图书馆协作学习空间研究中的几个问题

学习方式的转变和学习空间的扩展,要求图书馆在服务过程中提供有针对性的、高质量的服务,协作学习空间必须要考虑到不同层次、不同背景的读者的学习习惯与学习需求,并提供合理、适时的管理手段,才能成功发挥协作学习空间应有的作用。     

Learning and unlearning: the education of teacher educators

Despite the many expectations that US and other teacher educators around the world are striving to meet, there has been little attention to development of a curriculum for educating teacher educators, or to local and larger policies that might support the development of what teacher educators need to know and do in order to meet the complex demands of preparing teachers for the 21st century. In this article, Cochran-Smith analyzes four teacher educator communities in different contexts and entry points across the career lifespan. She makes the case that the education of teacher educators is substantially enriched when inquiry is a stance on the overall enterprise of teaching, schooling, and teacher education.     

Engaged Learning: Why Feelings Matter

Jane Fried argues that student affairs educators must be able to speak the theoretical language of teaching and learning in higher education in order to challenge the positivist epistemology of academic culture and shift the focus to engaging and educating the whole student.     

理性看待资本主义——兼论中国为什么只能走社会主义道路

正确认识资本主义,不能只看其现在,更要看其历史;不能只看发达的国家,也要看落后的国家;不能只看发达国家风光的一面,也要看这些国家阴暗的一面.对于社会主义,也不能只看其曲折的历程,更要看其历史性成就.历史地、全面地看问题,我们才能从深厚的历史事实中获得正确的信念.     

Talk about student learning: Promoting professional growth among teacher educators

Talk about student learning (TASL) in the professional development of teacher educators shifts the focus from teaching to a more productive emphasis on learning. This study examines characteristics of TASL among teacher educators in community and its functions for their learning. The research was based on professional learning communities in which discourse was analyzed. Three genres were found: managing understanding, advisory talk and meta-analytic talk. The functions of TASL included an inquiry and research orientation, awareness of the connection between teaching and learning, and awareness of their own learning process. TASL was found to improve teaching through these functions.     

自主学习何以可能:“学习强国”启示下的平台学习之策

2020年初,一场疫情让在线居家自主学习全面展开,面对各种问题与挑战,教育技术工作者不得不重新思考:如何最大程度发挥平台学习优势,提高平台支持下的深度学习效率,让自主学习真正成为可能。与此同时,深受全国人民称赞的“学习强国”平台,其因具有人本性、融合性、互动性、便捷性等特点而成为学习者进行深度自主学习的典型。文章探究如何构建学习资源众筹、学习形式多样、学习评价多元的,自下而上、协同互动、数据支撑的自主学习平台,希望能为教育工作者指明平台建设方向,能为深度学习提供更好的学习支持服务。     

Experiential Learning in Action: a program for preparing educators for health professionals

Education is centre stage in current UK government initiatives to promote multi-agency team work. This paper draws on a research project which explored the way in which multi-disciplinary teams work and learn together in their practice with children, to consider the implications of ‘joined-up’ practice for theorizing dilemmas of knowledge creation and identity transformation for professionals in multi-agency teams. The paper focuses primarily on the experiences of education professionals. We exemplify some dilemmas of ‘joined-up’ team participation in specific workplace activities involving knowledge exchange. We then explore the impact of belonging to multi-agency teams on professional roles, identities and learning. The paper then summarizes strategies which professionals used for resolving dilemmas around learning and knowledge creation, and considers how participating in shared workplace activities might enable or constrain professionals to consoli date their professional identities and learning. Drawing on theoretical research into workplace participation and professional learning, the paper examines implications for theorizing the professional identity of teachers in multi-agency team work, within a systemic model that takes account of: creating new knowledge and practice; enhancing professional identity; and building inter-professional communities.     

