孔子教育思想的主体性精神

孔子是世界公认的东方文化史上的巨人,其在道德思想上的研究堪称东方伦理道德的根源。孔子是具有里程碑意义的教育家,他的教育思想蕴含着丰富的主体性精神,至今依然闪烁着主体性的光辉。作为春秋时期人的价值在教育思想上的映射,孔子教育思想中的主体性精神与孔子的哲学思想紧密相连。本文着重研究孔子教育思想的主体性精神。     

孔子的"成人"教育观新阐释

孔子成人思想中"行""忠""信"的思想内涵,用现代心理学人格层次理论解释,就是正确的人生观,积极的社会责任感、使命感,坚定的价值体系.孔子"修己以安人"的主体性道德建构之路,即成人的途径可以解释为:内省、学习、改过.孔子"成人"思想的教育新意:通过自己挺立生命、通达人间,创造一种气氛和环境,影响他人,令他人也挺立生命、...     

孔子的教育思想对教学改革的启示

孔子是我国古代伟大的教育家 ,他的教育思想博大精深 ,对今天的教学改革仍有积极的指导意义 ,值得我们学习、借鉴。一、注重启发诱导“启发”二字源于孔子所说的“不愤不启 ,不悱不发 ,举一隅不以三隅反也。”（《论语·述而》）可以看出孔子在教学观上 ,强调学生的主体性 ,要使学生处于适度的“愤”和“悱”的状态 ,发展学生的求知欲。教学过程中 ,强调教师的主导性 ,适时的启发 ,维持学生积极的学习动机。教学方法上 ,注重创造良好的学习氛围 ,激发学生的学习热情和内在潜能。教师启发后 ,学生能积极思维 ,能举一反三。这是孔子启发式教育…     

论孔子教育思想的主体性精神

孔子的教育思想体系闪烁着主体性的光辉 ,其主体性精神体现在教育对象观、教学方法、道德教育等方面。孔子教育思想的主体性精神是春秋时期人之价值的发现在教育思想上的反映 ,同时也与孔子哲学思想的体认性特征有着密切联系。     

感悟《论语》中的教学智慧

《论语》记载着孔子及其弟子的言行,从中我们可以看到孔子的教学思想与智慧。在治学态度上,孔子主张有教无类,有教无类是孔子教育思想的重要内容,也是他一生教育实践的总结,是孔子对中国教育史的伟大贡献。在学习态度上,孔子主张终身学习,把终身学习的教育观念推己及人,对后世人们对知识的态度产生了深远的影响。他还提出了学思结合,温故知新的观点。关于教学方法方面,启发式的教学方法,因材施教的个别化教学方式都是孔子的首创。     

让“自主学习”成为一种习惯

我国古代的大教育家孔子曾指出：“知之者不如好之者,好之者不如乐之者。”他把“乐学”作为学习的最高境界。现代教学论认为,学生存在着主体性的巨大潜能,其完全有能力在一定程度上做自己行为的主人：学生的学习可通过自我指导或自我调节来实现,学生是控制自己学习的主体。     

孔子与现代人生

孔子的生活是学习,学习是他的生活。孔子说过,他不是生来就有知识的,而是由于爱好古代文化,靠勤奋和敏捷去学习得来的,承认自己是“学而知之者”。孔子的学习精神、学习经验和学习方法,是他留给后人的一份珍贵的文化遗产。     

孔子——从布衣到圣贤

孔子,中国历史上绕不开的高山。他为“修齐治平”的理想毕生追求的脚步从来没有停下过——孔子是个圣人,也是个普通人。他是圣人, 巍然耸立,为万世师表;他是普通人,可爱率真,留下许多轶闻趣事。孔子幼小时地位低微,但志向远大。学习是孔子成才的一条重要的道路。他从“六艺”——即礼、乐、射、御、书、数开始学习。     

试论孔子学生观对当代教师的启示

孔子是我国著名的思想家、教育家,他的学生观是值得我们研究的。孔子的学生观可以从有教无类关爱学生、了解并尊重学生个体差异和注重学生主体性和积极性三方面得以体现。孔子的学生观,无论在过去,还是在现在,都有着不可忽视的作用,它对当代教师提供了理论指导和借鉴意义,给予我们一定的启示。     

借鉴孔子仁学思想构建新型师生关系

师生关系是一种无形的潜在的教育因素,师生关系的和谐程度在很大程度上影响着教育的质量和效果.学习孔子的教育思想,我发现和谐的师生关系是孔子成功办学的重要原因,也是他教学之所以取得成功的一个重要因素.而孔子与学生建立起的良好的师生关系是跟他的仁学思想分不开的.孔子的仁学强调"仁者爱人"、"己欲立而立人,己欲达而达人"、"己所不欲,勿施于人"、"克己复礼为仁"、"上忠信,徙义,祟德也",等等.认真学习和运用孔子的仁学思想,对于构建民主平等的新型师生关系,获得教育教学的成功具有积极的现实意义.     

