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.

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.

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.

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.

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.

"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.

In terms of nationwide, The priority of basic education reform shift from quality and efficiency to a more equity-oriented balanced development. To the eastern region, the emphasis is no longer simply equal distribution of resources; instead it is to promote a combination of diversity with high-quality equity. If we can say that above strategies, such as “entrusted administer weak schools”, “Elite schools grouping”, “one school with several campuses (branches)”, “high-quality balanced demonstration areas”, etc., are taking the form of connotation development to incarnate high-quality balanced, Then once these forms overcome some probable problems, such as “homogenization”, which may be respond to public diverse needs about high-quality education efficiently. The idea behind of these relentless pursuits for balanced education is guiding educators’ thought and behavior from “equal access to education” to “equal educational process”, and also trying to transcend the fair view of simple homogenization, instead of getting help from field-distinguished in order to realize “complex equality” .In one word, diverse high-quality balanced path in the eastern region pays attention to promoting “relative weak”, aims to satisfying diverse needs for high-end, and explores the future of basic education of China.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

In the face of increasing division between high-quality schools and low-performing ones affected by speeding urbanization and heating up school choice in compulsory education level, Hangzhou government has positively put forward the strategy of “Famous School Collectivization” which is in favor of expanding high-quality resource of famous schools, realizing educational popularization and universalness. The strategy of famous school collectivization introduces the new way of school development, creating many patterns and operating mechanisms of school running, which provides beneficial information for the realization of balanced development of compulsory education. For the perfection of the strategy, we need to reflect the complicated administrative relations and roles, the intergrowth of different school cultures and the foundational task of compulsory education in famous school collectivization.

The conference focused on the themes “Educational equity and quality”,“Education policy”and “Education reform”. The experts and scholars discussed profoundly about three issues: theory of educational equity; practice and introspection in equity and quality of education; regional differences in equity and quality of education. They reached an agreement on questions such as the definition of educational equity, the relationship between equity and quality, the equity of educational policy. However, differences existed on the issues like how to implement a balanced development of education in different areas in China because of the different economical, cultural and social conditions, which also indicated direction for further study. The experiences about equitable educational policy in different countries and areas also got shared in this conference.

The Yangtze River Delta region is the benchmark of the development of education in eastern China, while the paths and strategies promoting the balanced development of compulsory education in Jiangsu, Zhejiang and Shanghai are not the same. Taking "quality balanced development" as the goal, the "demonstration zone" is the basic way on promoting the balanced development of compulsory education in Jiangsu province. By designing the policies and systems, increasing school inputs, ensuring that every student has the opportunity to enjoy a high-quality education, taking the content development, promoting teacher quality equalization, the demonstration area effectively promote quality balanced development of regional education. But there are new issues such as methods of propulsion homogenization, the lack of short-term tasks targeted, the evaluation index system on quality balanced development of compulsory education has not yet been established. Based on these, the government is required to implement the main responsibility, the dynamically balanced development concept on "Promoting each student’s development" should be erected, the index system on quality balanced development of compulsory education should be improved.

The social groups’study views and value ideas can be reflected by their basic attitude and pursuits of receive education. One’s motivation for study view and value idea is stems from the exit and power of the interest difference and prospect, as well as the centralized reflection and expression of homologous interest difference and prospect. In order to explore the roots of overweight lesson burden, this paper made a rough hackle to display the general evolution of the Chinese study view and value idea in all ages, and their separation and reunion with interest difference and prospect.

Entrusted administration of compulsory schools in Shanghai is an important measure to explore the changing of government’s functions and promote the balanced development of regional education, which takes the form of government purchasing service. Entrusted administration has some characters, such as responsibility subject shifting, whole management in order to promote the schools connotation, the third party quality guarantee. After nearly three rounds practice, entrusted administration has gained significant effect, but still has some problems need to pay attention to.

As a kind of special education organization form, Girls Class makes a contribution to ensuring equal education of girls by rights, promoting girls own development, promoting the development of the compulsory education. This study will take Girls Class as a point to comb the development process of Girls Class and interpretation the value of Girls class.

