It is expected that the deep relationship between Scholars and State will be brightened in this study. The whole paper falls into three parts. In the first part as "Depression ", the study is arranged on how the imperial examination, as a rigorous institution, to docile teachers' career then and contort a variety of relationships between Education, State and Teachers. In the second part as” Guard Ideal" and the third part as "Dead End”, it will be explored how the Gentlemen' habitude developed in studying the Great Books, as a soft cultural power, to admonish the teacher's soul and spiritual world.

As China’s economy continues to grow rapidly and the country becomes more and more integrated into the global community, a sound understanding of the educational past is important for four reasons, First, a deep knowledge of one’s own educational system is a form of self knowledge that is an essential foundation for China’s healthy development as an independent society that can contribute positively to the global community. Secondly, in the Chinese context self-knowledge demands also knowledge of the other – the major educational influences from outside China that have shaped China’s modern educational system. Thirdly, one of the unique features of China’s modern educational development has been the tendency to experiment in education in different ways and at different periods. An understanding of the ideas lying behind each experiment, what aspects of it failed or why it succeeded, is valuable for the field. Who better to analyze these experiments that Chinese educators themselves who have lived through many of them? Finally, and perhaps most importantly, much is now expected in terms of what China may contribute to the global community. Its economic contribution, as a newly accepted member of the WTO has been a focus of interest, but what about its responsibility to contribute ideas in the field of education to the world community? Without a deep self knowledge and understanding of one’s own history, it may be difficult to know what can and should be shared with a global community that is looking for new directions for education.

The architecture craftsmen are handicraftsmen who specialize in building construction in ancient China. As the particularity of ancient Chinese buildings in the structure and materials, the ancient architecture craftsmen of China undertake multiple responsibilities including architectural design, construction, management, etc. the painting, the arithmetic, the Shu-shu, the ordinances and the technical craftsmanship together constitute the Chinese architecture craftsmanship in late pre-modern times, which is far more beyond the current usual definition of “craftsmanship”. The learning process of the huge architecture craftsmanship system is long lasting and highly diversified. It’s much more than the so-called “mentoring system” and “apprenticeship system”. The architecture craftsmen’s “period of apprenticeship” has a strict framework. But the self-learning after “finishing apprenticeship” is the key to the success. The existence of many “hand-copied books” and “secret books” explains the diverse learning ways and long-term learning process of architecture craftsmen on one hand, and shows their attention attached to learning and education on the other hand.

In the elementary education，Teaching students according to their aptitude and Teaching students according to their gender are both basic requirements to achieve educational equality. Based on pursuing personality development, we should actively concern ourselves for teaching students according to their gender that has become a pressing demand for improving the educational quality and accelerating the students’ development healthly. Teaching students according to their gender does not purposely overstate the sexual distinction among students，but does look for better teaching methods and means scientifically and objectively to resolve effectively the educational problems that we are confronted with .It emphasizes that, therefore，in the education process we concern ourselves not only for students’ personality and their ability development，but also for their sexual distinction in the campus environment, and probes more rightful and valid measurements，thereby better improve the educational quality, accelerate the students’ all-round development, and come to meet the value demand for the educational equality.

This is a case study of narrative. First, conclude the female language teacher’s routines through her teaching story. Then explore her personal beliefs of education, which are hypothesized hidden out her teaching behaviors, based on her self-interpretation of professional development. And then, search the key factors of her educational beliefs development via her life story where backgrounds of wider field of vision emerge. The purpose of this research is to develop our understanding of Educational Belief by learn the ordinary teacher’s personal development, teaching thinking and ideality rooting in Chinese culture in lively stories.

As everyday existence of University, the chitchat between teachers and students in daily life plays a unique and wonderful role for students’ growth. We can see from the experience of the Southwest United University that the chitchat full of warmth and wisdom depends on the value shared with teachers and students, the formation of close relationship between teachers and students, transcend feelings shared with teachers and students. When these three conditions are met, natural and friendly chitchat may happen between teachers and students either in the bedroom and the teahouse, or on the road and the scenery place. In such chitchat, student not only get to the direction and principle of exploring the unknown, but also come to form noble quality. These have become important elements to support them make for the top of academic and life in their future for young students.

