Smarter education represents a future education paradigm which enables beter development of learers through inovative process of teaching and leaming empowered by huma-machine collaboraive eflorts. Poblem-driven and ideology-leading are the dual driving forces for technology-enablineoucatonal transiommatons, Data wisdom, pecaepgral wsdom and cultura wsdom build an " inteligent bndge" connecimng data, intormaon and knowledge to wisdom. Six basic characteristics of wisdom education are identified with smarter education, namely“precision, individuality, colaboration, optimization, thinking and creation". Pursuing smarter education must lead to systematic changes of future schools which could be prospected in four aspectsincluding environment construction, instructional mode, learning evaluation and school modality.

Currently, the virtual community brought many challenges to moral education, understanding the relationship between virtual and reality is an important foundation of our moral conduct. "Hyperreality" refers to a non-real state instead of the real, which is mainly dominated by the symbol "implosion" of life, as well as simulation culture prevalent between the real and non-real formation. The challenges of "hyperreality" for moral education are mainly: promoting the authority of social norms; persecuting social norms marginalization; leading to social norms uprooting. The educators should response to these challenges from two aspects: one is guiding young people on how to identify the "real" correctly and carry out the education of the outlook on the "real" as well as operational aspects of symbolic concepts; Secondly, giving the era connotation of social norms and update social norms and the expression.

In moral education, teachers often choose to do what, decide how to do for students, and finally evaluate the results. Those who should not be doing hinder the growth of students, contribute to the formalist style in the moral education. The reason is that teachers teach all and use a rational approach to teach all, which is a big mistake.The logic of education, moral education, the teachers and students call for teachers "don’t do". "Don’t do" should be no interference, intervention, damage, interruption of the students physical and mental development law, which is a positive "don't do", rather than inaction, and no action.

With the increased implementation and high standards of inclusive education, teacher educators have been challenged to make changes in programs to prepare pre-service teachers to meet this challenge. This article introduces the two mainly adopted inclusive teacher education models in foreign countries, and analyzes their changes in curricular approach, curricular content, curricular implementation form and their advantages and disadvantages. Based on the analysis of foreign inclusive teacher education model and current teacher education condition in China, several suggestions about China’s inclusive education are put forward.

Self diagnosis and treatment of the focus on classroom teaching refers to that through the “value” and “judgment” of classroom teaching ecosystem elements based on certain standards,to find and summarize some experience, to analyze the existing major problems which need to be solved quickly and consciously put forward a method or skill of improvement measures based on focus solving short-term psychotherapy technology. Teachers should focus on problem, keeping problem-solving focused and development-oriented.Meanwhile, follow the steps and methods of problem-finding, goal-setting, and explore for exceptions, information feedback and verification of practice.Teachers should regard the problems related to themselves and their teaching activities as the “focus” of diagnosis and treatment, and quickly solve practical problems in classroom teaching, so as to improve teachers' professional ability, and promote the healthy development of students.

A questionaire is administrated to 195 teachers. The information about classroom assessment consists of assessmentt ime,assessment methods and teachers’ perspectives on assessment competence. The results indicate that: Assessment is linked with instruction according to the proportion of assessment; Teachers take advantage of multiple assessment methods but pay no attention to parents’ role; The lack of training on assessment gives rise to the difference between the attitude to the importance of assessment and the degree of proficiency.In order to improve teachers’ assessment competence some suggestions are put forward.

Good lesson looks like good paper lies in not only good lesson has such features as distinctive theme, rational structure and fine language, but also good lesson has such the producing logic as high emotion, key question and new outcome .In order to have a good lesson like good paper, cultivate teaching emotion to lay a foundation for good lesson like good paper, be clear about the key question to fix a direction of good lesson like good paper, form teaching styles to take shape for good lesson like good paper.

"Science Abilities Project" was carried out by the Rutgers Physics and Astronomy Education Research group. In order to promote the sustainable development of the students' Science Abilities, the members of this group analyzed the history of the development of physics, classification of cognitive skills, and the feedback of science educators, proposed what kinds of abilities students who finished a physics course should have, constructed appropriate framework for evaluation of students' Science Abilities, provided more learning opportunities for the students who participated in the evaluation. This project leads us to consider the current academic evaluation mechanism deeply, and sheds us some valuable enlightenment on construction a realistic assessment framework of science abilities.