The basic skills of Banzhuren refer to the fundamental abilities they need to carry out the class construction. The traditional basic skills of Banzhuren mainly include the ability of controlling the classes and the students, uploading and releasing the orders, performing theme activities, individual education and handling campus crisis. Under the background of reform and professional development, Banzhuren in the school community of "new basic education" develop a set of new basic skills, namely the ability of learning, researching the classes and the students, guiding students to grow, showing theme activities, team work and educational writing. The connotation differences exist between the "new" and "old" basic skills for Banzhuren. In the reshaping of new basic skills, the research community provides ecosystem nourishment, the school-based training provides guarantee mechanism, the motivation internalization of Banzhuren and their pursuit of connotative development are the keys.

Expert teachers lead the novice teachers is an effective way to promote the professional development of teachers，therefore seeking the difference between the two types of teachers plays a guiding role for the growth of novice teachers. This article simultaneously uses the homemade coding system and the TIMMS classroom conversations coding classification to analyze four teachers’ classroom video，and seek the similarities and difference between the two types in teaching behavior，the involvement of students in the classroom，the frequency and quality of teacher-student interaction and the teachers’ concerns in classroom，to provide support and advices for novice teachers in classroom teaching improvement.

Nowadays, the teachers’ professionalization is one of the most important contents of world education philosophies. Meanwhile, teachers’ ethics is a significant reflection as well as an inherent requirement of teachers’ professionalization. Through comparing with four edition of National Code of Ethics for School Teachers, it can be found that three professionalization inclinations of our country’s code of ethics for teachers are already appeared. However, from the point of view of international teachers’ profession specialization, the code of ethics for teacher need to emphasis on core professional ethics value, to clarify boundary of professional responsibility, to build professional punishment institution, to improve practical guiding significance, and to expand the scope of the applicable objects.

In order to know the left-village children’s social adaptation, learning and living conditions and their influencing factors in the western mountains of China,we have attempted, by means of sample survey of 468 students in Grade 3 to Grade 8 in this areas. And interviewed with 12 left-village children, 5 parents and 5 rural school teachers. By the results, we have discovered that, there is no significant difference in life adaptation and emotional adaptation between the left-village children and the non-left-village children. However, there are significant differences in environmental adaptation, learning adaptation and interpersonal adaptation. We also have found that, there are many influencing factors for the left-village children’s social adaptation. First of all, there is a factor for the lack of educational resources. Second, their parents are forced to be migrant workers. Third, teachers mobilize frequently due to the poor working and living conditions. These issues should be given a high degree of concern by the education departments and government. And they should take some measures for left-village children's attainment of educational resources in western mountains of China.

In the new century, How about the level of civic literacy in Hong Kong middle school students in the background of globalization? Are there any changes compared with that of ten years ago? How often these students take part in public and political life and which factors are related to this? Are there any changes in identity of these students after 1997? This article compares two survey programs on civic literacy conducted by IEA and draws a conclusion that Hong Kong middle school students perform excellent in civic knowledge, participations and identities. Confronted the challenges of globalization, Hong Kong middle school students form multilevel identity. And school education plays a positive role in cultivation of students’ identities and formation of their values.

Through an investigation into the principals and teachers from 622 primary, middle and high schools, we find that in China, progress has been made in the administration of school-based curriculum decision-making, teachers’ participation in school-based curriculum decision-making, students’ participation in school-based curriculum decision-making, the supporting conditions for school-based curriculum decision-making, the related deliberation and training, the quality of school-based curriculum decision-making, but there still be big defects. Based on this, we can get several conclusions and pose several suggestions.

Shanghai High School International Course has gone through a process of starting from zero, from facing foreign students to facing domestic students, organized by private schools to public schools. At present, there is no clear administrative department, policy instruction, and strategy planning. Teachers, teaching quality and management are not effectively supported. The following methods are suggested: start from unorganized introduction and inexperienced leadership skills to macroscopically control and collaborative research; aim from meeting the demands of the parents and the society to promoting ordinary high school diversity; work from rising school levels to achieving strategic transformation of education internationalization are suggested.