The paper analyzes generating process of class teacher burnout and major reasons from class teacher work and experience of self for 8 years in narrative perspective. The paper tries to take job burnout as a generating stage in class teacher work, and look forward to find a way out of the problem through exploring influence on class teacher work and student development, and then provide positive strategy for helping class teacher to reduce and overcome burnout.

With the tool of narrative inquiry advocated by M.Connelly,the study, based on the happiness story of Gao Zhi , an elementary school teacher,aims to address two issues: First , in the school field of elementary school, what is the happiness experienced by the case male teacher? Second, what are the major facrors shaping the male teacher's happy experience, and how the male teacher are affected by these factors? Based on one year field observation and interviews,this study will discuss three major conclusions: First, as a young primary male teacher, GaoZhi feels that there are more unhappiness than happiness in the school, he even "do not feel happy at all", How to overcome the dilemma of the unhappiness in the school, caused by personal characters and expectation, social gender and status, and the overall social transformation, is the essential problem in his professional life. Second, classroom pedagogy, pedagogical studies, and the professional group have important influences on GaoZhi's school life. Third, the first two years may be the most important stage for the formation of an elementary teacher's happiness.

The spatial distribution of schools has always been of major practical and historical concern among Chinese scholars of education. Ever since modern education was transplanted in China at the end of the Qing dynasty, schools entered a long period of continuous spatial expansion. After 1979, this expansion stopped and reversed, with schools shrinking on a large scale, a phenomenon that has met with considerable debate and inquiry. From a spatial perspective, and based on historical changes to schools, this study attempts to reinterpret the evolution of school distribution in Chinese counties. Taking the county as the basic research unit offers the scholar a “definitive microcosm” of China. Given China’s geographical features, two ideal types of counties are put forward: one in the central and eastern plain and one in the west of China. The spatial characteristics of school distribution in the two counties is described, and a theoretical explanation of school distribution is provided. The author indicates that school enrollment in different spatial scopes expands as time goes on and educational level rises. School distribution is closely related to a county’s area, outline, location, population, towns and other factors, showing different characteristics dependent on the geographical space concerned. With a sparse population and vast territory, schools in the western county are distributed in units of towns and villages in a square. In the central and eastern plain county, the area presents a circular spatial contour with the county town generally located at the center of the circle. This form of distribution makes it difficult to curb the migration of rural students towards the county town.

The research combines “developmental” approach and “biologic” approach, used teaching year as a principal parameter and analytical model, and put forward the analytical content and studying angle of this research based of the analysis of literature materials and the theory of teacher development. The research explores situation of teacher burnout (scope, extent and feature), major pressure resources leading to the emergence of teacher burnout, form and features of teacher burnout, and further proposals to cope with teacher burnout. It divides into four parts as following: the first part put forward the issues and summarizing related research findings; the second part introduces the design and process of this questionnaires that including the selection of studied objects, the design and distribution of the questionnaires; the third part is about the result of the investigation, and generally describes the actuality of teacher burnout of elementary schools, related findings and essential reasons leading to teacher burnout in Shanghai; the fourth part is the countermeasures and suggestions to cope with teacher burnout.

