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Purpose: The key to successful textbook compilation lies in incorporating children's experiences and facilitating their growth. This study examines the process of textbook compilation. Design/Approach/Methods: This study criticizes the traditional compiling approach of excessive lecturing and reasoning. It further elaborates the theoretical and institutional background for the traditional approach. Involving retrospective narratives, researchers reflect on how new textbook compilation tends to connect with children's experience. Findings: Researchers have explored several approaches to organizing and reconstructing children's experiences in preparing textbooks, including using "an experience" to awaken children's experiences, using the expression of experience to reconstruct children's experience, and transforming children's "experience" ("jing yan," [Chinese character omitted]) into lived experiences ("ti yan," [Chinese character omitted]). Another approach involves facilitating the connection and interaction between children's experiences and those of others in order to bridge personal experience and sociocultural values. However, this can only be achieved by ensuring that textbooks reflect and are part of children's lives. The successful incorporation of children's experiences into textbook compilation lays the foundation for children to identify with textbooks and internalize textbook values. Originality/Value: Bridging the gap between children's experience and textbooks constitutes the primary theoretical and practical issue in textbook compilation and education.

Purpose: This article presents an alternative interpretation of "basic principles" in moral education by reconsidering Dewey's moral education theory, which has had profound influence on Chinese educational theory and practice. Design/Approach/Methods: Through a close analysis of "Moral Principles in Education" (1909), this study identifies four ideological and logical limitations in Dewey's moral education theory. Findings: Analysis revealed four limitations in Dewey's moral education theory. First, although "moral ideas" originate from real life, they are insufficient for developing a fully moral life. Second, the "moral trinity" is an ideal that cannot be fulfilled when exposed to reality. Third, the interpretation of "ideas about morality" needs to extend beyond examinations of their effects on behavior, particularly insofar as these ideas play a complex role in the overall development of individuals. Fourth, simply teaching ideas about morality constitutes the worst practice of "direct moral instruction." In this respect, best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa. Originality/Value: The distinction between "moral ideas" and "ideas about morality" has long been considered the basic problem of moral education. This study presents another approach to the "basic problem" of moral education that complements and reinforces these concepts.

Background China has a significant number of left-behind families. This study focuses on the long-term effects of childhood left-behind experience on different type of childhood trauma and mental health outcomes in later life development. Methods participants were 67 795 Chinese young adults. Psychosocial characteristics were screened by sleep quality, the nine-item Patient Health Questionnaire for depressive symptoms, the generalized anxiety disorder-7 for anxiety symptoms, trauma screening questionnaire for post-traumatic stress, a short form of the Childhood Trauma Questionnaire for childhood trauma. Propensity score matching (PSM) and multivariate linear regression were applied to analyze the data. Results the results of the post-PSM analysis showed that the distributions of propensity scores for the two groups were approximately equal. And the total sample size in post-analysis dropped to 2358 (Nnuclear family = 1179, N left-behind family = 1179), with unmatched cases excluded. Post-matching results showed that the students from left-behind family were significantly associated with severer post-traumatic stress (b  = 0.39, 95% CI = [0.15, 0.62]), loneliness (b  = 0.29, 95% CI = [0.16, 0.42]), depressive symptoms (b  = 0.44, 95% CI = [0.06, 0.82]) and CTQ-physical neglect (b  = 0.34, 95% CI = [0.11, 0.58]). Conclusion our study showed that childhood left-behind experiences are tightly related to childhood trauma experience and mental health issues (post-traumatic stress, loneliness and depression) in late adolescents. [ABSTRACT FROM AUTHOR]

Gender justice includes three basic dimensions: gender equality, respect for difference, and free choice. In reality, schools construct and reproduce the gender injustice of the social culture through multiple dimensions that include the visible and the invisible curriculum, and the teacher's behaviour. In terms of gender justice, the social culture and the school culture are like two separate "circulations", but these two circulations are of the same inner structure. However, in pursuing the value of gender justice, we need to start from both of these two "circulations" at the same time. As a self-conscious cultural institution, the school should recognize its own small circulation, and then pursue the realization of gender justice by all possible means. Moreover, the more important contribution of the school is to help drive the larger transformation of gender justice in the social culture.