论陶行知进课程

该文界定了何谓陶行知进课程,分析了陶行知进课程是学陶研陶师陶可持续发展的需要,也是教师教育和新课程改革深入开展的需要,指出了陶行知进课程的三种现实可能性,阐述了陶行知进课程的基点在学校,关键在校长,重心是编写校本教材,重点在进教师教育课程等策略。认为陶行知进课程,是事关学陶研陶师陶能否持续开展的一项基础性、全局性的系统工程,陶行知进课程实现之日,便是全国陶花真正遍地开放之时。     

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’ misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future projects.     

Implementing Citizenship into the English Secondary School Curriculum

This article represents a snapshot of ten state secondary schools in the north of England immediately prior to the implementation of the statutory inclusion of citizenship in the revised National Curriculum. It includes data from interviews with the citizenship coordinator of each school and offers a range of responses by schools to the change. The two authors respectively, bring to the study their experience of Educational Management and Humanities and offer two different perspectives on the management of change, curriculum planning and implementation. Practical issues of status of the subject, resources, structures and staff development sit alongside contested issues of philosophy, content, pedagogy and outcomes.
Whilst recognizing the qualities and the commitment of the citizenship coordinators, a number of issues are raised that might give cause for concern at the medium to long-term future of this curriculum development.     

Science in Action: How Middle School Students Are Changing Their World Through STEM Service-Learning Projects

The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed.     

Integrating Critical Approaches to Technology and Service-Learning Projects

Discussions of service learning emphasize opportunities for students to gain real world experience through work in community contexts. Less attention, however, has been given to the role of technology in these projects. Incorporating critical reflection on the rhetorical and social dimensions of technology throughout students' collaborations with clients can help to situate their practices within larger public contexts. This sort of reflection can encourage student engagement on a variety of levels: professional, rhetorical, intellectual, personal, and civic.     

Integrating Critical Approaches to Technology and Service-Learning Projects

Discussions of service learning emphasize opportunities for students to gain real world experience through work in community contexts. Less attention, however, has been given to the role of technology in these projects. Incorporating critical reflection on the rhetorical and social dimensions of technology throughout students' collaborations with clients can help to situate their practices within larger public contexts. This sort of reflection can encourage student engagement on a variety of levels: professional, rhetorical, intellectual, personal, and civic.     

论本土红色文化在高校思想政治课教学中的渗透

本土红色文化是在中国共产党的领导下,我国各地人民在革命和建设实践中生成的宝贵财富。各地高校应充分挖掘、整合、利用本土红色文化资源,将其渗透于大学生思想政治教育过程中。通过将本土红色文化与高校思想政治课教学相结合,丰富教学内容、教学手段,不仅有利于增强理论的说服力和感染力,促进大学生思想政治素质的提高,也有利于本土红色文化的传承和发展。     

Service-Learning for Remedial Reading and Writing Students

In 2008, Queensborough Community College incorporated service learning into 15 remedial reading and writing courses. To determine its impact, statistical analyses were performed, and they demonstrated significantly (a) higher GPAs, (b) improved rates of retention, and (c) the completion of more college credits among service learning participants. In addition, an ANOVA revealed insights into the individual service-learning projects. It was determined that the most effective programs (a) directly connected the service-learning activity to the course curriculum, (b) provided multiple experiences performing tasks, and (c) placed students in community-based organizations appropriate for their level of literacy.     

MBA课程体系调整与管理思维的培养

描述了现阶段我国MBA教育及就业的困境,对我国MBA现行的课程体系和已经进行的教学改革进行了深入分析,主要剖析了其存在的弊端,特别指出了案例教学的不足。在此基础上,提出了MBA教学中改进管理思维和行为模式的方案设计,并详细阐述了这种全新教学模式的特点。     

Service-Learning Projects in an Undergraduate Gerontology Course: A Six-Stage Model and Application

Service-learning opportunities are prominent on many college campuses. The process of designing and implementing service-learning experiences, especially for students of gerontology, however, has rarely been addressed. The current article briefly reviews the background and utility of service-learning in gerontology courses, describes our service-learning project, outlines a general six-stage model for developing service-learning projects in gerontology courses, and describes our process of integrating the service-learning project into an introductory gerontology course. Finally, we demonstrate that in conjunction with the promotion of evaluative practices, service-learning in the gerontology classroom presents a promising practice for creating healthier communities.     