With the progression of modernization and urbanization China witnesses an unprecedented tide of rural workers flooding into big cities to make a living while having to face the fact of the rural workers becoming the marginalized group. Based on this context, this paper is focused on the second migrants (i.e. children of the rural workers )’ education in cities. Traditionally the marginalized group is one of the most important research objects of educational ethnography, so I chose a typical simply-equipped school established especially for the children of the rural workers and hope to probe into the process of these children’s social psychological change on the view of inner culture and provide some valuable theory basis for the policy-maker. The paper is composed of 5 parts: Part 1 gives a brief introduction of the problem to emphasize its importance, And interprets some anthropological terms. Part 2 retrospect to the history of China’s labor migration, and analyzes the reason and points out the peasantry’s psychological change. Part 3 as fieldwork, and to accumulate the culture capital so as to transform it into economic capital and social capital. Part 4, a lot of typical cases on the basis of thorough fieldwork and draws a conclusion that it’s a far cry from their imagination that they wish to transform the accumulated culture capital to the other two capitals. While colliding with the city culture, they form a transitional character, i.e. dissociating from the fields while wandering from the city. Consequently it draws the theoretical conclusion of the cultural consistency and the formation of habits, generation gap, cultural tradition and cultural identity. Finally, it emphasizes the significance of the education of the rural workers’ children from the view of the culture.

With growing tension between demand for and supply of higher education in mainland China, more and more students are going outside for their studies. Many go to foreign countries, but some go Hong Kong and Macau, which are Special Administrative Regions (SARs) within China. The nature of the outflow has changed rapidly with scale expansion and diversification of students. The increase in numbers of self-financed students is among the particularly interesting features. The research examines the market of demand and supply, push-pull factors, the motivations of individual student, rationales of host institution by theoretical elaboration, policy analysis and empirical study.
     The findings show some similarities and differences on the pattern of Mainland student flow to Hong Kong and Macau and which to foreign countries. Similarities include firstly, both flows are driven by the excess and differentiated demand of higher education in mainland; secondly, in both flows, each individual student and host institution have distinct combination of academic and economic rationales with different priority; and thirdly on both regional market of Hong Kong and Macau, and international market of foreign countries, there are different level and category of demand and supply which meet and match each other by market force. The difference is that Hong Kong and Macau is a unique market of higher education with combined feature of internationalization and nationalization for mainland students.

The paper explored publication of Chinese teaching materials in modern Japan, and discussed close connections among publishing peaks, domestic situations and war in historical developing periods between China and Japan, additionally analysis intensions and features of Chinese teaching materials in contemporary Japan.

This is a Chinese educational discourse analysis in terms of Michael Foucault’s Archaeology of Knowledge. Looking into the famous educational discourses in 11th century China, This dissertation discovered the rules which those educational discourses as practice obeyed and ‘the desire to teaching’ deeply hidden in the discourses. We will see that there was a knowledge transition in the educational discursive practice, which can be described as, from using Classical Confucian principles to reform political and educational institutions, to using New Confucian principles to purify the emotion, idea, thought and action of human body, through the way of categorizing all those natural human beings’ life into the item of ‘lust’, and regarding them the opposite of ‘heaven principles’. We also explored , if and how New Confucian educational discourse turned into institutional practice, what（achievements and danger）would happen in the education and societal space after 11th century ? Accordingly, this dissertation finally focused attention on New Confucian discursive practices which want to grasp, define, differentiate and ‘better’ human being’s colorful life, and the tragic conflicts between New Confucian educational discourse and all available anti-New Confucian educational discursive practices , such as the desire expressed by the literatures and economical life.

In China, human resources development planning, rural vocational education is given important expectations. But from a practical point of view, the Government's active call and the farmers ' children-oriented education groups and inconsistent, the potential demand and actual demand, social needs and personal needs there is fragmented. On the occasion of the plight of rural vocational education to make due attribution analysis and prediction of judgment based on the premise that we must master the credible. The project by a lot of investigation and research, will present the status of vocational education in rural areas due to the orientation of the puzzle, standard set of constraints, professional, quality of training of obtuse disadvantages, information gets away, segmentation management of confined six rural vocational education encounter difficulties underlying causes is the result of the social structure of their functionality from the survival status of education to the transformation of education, and the educated have individual interests. To solve the dilemma, the need to respect the personal interests of the individual choice of vocational education, and strengthen the institutional arrangements for the development of secondary vocational education from design mode to mode changes.

