Editorial  Advisory Board

Honorary Editor-in-Chief:  

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Editors-in-Chief:

Ding Zhijing, Guangzhou University, China

Editorial Assistants

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Members of Editorial  Advisory  Board:

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Editors-in-Chief Introduction

Professor Ding Zhijing

Ding Zhijing is a Professor and Master’s Supervisor at the School of Humanities, Guangzhou University, and a Senior Teacher at the primary and secondary school level. His core research focuses on Middle School Chinese Curriculum and Teaching Methodology. He received his Bachelor of Arts degree from Guangzhou University (1997–2001) and taught Chinese at Guangdong Experimental High School from July 2001 to September 2022, accumulating over 20 years of frontline teaching experience. He has been honored as a Guangdong Provincial Special-Grade Teacher, pacesetter of the Guangdong Provincial Department of Education, "Teaching Reform Star" of the 6th "Yutong Cup" National Middle School Chinese Teaching, and the 3rd Guangzhou Top Ten Young Chinese Teachers. He also serves as Director of the Guangdong Provincial Famous Teacher Studio, Practical Mentor for the "Hundred, Thousand, Ten Thousand Talents Cultivation Project" in Guangzhou, and enjoys a special government allowance from Liwan District, Guangzhou.

He teaches undergraduate courses including Chinese Curriculum and Teaching Methodology, Case Studies in Chinese Teaching, Analysis and Teaching of Literary Classics, and Chinese Teaching Practice Workshop. He has presided over provincial-level teaching reform and research projects such as "Dual-Mentor Collaborative Teaching Practice and Innovation for Cultivating Excellent Chinese Teachers". He proposed the "Growth-Oriented Chinese Education" philosophy and established the practical paradigm of "Growth-Oriented Chinese Classroom". His research has developed replicable teaching strategies in classical Chinese teaching, composition teaching, and whole-book reading, with many papers fully reproduced by Renmin University’s copied materials.

His key contributions to Chinese education are threefold: First, theoretical innovation — the "Growth-Oriented Chinese Education" philosophy integrates students' life growth with Chinese learning, redefining the value orientation of Chinese classrooms. Second, practical leadership — he constructed replicable teaching models such as the "Triple Integration" whole-book reading system and the "Unifying Language and Literature" classical Chinese teaching strategy, with relevant achievements winning the first prize of the Guangdong Provincial Teaching Achievement Award and exerting a wide demonstration effect in the national middle school Chinese teaching community. Third, talent cultivation — through mechanisms like the Famous Teacher Studio and dual-mentor collaborative training, he has fostered a group of outstanding primary and secondary school Chinese teachers, promoting the improvement of regional Chinese education quality.

His publications include Chinese • Growth and The Realm of Chinese: Teaching for Growth. He has published more than twenty papers in journals such as People's Education and Middle School Chinese Teaching. His teaching achievements have won the First Prize of Guangdong Provincial Teaching Achievement Award (Basic Education) and the First Prize of Teaching Achievement Award of Guangzhou Institute of Education.