The Logic of Practice and Development Opportunities of Digital Transformation of Education

“Digital transformation of education”is a hot topic of present educational reform and the development tendency of future educational innovation.Digital transformation of education,as a process stressing technology-driven educational innovation and reform,boasts the importance of development in its birth and practice.It is driven jointly by social and cultural transitions,the impetus of technical innovation,the guidance of national policies,and the endogenous development of the education system.The logic of practice of the transformation can be regarded as the behavior choice dominated by value and intentions,and the underlying generation principles in practice comprise the“problem-driven+concept-led”principle,the“system evolution+innovative breakthrough”principle,and the“value assessment+iterative optimization”principle.At present,under the background of constructing the new ecology of a smart society and a high-quality education system,and under the pressure of COVID-19 pandemic,the transformation faces golden development opportunities.Nonetheless,the present transformation practice still has some differences from the expected value orientation.Therefore,it is required to research and develop a mature digital education model or framework,carry out a national digital education preparation campaign,work for pilot schemes for the transformation at all levels and of all kinds,attach importance to theoretical research on education relating to the digital transformation of education,and more actively embrace the new wave of educational reform worldwide.

The Formation Mechanism of the Outlook on Human Rights Development in Contemporary China

The Western fundamentalist view of human rights,in contrast to Chinese society and culture,is external,and thus provides"conceptual form," "thinking method" and "theoretical technique"but not concrete content.In the traditional Chinese ideology,the time-honored group standard cannot be replaced by the individual standard.In New China,priority is given to the freedom and independence of "everyone" and the realization of rights and interests for"all".Contemporary China combines the human rights conception in Marxism with China’s concrete reality.Meanwhile,it integrates the socialist idea of equality with the traditional culture of the Chinese nation,creating a dual-guarantee system for universal values and individual rights.It gives a clear-cut expression to contemporary China’s rich traits of the cultural tradition of emphasizing progress for all and the equality for all,the priority of realizing the survival and development of the people,and the reference to the achievements of human rights civilizations of other countries.Human rights development in contemporary China must further consolidate the political conditions and institutional base for realizing the "public " goal of human rights and build a solid institutional guarantee for the "private" value orientation of human rights,by means of the construction of the whole-process people’s democracy.

The reinterpretation of experiment methodology in education

The scientificalization1 of educational research methods was always the most predominant in the two tides of educational experiment in China in the twentieth century,the result of which was unexpectedly dissatisfactory,because researchers misunderstood the connotation of scientificalization in such a degree that resulted in the worship for methods and thought of replacement.If researchers reflect dialectically on the classic codes of experiment,and aim at reconstructing the viewpoint of experiment in education in the dimensions of ideas and pattern,they would guide the research on education by an“ideal type”,decently intervene the“logic of practice”with the“logic of theory”,so that the theorists and practitioners in education can finally coexist and co-develop.