中国本科教育培养目标研究

本科教育培养目标是本科教育人才培养理论中最基本和核心的概念,也是本科教育人才培养工作的出发点与归宿。本论文以中国本科教育培养目标为对象,以辩证唯物主义与历史唯物主义的基本方法为指导,主要运用文献研究法,在充分占有资料的基础上,对1949年以来我国本科教育培养目标形     

应用型本科院校创业教育研究

应用型本科院校是培养本科层次应用型人才的高等学校,创业教育是应用型本科院校的使命之一,而当前应用型本科院校在创业教育方面还存在着诸多的问题,通过对这些问题的罗列和分析,逐步厘清应用型本科院校发展创业教育的目标、原则和思路,明晰其实现路径。在认清应用型本科院校优势的基础上,提出以大学科技园和校外创业教育实践基地为主要平台,开展实践型创业教育是应用型本科院校创业教育的优选模式。     

我国职业本科教育热点问题探析——基于文献综述的视角

基于中国知网检索的“职业本科教育”相关文献,围绕什么是职业本科教育,为什么要举办职业本科教育,谁来办职业本科教育,怎么办职业本科教育,如何评价职业本科教育等热点问题展开研究,提出立足“政策理论”解读职业本科教育内涵特征,立足“发展逻辑”明确职业本科教育价值意蕴,立足“地方试点”探索职业本科教育实施主体,立足“问题导向”厘清职业本科教育路径策略,立足“诊断改进”构建职业本科教育评价标准等主要观点,以回应职业本科教育是什么、为什么、谁来办、怎么办、如何评等困惑,为职业本科教育研究和实践提供参考。     

论中外本科护理教育之差异——以英、美、澳、新四国为例与我国对比研究

文章以英、美、澳、新四国为例,主要探讨了我国本科护理教育与国外发达国家间的差异,从中找出不足,推进我国本科护理教育的改革和发展。     

如何制定和优化本科人才培养方案——以福建师范大学为例

本科人才培养方案是学校根据国家对高等学校本科专业设置及人才培养的有关要求,按专业对本科生培养做出整体设计和规划安排的教育文件,是关于本科生人才培养的教育行动框架和教育管理规范.优化本科人才培养方案,对提高教育教学质量有十分重要的意义.本文以福建师范大学为例,指出制定本科人才培养方案的必要性,分析现阶段我校本科人才培养方案存在的主要问题,依据修订本科人才培养方案的原则,探讨如何进一步优化本科人才培养方案.     

以“本科教学质量工程”为核心，全面提高本科教学质量——辽宁对外经贸学院“质量工程＂建设的实践探索

“本科教学质量工程”是以提高高等学校本科教学质量为目标,以实施重点专业建设项目、大学生创新实践能力提升项目、高校教师教学能力提升项目、优质教学资源建设与共享项目、教育质量保障体系建设项目为主要内容,是高校加强教学内涵建设,全面提升本科教学质量的重要手段和平台．本文以辽宁对外经贸学院本科教学质量与教学改革工程建设实际情况为例,重点阐述了以实施“本科教学质量工程”为核心,不断深化本科教学改革,全面提高本科教育教学质量的措施．     

小学教师教育全程实践的目标取向与路径——基于绍兴文理学院小学教育实践的探索

小学教师教育本科化是全球教师教育的发展趋势.本科化的进程中提升小学教师素质的关键是实践性知识的掌握,途径主要为教育实践活动.教育实践以专业情感、基本技能和专业技能的实践为目标取向;实践的路径以教师专业情感养成为"经",以教师基本技能和专业技能训练为"纬",四年一体、全程实践.     

研究型大学本科教育的比较研究

研究型大学以研究生和博士后人员为主要教育对象,但本科教育是研究生教育的基础,是研究型大学持续发展的关键;同时,研究型大学也能为本科生智力和创造力的发展提供最大机会。美国研究型大学在办本科教育中曾一度存在重研究、轻教学,重研究生教育、轻本科生教育的倾向,对此,我国研究型大学应引以为鉴。本文的主要任务是分析我国大学发展中的实际问题,提出创建研究型大学过程中本科教育教学的对策建议。     

探究有本科院校特色的思想政治教育

构建有本科院校特色的思想政治教育,要根据高等职业教育的主要特点,把握本科院校思想政治教育的特殊性;根据本科院校学生特点,增强思想政治工作的针对性;以塑造"职业人"为目标,创新思想政治工作的内容;以提升"就业力"为动力,改革思想政治工作的途径与方法。     

本科院校举办高职教育的分析

本文主要阐述了本科院校举办高职教育的意义和有利条件,并分析了本科院校举办高职教育存在的问题,提出了对本科院校举办高职教育的一些思考.高职教育要充分利用好本科院校丰厚的教育资源,以培养社会需要的应用型人才为己任,在办学过程中要妥善处理好普通高等教育与高等职业技术教育的关系,突出学生实践能力的培养,办出高职教育的特色.     

