A Historical Review of the Development of Women’s Higher Education in China (1908-2020): Stages, Explanations, and Trends

The development of women’s higher education in China can be divided into four stages:emergence(1908-1948);foundation(1949-1976);accelerating development(1977-2008);and the qualitative leap(2009-2020).This work considers the principal institutional mechanisms that contributed to this development.First,flexibly planned parenthood gradually promoted gender equality and openness in society facilitated by systematic“awards,grants,and loans”initiatives to support women’s higher education economically.Second,compulsory education ensured that left-out and migrant children had access to higher education.Third,effective connectivity across different education types bridged education gaps between those with different levels of education.Fourth,China made great efforts to invite and integrate international experiences that promoted the development of women’s higher education.Looking beyond these achievements,we also discuss the future trends of women’s higher education in China.

Analyzing the Influences on Women’s Upbringing and Their Educational Significance Using the Case of Estella,the Heroine of Great Expectations

This paper explores the influences on women’s upbringing and their educational significance by using the character Estella from Great Expectations as a case study.Through analyzing the impact of social environment,family education,and self-awakening,this article aims to promote gender equality and the construction of a feminist cognitive community.It delves into the class divisions of 19th-century England,the manipulative family education imposed on Estella by Miss Havisham,and Estella’s journey towards self-consciousness after her foster mother’s death.The study highlights the challenges faced by women in societal constraints,family expectations,and the importance of self-discovery in overcoming these limitations.

Report on the Educational Process for the Promotion of Health of Women Attended in a Reference Center of Social Assistance

This article discusses one experienced by students and preceptors of Programs Pro-Pet-Health and Health of the Federal University of Rio Grande do Norte/Faculty of Health Sciences of Trairí in the Reference Center for Social Assistance (CRAS) in the municipality of experience Santa Cruz/RN, with a view to the relationship between preventive health activities and social assistance. The proposed work of Pro-Pet in the assistance unit sought to unravel the lifestyle of the target audience in order to know the risk factors and suggest the adoption of health measures for disease prevention. Work to guide the educational process for health promotion with socioeconomic and cultural contextualization built on scientific papers surveyed in Lilacs and Scielo data was used. On average, 12 women aged between 35 and 60 years participated in the group. Eight group sessions occurred in the period from March to May 2014. Regarding work methodologies, we used dynamic integration and self-knowledge;dialogued lectures;lectures;reports of experiences;thematic workshops;educational videos;wheels conversation complemented by the use of texts and poems;as well as application of the checklist in conducting health and anthropometry. The experience helped identify the characteristics of the group and plan understandable and meaningful guidance for women, facilitating the understanding of the importance of self-care in preventing disease.

The Rise of Women’s Education and the Modernity of East Asia:Focusing on the Education of“Virtuous Wives and Worthy Mothers”in China and Japan

This year marks the 50th anniversary of the normalization of diplomatic relations between China and Japan.Looking back on the past and forward to the future,we realize modernity has become a critical issue that not only China and Japan,but the whole East Asian region should pay attention to.China and Japan are both within the“Circle of Confucius Culture”and are both modern latecomer countries.As they were coerced by western countries to enter the modern age,they shared multiple common features.An exploration of the two countries’respective rising of modern women’s education is an important path to discuss the reconstruction of gender and an important method of the course of the embodiment of east-Asian women into modernization drives.With regards to conclusion,entering the modern age,Chinese and Japanese intellectuals reshaped the female gender in terms of interpersonal relationship,value system,and knowledge structure by advocating the idea of“virtuous wives and worthy mothers”education.In the concept of virtuous wives and worthy mothers in East Asia,the Confucian ethics of“docility and virtue”is the soul,and modern scientific knowledge serves this core value.On the other hand,in the course of localization in China and Japan,this imported concept from the West has encountered a completely different historical fate.

Women and the Transnational Dynamics of Science Education in Early Twentieth Century China:A Quiet Revolution

This article explores both the personal and transnational dimensions of domestic science education and study abroad for the pioneering generation of Chinese women in science.By focusing on women’s unique calculus of risk and reward,the article not only distinguishes Chinese women’s experiences from those of their male counterparts but also delineates the special contours of the Chinese case within the global advancement of women in science.The article begins by outlining some of the features and dynamics of early Chinese girls’schools that affected students’interest in and preparation for further scientific study.Then it traces the emerging college-level opportunities that made it possible for women who were studying science in China to contemplate advanced work overseas.Turning to study abroad,the article highlights the radicalness of the decision to study abroad by examining the impact of both family background and national circumstances on Chinese women’s strategies of mobility.The article argues that if we are to take women’s experiences seriously,we cannot just look at scientific pursuits in terms of achievements in the development of Chinese science,we also need to consider the ways that·scientific ambitions forced individuals—both male and female—to navigate and reimagine multiple social norms and expectations.

Failure of a “Modern” Education: Mansfield Park as a Case Study

This paper explores the moral anarchy caused by the failed education in Mansfield Park, and demonstrates the insufficiency of mere intellectual education and the absolute necessity of moral education in the formation of a mature and responsible character.