The diary of ideas American students keep as they each passage in the Four Books provides a way to continue the practice of responding to precisely those passages that are relevant to their lives. Examples from dormitory life appear frequently, as do comments on their continuing relationships with their parents. This practice of reading ethical texts to apply learning to their lives is a form of self-cultivation.
The United States does not permit religious instruction in any public school. Most private liberal arts colleges do not either. Standards of civility have, however, become such an issue on campus that secular of behavior are being adapted as students codes. Students studying Confucianism find an appeal in a non-religious ethics, grounded on this-worldly relationships. So little opportunity exists in the United States to reason through a humanistic personal ethics, most students are fascinated to study how the Confucian tradition succeeded in spreading one such tradition in East Asia.

Dropout problem has been a tough subject over the world, As to the subject itself, studies can only be done in dropout problem without connecting to the other educational problems in rural areas and the nature of dropout problem is still an enigma, This research, through an investigation of the choice between attending school and dropout in different families in a minor village located in remote countryside after liberty, points out that after the changes of time and society, our value in education has undergone changes also and the factors that have influenced the choice between attending school and dropout have changed too, Among the factors, some have become important and some have become unimportant, and the nature is the cause, the slight changes and the end,

This paper represents an initial and exploratory effort to understand the development of education in China over this century from an insider’s perspective. Through the narratives of six influential educators, beginning from their family and early schooling through the development of their careers, it provides insights into major developments in education over an 80 year period. The paper begins with some reflections on the character of comparative education as a field of study, and the use of narrative as an approach to educational research. It then turns to the six narratives, presenting them in four main sections – a brief depiction of each educator’s present situation and standing, the influences of family and schooling before 1949, their careers under socialism, and their perspectives on the period after the reform and opening up of 1978. Some attention is also given to the university where they spent their careers, and the diverse regions where these are situated. There is an attempt to identify and understand the threads of continuity that held together lives lived through momentous change.

Within the changing social and cultural context in modern China, weaving, at conceptual and institutional level, has transformed from a kind of handcraft into a set of symbols which deliver new meanings and spirits from the ritual, patriarchal, ethic, moral, aesthetic,economic and commercial aspects. Based on a tale of an influential woman weaver during 1930s in Shanghai, this paper aims to explore the life story of the needlewomen, a overlooked and marginal social group under the impact of industrialization. The special attention will be on the role of education in the identity construction of these lower professional women, and their pursuit of life and career.

Nowadays, the junior high school students fall over themselves for gift exchange. Investigator choose 246 middle school students as sample, who are 13－15 years old. Through such means as observation and questionnaire on students’ gift exchange, The investigator found that students participate in gift exchange to maintain their own social capital or get more social capital. The social capital has great ‘sign effect’, which will help students attach high status in their social relation network. According to the students’ social capital, the gift exchange has two kinds: one is homogeneous gift exchange, the other is heterogeneous gift exchange. Gift-giving also can be divided by the students’ goal as expressive gift-giving and utility gift-giving.
     The gift exchange will change students’ influence and status in social network. Three factors, include ‘social norm, relative social capital and the least interesting principle ’, decide whether the students get equal influence and status or not. The students’ influence will change in response to three principles: firstly, one-way gift-giving add senders’ influence and reputation. Secondly, one-way gift-giving changed students’ influence, then urge gift-receiver to pursue gift-exchange balance. Thirdly, if the students have not equal influence, one-way gift-giving will not add sender’s influence or bring any other advantages. Students will act on gift-giving spot because of their self-awareness and face norm. The students’ act is in line with three ethic rules: sensibility affiliation, reasonable account and moral obligation.

The function of educational administration is an important perspective in the study of educational culture. Through the empirical analysis of the three major regulatory texts based on the setting of educational administration’s functions in Shanghai from 1929 to 1937, and the display of the six major characteristics of the implementation of educational administration in Shanghai, this paper attempts to understand the concept of big education and culture behind it, also explores its direct impact on Shanghai's urban education on a reality level.

