关于思想政治教育方法论发展和局限的认识

对于思想政治教育来说,方法论体现着学理支撑、学科支撑和学术繁荣。从概念认知到体系建构,方法论经历了一个持续发展的过程。在这一过程中,不可忽视的是其存在着思想政治教育对其方法论的“限制”、思想政治教育形态对方法论的“牵制”、思想政治教育原理和方法论的非同构、思想政治教育方法对方法论的“相对剥夺”等局限。只有突破局限,方法论才有可能进一步发展。为此,方法论需要有效运用思想政治教育“限制”之中的有利因素,促进和思想政治教育形态的有机结合,实现和思想政治教育原理之间的互证,发起对思想政治教育方法的审思。     

《马克思主义原理》课解决学生深层思想认识的作用

《马克思主义原理》课解决学生深层思想认识的作用何玉泉《马克思主义原理》（以下简称“原理”）课是从１９８５年开始的高校公共政治理论课改革过程中诞生的一门新课程。作为科学的世界观和方法论，”原理”课最直接肩负用马克思主义世界观和方法论武装当代大学生的特殊...     

论否定之否定的哲学方法论意义

在哲学辩证论中，除了对立统一原理，最具哲学方法论意义和哲学价值论意蕴的莫过于否定之否定原理了。然而，长期以来，哲学“原理圈”，不仅对否定之否定原理的理解存在着种种偏差与误解，而且，在否定之否定的哲学方法论层面，也有着种种欠缺与疏漏。在拙文《论“实践－辩证理性”范式中的否定之否定》中，我们已经基于“实践－辩证理性”这一马克思主义哲学的崭新范式，讨论了否定之否定原理的对象、实质和主要内容等①。本文试图继续遵循“实践－辩证理性”来讨论由否定之否定原理转化而来的哲学方法论。一、否定之否定具有宏观总体性的…     

道德灌输:两种不同视角的审视

马克思主义中重要原理之一的“灌输论”与人们对“道德灌输”的批判,从表面来看是一对矛盾。但是从“目的论”与“方法论”两个不同视角来看,它们之间又是相容的。“目的论”的视角强调的是且只是对要达成目的本身的关注;“方法论”的视角强调的是且只是对要达成目的的方法的关注。从这两个不同的视角来审视,我们需要从“目的论”的角度来提倡“道德灌输”,从“方法论”的角度来批判“道德灌输”。     

怎样学好哲学常识

如何学好哲学常识,对于刚升入高二年级的同学们来说是个新课题。下面,笔者对此谈几点看法。一、要了解哲学常识教材的叙述特点。哲学常识教材与其他学科的教材相比,有其独特的叙述方式:1.它总是先讲世界观道理(基本概念或基本原理),再讲方法论意义。如:“世界是客观存在的物质世界”是世界观道理,“主观必须符合客观,一切从实际出发”是方法论意义。了解这个顺序,对于同学们理解教材是很有益处的。另外,哲学常识的学习要围绕“黑体字”、钻研“宋体字”、了解“楷体字”,要分清概念、原理、方法论,要知道教材是怎样讲概念、原理、方法论的。…     

在"马克思主义哲学原理"课程教学中贯彻"三个代表"重要思想

“三个代表”重要思想是以马克思主义基本原理以及发展的马克思主义的新观点为基础的价值观和方法论，这是“马克思主义原理”课程贯彻“三个代表”重要思想的基本依据和出发点。高校“马克思主义原理”主果教学应探索如何深入和贯彻“三个代表”重要思想。     

论马克思主义经济学的本质和精髓

只有唯物史观才是马克思主义经济学的“硬核”和马克思主义经济学与其他经济学流派相区别的根本标志。在马克思主义经济学中 ,历史唯物主义的世界观或方法论又是通过以下三个层次的方法论原则和理论特征表现出来的 ,即 :一般的方法论或基本原理、特殊的方法论或特殊的原理、个别的方法论或个别原理。上述三个层次的方法或原理组成了马克思主义经济学的理论框架 ,它们从不同的方面和层次体现着历史唯物主义思想方法 ,反映了马克思主义经济学的本质和精髓 ,并作为一个整体 ,作为一种范式 ,把马克思主义经济学与其他的经济学流派区别开来     