As new forms of curriculum, MOOC and Cloud curriculum (ICC) have entered into a new stage and made encouraging progress, which attracted lots of attention. MOOC and the cloud curriculum, both of these two curriculum forms possess many differences in educational teaching resource platform, teaching process and teaching resource. The Curriculum Form transformations in China are still largely at the stage of exploration and philosophy transplantation. Thus, it’s necessary to adjust the appropriate way of “Curriculum Form transformations” development to a better future. Meanwhile, it also has a great significance to develop our New Modes of Curriculum Form transformation in the near future.

At the beginning of the last century, the citizen education introduced from the west to China . Ye Sheng-tao was one of the intellectual elites at the time of the civic education thought in the Republic of China, to penetrate into the compilation of textbook. Ye Shengtao thought that the ultimate goal of education was to cultivate qualified citizens. Kaiming National Language Textbook was Ye Shengtao personally complied mother tongue textbook for pupils. Kaiming National Language Textbook shaped citizen images, permeated with the patriotism education, the education of social morality and public life education, showed the relationship between parents and children,between teachers and students, between partners as equal citizen. The citizen education, not only embodies the characteristics of social Chinese farming civilization and traditional culture of ethics in the early twentieth Century, but also has distinct features of the times. Kaiming National Language Textbook become the model of mother tongue textbooks for local citizen education.

In the course of the national development plan from 2015-2020, primary and secondary schools will find the value of their own development through assisting strategic planning. The process of school strategic planning should follow a logical sequence. A logical sequence of school strategic planning is a process of the ideal and concept decomposed, a process from concept to the school mission ,a process from the school mission to the rational mode selection, a process from the rational mode to the target system; a process from the target system to the action strategies. Following the logical order of strategic planning of primary and secondary schools can make planning more scientific and effective.

Behind education justice problem and its policy management in the changing era, deep social justice problems worthy of reflection are hidden. The development of the contemporary justice theory provides the ideological resources for the reflections of education policy’s justice from the perspective of institutional ethics. The article constructs a multi-dimensional education justice view based on three dimensions from redistribution, recognition and representation in the contemporary justice theory and two approaches of transcendental institutionalism and realization-comparison. This education justice view contributes to reflection procedural justice in the education policy design, and defends the value of justice construction of educational institution and advocates active elimination of the injustice in the daily education.

Given that justice is a fundamental principle or dimension of human moral association, it would also seem to be of some educational concern: in short, we should want to educate children and young people to be just or fair. However, this is not something that not something we may be hope to achieve by teaching theories of justice – since, as this paper indicates – such theories are often concerned with securing some measure of justice in circumstances where people cannot always be expected to be just or fair as individual citizens. Thus, educating for justice would seem to be more a matter of cultivating the virtue of justice. In this light, the paper proceeds to consider how this might be at least partly assisted by the moral exploration of imaginative literature.

The paradigm of teacher professional development studies is not only a science but also has the unique social sciences and humanities practicality. This paper is based on Kuhn's paradigm theory framework, reviewes the disadvantages of traditional instrumental rationality paradigm of teacher professional development studies from the early 20th century to the late 1980s,early 1990s analyzes the advantages of communicative rationality paradigm of teacher professional development studies from 1990s, presentes the current active exploration of teacher professional development studies paradigm in China, aiming at presenting the clear context of paradigm on teacher professional development studies both domestic and abroad since 20th century.

The wave of educational data driven decision-making is an important product of the standards-based reforms in basic education in the 1980s. When focusing on teachers’ data-driven decision making, we should reveal the implicit patterns of thinking and practice from the perspective of data conception and practice areas. Also attention should be paid on the plight of teachers caught in practice at an institutional level, cultural level, technical level and psychological level. On this basis, in order to establish the professional autonomy of teaches’ data-driven decision making, an effective professional learning strategies should ponder the path from the inside out.