As the migrant population has become a prominent feature in China, there has been increased research attention on the migrant children who move to the cities with their parents. What is less known to the educators and policymakers are the children who are left behind in the countryside while their parents go away. How do these children deal with the long absence of their parents and what is the parent-child relationship like in such migrant families? This study intends to explore the world of left-behind children in China and examine how they negotiate with the various socialization issues they face in the process of growing-up without the presence of parents as traditional socialization agents. Based on in-depth, longitudinal interviews and observations with two “left-behind” children in Henan Province over the past 10-month period, this study found that alienation typically exists between the migrant parents and their left-behind children. With the long-time separation between parents and child, the left-behind children do not identify with their parents’ values, emotions, experiences and expectations that have obviously been influenced by the urban life. The lack of direct communication and contact between the parents and the child has serious impact on the left-behind child’s socialization, given the importance of family as a major socialization agent in the Chinese culture. This study also illustrates the different alienation mechanisms by comparing the different social contexts that the two left-behind children are situated in.

This paper makes an individual study on the experience, and career of a headmaster of a central complete primary school in Liushao xiang, Xundian hui yi autonomous county where is the experimental basis for the project “encouraging the development of local economy and national culture’s pass-down through education” financed by the Ford fund. You will understand his ideas about educational management through his words on the process of grown-up and career before the project was introduced; and you will see the great changes in his ideas about management through his practice on school management, teaching and studying management, student management and teacher management after the project was introduced. Further more, we can see the great influence imposed by this project on local people and their education. This study aims at getting a further understanding of this project, trying to provide some references for improving China’ s elementary education in mountainous poverty areas.

This is an ethnographic study conducted in an urban primary school, aiming at examining the teachers’ professional growth in school settings through Demonstration Class - a common teacher development mechanism in Chinese schools. This paper is divided into three sections. The first section introduces the research question, basic concepts and methods for the study. The second section describes and analyzes the preparation process of the Demonstration Class by using Irving Goffman’s theatrical theory, illustrating its dramatic, systematic and ritualistic characteristics. The third section explores the theoretical and practical implications of the Demonstration Class on teachers’ professional growth on the basis of the above description and analysis. The major conclusions are: The Demonstration Class is a way of conveying the will of the state to individual teachers. Although it can enhance teachers’ professional growth by making their tacit knowledge explicit and reflected critically by teachers themselves, it is overly dramatized in real school settings under the bureaucratic pressure from educational authorities. As a result, it has impaired its positive impact on teachers’ professional growth, and entrenched upon teachers’ professional autonomy. To conclude, this paper points out that since teachers’ professional growth is embedded in the school culture, any efforts to enhance it should be undertaken with a purpose for fostering a school culture that is conducive to teachers’ daily professional development.

Literature review shows that reflection play an important role for advancing teacher’s professional develepment. Aiming at didactic methods and ignoring reflecetive ability in traditional in-service teacher training in west China, this study designs the new teaching methods using reflection as the key element as a contrast to the traditional didactic methods without interaction; the intention of this research is to inspire in-service teachers’ reflective consciounsness and foster reflective ability, and the methods of collecting data are interviewing technique (individual and group interview), documenting the process, video taping teaching sessions (didactic vs reflective).The research finds that the new teaching methods is more effective for advancing teachers’ reflection, what’s more, teachers’ reflection develops towards higer levels.

Current researches about male kindergarten teachers are mainly focused on their value for children’s development theoretically and the social facts that impact their survival. The problem that how to promote professional development of male teachers based on the kindergarten has been ignored. View to this, taking a male kindergarten teacher as a case who has been working for three years and plan to achieve the individual development , this paper aims to investigate male kindergarten teacher’s professional development by narrative inquiry. The paper finds out the key factors which accelerated his professional development including driving force of individual development, the supervisor of kindergarten and culture.