研究社会生活学习写作技巧

本文作者认为写作技巧的本源在生活，并探讨了生活蕴育写作技巧的原因，主张写作学习者不仅要向写作前贤、向书本学习写作技巧，更要研究生活，从生活中汲取写作技巧的滋养。     

Developing an Integrated Play-Based Pedagogy in Preservice Teacher Education: A self-study

This paper reports a self-study of developing an integrated play-based pedagogy in a preservice early childhood teacher education subject about play. It is framed by understandings of play in children's lives and adult learning. The self-study was initially driven by a contradiction between teaching preservice teachers about play through didactic means and learning about play through play. Other tensions subsequently arose in this self-study and required me to reframe my thoughts and actions so I could move forward. This paper documents the tensions and reframings as the self-study proceeded over the course of a semester. It reveals that developing an integrated play-based pedagogy not only involves play-based activities per se but also the atmosphere in which experiences and interactions unfold and the play qualities they embody. Ideally, students become major players in the process of the development of pedagogy.     

Cloud Pedagogy: Utilizing Web-Based Technologies for the Promotion of Social Constructivist Learning in Science Teacher Preparation Courses

The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers’ perceptions of “cloud pedagogy”—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers (N = 48) and pre-service science teachers (N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the “cloud pedagogy” was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous.     

基于经验学习圈构建AI支持下的教师研修模式

利用人工智能等新技术支持教师队伍发展是教育领域的研究热点.当前,教师教研活动的开展存在评价的客观性、深度性和针对性等问题,直接影响教师培训的质量.如何借助人工智能开展教师研修伴随式数据采集与过程性评价,服务于教师信息化教学能力的提升,成为学界关注的焦点之一.在经验学习圈理论的视角下,构建了AI支持下的教师研修模式(AISTTM),以具体经验获取—反思性观察—抽象概括—积极实践为基本研修环节,借助教研员点评目标达成度、观察教师评价教学表现、专家点评师生行为、主讲教师自评的多维评价方法开展研修活动.基于AISTTM,在宁夏回族自治区某试点学校开展同课异构的教师研修实践活动,证明了AISTTM能够通过循环的研修流程促进教师的专业发展,通过多维评价方法实现对教师的全方位评估.     

教师教育“综合型”培养模式的探索

针对当前我国高等师范院校教师教育培养模式存在的问题,以及基础教育新一轮新课程改革对新型师资规格的需求,总结了当前部分高师院校进行的综合型教师教育改革试点的状况,提出了构建适应基础教育改革需求,特别是适应西部民族贫困地区基础教育改革的高师院校教师教育"综合型"教师培养模式,包括主辅式、整合式、分—综式("3+2"专升本)培养模式等。     

Learning Classroom Management Through Web-Based Case Instruction: Implications for Early Childhood Teacher Education

In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design an instructional tool and method that could help prospective teachers expand their notion of classroom management beyond a set of techniques. We collected 23 prospective teachers’ pre and postessays before and after the 3-week implementation of the web-based case instruction, along with surveys and a focus group interview data. The initial data analysis results indicated that this instructional method was effective for (a) promoting prospective teachers’ awareness of multiple perspectives, (b) encouraging them to explore diverse ways of problem solving, and (c) articulating their justification based on a sense of moral responsibility and affective engagement. We conclude with implications for future research and early childhood teacher education.

Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model

Peer acceptance during early childhood is related to children's academic achievement, adjustment in school, and even psychological well-being in adulthood. Children who experience low peer acceptance exhibit socially inappropriate behavior patterns, which are associated with irrelevant patterns of information processing. Therefore, as a way of helping children with low peer acceptance, a cognitive-social learning model of social skills training has been used because the model focuses on cognitive changes as well as behavioral changes. Three parts of the social skills training—enhancing skill concepts, promoting skill performance, and fostering skill maintenance/generalization—are discussed. In order to be successful, a trainer should understand the training model as well as behavioral patterns of children with low peer acceptance to provide theory-based and individualized feedback to each participant.     

Learning Through Service: Developing an Intergenerational Project to Engage Students

Educational institutions are increasingly encouraging faculty to design classroom projects that take learning outside the ivory tower and into the real world. An emphasis is placed on engaging both students and community partners in a mutually beneficial project that fosters a life-long commitment to actively helping the community and people in need. This article describes an engaged learning activity utilized in an adult development psychology class. Results indicate that having the engaged learning component significantly improves students’ participation in the class content. The focus is on the logistics of the project, inherent benefits to the students, and practical implications.     

