Lecturers' approaches to teaching and their relationship to conceptions of good teaching

Previous research has established a close link between students'conceptions of learning, approaches to study and learning outcomes.Until recently, there have been few studies of lecturers' approaches toteaching in higher education and their relationship with conceptions ofteaching. This study aimed to characterise the alternative approaches toteaching of university lecturers, and to examine the relationshipbetween lecturers' approaches to teaching and their conceptions of goodteaching. This study adopted an open naturalistic approach. Seventeenlecturers in three departments in a university were selected forinterview based on their rank, years of teaching and industrial orprofessional experience. Lecturers were interviewed individually abouttheir conceptions of good teaching, motivational strategies andeffective teaching. The interview records were then content analysed bythe two researchers of the study. The study found that (a) it waspossible to characterise lecturers' approaches to teaching with onemotivation and five strategy dimensions; (b) the conceptions of teachingof the lecturers were best described by two main orientations oftransmissive and facilitative teaching; (c) lecturers who conceivedteaching as transmitting knowledge were more likely to usecontent-centred approaches to teaching, while those who conceivedteaching as facilitative tended to use learning-centred approaches. Thestudy concludes by suggesting that fundamental changes to the quality ofteaching and learning are unlikely to happen without changes tolecturers' conception of teaching.     

The educational inadequacy of conceptions of self in educational psychology

Disciplinary and professional psychology have exercised considerable influence over the ways in which Western individuals and societies understand what it is to be a person. During the last half of the 20^th century, educational psychologists advanced scientific and humanistic conceptions of the self that removed personhood from the historical, socio-cultural traditions and related moral and political practices within which the self develops. In consequence, the theoretical and practical models of self-enhancement and self-management offered by educational psychologists are inadequate with respect to the education of persons who, if they are to function as effective citizens, must participate in complex, contested socio-cultural, moral, and political contexts with others.     

Pre-service teacher education students' epistemological beliefs and their conceptions of teaching

A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed.     

葛洪的学习和人才思想研究

葛洪是魏晋时期著名的道教学者,神仙道教的创始人,它不仅对中国道教发展贡献卓著,而且对学习和人才思想也提出了许多真知灼见。认为学习可以弥补人感官的不足,可以"清澄性里","饰染质素"。总结出循序渐进,多闻体要,积学问辨,立志勤求等学习方法。重视"早学"与"晚播"相结合,强调学习对人的重要作用。在人才学方面,他强调人才对国家的重要作用,提出了"舍仁用明"的人才标准,阐述了选才、用才的原则和方法等问题,并对考试在选才中的作用进行了论述,构成了较完整的人才学思想体系,对今天的教育和人才选拔仍有借鉴意义。     

Assessment policy and practice effects on New Zealand and Queensland teachers' conceptions of teaching

Teachers' thinking about four conceptions of teaching (i.e., apprenticeship‐developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). New Zealand and Queensland have very similar teaching‐related policies and practices but differences around assessment policies and practices are expected to influence teachers' conceptions of teaching. Results from two surveys (New Zealand primary (n = 241) and Queensland primary (n = 784) and secondary (n = 614) teachers) found acceptably fitting models. TPI models were not invariant between primary and secondary teachers in Queensland while the models for primary teachers in Queensland and New Zealand were partially invariant. There were only small differences in mean perspectives scores, except for transmission, which elicited large differences.     

尼尔自由主义教育思想的特征与评价

尼尔自由主义教育思想是20世纪教育思想中独具特色的一支.探讨尼尔自由主义教育思想特征,对其思想的价值和局限进行剖析,将加深我们对于尼尔自由主义教育思想的理解和对于现代性教育的体悟.     

Mindfulness-Based Approaches and their potential for educational psychology practice

Research has been carried out on the application of “mindfulness” to a number of different populations in varying contexts, some of which traverse the field of educational psychology. This discussion paper explores what is understood as mindfulness and outlines the breadth of its application. As well as more extensive research into the use of mindfulness with adults in clinical settings, there has been initial research carried out in the use of Mindfulness-Based Approaches (MBA) with children and parents. MBA have also been used within therapy and coaching which has some similarity to educational psychology consultation with teachers and parents. This paper proposes that the future role of MBA within educational psychology might be one of cautious use by practitioners and the development of a greater body of evidence relating to efficacy in this field.     