Preparing BSW Students for Service-Learning: Enhancing Epistemological Reflection

This article includes a review of the literature on personal epistemology and the reflective judgment model and applies these theoretical concepts to undergraduate students who engage in service-learning projects. The application will provide instructors with greater understanding of students’ abilities and limitations in their service-learning experiences. Included are traditional, modern, and expressive teaching activities that were designed, with literature support, to enhance students’ epistemological reflection and aid them in preparing for and completing service-learning projects.     

Political Liberalism and Citizenship Education: Towards Curriculum Reform

This paper is concerned with Rawls' (1993) account of an overlapping consensus and recent proposals to introduce citizenship education in parts of the UK. It is argued that both Rawls and the proposals mistake the significance and nature of such a consensus. Partly as a result of this mistake the proposals are insufficiently radical.     

基于综合素质能力提升的MBA校友导师制研究

围绕MBA培养目标,阐述了MBA学生综合素质能力的内涵,结合目前MBA学生培养中的问题,分析了实施MBA校友导师制的必要性。以提升MBA学生综合素质能力为出发点,以中央财经大学实行MBA校友导师制的实践为基础,从实践操作的角度,对MBA校友导师制的基本内容、指导机制、实施步骤进行了科学设计。     

Flipping the Script: When Service-Learning Recipients Become Service-Learning Givers

Urban education is a complex system that is often shrouded in stereotypes, labels, and barriers. Service-learning is well-entrenched in suburban institutions, but is a fledgling or grassroots organization in the urban education community. Often, suburban service-learning initiatives have taken the tone of community service in that it is often directed (albeit often inadvertently) at lower socio-economic families (e.g., to help the homeless, fill the food banks for the hungry, participate in clothing drives). Such initiatives leave some urban students feeling disenfranchised, powerless, and dependent. However, critical service-learning in urban schools can provide a connection to the community, as well as a sense of empowerment, confidence, and intrinsic motivation (Mitchell, 2007 Mitchell, T. (2007). Critical service-learning as social justice education: A case study of the citizen scholars program. Equity & Excellence in Education, 40, 101–112.[Taylor & Francis Online] , [Google Scholar]). When urban students see themselves as vital, powerful participants in giving back instead of being given to, they become critical partners, young leaders, and civically engaged citizens. Therefore, in this article, Pam, a middle school educator, and Tamara, a service-learning partner, examine how a teacher can institute critical service-learning programs in an urban classroom. By highlighting a teacher's intrinsic and extrinsic shifts, practical applications, and students' collaborations and reflections, this article illustrates how to move to critical service-learning in urban contexts. This examination has implications for how specific critical service-learning components can help teachers work with students to move toward socio-emotional growth.     

生态文明视阈中的企业公民

企业要像公民个人那样承担社会责任．而企业环境责任的履行是生态文明的微观基础。企业公民肩负的环境责任兼具道德责任和法律责任双重属性,是积极责任与消极责任的统一。利益驱动可以解释市场经济制度下企业公民的生存悖论。企业利润与环保责任相统一的可能性,要从创造利润的源泉去寻找,即投入成本的降低、创新以及企业对市场秩序的维护。要使企业公民成为生态文明建设的主体,必须加强制度建设,既要健全市场机制,为企业走生态工业之路提供经济可能性,又需要由政府代表公众和后代人的利益,对私人利益的无限膨胀加以约束。     

新课程中师生关系的探讨

师生关系是学校诸多关系中最基本的关系,它体现在教学过程的各个环节,贯穿于教学过程的始终。良好的师生关系有利于教育教学工作的顺利进行,有利于学生身心健康的成长,有利于校园文化的建设。在实施新课程的过程中,建立新型的师生关系,直接影响到学生的健康成长和教学质量的提高。     

Adapting Service-Learning into the Online Technical Communication Classroom: A Framework and Model

Previous research in technical communication indicates service-learning pedagogies can help prepare students for the workplace. The field, however, has only recently and tentatively extended these pedagogies into online environments and has not yet demonstrated how and whether such service-eLearning could as effectively bridge the gap between the classroom and workplace. In this article, the author discusses one such extension and offers a framework and model.     

课程思政融入高职商务英语口语教学模式研究

新时代中国高职院校面临的重要任务之一是推动思政课程与课程思政协同前行、相得益彰,坚定贯彻党的教育方针.高职商务英语口语课程作为商务英语专业的核心课程更应改革传统教学模式,让商务英语口语浸"思政"之雨,润语言之育,加强意识形态的引导,树立高瞻远瞩的育人格局.拟通过对教学案例的研究来探讨构建大学英语课程思政教学模式的有效路...