In order to enrich the learning life of postgraduates in the short semester, help students improve their academic literacy, broaden their research horizons, and increase their own knowledge. The Education Forum held by the School of Education of our University invites renowned experts in the qualitative research methods and teacher education area, Professor Chen Xiangming from Peking University and Dr. Wang Fuwei, deputy researcher of the Center for Moral Education Research of the Beijing Institute of Educational Sciences, to bring wonderful academic lectures to students on 11 January and 14 January respectively. The two lectures attracted a large number of teachers and students, and all seats were occupied. The lecture was also attended by Dean Li Shuying, Vice Dean Wang Zhong of the College of Humanities and Social Sciences and some teachers.

Professor Chen brought a lecture on the theme of "Educational Narrative Inquiry" to the students, focusing on educational narrative research. By sharing the connotation, methods and significance of educational narrative research with the students, she analyzed the current situation of education from different perspectives. Around "narrative inquiry", starting from "what is it", "how to do" and "why", she put forward a plan to improve narrative reflection through writing, which is detailed in four aspects step by step. Then she analyzed the connotation of narrative, introduced three ways of narrative inquiry, and shared the system induction of the deep meaning of narrative research. Professor Chen proposed the teaching method of combining texts so that students can understand more intuitively the various forms of "reflective" in narrative inquiry and refine the use of "reflective" in narrative inquiry.

In the warm atmosphere of interactive session, Professor Chen patiently answered the questions one by one for the students, which not only consolidated the new knowledge they learned, but also helped them to understand more about the concepts in the field of pedagogy. After the lecture, some of the teachers and students present here were still unfinished, and they actively went forward to communicate and discuss with Professor Chen.

Dr. Wang led students to explore the educational value of group cooperative learning, a local research based on grounded theory. In the process, the application and improvement of the grounded theory path are demonstrated with research examples, which embodies the essence of the research of "exploring the educational value of group cooperative learning from the perspective of teachers' use". In the process, Dr. Wang Fuwei deeply analyzed the grounded theory from "origin and process", "research questions", "research path", "analysis and discussion", and interacted with his classmates. Dr. Wang said that grounded theory research is one of the main research paths of educational qualitative research in China. It has played an important role in promoting the standardization of educational qualitative research, promoting the diversification of educational qualitative research paths, and improving the quality of local educational research, and has made outstanding contributions to the localization of educational research and practice in China.

The two "Education Forum" lectures have brought profound inspiration to our teachers and students. Education, as a way of transmitting advanced knowledge and information, is of great importance to the development of our country and individuals. How to deepen the research, explore the diversity of existence and seek true knowledge in the changing times is the common responsibility of educators and students. We hope that more students will actively participate in such academic lectures in the future, enrich themselves in the process of thinking , and explore the relationship between learning and life. In the following period of postgraduate small semester, the College of Education of our university will organize three Nvivo qualitative research methods software workshops with the College of Humanities and Social Sciences from January 15 to 17 to provide more theory-based practical learning for students.