On April 5-9, the annual meeting of the American Association for Educational Research (AERE) 2019 themed as "Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratize Evidence" was held in Metro Toronto Convention Centre, Canada. More than 14000 experts and scholars from all over the world gathered to discuss the hot spots of education, and shared their academic achievements. A total of 10 papers by teachers and students of ICI were accepted by the annual meeting.
During this period, Wang Tao and Wang Zhe from ICI also participated in the AERA reception of the Faculty of Education, ECNU, to introduce the work and research direction of ICI. At the same time, as the assistant editor-in-chief of (ECNU Review of Education, ROE), Dr. Wang Tao was invited to attend AERA Journal Talk, to introduce the establish purpose, topic selection and future plan of ROE.
△ Dr. Wang Tao
Author: Wang Tao, Audrey Helen Osler, Cui Yunhuo
Topic: Cultivating Citizenship in Global Education: Opportunities and Challenges of a Competence-based Curriculum for China
Introduction: At present, the general trend of globalization in the international community is intertwined with the trend of anti-globalization. Dr. Wang Tao made a branch report on international understanding literacy and its curriculum construction. The report focused on how international understanding courses deal with the relationship between national identity and global perspectives in the context of literacy. Taking the overall framework of "Chinese students developing core Literacy" as an opportunity to put forward the revision of international understanding literacy and the revision of senior high school curriculum standards, Dr. Wang Tao made a further connotation analysis of international understanding literacy. This paper probes into the localized curriculum construction of international understanding literacy, and makes some explorations on the curriculum design of international understanding based on literacy through empirical research. During the question-and-answer session, many listeners expressed their strong interest in global literacy training and curriculum design in the Chinese context, and the two scholars also left contact information to establish a preliminary cooperative relationship.
Author: Wang Tao.
Topic: Education and Social Integration of Muslim Migrant Children in China.
Introduction: The rapid urbanization and urban and rural migration in China are rapidly changing the texture of Chinese society, and migrant children and families are also experiencing complex and changeable lives. In the round table, Dr. Wang Tao reported on his field research and theoretical exploration on the cultural identity of ethnic minority migrant children. Through interviews, narration and photo description, this study explains and analyzes the educational experience and social integration of ethnic minority migrant children, and discusses some curriculum and educational coping styles. During the round-table discussion, Dr. Wang Tao also conducted in-depth discussions with scholars from the United States, Canada, the United Arab Emirates and other countries on the educational and cultural adaptation of migrant children in various countries.
△ Associate Professor Wang Zhe
Author: Tao Hao, Wang Zhe, Yuliya Ardasheva
Topic: Investigating the Effects of Dual-Language Subtitles on EFL Vocabulary Learning and Listening of TED Talks
Introduction: With the popularity of the Internet, English learning is no longer limited by classroom teaching, students can watch the original video and access to pure English. It is not uncommon to find out how L1 subtitles or L2 subtitles affect foreign language learning, but little attention has been paid to the effect of bilingual subtitles on foreign language learning.
In this study, sophomores with English as the first foreign language were taken as the subjects to compare the learning effectiveness of four subtitles (no subtitles, English subtitles, Chinese subtitles and bilingual subtitles). Although the test results show that there is no significant difference in the effect of the four subtitle types on learning efficiency, but through the comparison of pre-test and post-test. The improvement of vocabulary acquisition in English subtitle group and Chinese subtitle group was significantly higher than that in bilingual subtitle group (Cohen's d = 0. 26 and 0. 15, respectively).
This study indirectly confirms that for intermediate-level English learners, bilingual subtitles can increase the external cognitive load (extraneous cognitive load), thus reducing the learning effect.
Author: Olusola Adesope, Wang Zhe, Pengcheng Zhang
Topic: Effects of Position on Learning with Emotional Pictures
Introduction: Based on the cognitive load theory of multimedia learning based on Mayer and the cognitive-emotional integration theory of Moreno, this study adopts a 2 × 2 experimental design (the independent variables are the emotional potency and position of pictures, respectively) and compares four learning situations:
1. Insert positive emotion pictures before learning;
2. Insert negative emotional pictures before learning;
3. Insert positive emotion pictures in learning;
4. Insert negative emotional pictures into your study.
The results show that inserting pictures that evoke positive emotions before learning content can significantly improve the level of memory and transfer compared with other learning situations. The cognitive load level of the positive emotion picture group before learning was significantly lower than that of the other three groups.
This study reveals that the emotional potency and location of pictures will have an impact on the cognitive load in the learning process, thus affecting the learning results. This study makes a certain exploration on the research direction of integrating dual perspectives (cognition and emotion) to explain the learning process and results.
△ Doctoral student Dong Zehua
Authors: Dong Zehua, Zhang Jing
Topic: An Exploratory Study of Chinese Elementary School Students' Attitudes Towards STEM: Scale Development and Changes Across Time
Introduction: The purpose of this study was to revise the STEM attitude questionnaire of primary school students from the background of Chinese culture, and to evaluate its measurement attributes and its relationship with cooperative attitude.
The results of follow-up study showed that the students' STEM attitude scale had good cross-cultural consistency, and was suitable for Chinese primary school students. At the same time, the results show that the implementation of STEM project in primary school can effectively improve students' STEM attitude, the performance of STEM attitude of girls is better than that of boys, but the gender difference is not significant. In addition, the level of STEM attitude of primary school students is closely related to their cooperative attitude.
△ Doctoral student Wu Fangwen
Authors: Wu Fangwen, Liu Diyue, Yang Xiangdong, Jiang Yi
Topic: Perceived Relationships at School in Predicting Adolescents' Motivation and Educational Outcomes Across Different Age Groups
Introduction: Based on the theory of expected value, this study constructs a multi-group structural equation model to explore the role of learning motivation in interpersonal relationships and educational achievements. The results show that teacher-student relationship directly and indirectly (through task value) predict well-being and academic achievement (through self-efficacy), while peer relationship can only directly predict students' well-being. At the same time, self-efficacy is used to predict students' academic achievement. From a specific point of view, in the early adolescence, teachers play a more important role than their peers in influencing students' learning motivation and educational achievements. In addition, different grades play a regulatory role in the influence of interpersonal relationships on well-being and academic achievement.
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