Working together to make things happen: New on-campus higher education opportunities in a regional centre

In 2005 a South Australian university inaugurated a new provision of higher education programs in a regional city. Previously, would-be university students in the area had only the options of off-campus study, moving away from home to become internal students, or not pursuing university studies at all. The initiative provided the opportunity to study the effects of the new university presence on its students, university staff and the wider community, and at the same time to learn much that would enable continuous improvement of the methods used in offering these programs. This article reports on the results from focus groups of students and staff, and a survey of the first cohort of students, part of the first stage of a longitudinal study. A combination of effort and collaboration has contributed to meeting community educational needs and aspirations.     

当代女性主义理论和行动:六个全球性问题

21世纪女性主义者将面对许多与上个世纪全然不同的理论问题。这对女性主义理论家们构成了挑战,需要她们进行深入地反思、在全球化语境下,谁已经被解放了;这到底意味着什么;什么和谁被牺牲了;我们在哪儿失败了,又打败了谁;谁被包括在这个"我们"中;还应该再做点什么。现实状况意味着人们在观念上仍然存在着束缚,并与信息技术革命一道使问题变得格外复杂。女性主义理论不仅仅涉及女性本身,还为人们应对当前许多全球性问题提供了一个独特的视角。     

Finding out more about teacher candidates' prior knowledge: implications for teacher educators

While it is recognised that prior knowledge is a key factor in determining future learning, its influence on learning to teach is less well known. This study investigates two cohorts of teacher candidates studying for a one-year, graduate qualification for primary teaching, who completed two tasks at entry to their initial teacher education programme: a task in writing and a task in mathematics. The tasks focused on teacher candidates' ability to recognise the key features of a piece of student work. The teacher candidates' responses to the tasks highlighted the diverse nature of the prior knowledge that underpinned their responses. The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.     

Critically-oriented pedagogical tact: learning about and through our compulsions as teacher educators

The work of critical teacher education centers on making sure future teachers learn to be critically-oriented practitioners. In this article, I assert that this sort of learning must first begin with the critical teacher educators themselves, and that much of the most fruitful learning manifests itself in the teacher educator’s compulsions. Drawing on a key finding from a phenomenological study that focused on cultivating pedagogical tact in teaching, I suggest that the ways in which I compulsively strategized at times limited what I could accomplish as a critically-oriented teacher educator; that each of us as teacher educators have compulsions that limit just as much as they make possible; and that our examinations of these compulsions are important for our students’ growth as critically-oriented practitioners.     

Learning science through contexts: helping pupils make sense of everyday situations

The study explores ways in which Swazi junior secondary school pupils who have been taught a contextualized science course deal with everyday science-based situations. In particular, this paper documents pupils' written explanations of everyday actions in terms of an awareness of the social and economic implications of science; their skills in designing an experiment to solve an everyday dilemma; and their abilities to draw on relevant science concepts to solve everyday problems. For all responses, pupils are asked to indicate the source of the knowledge they draw on. The findings show that considerably less than half of the sample display any of these abilities. A large majority of those displaying experimental design skills claim to have gained these from school science but only a minority of those showing social and economic awareness and problem solving skills relate these to school science education. Suggestions are made to increase the effectiveness of contextualized teaching in dealing with everyday situations.     

华语研究与华语教学

汉语走向世界,学习汉语的人,无论数量或语言背景都和过去大不相同,因此,要求语言教学者对所教的语言有深刻的认识,不能只凭自己的语感进行教学;同时也对语言研究者提出加强汉语研究的要求。 目前,汉语的研究,还远远没办法满足汉语推广的需要,原因是：在华语走向全球的时期,也正是普通话和各地华语相互融合的时期。这种融合,使普通话出现较大的变化。这些变化,还没有固定下来。现代汉语语法和词汇的不稳定状况,给研究和教学带来不少困难。我们需要对现代汉语、各地华语做更深入的研究,编辑更完善的词典,以解决学习与运用的需要。我们更需要编辑汉语语法长篇,给汉语教材的编写人员、汉语教学人员参考。语法长篇对汉语教学,对汉语的发展与趋同,也会做出巨大的贡献。     

Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others

This study examined age-related differences in the effectiveness of two generative learning strategies (GLSs). Twenty-five children aged 9–11 and 25 university students aged 17–29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age × Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example-based learning correlated with children’s analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age.