基于知识生态共享机制的图书馆应用研究

以生态学的理论观点来分析知识共享问题,将知识放在类似自然生态系统中来考虑,将知识工作者视为有机体,从各有机体之间、有机体与系统的组织环境之间相互作用相互影响的角度出发来研究知识共享活动,探索图书馆知识生态系统中知识共享机制的理论体系。     

Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching

The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It is shown how a teacher's emotional knowledge about teaching and learning is an inextricable part of the ecosystem of teacher knowledge; this is called emotional ecology. Our research shows that the construct of emotional ecology occurs on different planes as there are different types of emotional knowledge that are aspects of PCK. The implications for pre-service and in-service teacher development are discussed.     

Toward a Philosophy of STEAM in the Anthropocene

Abstract

This paper proposes a philosophy of STEAM education in the current moment, the Anthropocene. Whereas many proponents of STEAM focus on outcomes related to cultivating a more creative and competitive generation of STEM workers, it is, more importantly, an approach to education that can foster spaces for transdisciplinary conversations surrounding critical issues of the Anthropocene – those of ethics, sustainability, and relationality. Thus, the question arises, How might we understand/practice STEAM education differently? This philosophy of STEAM in the Anthropocene is inspired by the guiding notions of Braidotti’s affirmative ethics as well as Stengers and Ulmer’s conceptions of slow(ing). These perspectives challenge the ideologies and practices that have created and sustained divisions between the arts and sciences, while also promoting different ways of engaging in/with the world. Entangled in this conceptual framework are three concepts that might guide STEAM education moving forward: transdisciplinarity, relationality, and responsibility. With these notions as inspiration, this paper asserts a philosophical vision that takes seriously the realities of our Anthropocenic present and considers how educators might move with, rather than push against, the challenges that continue to present themselves.     

论学术生态视域下学术期刊的社会责任

学术期刊负有遏制学术不端行为的社会责任,对营造良好学术生态的形成具有重要的作用。学术期刊的社会责任主要表现在引领科学研究方向、实现研究成果的积极转化、促进学术界之间的交流、奖掖与培养学界新人等方面。为了有效发挥学术期刊的社会责任,需要加强学术期刊的制度化建设,提升编辑的个人素养,切实提高所发论文的质量;同时,在经费上,政府和所在单位对学术期刊应予以大力支持。     

Education in the Anthropocene: Ethico-moral dimensions and critical realist openings

Human-induced changes in planetary bio-geo-chemical processes have tipped earth into a newly-proposed geological epoch: the Anthropocene, which places moral and ethical demands on people regarding who should take responsibility for the well-being of people and planet, how, and why. Drawing generally on critical realist ontology, and more particularly on Roy Bhaskar’s concept of the person as a ‘four-planar social being’ living in the world as a laminated ontological whole, the article examines the dimensions of people’s ethico-moral engagement with the Anthropocene and considers what types of learning processes might enable people to understand, live in, and co-create this period known as ‘the Anthropocene’ in just, care-filled and—where necessary—transformative ways. The article points to the need for a radical re-orientation of education systems in the light of ethico-moral challenges that come to prominence in the Anthropocene, and argues for learning processes that nurture individual and collective moral agency through transformative, even transgressive, learning processes that are relational, humble, interdisciplinary, multi-perspectival, systemic, reality-congruent and contextually responsive.     

图书馆知识传播中的责任分析

图书馆是知识传播的一个重要发生场所,传播知识、造福人类是图书馆的一项重要使命,更是图书馆的一项重要权利。随着社会的法制化建设以及公民权利意识的觉醒,理清图书馆知识传播过程中的责任对保护知识产权,促进知识传播和知识创新具有极为重要的作用。文章主要探讨图书馆知识传播过程中所涉及到的政府责任、图书馆责任、用户责任和知识产权人责任等四个方面的问题。     

生态学视野下的马克思主义文论及对当下生态批评的启示

以生态视角切入当下文学批评、以学者的责任感思考社会问题是生态批评的精髓,但生态批评的理论建构却存在着一些令人担忧的问题:"生态批评的建构基点是什么?"以什么视角进行生态批评?"仍没得到深入的思考。而马克思主义生态观中那种以人与自然的关系为切入点、深入剖析造成人与自然关系恶化的深层原因——人与社会的关系,并指出了一条自救之路——"共产主义"这一思路为我们的生态批评指明了方向、建基了原点。     

Resolving the amalgam: connecting pedagogical content knowledge,content knowledge and pedagogical knowledge

ABSTRACT

This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.     