Facilitators and Constraints:Perceptions of Gender Differences on Women’s Career Advancement

The underrepresentation in top management positions has made women’s status in the hospitality industry a great concern.The study examined hospitality students’,educators’,and industry recruiters’perceptions of facilitators and constraints on women’s career advancement and identified if there were any significant differences among them.Data were collected through an online survey.Perceptions of gender differences of facilitators and constraints in women’s career advancement and gender issues were analyzed within the three groups(students,educators,and recruiters).Results revealed significant gender differences between male and female educators and recruiters.The findings suggested that hospitality education should make a contribution and reveal barriers and gender issues in the industry.

Korean New Women： Korean New Women＇s Fluctuation in International and Korean Contexts

In the late 19th and early 20th centuries, ＂New Woman＂ was an international phenomenon. Although various national contexts contributed many different shades of meaning to the concept of ＂New Woman＂ in each country, New Women across the world shared common ground. In the 1920s, when American New Women experimented with their new identity, New Women in Korea also discovered a new sense of selfhood and confidence to make inroads into public spheres. Under Japan＇s colonial rule （1910-1945）, Korean women, valued as a national hidden reservoir, gained access to education and made attempts to remove traditional constraints. Despite different situations surrounding Korean and American New Women, their recognition, pursuit, and places in history echoed one another＇s. The bold and innovative nature of Korean New Women has attracted much academic as well as public attention. Most of the rich body of scholarship on this topic focuses on famous figures whose flamboyant defiance met a tragic end or on the sacrifices and failures of New Women＇s pursuit in confronting nationalism. The nation is an important and useful framework in history, but additional factors should be considered for a better understanding of New Women. Not only does this paper consider national context, it also pays much needed attention to an international connection in women＇s history.

线上直播联合回馈教学法在孕妇学校中的应用

目的 探讨线上直播联合回馈教学法在孕妇学校中的应用效果。方法 选择2019年1月至2022年8月在该院产检及分娩的584例孕产妇作为研究对象,其中2019年1月至2021年8月产检及分娩的孕产妇(308例)为对照组,2021年9月至2022年8月产检及分娩的孕产妇(276例)为试验组。对照组采用传统孕妇学校模式进行健康教育,试验组采用线上直播联合回馈教学法进行健康教育。分别对2组孕产妇听课情况、课程满意度、健康教育效果及分娩自我效能进行评价对比。结果 试验组孕产妇在听课次数、分娩自我效能、操作类课程满意度方面优于对照组,差异均有统计学意义(P<0.05)。2组孕产妇理论课程满意度比较,差异无统计学意义(P>0.05)。试验组孕产妇健康教育效果相较于对照组有待提高,差异有统计学意义(P<0.05)。结论 线上直播联合回馈教学法能提高孕妇的健康教育参与度及其分娩自我效能,但学习效果及学习满意度仍有待提高。

教育赋“权”与男权重构——从“女师大风潮”中的杨荫榆看近代妇女解放的困局

1925年女师大风潮事件中的杨荫榆经历了从中国近现代妇女解放运动的楷模,转变为“依附军阀势力、迫害进步学生、镇压革命力量”的“封建余孽”和“帝国走狗”的命运,其中“悲剧”既有性格因素,更是社会变革中的必然结果,其经历勾连着后五四时期中国社会政治文化和权力结构的嬉变与重建。梳理杨荫榆执掌女高师/女师大的历史,以及“女师大风潮”的缘起、经过和结局,以重返历史的方式分析杨荫榆在风潮前后种种行事决断的处境和动因,将发露教育平权背景下“女子长女校”背后的权力机制与权力纠葛,并经由杨荫榆这位被教育与知识赋权的女性的生命境遇揭示近代女性解放所面临的的结构性困局。

基于SWOT分析的地方高师院校大学生创业意愿及创业教育对策研究

大学生创业是全社会广泛关注的热门话题,鉴于此,以西北师范大学为例,采用问卷调查法和SWOT法分析地方高师院校大学生的创业意愿及创业内部的优势与劣势、外部的机会和威胁。在此基础上,提出进一步完善创业教育的对策,即政府部门应进一步完善大学生创业的鼓励政策,为大学生创业群体提供良好的外部环境;地方高师院校应实施课程改革,由就业教育向创业教育过渡,建设适合创业教育的师资,为大学生创业提供技术支持及指导;大学生应全面提升自身素质,成长为成熟的创业者。

“U-G-S”师范生协同培养机制及其实践探索

师范生培养在整个国民教育中具有非常重要的作用,其培养机制是教育供给侧改革的重要部分,是教师教育改革的重要环节。当前,师范生培养机制中仍存在人才培养方案设计不完善,地方政府督导力度不够,中小学实践科学性不足等问题。"U-G-S"协同培养机制的建立对改革高校人才培养范式、提升地方政府的教育调控力度、增强中小学教师人才储备、塑造师范生职业认同感以及促进高校与中小学资源共享具有重要作用,将有利于各主体参与协同,解决传统师范生培养模式中的弊端。"U-G-S"师范生协同培养机制可采取优化培养方案、加强教育教学实践基地建设、增强各方主体合作制度保障等措施。

