关于发展教育学的理论思考

发展教育学缘起于发展理论研究向教育领域的深入和教育学科自身建设的传统及需求两个方面,是上述两种力量合乎逻辑的时代“交汇”。“发展”一词丰富的内涵和外延,决定着发展教育学具有广泛性、动态性、开放性、发展性等学术特征。发展教育学以“发展”的观念审视、理解、预测教育,以期能更好地促进教育发展。要使发展教育学具备更强的解释力与实践力,就必须对教育事实与教育价值作全方位的分析与阐释。以发展的眼光去理解教育,就必然会进行多门学科的交汇,形成一系列具有学科特质的发展教育学领域。发展教育学的直接着眼点是教育实践与理论中的各种各样的问题域。     

Blurring Boundaries between Technical Communication and Engineering: Challenges of a Multidisciplinary, Client-Based Pedagogy

Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts.     

Playing with Techne: A Propaedeutic for Technical Communication

Frustrated by textbooks that push technical communication students prematurely into workplace scenarios, as well as theories that condemn techne in order to advance a particular agenda, we offer a perspective on techne that respects the formative-not professional-situation of technical writing students and emphasizes the importance for technical writers to attend to history, artistry, and well-developed social relations in their work. We offer historically grounded, creative meditations on techne that emphasize its manifold nature: it is conversational, ingenious, cunning, full of trickery, and unpredictably artistic. Such meditations can replace overly complex workplace scenarios in technical communication classrooms, particularly when an instructor wishes to emphasize knowledge making rather than the mechanics and politics of document production.     

Thinking Critically about Technological Literacy: Developing a Framework to Guide Computer Pedagogy in Technical Communication

Issues related to technological literacy can provide a useful frame for thinking critically about computer-based instruction in technical communication. This article identifies issues of technological literacy related to performance, contextual factors, and linguistic activities. When considered collectively, these issues provide technical communication students with a mechanism to identify and analyze a range of perspectives associated with technology and communication.     

Thinking Critically about Technological Literacy: Developing a Framework to Guide Computer Pedagogy in Technical Communication

Issues related to technological literacy can provide a useful frame for thinking critically about computer-based instruction in technical communication. This article identifies issues of technological literacy related to performance, contextual factors, and linguistic activities. When considered collectively, these issues provide technical communication students with a mechanism to identify and analyze a range of perspectives associated with technology and communication.     

Disability Studies, Cultural Analysis, and the Critical Practice of Technical Communication Pedagogy

This article critically analyzes how technical communication practices both construct and are constructed by normalizing discourses, which can marginalize the experiences, knowledges, and material needs of people with disabilities. In particular, the article explores how disability studies theories can offer critical insights into research in two areas: safety communication and usability. In conclusion, the article offers ways that disability studies can intervene in the pedagogy of usability, communication technology, linguistic bias, narrative, and discourse communities.     

教学论的理论基础:阐释与反思

从历史的观点看,教学理论本身也是一个不断发展完善的过程。对教学理论发展研究的阐释,是指研究过程中的研究视角、研究思路及研究方法的确定。反思是在更深层次上,通过分析性、批判性思考,将教学现象、教学事件中隐含的本质性因素外化和明确地表述出来,揭示其普遍性和必然性。教学论的价值取向研究主要分为三个阶段:纯粹理论的态度;文化转向研究;生活领域关注。教学论的理论基础一般分为两个层次,一是哲学基础,具有方法论的性质;二是具体学科基础,是教学活动具体的依据或为教学研究提供具体的指导。     

Technological Literacy: A Framework for Teaching Technical Communication Software Tools

Understanding technological literacy for technical communicators is crucial for effective pedagogy in technical and professional communication. Challenges of teaching technical communication students the functions and concepts of workplace software include the number of rapidly changing applications, a desire to focus on education over training, limited faculty expertise in software, limited resources for teaching software, and a desire to focus on technical communication principles. To address these challenges, the authors explore how to use a four-level framework of technological literacy along with existing resources to design a course to help students use, understand, and evaluate technical communication technology.     

中国管理哲学论纲

本文从中国社会主义市场经济发展的现实需要出发,论证了建构中国管理哲学思想体系的必要性和紧迫性,认为“综合创新”是建构中国管理哲学的必由之路,从理论和实践相结合的角度全面阐述了中国管理哲学丰富的文化资源,并在深入研究的基础上,进一步对中国管理哲学的本质特征及基本管理模式提出了创新性的学术观点。     

Live-action Communication Design: A Technical How-To Video Case Study

This case study is based on a research through design project (RTD) that focuses on a technical communication video of the live-action format. It investigates the usability and design-implications of a live-action how-to video, by means of analyzing user-centered data such as YouTube analytics data, usability, and comprehension assessments. In the study, four key live-action video affordances are identified: verifiability, comparability, recordability, and visibility. The identification of these affordances when related to the users’ assessments resulted in several design implementations that would warrant sought-for communication efficacies. Findings show that some assumed efficacies appear to be mitigated by the complexity and the density of the video information. One implication of this is that the implementation of conventional video editing techniques and the addition of on-screen text that serve to make content briefer and more concise into instructional live-action videos requires the technical communicator’s careful consideration.     