论构建和谐社会中的政府责任

政府作为全社会公共利益的集中代表者和公共权力的天然垄断者,是主导社会主义和谐社会建设进程的重要因素。在构建社会主义和谐社会的进程中,政府责任主要体现为五种具体形式:第一,政治责任,即政府必须履行建设社会主义和谐社会的政治任务;第二,法律责任,即政府建设、完善和维护法律权威的义务和责任;第三,行政责任,即政府履行其职能的义务并对可能产生的后果负责;第四,道德责任,政府要对超出法律明文规定的社会价值负责;第五,生态责任,政府在自然资源和生态环境的保护以及社会的可持续发展方面所应承担的义务和责任。     

生态学中环境DNA技术应用研究

环境DNA(e DNA)即指直接从环境样本中提取基因组DNA后进行测序分析的技术方法。本文分析了e DNA的主要应用技术,并从动物食性分析、生物多样性分析和生物量估测等方面阐述了e DNA在生态学中的应用,最后展望了e DNA的未来发展趋势。     

Challenging knowledge monopoly in education in the U.S. through democratizing knowledge production and dissemination

ABSTRACT

We discuss democratizing knowledge production and dissemination in education illustrated in two parts that challenge the current knowledge monopoly. Our discourse includes (a) problematic cultivation of the status quo in the hierarchy of knowledge value in the U.S. as a component of civic illiteracy and (b) the need for more evidence through developing practice-based research evidence as a counter to the fixation with evidence-based practice in education. We point out a cultivated state of complacency with regard to the societal expectations of the roles of educational practitioners in the U.S. and discuss developing a new status of practitioner research for knowledge democracy. A virtual space for mentoring practitioner researchers with a goal to help them produce and disseminate their research was included as an example of knowledge democracy.     

心理弹性的社会生态观

对弹性心理的获得和形成机制的探讨经历了四次浪潮,其中关于心理弹性更依赖个体自身特质还是更多地受外界环境影响引发了学者的广泛探讨。较为综合的观点认为个体弹性心理是个体与环境交互影响的结果,然而社会生态观依据大量的跨文化研究和对不同生活背景下个体的弹性心理的探讨,提出了社会生态对弹性心理的基础性作用。     

传统知识观解构与生命知识观建构

理性主义知识观与经验主义知识观之间尽管存在着许多分歧和对立,但它们都在人类认知视阈中表述知识,它们在主客二分这一点上毫无二致。实用主义知识观表现出对理性主义和经验主义的超越,它看到了知识的相对性和可变性,但因其过分重视知识的工具价值而背离生命。生命知识观则从一个新的视角解读知识,认为生命知识是人的内在自我经验,是过程性、主观参与性和多元化知识。     

地方性知识及其对课程开发的诉求

地方性知识是地方居民为适应当地环境而创制并积淀下来的一套行之有效的意义系统与生存智慧。地方性知识内容具有地域性、经验性、丰富性等特征。地方性知识的表达形式具有叙事性、零散性,其探究形式为经验型思维与神秘型思维,其检验形式为价值检验、效果检验。控制外部世界、追寻生活意义是地方性知识生产的基本旨趣。地方性知识的内容、形式与旨趣功能对课程开发有着特殊的诉求。     

论知识与创造力的关系

知识与创造力的关系比较复杂。张力观与地基观之争着重于知识的数量与创造力的关系,其实,知识的性质、组织方式以及知识如何被运用等都对创造活动有重要影响。知识的有效组织有助于个体快速有效地提取与加工信息,进而有利于创造活动。隐性知识可以激发个体的直觉和灵感,显性知识则帮助个体选择适当的信息。     

论教学知识的结构

理论性教学知识和实践性教学知识是教学知识领域中的核心概念。研究者常在意识或潜意识层面将二者对立、分割甚至孤立,表现出"显-隐"式、"公-个"式、"研-教"式与"真-善"式等四种分离形态。这四种分离形态实际上是由理论性教学知识与实践性教学知识认识上的机械性、虚假性、人为性和遮蔽性造成的。回归教学知识的本真状态,应以其基本属性———理论性和实践性为向度,建构教学知识统一体结构模型,为现代教学理论与实践的发展奠定知识论基础。     

知识管理在图书馆的应用

从知识管理的概念与内涵入手,分析了在知识经济时代图书馆实行知识管理的必要性,论述了图书馆知识管理的内容,并提出了相应的实施策略。     

翻译教学的生态观:宏观环境和微观环境

外语学习,不仅是一种知识认知,也是一种适应力的认知。本文通过分析翻译教学的发展形态,就如何在翻译教学上提高学生的适应力总结了一些经验与理论,以提高外语学习的能动性,促进人与人之间的和谐与发展。     

教育生态学视野下的教师专业发展

在当前的教育实践中，教师作为新课程改革的最终执行者，其职业状态和生存状态没有引起人们足够的重视。文章从教育生态学的角度来说明教育应该深入分析教师发展问题，为教师专业发展提供更多的机会，从而实现教师的可持续发展，提升教师的生命质量与价值。