1.
The Pedagogical Explanation of How the Modern Chinese Historical Textbook Come into Being;
近代中国历史教科书产生的教育学解释
2.
Understanding and Interpretation:The Disciplinary Characteristics of Comparative Education from the Perspective of Hermeneutics;
理解与解释:解释学视野下的比较教育学科特性
3.
The Explanation of Fieldwork Study to the Education Anthropology on the Base of Hermeneutics
基于解释学的教育人类学田野研究阐释
4.
On Chinese Life Education under the Vision of Philosophy Hermeneutic;
论哲学解释学视阈下的语文生命教育
5.
Transition form "Examination-targeted Education" to "Competence-emphasized Education": An Economic Perspective;
从“应试教育”转向素质教育的经济学解释
6.
Positive Pedagogy Methodology--How Educational Researchers Interpret;
实证教育学方法论——教育研究者如何解释
7.
The Ontological Interpretation of Educational Dialogue--Hermeneutic Perspective;
教育对话的本体论解读——哲学解释学的视角
8.
Educational Views on Comprehension from the Perspective of Hermeneutic Philosophy and Some Thinking;
基于解释学哲学的关于“理解”的教育主张与思考
9.
The Interpretation of Quality Education in a Research-learning Teaching Mode;
研究型学习"教学模式对素质教育的解释
10.
Study of Philosophical Hermeneutics Values to Educational Research Methodology;
哲学解释学对教育研究方法论的价值研究
11.
The Revaluation about the Value of Pedagogical Research --From Guiding Practice to Explaining Practice;
教育学研究的价值重估——从指导实践到解释实践
12.
From Query to Dispel: Interpreting the Comparability of International Comparison in Mathematics Education;
从质疑到释疑:数学教育国际比较可比性解读
13.
From “law” verification to meaning explanation: semantic shift of pedagogy;
从“规律”的证实到意义的解释:教育学的语义转向
14.
The Changes of Vocational Education Conception and Institution--The Explain with New Institutional Economics;
职业教育观念与职业教育制度的变迁——新制度经济学的解释
15.
Understanding and Dialogue:The Reflection on World Music Education from the Perspective of Philosophical Hermeneutics;
理解与对话——哲学解释学视野中的世界民族音乐教育
16.
It's different from the methodology of scientism, which is an explaining model focusing on the hu-man, and also a pedagogical researching method of interpretive phenomenology.
它不同于科学理性的方法论,是以人为中心的解释性模式,是解释现象学的教育学研究方法。
17.
Different from the methodology of natural scientism, it is an explanation model focusing on people, and also a pedagogical research method of interpretive phenomenology.
它不同于自然科学的方法论,是以人为中心的解释性研究模式,是解释现象学教育研究方法。
18.
Educational construction of social responsibility--A Multiple Explanations of Religion、School and Politic;
社会责任感的教育建构——一个宗教、学校和政治的多元解释