教师教育“U—S”合作:经验、问题及对策——以新建地方本科师范院校为例

利益相关者的整体利益、互动性重要他人、适度的情感维系、可预期的效果是新建地方本科师范院校与中小学合作成功的重要经验。合作目标功利化、合作内容残缺化、合作形式单一化、合作主体被动化是困扰合作进行的主要问题。新建地方本科师范院校与中小学在价值观念、行为规范方面的差异,强有力的组织机构和物质支撑的缺失是影响合作的主要因素。合作双方应该提升文化自觉,构建以政府为主导,新建地方本科师范院校与中小学为主体的合作组织,并通过多方筹措经费,破解合作的难题。

教师教育U-G-S合作模式的实践研究——以南昌师范学院校地教育合作为例

师范院校与中小学校“本是同根生”,在中小学教师培养问题上有共同的使命和担当,应避免彼此隔膜、疏离的情形。在地方政府及其教育行政部门的支持下,全面、深入推进合作,通过U-G-S合作机制的建立,师范院校与中小学校“共研课题,共磨课堂,共育团队,共搭平台,共炼成果,共推教研,共培特色”,实现“双赢”:提升师范院校学科教学论教师队伍的实践素养,提高师范生的培养质量;提高中小学校整体办学品质,提升中小学教师的理论功底和教研、教科研素养。为此,院校地教育合作应以情感为纽带,以平等交往为准则,建立价值认同,尊重彼此关切,建立并完善U-G-S合作机制的维护体系。

外求与内铄:严修与近代中国女子教育的发轫

严修是启动清末新式女子教育的重要人物。他在“新政”改革期间结合日本近代女子教育经验,以私学形式创办严氏系列女学,培养了近代华北地区首批知识女性和幼教人才。并在担任直隶和学部官员期间,持续督办女学,扶持女性教育家,推进出台《女学章程》,一定程度上改变了直隶乃至全国女子教育的形势。从教育史的宏观进程来看,作为旧式科举出身的文人,严修在时代变革来临时,能主动吸收国外教育近代化经验并身体力行,由微观而至全局,于民国到来前完成中国女子教育的“起手式”,代表了大变局之下中国教育传统自我转型的努力。

U-G-S协同机制下地方师范院校培养农村基础教育师资模式探索与实践

农村基础教育是师范大学特别是地方师范院校存在和发展的依据,本文依托'U-G-S'教师教育模式,以玉林师范学院为例,探索与实践地方师范院校与地方教育行政部门、中小学在培养职前与职后农村基础教育师资模式合作模式,为我国构建教师教育体系开辟新的实践范式。

闽南文化视域下女排精神融入高校德育工作路径探析一以闽南师范大学实践经验为个案

女排精神是中华体育精神的一面旗帜,生动诠释了祖国至上、团结协作、顽强拼搏、永不言败的精神内涵,与闽南文化德育内涵有着内在的共通性。进入数字时代,数字泛娱乐主义思潮潜移默化地影响着当代青年大学生的主流价值取向。闽南文化视域下传承和弘扬女排精神,有助于匡正大学生价值取向、丰富高校育人资源、弘扬中华体育精神。通过总结闽南师范大学实践经验,提出线下与线下、虚拟与实在、校内与校外相联动的融合路径,不断强化智能式育人、场景化育人、实践式育人效果,实现闽南文化精神与中华体育精神共通共融。

U-G-S模式在化学实验教育协同创新中的应用

重视实验教育是培养化学创新人才的必由之路。在分析当今化学实验教育诸多瓶颈问题的基础上,本文提出引入U-G-S模式集合高等师范院校、中学和政府力量共同促进化学实验教育的协同创新,并通过分享代表案例总结了U-G-S模式下化学实验教育创新与化学实验教育人才培养的经验,为科学实验教育在更大范围内的协同创新提供了有价值的参考。

以妇女儿童为主体 发挥妇联网络优势开展HIV/AIDS预防教育与关怀活动

以妇女儿童为主体,发挥妇联网络优势,与联合国儿基会合作通过层层培训及大众传媒,深入开展了艾滋病预防知识宣传培训的社会动员工作,包括培养骨干,将宣传材料翻译成11种少数民族文字,利用各种途径传播相关知识,开展针对辍学女童等不同人群为目标人群的HIV/AIDS预防教育培训。通过以上措施,提高了广大妇女儿童有关预防和控制HIV/AIDS知识。

“U-G-S”协作培育师范生教育情怀:现实困境、生成逻辑与实践进路

教育情怀是师范生成为“四有好老师”的核心要素。虽然“U-G-S”模式为师范生教育情怀培育提供了实践场域,但师范生教育情怀培育面临着目标遮蔽、进程割裂、评价单一等现实困境。师范生教育情怀生成经历初始萌发、具身认知、实践磨砺阶段,按照“U-G-S”模式协作开展对师范生教育情怀的培育,需要明确目标并落实各主体培育职责,发挥多主体协作优势;丰富培育途径,建立教育情怀养成档案袋,发挥档案袋在毕业要求和新入职教师考核中的评价作用。