This article talks about Kant’s educational ideology system, which starts with the theory of human nature (good and evil live together) and then turns to the way of education (natural education and practical education) by which it would be realized. The article tries to explore the backbone permeated in Kant’s educational ideologies, i.e. ration and enlightenment. The thoroughness of the ration, on one hand, makes freedom possible, and on the other hand, makes education tend to its own ultimate goals that are sigma completeness and universality. While the enlightenment shows people the encouragement and determination of ration using. In its totality, the article shows the overall vision and plans on the “free agent” along with the way to make it come true.

As an important educational resource, the school system passes the attitude towards morality and values. According to analysis on moral education system of T middle school in C city, some problems including involution of moral systems, de-morality in evaluations, less integration between moral education and teaching and relatively lower specialized level in teaching groups still exist in middle schools. This article analyses these problems and their internal structures, and proposes measurements to optimize and solve them.

The essay has compared secondary school students’ sense of international understanding in East China, Middle China and West China. The results show that the students of East China have higher sense of international understanding, female students show stronger open consciousness than male students, secondary school junior have stronger sense of international understanding, students with more experience of using computer have stronger awareness of international understanding. In three regions, students’ sense of international understanding are immature, and there are problems in international understanding education. China should enhance education for international understanding.

The purpose of this research was to investigate the development of high school students’ epistemological beliefs and their relationships to creative disposition. A sample of 483 students from Shanghai was tested by the Epistemological Beliefs Scale for High School Students and Williams Creativity Assessment. Results of this research shows that: (1) Students in different schools and different grades have significant differences in their integral-constructive beliefs and their separated-receptive beliefs. Girls are more sophisticated than boys in separated-receptive beliefs. (2) There is a significant positive correlation between the level of epistemological belief and creative disposition. Both integral-constructive beliefs and their separated-receptive beliefs can predict participants’ creative dispositions. (3) School type, grade and gender are directly or indirectly associated with creative dispositions. Epistemological beliefs are mediators between school types, gender and creative dispositions.

As the secondary school physical education teachers be research object, using the method of collective measured facilities, applying teacher professional burnout questionnaire, self-esteem scale and social support rating scale, The research studied the 244 participants the level of professional burnout and social support, self-esteem relationship. The results showed that: 1) Female Secondary Physical Education teacher professional burnout level was significantly higher than men's physical education teachers. 2) Different ages of secondary school physical education teachers in professional burnout total score, emotional exhaustion, reduced sense of accomplishment was no significant difference in the level. 3) lowwer educated physical education teachers ‘ level of reducing a sense of achievement significantly higher than a higher educated teacher. 4) Secondary school physical education teachers in self-esteem and professional burnout in three dimensions shows a significant negative correlation. Self-esteem can serve as a community mediators to support the impact of middle school PE teacher burnout levels.

The study by questionnaires, which included six background factors, such as age,gender,academic qualification,professional job title,teaching age,monthly income level and four form factors, such as the professional value, character value, professional belonging, professional behavior tendency, investigated the situations of professional identity of junior high school teachers in the city of Changsha in Hunan province. The results showed: the junior high school teachers’ professional identity is high in the area, and the professional value is the highest, the character value is the lowest; in different personal factors, teachers with different ages are significantly different in professional identity and professional value, teachers with different genders are significantly different in character value, teachers with different professional job titles are significantly different in professional identity and professional value, character value, professional belonging; teachers with different teaching ages are significantly different in professional identity and professional value, character value. Besides, teachers with different academic qualifications and monthly income levels haven’t found obvious difference in professional identity and its four form factors.

The responsibility ethics provides the research the view on analyzing the responsibility of education of class adviser in subjectivity，consequent，publicity and realism. The factors such as multiple identity and function expansion of class advisers in high school make them are confronted with the loss，excessive and abuse liability anomie phenomenon in the process of fulfilling the responsibility of education. The class advisers in high school are facing three limitation about the status，function and subjective，which makes the class advisers in high school only assume limited responsibility of education. We need reconstruct the core responsibility，relations of earnestly performing their duties as well as the paradigm of the responsibility of education.

