教育叙事研究的研究

近几年叙事研究在我国教育研究领域兴起 ,引起了学者们的关注。学者们主要从教育叙事研究兴起的背景、叙事及叙事研究的内涵、叙事研究的理论基础、叙事研究的特点、叙事研究的分类、叙事研究的过程、叙事研究的反思等方面进行了研究。     

Reconceptualising inquiry in science education

Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable within the school context. This paper offers a collection of our current reflections and suggestions concerning inquiry and its place in science education. We suggest that many of the current models of inquiry are too limited in their vision concerning themselves, almost exclusively, with producing a scaffold which reduces the complex process of inquiry into an algorithmic approach based around a sequence of relatively simple steps. We argue that this restricts students’ experience of authentic inquiry to make classroom management and assessment procedures easier. We then speculate that a more integrated approach is required through an alternative inquiry model that depends on three dimensions (conceptual, procedural and personal) and we propose that it will be more likely to promote effective learning and a willingness to engage in inquiry across all facets of a students’ school career and beyond.     

浅谈教育实习心得

实习是每个准教师都会经历的一步。每位实习者在此过程中都会有自己的收获。本文是本人实习的心得,希望能与想要成为老师的你们分享。     

论研究性教学的内涵、特征及实践条件

研究性教学是教师注重教学研究、学生在教师引导下主动探究的教学活动。其特征表现在教学目标、教学内容、教学过程、教师教学、学生学习、成绩评价等方面,而教师拥有勤于反思并乐于实践的研究性教学理念、探究的品质及把探究与合作作为职业规范的学校文化是其得以实践的重要条件。     

成人高等教育函授站规范化管理探究

函授站是函授教育发展的产物,是函授教育的基层教学管理单位,在函授教育中占有极为重要的地位,其管理工作的好坏直接关系到函授教育的质量及其发展。文章从本文从函授站的现状、函授站教学工作、收费管理以及与设站(点)高校之间的关系等方面对函授站规范化管理进行了一定探索。     

CDIO教育理念下的高校通信工程人才培养实践教学改革

我国社会经济的发展对高素质、高能力人才的需求越来越紧迫,这就无形中加大了高校人才培养的压力。就目前情况来看,高校学生所进行的教育多数都是简单的知识教育,能力教育进行的很少。面对这种情况,对能力要求较高的通信工程就需要根据新的理念来更新人才培养模式,进行教学改革。而CDIO教育理念就是高校教学改革所普遍认同的一种培养学生能力的理念。本文就对高校通信工程人才培养的教学改革进行论述。     

ESP研究性学习模式中形成性评价的实践研究

ESP成为中国大学英语的一个发展方向。研究性学习是学生主动探究的一种学习方式,非常符合ESP课程的特点。本文旨在通过构建与实施形成性评价方式,研究ESP课程中实施研究性学习的效果。研究表明,形成性评价在研究性学习模式中合理运用能使评价信度更高;同时形成性评价方式能进一步促进ESP课程中研究性学习的效果。     

The magic mirror: an inquiry into the purposes of education

In the Spring of 2002, The SCRE Centre at the University of Glasgow was commissioned to conduct focus group research on behalf of the the Education, Culture, and Sport Committee at the Scottish Parliament. The study, which was conducted over a 3 month period, was intended to inform the Committee's inquiry into the purposes of education. Inquiries of this type are a common feature of the working practices of the Scottish Parliament. The aim of this particular one was to promote ‘an in‐depth discussion on key issues on the future direction of education’. The main theme of this paper is the dissonance between those who framed the inquiry and those who participated in the focus group study. The meanings of that dissonance are explored—as, briefly, are the conditions under which the research was conducted. The factors that contribute to mismatch in intention or meaning are also discussed. This study also comments on the continuing dominance of academic education in Scotland, and the consequences for those who see themselves as failures while subscribing to the centrality of education.     

人力资源实践教育与思想教育的整合

人力资源实践教育作为培养具有基础扎实、宽口径、高实践能力与高素质创新型复合人才的重要途径,其教育实现方法的好坏,将会直接影响到人力资源的质量高低。本文主要从理论的角度对人力资源教育与思想教之间的关系进行了分析,论证了思想教育与人力资源实践教育结合的可行性,然后总结了人力资源实践教育与思想教育整合的意义。以期为人力资源实践教育的创新提供一定的理论基础。     

物理实验探究教学的理论与实践初探

物理是一门以观察和实验为基础的科学.实验不仅是一种验证性或操作性的实践活动,更是一种探究性的实践活动.新颁布的<物理课程标准>中强调在物理教学中要积极开展科学探究教学,特别是实验探究教学.在推进素质教育和进行新一轮课程改革的今天,有必要对物理实验探究教学的理论与实践问题进行探讨.     

学校生态德育的实践研究

以生态哲学和教育生态学作为理论基础,对当前学校德育生态进行全面的分析和审视,指出了当前学校的德育危机实际上是道德教育的生态危机,分析了当前德育生态系统中出现的问题,并提出了解决危机、促进德育生态系统良性、健康、和谐发展的设想和措施,为学校德育的实践提供了理论依据,提高了学校德育的实效和可持续发展。     

Information and communication technology in teacher education in Vietnam: from policy to practice

During the school year 2008?C2009, the Ministry of Education and Training of Vietnam launched the ??Year of ICT?? to produce a breakthrough in educational innovation. In light of this development we have carried out a policy analysis to study the national vision on ICT in education. The policy analysis takes into account a decade of governmental policy guidelines on ICT and education, starting from 2000??the year that the Ministry announced its Master Plan for ICT in education. A critical analysis puts rationales in perspective. Exploratory analysis at the level of five provincial teacher education institutions sheds light on the impact of these guidelines in teacher education. 783 educators completed a self-report questionnaire addressing factors of access, capacities and actual use of ICT in teaching practice. To assess the adopted discourse and operational planning, technology plans of the different institutions are analyzed. It is argued that unbalanced operational planning in the technology plans led to a gap between the current rhetoric in policy guidelines, vision statements of the institutions and the reality in teaching practice.     

Lucid education: resisting resistance to inquiry

Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Saunders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas of Peirce by borrowing the language and concepts of Albert Camus, at the same time demonstrating their unlikely congruence. In particular, we argue for the necessity of genuine doubt along with the need for the presence of a diversity of prejudices as a starting point for genuine inquiry.