Facing Facts in U.S. Science and Mathematics Education: Where We Stand,Where We Want to Go

The Third International Mathematics and Science Study (TIMSS) provides data that seems clearly important to science and mathematics education in the U.S. TIMSS gathered extensive data on curriculum, textbooks, teachers, and instructional practices in science and mathematics education and some of these data are presented and discussed. Eighth grade achievement data show the U.S. to be somewhat above average in science achievement but consistently average or below in mathematics. U.S. official curricula cover comparatively many topics and are relatively unfocused. U.S. science and mathematics textbooks typically take a cautious, inclusive approach keeping traditional content while adding new reform topics. They thus lack. Teachers, without guidance to help them focus, typically divide their attention among many topics. Empirically, there is little agreement in the U.S. on what is truly basic judging by common topics among curricula and textbooks. U.S. teaching, at least in mathematics, is teacher and moves among many different activities, failing to tell a coherent story. We must face these as we seek to find ways to become what we want to be in providing science and mathematics education.     

我们为什么需要创造教育

创造是人之为人、追求意义的需要,人通过创造活动实现自身发展的可能性。教育及创造教育的功利化,不仅损害了学生作为人之为人的内在品质和创造性,也损害了教育通过培养人而促进社会发展的价值。基于人性发展需求的创造教育,其根本目的在于满足人创造的欲望、发展人创造的才能、拓展人的精神世界、培植人独立自主的个性、促进人性的完善与卓越。     

如何在体育教学中激发学习动机

文章论述动机的产生并指出：当个体需要得不到满足时,其内部就处于一种焦虑状态,这种心理上的焦虑就成为一种刺激作用于自身,变成一种推动力,文章进一步论述了影响动机的因素以及如何通过心理学的角度,进行体育动机的培养和激发,从而更好地为体育教学服务。     

Writing Process and Progress: Where Do We Go from Here?

This article examines the rationale behind the government's methods for raising standards in writing at Key Stage 2. Firstly there is a renewed drive to teach discrete units of sentence grammar. Secondly there is a fresh commitment to shared and guided writing. But, because it is envisaged that these teacher‐led sessions will take up at least half of the Literacy Hour two or three times a week, both these aims will lead to a diminution of time for written composition by the children themselves. This is in accordance with new criticisms by NLS policy makers of the model of ‘process’ embedded in the National Curriculum, particularly the idea of creative pre‐writing activities and sustained independent writing. The article goes on to argue that these new measures ignore research on the ways children learn to write and will not lead to a rise in standards.     

我国教育博士专业学位教育的现状、问题及政策建议

教育博士专业学位教育与教育学学术博士教育存在趋同现象,与教育硕士专业学位教育、本科阶段教师教育专业缺乏衔接,课程模块缺乏系统设计,指导教师知识结构单一。为此,教育博士专业学位教育要明确培养目标;建立教师教育专业本科学位、教育硕士专业学位与教育博士专业学位相互衔接的教师教育体系;需要优化教育博士专业学位教育的课程模块;改善教育博士指导教师的知识结构。     

基于设计的研究:教育理论与实践创新的持续动力

教育理论与实践的创新与教育研究的方法或方法论创新密切相关。在设计成为人类社会生活的一种必需方式、设计科学日趋成熟的当今,教育的设计属性逐渐凸显。以往徘徊于科学主义和人文主义路线的教育科学正走向统整的设计科学。作为一种集中方法与方法论功能为一体的新型研究范式,基于设计的研究以洞察和探究真实教育情境中的学习机制为原动力,通过层层递进的问题解决方案的设计、实施、修订与迭代循环,把教育实证研究与理论驱动的学习环境设计融合在一起,是理解教育创新如何、何时以及为什么在实践中起作用的重要方法论,在持续地推动教育理论与实践创新方面蕴含着巨大的潜力。     

大学生学习动力不足的原因及对策

大学生学习动力不足是我国高校面临的最为普遍和严峻的课题。导致大学生学习动力不足的原因既有环境因素,又有个体心理因素。文章提出了解决大学生学习动力不足问题的对策。     

Minds, Brains, and Education: Part II. Responding to the Commentaries

The present authors wrote a paper on cognitive neuroscience (i.e., Byrnes and Fox, 1998) that spawned a number of commentaries. In the present paper, they respond to these commentaries. Using a theme-based approach, they reveal an emerging consensus regarding the educational relevance of neuroscientific research.     