现代教育技术对中学语文教学实践的影响

本文联系语文教学实际着重论述了现代教育技术和多媒体手段对语文教学的积极影响和不足,指明了正确对待现代教育技术的应用方式方法。     

Teachers as mediators between educational policy and practice

Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy‐making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education.     

双向互动教学模式在计算机公共课实践教学中的探索和应用

计算机网络和多媒体技术的发展,推动了课堂中师生角色和沟通方式的变化,人机互动和人人互动对学生的多元发展大有裨益,本文探索了网络教学平台中双向互动教学模式在计算机公共课实践教学中的应用问题.     

中师心须重视和加强教育类课程的教学和实践

“百年大计，教学为本。”，在目前大力提介素质教育的形势下，中等师范学校更是面临着前所未有的挑战和压力，要在激烈中，市场竞争中生存下去，中等师范学校就得确实加强教育类课程和实践，使之名副其实。     

Students' conceptions of learning in different educational contexts

The aim of this study is to investigate students' conceptions of learning in different educational contexts, and analyze to what extent conceptions are contextually dependent. Student nurses and car mechanic students are chosen as two groups, and qualitative similarities and differences between the students are described and explained in terms of the educational contexts: nursing education and car mechanic education.The study is 'qualitative by its nature, and the phenomenographic approach and grounded theory are taken as the points of departure. Data for the cross-section study were collected through individual interviews with student nurses (n = 60) and car mechanic students (n = 54). Different groups of students were interviewed at the beginning and at the end of the educational programs.As a result of the analysis, qualitative similarities and differences in students' conceptions were found. Differences among students within a program were, however, fewer than differences among students participating in different programs. In comparing groups of students within the programs, similar trends of development could be identified. Students within both programs used more developed conceptions at the end than at the beginning of the programs. The differences found within and between the student groups could be explained in terms of educational contexts. The results thus showed that conceptions were to some extent contextually dependent.     

生命科学史的教育价值及其在教学实践中的应用

本文通过细胞的发现实例分析了生物科学史的教育价值,介绍了科学史在教学中实践中的应用。     

探寻教育新路的一代教育家--颜元

颜元是中国实学教育的先驱，从唯物主义世界观出发，他对“主静”、“空谈”的封建传统教育进行了深刻的批判。他倡导学以致用，强调习行实践，提出了以培养实用人才为核心的实学教育方案，对后世的教育产生了深刻的影响。     

多媒体网络教学与教育改革

多媒体网络教学是现代教育技术的发展趋势,多媒体技术代表了现代教育技术的发展方向;多媒体网络教学有其显的优点,这些优点可以推进教育教学的改革;多媒体网络存在许多问题和不足;虚拟现实技术和实现全球化是多媒体网络教学的发展趋势．应当充分利用现有多媒体技术,使其更完善,更利于教学与教育．     

The professional practice of educational psychology

This paper discusses the potential for the field of educational psychology to move beyond psychology-applied-to-education to develop a unique professional practice component. We argue that many of the things educational psychologists are trained to do and have been doing for years fall within the service provider domain. Educational psychology is the only subfield of psychology to focus on the design of instructional systems, and many valuable psychological services derived from the knowledge base of instruction are worthy of professional recognition. We also discuss components of professional training for educational psychologists.     

Cognitive Behaviour Therapies and their implications for applied educational psychology practice

This paper critically considers the growing interest in the use of Cognitive Behaviour Therapies to support children and young people presenting with a wide range of social‐emotional difficulties. This focus has emerged since the prevalence of such difficulties in children and young people has increased over the past four decades, and the application of such approaches is no longer seen as being the sole preserve of specialist Child and Adolescent Mental Health Services (CAMHS), counsellors or therapists. To develop a critical understanding of the principles and core components of Cognitive Behaviour Therapies, two prominent approaches are reviewed. These are Ellis’s Rational‐Emotive Behaviour Therapy (REBT), and Beck’s Cognitive Therapy (CT). The paper concludes with a discussion of some of the ways in which Educational Pychologists can directly and/or indirectly support the delivery of Cognitive Behaviour Therapies in their work.