世界观与方法论的区别和联系

先说区别。高中政治课本前言部分对世界观和方法论定义得很清楚:“所谓世界观,就是指人们对整个世界以及人和世界关系的根本观点、根本看法。”“所谓方法论,就是人们认识世界和改造世界的根本原则和根本方法。”可见它们的区别是明显的。世界观强调的是人们对世界的“根本看法”,方法论强调的则是人们认识和改造世界的“根本方法”,这里的世界指的是“整个世界”,既包括客观世界———自然界和人类社会,也包括主观世界———人的思维。在哲学中,世界观又称为原理,方法论又称为原则。因此,教材中凡是有坚持某某原则的话就一定属于方法论。例…     

试验:技术方法论的中心

<正> 实验研究方法为科学推理提供依据,是科学方法论的基石;在技术方法论中,试验研究方法则为科学理论,为技术原理的物化提供“可行性”依据。在人们对自然界的理解和认识的过程中,在回答“是什么”“为什么”的问题时往往用到实验研究的方法.而在人们对自然界的改造,解决“做什么”,“怎么做”的实际任务过程中必须用到试     

文法革新讨论中方光焘语言理论的方法论意义

文法革新讨论标志着汉语语法研究中的自省与自觉,本质上也是方法和方法论上的革新。方光焘先生运用一般语言学的原理,结合汉语语言事实,深刻地阐释了汉语语法研究中的有关问题,强调方法和方法论对于语法体系的重要性。本文首次提出方光焘先生对于“直观”——“演绎”方法的运用。在语言科学走向21世纪的今天,重温方先生的方法和方法论具有很强的现实意义。     

协作学习需要教师指导吗

协作学习对学习者综合能力的提升作用与人才素质的要求相契合，是学术研究领域和教学实践领域中的一个热点话题。然而目前协作学习在实践过程中出现了一些问题，不清楚协作学习是否需要教师指导，需要何种指导。这种认识上的不清楚导致实施过程中的盲目性与随意性，加剧了协作学习的混乱。关于这一问题，相关研究者持两种观点：一部分认为应该让学生独立探索，一部分认为学生的认知结构决定他们需要教师指导。实证研究结果都支持“协作学习中需要教师指导”这一理论观点，但基于此进行的影响协作学习效果的教师特征和具体指导方式研究还未形成统一的结论和方法。而且，从因素的角度进行实证研究，忽略影响学习效果因素的复杂性，不具有可验证性，科学性低。基于复杂系统论的研究范式可以避开简单归因的缺点，以系统本身的属性揭示系统运行效果，在一定程度上可以提高研究的科学性。     

教师学习:教育现代化视域下的教师教育观

教师作为教育现代化“人”的要素,其现代化同样是一个缓慢的渐进性过程。借鉴哲学本体论层面的研究,可以从工具性存在、关系性存在、精神性存在等三个角度理解教师职业存在的本质。教师教育观经历了第一代以“教师培训”为核心、第二代以“教师专业发展”为核心,正在向第三代以“教师学习”为核心逐步转变的过程。基于此,在教师学习过程中应当遵循情意原理、强化内隐属性、遵从同构迁移等三个过程性原则,以促进教师及教师教育的现代化。     

历史语境下音乐教学法课程内容体系的反思与重构

音乐教学法课程内容体系存在受众群体忽略,人文意蕴薄弱;理论阐述有余,实践指导不足;教材内容守旧,脱离课程实践等问题,亟待改革。其内容体系可进行“五版块”式重构：人文版块专门论述音乐教育中如音乐教师职业认知、角色定位等“人”的问题;理论版块包含音乐教育的基本理论与观点;实践版块介绍国内外音乐教育实践的情况与进展;技能版块是基于传统教材中音乐技能内容缺乏的情况而设置的;拓展版块列举学习资源,供学生在课后自主学习。各个部分的内容都指向音乐教师应具备的各项能力与素质。该课程的内容改革对音乐教师教育人才培养质量的提高有至关重要的作用,能够促进音乐教师教育与基础音乐教育的对接和融合。     

Issues in Supervisory Facilitation

The suggestion that workplace supervisors should become facilitators of the learning of staff is prevalent in the workplace learning and learning organisation literatures, but it is not always clear what facilitative approach is being recommended to supervisors. In order to identify approaches to facilitation that might be amenable for inclusion within the role of workplace supervisors, the concept of facilitation within the main traditions of adult education is examined. A characterisation of the key features of the workplace as a context for learning is then developed in terms that relate to common accounts of contexts conducive to learning. The paper then considers the issues that might arise if each of the conceptions were to be implemented by supervisors. Both facilitation and supervision rely heavily on trust, and so the development and maintenance of trust for supervisors and for facilitators is explored using a dynamic model of trust building. The paper aims both to develop a critique of the concept of supervisory facilitation and to highlight the need to consider contextual issues when applying conceptions derived from the adult education literature to real-world situations. Some implications for the relationship between teachers and students in post-secondary education settings are also described.     