从主体性到主体间性：高职德育范式嬗变与重构

在新时代背景下,以主体性为哲学基础的传统“主我式”高职德育范式陷入困境,遭遇尴尬。只有从主体性走向主体间性,实现高职德育目标从物化到人本的转换,德育内容从唯理性、泛政治化到生活化的转换,德育过程从外施性、专修性到内化性、整体性的转换,德育评价从重“鉴定”到重“发展”的转换,才能重构“他我式”高职德育范式,开创高职德育工作的新局面。     

A quantitative and model-driven approach to assessing higher education in the United States of America

University ranking or higher education assessment in general has been attracting more and more public attention over the years. However, the subjectivity-based evaluation index and indicator selections and weights that are widely adopted in most existing ranking systems have been called into question. In other words, the objectivity and impartiality of those rankings has been worrisome. To address these concerns, this paper presents a quantitative and model-driven approach to acquiring the evaluation index and indicator weights in the US News & World Report ranking system. Structural equation modelling will be applied to mine non-subjective weights from collected data. The proposed approach will be validated using two groups of United States universities, National Universities and Liberal Arts Colleges, classified by the US News & World Report. Managerial and administrative implications will also be explored. This study shows a very promising future because it opens a new venue for the scholars and practitioners in the higher education assessment field to develop a real-time, scalable and model-driven higher education ranking system.     

Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory—the variation theory of learning. In this paper, we argue that having an explicit learning theory adds value to lesson study, as the variation theory of learning serves as a source of guiding principles for the teachers when they engage in pedagogical design, lesson analysis and evaluation. Through the use of two Hong Kong learning study cases, one from each of the two major ways of conducting learning study, we demonstrate the power of variation theory in explaining and predicting the relationship between what has taken place in the classroom and what the learners learn, and subsequently identifying ways to improve student learning through promoting teacher professional learning in a learning study setting.     

论学习理念对学生课堂提问的影响

传统的关于人类学习的研究忽视了人们对学习的理念,形成这些理念中文化的作用,和人们必然的学习行为。通过对比中西方人学习理念的差异,强调学习理念不同导致人们实际学习的差异,中国学生很少在课堂上提问,而趋于沉默。     

英语专业基础阶段差生学习策略研究

本研究重点关注英语专业基础阶段差生的学习策略。研究采用了定性研究的方法,通过访谈采集研究数据,并对数据进行分析,从学习观念和学习方法等方面研究了差生在学习英语时所采用的学习策略,并指出了策略运用中存在的问题。研究结果对指导差生适应大学英语学习,提高学习效率具有重要启示意义。     

变易学习理论：理论基础、概念内涵和实践形式

变易学习理论是解释学习中差异的理论,在当代学习研究中受到重视。其方法论基础是现象描述分析学;其涵义体现在认为学习即是意识到了学习内容的重要方面,学习者经验或理解事物的方式依赖于意识到并能进行区分的那些方面;而其实践形式是课堂学习研究,即以变易学习理论为依据,教师及同伴进行课堂学习研究,以支持学生对学习内容的重要方面的识别。从而,可以理解到变易学习理论对有效的课堂教学、学习评价以及校本课程开发的指导意义。     

Learning style,sense of community and learning effectiveness in hybrid learning environment

The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed.     

Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes

Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches.     

从建构主义谈大学生英语口语学习方法的优化

本文以建构主义观点为基础提出了大学英语口语学习的优化方法。以建构主义及其学习理论为本,分析了大学新生在英语口语学习方法上存在的障碍和问题,提出了从建构主义学习观出发,英语口语学习策略的三个方面——改变＂被动接受型＂学习为＂主动探究型＂学习;改变＂个人奋斗式＂学习,提倡＂社会合作型＂的学习;改变＂去情境＂的学习,创造＂情境化＂的学习来提高大学生英语口语学习的效率。     

The development of learning patterns of student teachers: a cross-sectional and longitudinal study

Research on learning pattern development during pre-service teacher education is scarce. In a cross-sectional (study 1) and longitudinal study (study 2) the development of learning patterns of student teachers is analysed. Participants in study 1 were 646 first-year and 350 third-year student teachers enrolled in an initial pre-service teacher education programme. 236 student teachers participated in study 2. Vermunt’s’ Inventory of Learning Styles was used to assess differences in learning patterns. By examining intra-individual changes in learning patterns we expected to find developmental trends within learning patterns. Results show that meaning oriented learning increases over time and undirected learning decreases. Some learning patterns are however more subject to change than others. The development of learning patterns was found to be relative and dependent on the learning pattern which students have already mastered in the first-year of a teacher education programme.