寻找中程理论——哈贝马斯商谈伦理的实证维度

哈贝马斯的商谈伦理是因应晚期资本主义社会的合法化危机而提出的。一方面,哈贝马斯一直强调自己的理论有着极强的实践关怀,是一种"后形而上学"的理论范式;但是另一方面,他仍然受到许多经验主义者及实证研究者的批评与挑战。为了让规范性的哲学理论同政治社会实践相结合,构建让两者相互对话的中程理论就显得十分必要。晚近以来对此问题进行的各种社会科学实证研究都可以视为化解理论与实践的张力、构建二者之间的中程理论的探索。在关于商谈伦理的哲学研究和社会科学实证研究之间,以及定性研究和定量研究之间,仍然存在着明显的张力,这些张力需要通过拓展不同学科的方法论视野来克服。     

邓小平理论研究方法新探——加强邓小平理论实证研究

在邓小平理论研究方法中,普遍存在着重视规范研究而实证研究不足的问题。但由于邓小平理论所具有的实践特性,使实证研究方法的应用更符合目前深入研究的需要。文章对实证研究方法以及人们对它的认识误区做简要说明,强调在规范研究的同时,应加强邓小平理论的实证研究。为使实证研究在邓小平理论研究中更具操作性,提出研究者应进行合作研究,达到提高理论研究水平、指导社会实践之目的。     

Manner in teaching: a study in observing and interpreting teachers’ moral virtues

This paper shows how manner may be made visible, as a philosophical concept and an object of empirical inquiry. Using Aristotle's ethics as the framework, the philosophical inquiry examines the conceptual nature of teachers’ moral conduct, and the empirical inquiry analyzes their moral conduct. This dual conceptual/empirical approach permits inquirers to observe and interpret how teachers express moral virtue. One may draw the conclusion that it is possible to systematically observe and interpret manner in teaching. An implication for teacher education is that encouraging teachers to consider their manner may result in more educative interactions between teachers and students.     

Steering Dynamics in Complex Education Systems. An Agenda for Empirical Research

Many policy systems and education systems have grown more complex in the last three decades. Power has moved away from central governments in different directions: upwards towards international organisations, sideways towards private institutions and non‐governmental organisations and downwards towards local governments and public enterprises such as schools. Where once we had central government, we now have governance, which can be defined as the processes of establishing priorities, formulating and implementing policies, and being accountable in complex networks with many different actors. Steering in such complex education systems emerges from the activities, tasks and responsibilities of state and non‐state actors, operating at different levels and from different positions and often has un‐deliberate, un‐intentional and un‐foreseen consequences. There are many conceptual models that encapsulate this complexity, but this article suggests that there is a real need for empirical research. Without empirical research it remains unknown whether and how steering in complex networks works out in practice, what are its effects and for whom. Moreover, it is only through empirical research that we can find out whether central government has become less dominant, or rather whether its appearance has changed and it has become less visible, but not necessarily less influential. Foucault's governmentality perspective is a useful notion on which to build such a framework for empirical research which allows for a careful study of the interactions that signify steering. Inspired by Foucault, this article develops a trilogy of assumed conditions for steering to take effect in modern societies. Following this reasoning, ‘something' first needs to be made thinkable, calculable and practicable by different actors for steering to occur. This trilogy is a promising starting point for empirical research into very specific phenomena which can help us to understand how steering in complex education systems works.     

德国专业教学论研究综述——以经济教学论为例

经济教学论作为典型的交叉学科,涉及教学内容选择暨课程设置的核心问题。作为科学研究学科的经济教学论,需要摆脱职业技能准备工具的简单定位,借鉴其他社会学科的研究结论,一方面加强微观层面的实证研究,尤其是针对学生和教师在经济领域的前概念进行实证调查;另一方面应加强从宏观层面讨论科学、生活与教育的关系,界定经济素养的内涵及其能力发展的途径。     

Recent Explorations Into the Etiology of Reading Difficulties: Insights from Language and Cognition

MODERN COGNITIVE psychology provides conceptual and empirical tools for a process analysis of reading acquisition and the development of reading towards a sophisticated skill. The present review is aimed to give such an analysis as it stands now. Key concepts are phonological and linguistic awareness, schemata, learning strategies, metacognition and learning as a social interaction. These concepts and empirical results clarifying their function are discussed from the point of view of their mutual interplay and pedagogical application.     

A Reconsideration of Cognitive Load Theory

Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes. Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.

Unpacking foreshadowing in mathematics teachers’ planned practices

This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n?=?16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.

     

PSYCHOLOGICAL STUDIES OF THE RELATIONSHIP OF SENSE OF HUMOR TO CREATIVITY AND INTELLIGENCE: A REVIEW

Although it is widely assumed that sense of humor is closely related to intelligence and creativity, the empirical studies of these relationships, which are reviewed in this article, have yielded conflicting findings. On the basis of the present review and a consideration of other relevant literature, it is suggested that the nature of such relationships might be affected by how the variables are operationalized, several characteristics of the experimental participants, as well as various aspects of the broader experimental context As the extant studies have investigated only a restricted number of the empirical issues to do with those characteristics, it is evident that a considerable amount of research remains to be conducted The more informative characterization provided by such research would clearly provide the basis for more accurate analyses of the nature of intelligence and creativity.     

Mobilizing ‘implicit activisms’ in schools through practices of critical emotional reflexivity

This paper discusses the role of emotions in mobilizing implicit activisms – that is, small-scale, personal, and modest activisms – in schools. For this purpose, the discussion evokes the notion of critical emotional reflexivity to illuminate how creating spaces for critical reflection on emotions may contribute to making implicit activisms more visible, plausible, and perhaps sustainable in schools. Although an empirical example is used to show how critical emotional reflexivity can instigate implicit activisms in schools, this paper is meant as a conceptual, rather than empirical, contribution. In particular, it is argued that critical emotional reflexivity can serve both as a pedagogical approach and space that provide opportunities for teachers and students to engage in modest acts, words, and gestures toward social justice. Therefore, it is suggested that it is valuable to pay more attention to how critical emotional reflexivity may contribute to the initiation and sustainability of implicit activisms in schools.