Exploring tensions in developing assessment for learning

This paper is based on a study of classroom practice of primary school teachers who were engaged in a programme of professional development to implement formative assessment in their classrooms. The programme sought to develop the skills and expertise of teachers to enable formative assessment to be used to support and improve the learning of students. This study examined changes in practice in these teachers’ classrooms, their students’ learning experiences, pedagogical decision‐making, and the challenges experienced by teachers and students in developing assessment for learning. Activity theory was used as an analytical tool and enabled the identification of important contradictions in the changing system that produced tensions and difficulties but also provided driving forces for change. The development of formative assessment practices was of necessity accompanied by a culture change in the complex classroom systems. For teachers change was characterised as a process of expansive learning that was motivated by a contradiction between the teachers’ beliefs about learning and the existing culture in the classroom. The change in classroom practice was enabled by the formative assessment philosophy and a range of mediating artefacts.     

The challenge of balancing content and language: Perceptions of Dutch bilingual education history teachers

The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction.     

Comparing K-12 online and blended teaching competencies: a literature review

This article presents a synthesis of reports and research on K-12 blended teaching competencies compared with K-12 online teaching competencies. The skills needed to teach in online and blended environments are distinct from traditional teaching, but teacher education programs often do not equip preservice teachers for the new modes of instruction. Additionally, there is a dearth of research on blended teaching competencies. This review synthesizes 8 blended teaching documents and 10 online teaching documents. Seven global themes identified in both competency domains are (1) pedagogy, (2) management, (3) assessment, (4) technology, (5) instructional design, (6) dispositions, and (7) improvement. The top 20 blended teaching skills include flexibility and personalization, mastery-based learning, data usage and interpretation, learning management system usage, online discussion facilitation, and software management. The authors recommend that researchers collect more methodologically transparent data about blended teaching and that teacher education programs include the identified skills in curriculum.     

教师教育类课程课堂教学目标的设计与表述——基于卓越教师培养的视角

卓越教师是指具有优秀专业素质和教学能力的教师。教师教育类课程肩负着培养教师教育素养和教学能力的重任,其课堂教学目标的设计要以"育人为本""实践取向""终身学习"为指导思想,要体现出整体性、层次性、适切性和可操作性;其课堂教学目标在表述取向上,要突显出行为目标、生成性目标和表现性目标的有机整合。规范化的表述,就其行为目标来说主要有四要素法和内外结合法;就其表现性目标来说,其表述不拘一格,常用体验性和过程性的行为动词来表达。教师教育类课程教师要立足《教师教育课程标准(试行)》,追求更高的目标要求,做好示范,起好引领作用,确保实效。     

Dual coding theory and education

Dual coding theory (DCT) explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal (or imagery) representations. We first describe the underlying premises of the theory and then show how the basic DCT mechanisms can be used to model diverse educational phenomena. The research demonstrates that concreteness, imagery, and verbal associative processes play major roles in various educational domains: the representation and comprehension of knowledge, learning and memory of school material, effective instruction, individual differences, achievement motivation and test anxiety, and the learning of motor skills. DCT also has important implications for the science and practice of educational psychology — specifically, for educational research and teacher education. We show not only that DCT provides a unified explanation for diverse topics in education, but also that its mechanistic framework accommodates theories cast in terms of strategies and other high-level psychological processes. Although much additional research needs to be done, the concrete models that DCT offers for the behavior and experience of students, teachers, and educational psychologists further our understanding of educational phenomena and strengthen related pedagogical practices.     

日本中小学教师职前教育课程新变革

日本文部科学省自2019年4月1日起开始实施对中小学教师培训课程的变革。主要变革内容为提高教师信息活用技术和外语能力、强化教师的教育理解并关注特殊学生群体、增加对教师的综合学习时间课程的指导以及允许高校自主设置一定的培养课程,提高了教师队伍质量。而我国目前的教师资格考试制度存在种种弊端,例如教师准入门槛低、缺乏教学实践经验和理论知识的积累以及教师信息技术手段活用能力不足等问题。它山之石,可以攻玉,借鉴日本经验有益于我国发展教师队伍建设,提高我国教师专业素质。