The occupational adaptation and development expectation of new teachers has been drawn close attention by nation, local, society and school. And they are critical incidents which teachers participate in professional development. Not only can lay the foundation for teachers’ professional development, but also can help take effective educational resources to promote teachers’ professional development, build harmonious relationship between teachers and students. As environment variables of influencing teachers’ development expectation, so is Socioeconomic Status for new teachers. This research designs the more specific measure mainly with reference to Socioeconomic Status Scale developed by American Psychological Association, and develops new investigation scale conform to teacher groups, while develops new teachers’ development expectation scale, then explore the relation between Socioeconomic Status and new teachers’ development expectation so as to help new teachers seek possible methods to development expectation achievement.

Self-diagnosis of classroom teaching is a method and skill for teachers to find and summarize experiences by themselves through "evaluation" and "judgment" on elements in their own classroom teaching activities, to analyze existing problems and to put forward measures for improvement. Diagnoses are made from many perspectives including interpersonal relation, learning objective, learning content, learning methods, learning environment, learning feedback, etc. Self-diagnosis of classroom teaching is an essential ability that teachers must possess for their self-examination and self-improvement in the courses of professional development, and it is also teachers’ professional core competence. However, it is the “short board” in teachers’ professional development nowadays. Only by enhancing teachers’ ability of self-diagnosis for classroom teaching, can we effectively improve teachers’ teaching ability, teaching and research capability, self-reflection ability, innovation and learning ability, thereby improving teachers’ professional ability and effectively promoting teachers' professional growth.

This paper outlined core elements of ACOT2 report newly released by America and recounted a new way of learning called Challenge Based Learning (CBL) conducted by the project, then analyzed CBL’s constituent elements and implementation process. Finally, content analysis was conducted between ACOT project and China’s projects about integrating information technology into curriculum from five perspectives, including guiding philosophy, project objectives, and the pattern of propulsion, experimental subjects and the model of curriculum integration. Then, the paper attempts to find different orientations in the project of curriculum integration from the two countries and propose some revelations for education informatization in our country.

This paper discusses the definition of literacy and the law of literacy. The author first defines literacy as to establish a correct, steady and automatic link among the shape, the pronunciation and the meaning of Chinese characters. Based on this definition, the author put forward five laws of literacy, namely to establish a correct link among the shape, the pronunciation and the meaning of Chinese characters from the authority; to learn new characters based on familiar ones; to get better learning effects by understanding Chinese characters in specific contexts; to consider the previous experiences of the students; to provide chances for students to use new characters again and again. As a conclusion, the correct direction of literacy teaching is to enlarge the vocabulary of the students. And the amount of positive vocabulary is the fundamental measure of literacy teaching.

It is a consensus that educational practice and educational discourse are constructed each other, the problems in educational practice field have close relationship to some educational discourses. In some way, educational discourses maintain these issues. This paper studies the educational discourses which assert the competition and control phenomena in the perspective of rhetorical studies, reveals how the rhetoric mechanism firms this ideologicalization.

Based on the study case of a typical politician educator Zhang Zhidong,this paper tries hard to analyze and summarize the politicians educator's growth mechanism.Educators personalities,such as love for education cause, feelings of education for national prosperity dedicated, non-utilitarian care for students , earn educators inexhaustible power dedicating to the cause of education.The wisdom of the creative to carry out social practice for educators build a large stage for the education work.Good knowledge of literacy and moral integrity win the wide recognition love of companies.Under the leading of innovative spirit,Education practice make great influence.These are the essential and associated elements for politician educators to become important figures of the time.

European countries attach more importance to sexuality education; moreover, sexuality education in different countries is developing differently, with different standards of sexuality education, which hinders all countries to learn from each other to improve sexuality education. In view of this, the WHO Regional Office for Europe and Federal Centre for Health Education (BZgA) issued Standards for Sexuality Education in Europe in 2010. The Sexuality Education Matrix stipulates the contents of sexuality education of 6 age brackets from information, skills and attitudes, proposes the concept of holistic sexuality education, redefines the age brackets of sexuality education, enriches the contents of sexuality education and emphasizes the link of each age bracket. We can learn something from this standard. In the future, our country should abandon the traditional idea of sexuality education, advocate holistic sexuality education, pay attention to the universality and practicability of the content of school sexuality education, teach students how to keep sexual health and prevent sexual assault in a positive and holistic way and pay attention to cultivate noble sexual morality and set up correct values.