通信技术与移动教育

本文介绍了目前在我国逐渐兴起的移动教育(Mobile-Education)系统的基本构架以及当前移动教育的实现方式,分析了目前移动教育在国内外的研究现状,并在此基础上对移动教育的发展前景提出了展望.     

移动教育发展现状的研究

移动教育作为一种新型的教育模式,在世界范围内越来越受到关注.本文在搜集和阅读大量文献的基础上对国内、外移动教育发展现状进行了研究,并对移动教育提出了展望.     

移动信息技术在社区教育中的应用研究

发展社区教育,是我国发展人才强国战略的重要举措,是建设学习型社区的有效手段.进入21世纪,信息技术的迅猛发展,给我国社区教育发展提出了新的要求.在新的形势下,在社区教育中应用移动信息技术,有利于社区教育平台的扩展,有利于促进各种教育资源的交互共享,有利于提升社区教育水平.当前,移动信息技术在社区教育应用过程中,存在政府部门重视不够、教育资源整合难度大和投资渠道单一等问题,需要加强移动信息技术与社区教育的耦合,充分利用移动信息技术创新社区教育模式,强化社区信息机构建设.     

移动教育：国内外实践研究综述

移动教育是网络教育发展的一个新阶段,是现代教育技术的一个新方向。移动学习是继数字化学习后出现的又一新的学习模式。如何有效地利用移动因特网技术和移动设备辅助教学和学习已经成为移动教育研究的中心问题。目前国内外移动教育研究已取得很大进展。移动教育不仅将催生一个数量庞大的产业,而且也将极大地拓展教育对象的范围,促进现有教育模式的改革。     

移动教育应用的新模式——"掌上学习伴侣"的研究与实现

随着各类移动计算设备的不断普及,移动教育开始受到人们的普遍关注。根据设备在教育应用中与网络关系的密切程度,可以把移动教育应用分为实时在线、时常在线和无需在线三大类。考虑到当前中小学网络建设的实际情况和家长的普遍需求,本文提出了"掌上学习伴侣"这一时常在线型移动教育应用模式,并描述了其软件平台的具体实现,同时也指明了在当前主流教学平台上增加面向移动教育应用的Web服务是"掌上学习伴侣"这一应用得到推广的必然道路。     

移动学习研究对远程教育的影响

移动学习(M-learning)是继数字化学习后出现的又一新型学习模式,是教育技术领域研究的又一个新热点.如何充分有效的使用移动通讯技术来辅助各类教学和学习成为移动学习研究的中心.本文从移动学习研究的内容以及当前的研究情况等方面阐述了国内外在移动学习领域的研究状况和研究成果,并就移动学习对远程教育研究的理论意义进行阐述.旨在为从事移动学习研究和远程教育应用的教育工作者提供借鉴.     

论移动互联网背景下高校思想政治教育的创新

移动互联网的普及和广泛运用既为高校思想政治教育方法和手段的创新提供了可供选择的机遇,同时也带来了巨大的挑战.高校思想政治教育工作只有充分认识移动互联网在当前思想政治教育教学中的双重作用,转变教育观念,发挥网络优势,不断创新思想政治教育的内容与方法,才能提高思想政治教育的水平.     

移动协同教育APP功能需求分析

目前,移动协同教育研究是一个重要而缺乏关注的研究方向,为改变这种局面,从自身集合多重角色的体会出发,阐述了基于移动终端的协同教育APP应该具备哪些功能才能符合目前协同教育的需求。     

基于移动流媒体技术的移动教育在高职教育中的应用探索

论述基于移动流媒体技术的移动教育在高职教育中应用的可行性、应用特点和模式,给出该移动教育的系统结构和实现过程.     

移动教育在课程教学中的实践和思考

一、引言 什么是移动教育？总的来说移动教育是指在移动计算设备如手机的帮助下，借助无线移动网和国际互联网，方便教师和学生在任意时间和地点开展教学的教学活动。从这里可以看出，借助移动计算设备的和移动通信网络系统的帮助，是开展移动教育的基本要求。摆脱教学在时间和地点上的约束，提高教学灵活性和效果是移动教育的最终目标。本文分析了移动教育的特点，并在课程教学中利用移动教育方式进行了初步的实践，最后对当前开展移动教育提出了一些思考。     

跨文化视野下的高校德育变革

随着国际交流日盛,异质、异域文化的冲击已日益为人们所关注。德育是孕育于教育“母体”之中的有机组成,因此,思考跨文化教育理论对当前高校德育的借鉴意义,在跨文化视野下寻求高校德育的变革,是高校德育当下必须回答的问题。跨文化视野下的高校德育,应树立“包容”与“扬弃”的目标观,走向跨文化的“公正”与“共生”。     

