Service Learning and Civic Engagement

Outside work can complement what goes on in the classroom in ways that benefit both the community and students. Of course, AQ readers may have heard of tendentious programs and faculty ideologues, who channel student enthusiasm into partisan activism. Still, statistical survey analysis presented here by Mary Prentice suggests that participation in service learning can increase students’ civic engagement, when civic engagement is defined as more than just political action.Outside work can complement what goes on in the classroom in ways that benefit both the community and students. Of course, AQ readers may have heard of tendentious programs and faculty ideologues, who channel student enthusiasm into partisan activism. Still, statistical survey analysis presented here by Mary Prentice suggests that participation in service learning can increase students' civic engagement, when civic engagement is defined as more than just political action.     

The Longitudinal Connections Between Undergraduate High Impact Curriculum Practices and Civic Engagement in Adulthood

Research in Higher Education - There is concern that civic engagement in the U.S. has declined recently especially among the younger generations. It is known that one of the strongest predictors of...     

Integrating Environmental Education into the Elementary School Curriculum

Two months ago you published "A Discussion on Democratic Education"; we feel that it is unsatisfactory. My opinion is as follows.     

数学史融入数学课程

关注数学史与数学教育的关系,是目前国际数学教育的新思潮之一.数学史融入数学课程,有助于学生认识数学,理解数学.数学史在数学课程中的核心教育价值在于培养学生的创新思维和创造能力.在筛选史料时应关注发展学生的数学思维和创新能力,重点内容是数学思想方法.在教材编写和教学过程中,应将数学的史学形态转化为教育形态.数学史可以以数学课本、数学读本、选修课程和专题研究等形式呈现在数学课程中.     

对信息技术与课程整合若干问题的思考

本文通过对信息技术与课程整合的目标、发展阶段、基本原则和方法,以及交互式电子白板的作用的分析,提出信息技术与课程整合的微观目标是优化课堂教学目标的实现,"整合"要从"技术普及"特征明显的初级阶段迈向"发掘课程内涵"的新阶段,"整合"应该遵循系统最优化的基本原则和方法,充分肯定了电子白板在信息技术与课程整合走向课堂教学核心中的重要作用.     

信息技术与课程整合实施中的关系辩证

在信息技术与学科课程整合的过程中,辩证地认识与把握信息技术运用与课程资源选择、课程目标实现与信息素养培养、主体性的充分发挥与发展、教学手段更新与课程形态信息化之间的关系,对于课程目标的实现和信息素养的培养具有重要意义。     

把握信息技术教学与学科教学整合的关键点

信息技术教学与学科教学的整合是信息技术学科本身特征的一种需求,信息技术教学的机械性和学生认知水平的差异性,对我们的教学提出了整合的要求。而两者的整合必须把握好整合的度、把握好整合的时机、把握好整合的内容。本文通过几个实例,提出了信息技术教学与学科教学整合的关键所在。     

将环境文学融入我国学校课程体系

在我国生态文明建设的国家发展战略语境下,培养生态文明社会的合格建设者成为教育工作者应该肩负的责任和使命。环境教育不仅应该传授环境知识和技能,更应该重视培养环境意识和素养。中国环境文学和美国环境文学都是丰富的资源宝库,成为环境教育的有机组成部分。教育者可以在中小学语文课本和补充阅读材料中,或英语教学读物中,选取环境文学中的优秀篇章,也可以在大学开设跨学科的环境文学选修课程,以此形成一套完整的绿色课程体系,提高国民的环境意识,培养个体的环境伦理。     

Rearticulating Civic Engagement Through Cultural Studies and Service-Learning

Although service-learning has the potential to infuse technical communication pedagogy with civic goals, it can easily be co-opted by a hyperpragmatism that limits ethical critique and civic engagement. Service-learning's component of reflection, in particular, can become an uncritical, narrow invention or project management tool. Integrating cultural studies and service-learning can help position students as critical citizens who produce effective and ethical discourse and who create more inclusive forms of power. Rather than being tacked on, cultural studies approaches should be incorporated into core service-learning assignments.     

信息技术与物理课程整合的反思

新一轮基础教育课程改革下,信息技术的运用越来越普遍,新的课程目标要求教师应将信息技术与学科教学进行科学的整合,使教学过程更为优化,然而针对信息技术与物理教学整合及教师的理解和操作存在的问题,指出其误区所在,并给予一些建议,以期为信息技术与物理课程的真正整合提供参考．     

信息技术与课程教学深度融合路径研究

山东理工大学承担着教育部教育信息化试点的任务,试点的主题是"信息技术与课程教学深度融合模式探索"。研究发现:健全管理体制、完善政策环境、优化基础设施、严格过程管理以及灵活培训方式是实现融合的有效路径,融合的前提是有丰富的数字化教学资源,关键是网络学习空间的充分应用,重点是课程教学设计,核心是形成多元混合式学习模式。     

信息技术与课程整合不等同于CAI

该文从历史发展背景、内涵、目标、教学过程以及对教师和学生的要求等方面对信息技术与课程整合、计算机辅助教学加以区分,并对二者的发展前景做出展望。     

Integrating Database Activities into a Primary School Curriculum:

No abstract available for this article.     

多元文化融入幼儿园园本课程开发的实践探讨

基于时代多元化的发展和凸显幼儿园特色教育的需要,培养幼儿的多元文化意识是幼儿园教育的必然选择。文章基于多元化的园本课程开发的教育实践探索,论述园本特色教育的功能价值,开发一系列合格的园本特色课程,以提升园本课程的文化内涵。     

Glycoscience: Integrating a Key Macromolecule More Fully into the Curriculum

The recent report from the National Research Council, Transforming Glycoscience: A Roadmap for the Future, explores an important area of the life sciences. Glycoscience examples are suitable additions to many areas of the curriculum, and their inclusion will help ensure that students have an understanding of the diverse functions played by this key class of macromolecules.     

试论高职课程开发与职业性要素的渗透

高职教育提高人才培养质量的关键在于专业建设,而课程体系构建则是高职专业建设的核心。从保障高职课程体系＂职业性＂特征着眼,论述课程开发渗透职业性要素的价值与意义,说明在基于工作过程的高职课程开发中应当适时融入产业、行业、企业、职业和实践等五大要素,以切实提高高职人才培养质量。     

信息技术与课程整合中的教师定位

该文认为,在信息技术与课程教学的整合过程中,教师要把握建构主义教育思想的要义,要把握教学技术与媒体的应用,更要对信息技术与课程教学的整合有正确的认识。信息技术与课程教学、教育理论与教学实践必须整合在一起。教育要适应全球技术的革命,关键在教师。