https://ojs.bbwpublisher.com/index.php/erd <p style="text-align: justify;"><em>Educational Reform and Development (ERD)&nbsp;</em>is a peer-reviewed, open-access international professional academic journal. It aims to reflect the latest achievements of educational reform and development, explore the laws of education, and serve to deepen educational reform and prosper education science. The main readers of this journal are principals, teachers, education administrators, education researchers, and enthusiastic comrades of large, middle and primary schools.&nbsp;</p> <p style="text-align: justify;">The journal accepts high quality articles that are solving educational research problems by using a review approach. This may include thematic or methodological reviews, or meta-analyses. The journal does not limit its scope to any age range. The journal invites articles on the broad range of settings in which people learn and are educated (school settings, corporate training, formal or informal settings, etc.).</p> Bio-Byword Scientific Publishing en-US Education Reform and Development 2652-5364 https://ojs.bbwpublisher.com/index.php/erd/article/view/13219 <p>Taking the concept of “Precise Ideological and Political Education” as the core analytical framework, this paper first clarifies the inherent logical necessity of integration from three dimensions: epistemology, methodology, and axiology. Furthermore, on the basis of in-depth analysis of five practical barriers, “generalization of teaching content, rigidification of teaching methods, superficialization of practical teaching, ossification of evaluation mechanisms, and weakening of teachers’ motivation,” a systematic reform model including “goal layer - core layer - support layer” is constructed. In terms of practical paths, the model proposes to achieve “precision empowerment” through five core measures: “subject reconstruction, content reconstruction, method reconstruction, practice reconstruction, and evaluation reconstruction”: in terms of the support system, it emphasizes the need for four-wheel drive of “organizational coordination, institutional incentives, digital empowerment, and cultural infiltration” to ensure the sustainability and effectiveness of integration.</p> Lihong Zhong Copyright (c) 2025 Author(s) 2025-12-24 2025-12-24 7 12 1 9 10.26689/erd.v7i12.13219 https://ojs.bbwpublisher.com/index.php/erd/article/view/13217 <p>Xu Yangben, born in Wuxi, Jiangsu Province in 1914 (year of death unknown), graduated from the School of Education, Daxia University in 1940. He has served as a middle school principal, primary and secondary school teacher, university professor, etc., and has worked in institutions such as the National Chongqing Normal School, Zhijiang University, Daxia University, and Guangxia Commercial College. He also founded Zhiren Middle School in a place in Shanghai and served as its principal, enjoying a certain reputation in educational circles in Guiyang and Shanghai. This paper mainly discusses that Xu Yangben’s educational thought has gone through three stages from germination to maturity: the “Blind Period,” the “Transition Period,” and the “Enlightenment Period.” It focuses on Xu Yangben’s family education thought: first, parents should have an accurate position in the family; second, attach importance to children’s practical guidance and labor training; third, identification of “problem children” and educational discipline; fourth, pay attention to the combination of educational environment transformation and child-centeredness. His thought bears the shadows of Tao Xingzhi, Chen Heqin and Yan Yangchu, but he also has a relatively complete ideological system in educational practice. In particular, his family education thought has certain enlightenment significance for contemporary family education.</p> Yumiti Maisaidi Tao Li Copyright (c) 2026 Author(s) 2025-12-31 2025-12-31 7 12 86 95 10.26689/erd.v7i12.13217