“易子而教”的当代教育价值——由《爸爸去哪儿》第九期所引发的思考

"易子而教"思想是孔孟之道为后世留下的宝贵文化遗产。"易子而教"不仅利于保障教育内容的正理正道和教育者的以身作则,而且可以避免亲子之间因相互责善而产生隔阂、伤害亲情。家庭教育具有四大局限:高度同构的家庭结构致使教育合力消解,行为规范的双重标准导致榜样作用缺场,亲密无间的亲子关系造成教育权威丧失,封闭孤立的交往触角引致见识范围缩减。在当代社会,"易子而教"思想应在被继承的基础上得以重新诠释,赋予其新的时代内涵,可以"易师而教"、"易地而教"和"易时而教",从而为家庭教育难题的破解开辟新道路。     

Children and Place: Stories We Have, Stories We Need

Given existing curricula, instructional and assessment practices, teacher preparation programs, and multicultural education approaches, schools can be unhelpful places for students who are not at least middle class and politically white. Critical theory offers a range of conceptual frameworks for understanding and addressing these injustices but teachers find the ideas difficult to learn or to practice in classrooms. Increased attention to the use of stories is suggested to support individual and collective transformation and growth for teachers, students, and communities.     

远程英语学习:动力和信念

长期以来,学习动力和信念对外语学习的影响备受学界重视,相关的研究基本上都是以全日制在校生为对象,相比之下,这些情感冈素对于远程外语学习有何影响却少人问津.通过问卷调查和访谈相结合的方法,本研究使我们对电大英语专业学生的学习动机倾向、影响学习动力的各种因素以及学生的应对措施等有了更进一步的了解.研究还发现,学生对于远程英语学习者应该具备的素质有比较好的认识,但是自我效能感还有待进一步提高.     

论期望激励理论在高校思想政治教育中的应用

期望激励理论是组织行为学中一个重要的研究课题,在不同领域中运用得当则可发挥重要作用.在高校思想政治教育领域中运用期望激励理论,主要是关注学生的个人需要,处理好个人努力、绩效、奖酬三者之间的关系,使期望激励与高校思想政治教育处于良性循环之中,将其合力发挥至最佳值.     

Gender and Orientations Toward the Future: Links to Motivation

Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes.     

受教育需要的关怀与提升:教师教育的使命所系

教师的受教育需要是教师教育发起和变革的逻辑原点,是链接教育生活与教师教育改革活动的纽带。在当代,受日益复杂化的教育生活所驱使,教师受教育需要日益分化、深化,推动着教师教育的变革和发展。发现、关怀、满足、提升教师的受教育需要,走精细化教师教育改革之路,是当代教师教育的使命所系。     

认清形势加强学习提高素质迎接挑战

“九五”期间，高等教育在江苏处于以改革促发展的快速，持续，健康发展阶段，处于成熟的精英教育向大众化教育提升的新阶段，处于由传统教育向素质教育全面转轨。但也面临着一些问题，其焦点就是扩招以及与之相关的问题，如扩招与质量保障问题，扩招与就业问题，扩招与效益问题，扩招与布局结构调整问题等。为此，我们必须加强学习，使素质教育全面进入教育领域，使高等教育适应新环境，抓住新机遇，迎接新挑战，求得新发展。     

差生不差--多元智能理论与后进生转化

多元智能理论提供了看待学生成功问题的全新视角,对评估学生素质的传统观念提出了挑战。把学习困难学生称作“后进生”的定义并不准确,其本质是教育歧视;所谓“转化”也有违人才成长的规律,不是真正的因材施教。取消“后进生”的称谓,改变传统的“转化”观念及做法,尊重差异．建立适应这种差异的多元化的教育制度,才是促进全面发展的治本之策。     

运用心理学做好学生思想政治工作

从心理学的角度探讨学生思想政治工作的方法,提倡注重学生的心理特征,注重情感因素,注重学生的正常需要,及时把握学生的思想脉搏,提高学生思想政治教育效果。     

看高校德育工作的有效实现途径

高校德育的效果在当今受到前所未有的重视，本运用马斯洛的需求层次理论，通过满足学生不同层次的需求，使高校德育工作达到有效的实施。     

顺德职业技术学院“专升本”考生考试动机调查与思考——以2012年“专插本”考生为例

对顺德职业技术学院2012年"专插本"考生考试动机的调查显示,综合素质提升而非学历提升是考生报考"专插本"的主要目的;考生们的学习动机强度一般;过于强调"专插本"考试对学生现阶段的学习和学校教育可能产生一定的负面影响;时间成本和经济费用是影响学生继续"专插本"学习的主要因素。这些意味着,要妥善利用"专插本"形式培养社会急需的高级技术应用型人才,需要科学合理地设计升本后的人才培养方案,同时更好地激发学生接受职业技术教育的兴趣和积极性。此外,从长远来看,"专插本"教育应突破分段式,走向一贯制,方可更有利于高级技术应用型人才的培养。     

面向21世纪高职教育需要确立新观念

高职教育得到空前发展，但是首先应明了当前我国高职教育的观念误区，更新观念，树立文化、质量终身学习及实践意识，为探讨新世纪高职教育的发展打好基础。