行动研究与课程创新

在课程变革的场景中,行动研究意味着研究范式的转换。由于行动研究具有反思和批判的性格,可以运用它对课程变革的"研究、开发与传播"模式进行改造,从而使广大一线教师成为变革的动力,激起自下而上的课程创新。在课程创新的过程中,课程叙事、研究性教学和以校为本的教学研究等都蕴涵着行动研究的理念,它们代表着行动研究在课程创新中的具体表达方式。     

课程思维探微

课程领域诸多现象的存在为课程思维的存在提供了基础。影响课程思维的基本要素是哲学观及其表现出来的哲学思维方式。目前的课程思维基本上存在两大类别,它体现的是从现代走向后现代的变革,关注了人的存在。思维方式的选择与应用需要具体问题具体分析、因人而论。     

Critique in academic disciplines and active learning of academic content

This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which is comprised by an interaction of roles – authors construct claims and peers critique them. Because disciplinary critique drives and shapes generation of knowledge claims, specialized features of these claims both justify and define their meaning. Here science is offered as an example, in which critique drives measurement of key concepts, thereby anchoring their meaning in operational definitions. The account of active learning proposed sheds new light on both historical and contemporary characterizations of active learning in terms of taking a critical stance toward content, in which the learner questions and challenges content. Thus students, rather than teachers, should actively challenge their emerging understanding of content.     

Christopher Winch on the Representational Theory of Language and its Pedagogic Relevance

This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment (or ‘dynamical system’), new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with notions of lock‐in, path dependence, and inertial momentum, suggest that it is in the dynamic interactions and adaptive orientation of a system that new phenomena, new properties and behaviours, emerge. The focus thus shifts from a concern with decontextualised and universalised essence to contextualised and contingent complex wholes. This is where complexity theory seeks the levers of history. The paper posits the notion of inertial momentum as the conceptual link between the principle of emergent phenomena as developed principally in the natural sciences and the notion of socio‐historical change in human society. It is argued that educational and institutional change is less a consequence of effecting change in one particular factor or variable, and more a case of generating momentum in a new direction by attention to as many factors as possible. Complexity theory suggests, in other words, that what it might take to change a school's inertial momentum from an ethos of failure is massive and sustained intervention at every possible level until the phenomenon of learning excellence emerges from this new set of interactions among these new factors, and sustains itself autocatalytically. The paper concludes with a summary consideration of the conditions that contribute to the emergence of new properties and behaviours in a system.     

Thinking about “design thinking”: a study of teacher experiences

Schools are continuously looking for new ways of enhancing student learning to equip students with skills that would enable them to cope with twenty-first century demands. One promising approach focuses on design thinking. This study examines teacher's perceptions, experiences and challenges faced in adopting design thinking. There is a lack of empirical research on the adoption and implementation of the design thinking process in educational context from the teachers’ point of view. This paper fills this gap and also provides insight on a recent initiative adopted in Singapore schools. Qualitative case study research was carried out in a school using teacher narratives. Data includes in-depth face-to-face interviews and participant observation. The findings show that teachers perceive that design thinking holds the potential for enhancing skills such as creativity, problem solving, communication and team work as well as empower students to develop empathy for others within and beyond the community. The research also highlighted several challenges such as inadequate resources, time constraints, fear of poor grades and the difficulty of shifting to a new way of teaching and learning that differs vastly from the traditional approach. The findings reveal that a piecemeal approach towards curriculum redesign for adopting design thinking may not provide the desired outcomes.     

新课改背景下的课堂变革

随着基础教育课程改革的进一步推进,课堂的变革是必然的,本文从课堂教学的目标、过程、主体性以及课堂管理等方面探讨了课堂变革的新趋势。     

大学英语教学互动研究

本文运用定性和描述性研究的方法,对通过课堂观察、教师访谈及调查问卷所收集的数据和信息进行了分析研究.结果表明:在大学英语课堂教学中,一切有利于创造良好学习气氛,能策动学生主观能动性的双向语言活动都是促进师生互动、提高教学效果的有效措施.     

校本研修体系构建的复杂性新视角

文章以复杂性视角提出了校本研修体系是一个复杂体系,并对校本研修体系的构建提出新的构想.     

Emerging Attributes of Pedagogy and Curriculum for the “New World Order”

This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the new world order.     

唤起理性思考引发行动变化

教研活动是教师职后培训的重要形式,是教师个人发展的重要途径。研训教师应该走出去,学习新理论,接收新观念,开拓新思维,以理性思考来引发行动变化。     

行动的教育学与教育学教师的行动

教育学的性质除了理论性和实践性外,还有行动性。行动的教育学是提高教育学教学实效性的需要,是培养教育学教师教学监控能力的需要,是构建教师教育学的需要。教育学教师的行动要有良好的示范性,应做师德的表率、育人的模范和教学的专家,这是行动的教育学对教育学教师素质的规定性。     

Research on Importance and Interest: Implications for Curriculum Development and Future Research

Research has found that interest is related to attention, deeper processing, the use of effortful strategies, feelings of enjoyment, and learning. However, some strategies for creating interest in text materials may interfere with the learning of important information. In this paper, I describe results of a study that used qualitative verbal report measures to identify text characteristics that are most positively and most negatively associated with interest, as well as quantitative measures to investigate how those characteristics are related to learning. Results have implications for curriculum development by contributing to our understanding of how writers of informational text can make important information interesting. The paper concludes with suggestions for pedagogical practice and for future research that may further our understanding of interest and how it might be enhanced in classrooms.