ESD Pedagogy: A Guide for the Perplexed

This article addresses issues regarding implementation of Education for Sustainable Development (ESD) within formal education systems. In particular, it seeks to identify the basic essential components of ESD pedagogy. The authors present a theoretical pedagogical framework based on accumulated theory and experience in the field. The framework aspires to encompass the majority of prevailing pedagogies within a simple set of four basic principles. It will be argued that the four principal pedagogies are basic and indispensable prerequisites for achieving the goals of ESD, and the lack of one is sufficient to undermine the ESD's pedagogical construct.     

媒体文化教育学的理论模式与实践路径

依靠法兰克福学派、伯明翰学派和洛杉矶学派的努力,西方教育学界在应对媒体文化挑战时已推出了三种理论结构清晰的媒体文化教育学。不仅如此,西方教育学者还通过教育学院的教师教育体系开拓了合理有效的实践路径,使媒体文化教育的理论建构首先服务于塑造优秀的媒体文化教师。面对媒体文化的强大影响及国内中小学远未成熟的媒体教育实践,中国教育学者同样能发展出进步主义的媒体文化研究和媒体文化教育学,并将它纳入教师教育的课程体系,培养教育观念进步、媒体文化研究能力优秀的教师。     

对面对面沟通的理论研究

作者以现代市场营销观念为指导,论述了沟通的基本原理、重要性、语言沟通和非语言沟通几方面的问题,提出了面对面沟通是有效沟通环节中不可或缺的一部分。它不仅能快速、准确的传达信息,实现人与人之间的有效交流。还可以利用个人魅力打动对方,根据“此情此景”运用谈话的艺术,体现所要传达信息的人性化和人格化。     

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines.     

A Case for Metic Intelligence in Technical and Professional Communication Programs

Metis is an underexplored rhetorical counterpart to phronesis that can be described as a flexible, innovative intelligence used in unexpected or unprecedented situations. This article explores metis in relation to techne, praxis, and phronesis, arguing that our programs should strive to cultivate students' metic intelligence through client projects and service-learning experiences. Adapting Agile project management strategies used in software development may offer one means of scaffolding this learning.     

教育现象学——一门成人与儿童如何相处的学问

范梅南的《教学机智》、《生活体验研究》和《儿童的秘密》等书近来在大陆相继出版,引起了国内学者和一线教师对教育现象学的极大关注。人们对教育现象学很感兴趣,但又有诸多疑问。什么是教育现象学?教育现象学做什么?如何运用教育现象学来从事教育和教育研究?本文尝试做出回答。     

Queering Tactical Technical Communication: DIY HRT

Given the barriers for transgender people to access affordable gender-transition care, online environments have witnessed a rise in user-generated instruction sets providing direction on the self-administration of hormone therapy. These ethical forms of tactical technical communication demonstrate the need to consider a new materialist approach to queer theory, which refuses to align queer agency with stable identities. Drawing directly from these user-generated instructions, this article articulates a theoretical framework for queer, tactical technical communication.     

Persuasive Pedagogy: A New Paradigm for Mathematics Education

Mathematics teachers face a myriad of instructional obstacles. Since the early 1990s, mathematics education researchers have proposed the use of constructivist practices to counteract these ever-prevalent obstacles. While we do give credit to the choices of instructional activities the constructivist paradigm promotes, there are problems with its use as the foundation of mathematics pedagogy (e.g., Phillips, Educational Researcher 24: 5–12 1995; Simon, Journal for Research in Mathematics Education 26: 114–145 1995). In this paper, we will analyze and review the literature pertaining to the conceptual tenets and operational practices of constructivism, and the viability of these practices for meeting the professional teaching standards proposed by the National Council of Teachers of Mathematics (NCTM; 2000). We will then review the literature pertaining to a paradigm of teaching that may be more applicable, that of persuasive pedagogical practices, and the ways in which these practices can differentially meet the goals of the mathematics standards. The differences between constructivism and persuasive pedagogy lead us to believe that the adoption of the theory of teaching as persuasion, or persuasive pedagogy, may be more appropriate for learning mathematics and the identification and correction of misconceptions. Further, these pedagogical practices correspond with suggestions for mathematical discourse provided by NCTM (2000).