后现代教育观对远程教育的启示

通过计算机网络实施教育的远程教育已成为我国教育的主要形式，而后现代主义正是计算机和电子信息时代的产物。文章首先介绍了后现代教育观，并从教育目的、课程建设和师生关系和教育评价四个方面阐述后现代教育观对我国远程教育的启示。     

Reconsideration of the coexistence of Buddhist temple education and state education in Xishuangbanna,China

This paper presents data gathered in interviews with 29 informants in Xishuangbanna Dai Autonomous Prefecture of Yunnan, China – an administrative region with Theravāda Buddhist religious identity. The data highlight tensions between the traditional faith-based education provided by Theravāda Buddhist temple schools and secular state education. The paper concludes that a negotiated balance between traditional faith-based education and the state education system would best serve the interests of the ethnic minority in the region.     

Needs,expectations and responses: New pressures on higher education

Faced with economic constraints, the governments of Western industrial countries are subjecting higher education to sharper scrutiny, and are looking for new guides to difficult policy choices. In many countries, the expectations of higher education held by specific groups have come to carry greater weight in policy-making as a proxy for analysis of national needs. This article draws on evidence from Austria, Japan, Sweden, the United Kingdom, the United States and West Germany to review the changing expectations of the major groups affected by higher education - the increasingly influential employers of graduates, the consumers of research, young people and their families, new groups such as women and adult students, and others; compares these expectations with broader political interpretations of the needs of the community - for equality, investment and other functions; and describes the responses of government and of institutions of higher education.An earlier version of this article was commissioned by OECD to provide a synthesis of a Conference on Expectations of Higher Education, held at Hatfield Polytechnic in January 1982, organised by the UK Department of Education and Science for an OECD/CERI programme on Innovations in Higher Education. My thanks are due to all the participants in that conference, and especially to the authors of papers, some of whose contributions are quoted extensively in this article.     

试论体育的审美教育作用

体育活动可以作这审美教育的途径。它能增强审美主体的审美感知能力,调节审美情感,最终达到与艺术审美教育同样的目的－群体的和谐与道德的至善。     

比较教育学学科形象的科学定位--教育形态类型学

把比较教育学的学科新形象科学地确定为教育形态类型学,是时代发展、教育科学分工和学科基本性质与历史使命的必然反映和要求.它用最具通用性和科学性的写生叙事、综合推演和科学类比有机结合的教育生态学话语、文本和思维方法,集中展示、准确描述、具体抽象和完整反映各种生态样式差异多样性和实质共性有机统一的教育形态和类型,深刻揭示和合理建构各种层面的教育形态和类型的生态结构、成因、运行和功能,为比较教育学学科共同体提供一个真实可靠的生产生活专业园地和平台,启示和支撑共同体内部及其与外部社会成员之间更好地进行教育对话、交流、共处、共识、借鉴、共享、互动和共建.     

Higher education regionalization

Is the allocation of higher education resources a means to regional development? Although many governments have approached higher education as part of a wider regional policy, it is still very much an open question whether higher education regionalization really works. The evidence from the most conspicuous Scandinavian example of using higher education for regional development - the creation of Norrland University - indicates that the allocation of higher education resources may be conducive to breaking up traditional patterns of center-periphery interaction, but it also shows that the activities of the periphery play just as crucial a role as the special framing of the policy of the center in determining outcomes.     

Challenges to primary education

Summary

The above examples are but a few ideas which may stimulate teachers and children to develop other activities that have an educational benefit and which motivate children in design and technology and physical education. They will not replace core teaching and learning in physical education and design and technology but should form an integral part of the overall school curriculum. Sound planning and curriculum development strategies should, we believe, allow the inclusion of such activities in the curriculum of the primary school.     

HF: Working on mathematics education

First an impression will be given of the way Freudenthal worked on mathematics education during the period after WW II, until the early seventies. The sequence of events of that time form the leading principle of that period when important didactic concepts were being developed. In the following section the chronological order is set aside in an attempt to show how Freudenthal approached research, both in education and into mathematics education. In the next two sections two core themes are dealt with in detail: learning mathematics and developing mathematics education. Earlier didactic concepts are completed and further developed into key notions of a science of mathematics instruction.     

Story problems in the deaf education classroom: frequency and mode of presentation

Over the past decade, curricular reform in mathematics education has emphasized the use of problem solving at all levels of instruction for all students, but adaptations for students with unique needs have not been specified. This study investigated the nature of problem solving in deaf education, focusing in particular on the use of story problems in the primary-level curriculum. Approximately 90% of the K-3 teachers from five schools for the deaf were asked with what frequency and in which communication mode they presented story problems to their students. Most teachers reported presenting story problems 1-3 times per week, and presentation method tended to reflect school communication philosophy. We found trends in story problem presentation in accordance with the mathematics grade level taught. We discuss implications for curricular reform and teacher education.