高等师范院校“综合型”教师人才培养模式的探索

本文针对当前我国高等师范院校教师教育培养模式存在的问题,以及基础教育新一轮新课程改革对新型师资规格的需求,总结了当前部分高师院校进行的综合型教师教育改革试点的状况,提出了构建适应基础教育改革需求,特别是适应西部民族贫困地区基础教育改革的高师院校教师教育"综合型"教师培养模式,包括主辅式、整合式、分—综式(专升本)培养模式等。     

Social Justice Through Service Learning: Community Colleges as Ground Zero

Community colleges educate students from both oppressed and marginalized groups, yet there is almost no literature on community colleges and issues of social justice. Student participation in service learning has been tentatively linked to development of a social justice lens. In this study, I analyze community college students' post-course civic engagement surveys to investigate the effect of service learning experiences on the emergence of any of three types of citizenship: personally responsible citizenship, participatory citizenship, or justice-oriented citizenship. Findings were mixed for personally responsible citizenship, but there were significant data supporting the development of participatory citizenship and justice-oriented citizenship in students who had taken between two and five previous courses that had included service learning. These encouraging findings support the idea that service learning plays a role in helping community college students transform inequitable structures in their communities.     

儿童词汇习得:社会语用认知的发展过程——儿童词汇习得理论假设评述

有关儿童习得词汇的研究主要有三种理论假设 :联想学习理论、制约原则论和社会语用理论。本文在分析前两种词汇习得理论缺陷的基础上 ,着重对社会语用认知理论进行了评述。该理论强调 ,具有可塑性的、强有力的社会认知技能是儿童成功习得词汇的关键因素     

教师专业化与教师职业技能训练

教师是教育的第一资源,优秀教师是当代教育的稀缺资源,造就优秀教师必须走教师专业化的发展道路.教师职业技能是教师专业发展的基础,是当代教师之为教师的前提条件.如果忽视了教师职业技能的培养,则教师的专业发展就成了无源之水、无本之木.在教师职业技能训练中我们必须将教师的职业技能进行分解,并且必须将各项训练任务落到实处.     

The Benefits of Improved Information Literacy Skills on Student Writing Skills: Developing a Collaborative Teaching Model with Research Librarians in Undergraduate Social Work Education

Improving the information literacy and writing skills of undergraduate social work students continues to be an issue for social work educators. In spite of the persistent concern, only a few studies examine the factors influencing these skills and interventions to strengthen them. This article details a faculty–librarian collaborative teaching model to develop students’ information literacy and writing skills through an iterative, peer-reviewed process that includes online and in-class library instruction. Pre- and posttest results from course evaluations, using the learning management system, indicate that students improve their information literacy skills, which in turn improves their writing skills. The article concludes with a discussion of implications for academic and professional development.     

The Flattening of Literacy: Community Colleges and Skills Training

Community colleges occupy a contradictory position in the rise of globalization. They are at once both local and global institutions. This essay examines the complicated location of community colleges in local economies through the developing community college system in Indiana. In particular, it highlights the horizontal transitions of a growing number of students through community colleges and the impact of such transitions on the framing of literacy education.     

Learning to Learn to Teach: An ``Experiment' Model for Teaching and Teacher Preparation in Mathematics

This paper describes a model for generating andaccumulating knowledge for both teaching andteacher education. The model is applied firstto prepare prospective teachers to learn toteach mathematics when they enter theclassroom. The concept of treating lessons asexperiments is used to explicate theintentional, rigorous, and systematic processof learning to teach through studying one's ownpractice. The concept of planning teachingexperiences so that others can learn fromone's experience is used to put into practicethe notion of contributing to a sharedprofessional knowledge base for teachingmathematics. The same model is then applied tothe work of improving teacher preparationprograms in mathematics. Parallels are drawnbetween the concepts emphasized for prospectiveteachers and those that are employed byinstructors who study and improve teacherpreparation experiences. In this way, parallelsalso are seen in the processes used to generatean accumulating knowledge base for teaching andfor teacher education.     

Recruitment of International Students Through a Synthesis of English as a Second Language Instruction,Social Justice,and Service Learning

Innovative Higher Education - Universities across the U.S. have increasingly emphasized internationalization, leading to rising numbers of international students attending U.S. institutions of...     

Steering Legacies: Pedagogy,Literacy, and Social Justice in Schools

This article builds upon more than 6 years of critical research in urban schools in northern California to offer a particular perspective on teaching for social justice. Concerned with prevailing issues in adolescent literacy, this article examines instantiations of literacy instruction in the shadow of the late activist poet June Jordan and with the support of Pulitzer Prize-winning author Alice Walker. It focuses on culturally responsive pedagogy to understand not only their work but also the work of teachers and other educators. Central to the discussion are two kinds of pedagogical innovations, one based on a school-community partnership and the other a district-wide sponsored writing contest. Implications for classroom practice and key lessons useful for teachers interested in similar work are also discussed.