社会互依性理论视角下的教师合作文化

社会互依性理论主要是研究个体间在合作性和竞争性互依情境下的互动效率、互动心理过程、互动方式及互动结果。它分为无互依性、消极互依性和积极互依性三种类型。文章通过分析教师文化的类型和社会互依性理论类型的相关关系,透视教师文化中潜藏的消极互依性和无互依性,并在此基础上构建以积极互依性为核心的教师合作文化。     

合作学习理论的新发展——基于社会互赖的视角

社会互赖理论主要研究个体间在合作性和竞争性的社会情境中相互影响时的行动效率、内在心理过程、互动方式及结果.社会互赖理论作为合作学习发展重要的理论基础,在研究和实践中有着广泛而深入的影响.结合相关研究的最新成果,梳理和分析社会互赖理论的起源与发展、模型与贡献、研究特征与结果等方面,对促进合作学习在我国卓有成效地实施具有重要的启示和价值.     

社会互赖理论对合作学习设计的启示

社会互赖理论主要研究个体间在合作性和竞争性社会情境中相互影响时的行动效率、内在心理过程、互动方式及结果.它通过积极互赖、消极互赖和无互赖等三种形式,分别产生促进性互动、反向互动和无互动,从而导致相应的结果.要使合作学习实施卓有成效,教师在教学设计整个过程中都要努力使学生之间产生积极互赖,尽可能地减少甚至避免消极互赖和无互赖.积极互赖的运作是通过加强个人责任感来实现,而促进性互动则是强调社交技能和小组反思.因此,社会互赖理论研究在互赖形态设计、个人责任设计、互动方式设计、社交技能设计和小组反思设计等五个方面,为教师开展合作学习活动提供了诸多启示.     

社会互赖理论对小组合作学习中分组的启示

社会互赖理论是基于合作与竞争的社会情境下提出的。合作与竞争是群体之中个体之间相互作用的结果。可以看出社会互赖理论就是研究关于个体之间相互作用时产生的心理过程、互动方式和结果。随着社会互赖理论的研究领域不断广泛,内容不断丰富,体系不断完善,对合作学习的影响越来越大。"社会互赖理论主要通过积极互赖、消极互赖和无互赖三种形式,产生促进性互动、反向互动和无互动等作用,对合作学习分组时应该注意的问题起重要的指导作用。"     

合作学习与社会互赖

当个体分享共同的目标并且每个人的结果都被他人的结果影响时，社会互赖出现了（Ｄｅｕｔｓｃｈ，１９４９，１９６２；Ｊｏｈｎｓｏｎ＆Ｊｏｈｎｓｏｎ，１９８９）。它既不同于社会依赖（如一个人的结果被他人的结果影响，但反过来并非如此），也不同于社会独立（个人的结果不受他人影响）。     

合作学习模式在高职国际贸易实务课程的实证研究——基于社会互赖理论视角

立足于社会互赖理论,将合作学习模式应用于高职国际贸易实务课堂,用实证研究的方式证明互赖互助的合作学习模式比传统的强调个人竞争的学习模式更具优越性:1)促进学生的成绩提高;2)促进学生沟通能力的培养;3)促进学生团队精神和协作能力的培养。     

社会互赖理论下家校合作模式在高校学生心理健康教育中的应用

文章在介绍相关概念的基础上,首先分析了社会互赖理论下家校合作模式在高校学生心理健康教育中应用的现实瓶颈,然后提出了社会互赖理论下家校合作模式在高校学生心理健康教育中应用的破解路径.     

恩格斯的技术社会理论及其意义

恩格斯先于马克思对技术社会问题给予关注,逐步发展了技术决定社会和社会建构技术两个过程相互矛盾和互相作用的技术社会理论。其中包含的辩证整体论思维方法,对于我国目前按照科学发展观,以人本建构技术,推动人与自然和谐发展具有重要的现实意义。     

试论科学课程的社会建构及其教育意义

科学课程的性质与科学课程研究、科学教育活动、教育进步等关系密切,所以探讨科学课程的性质问题,既有重要的教育价值,又有深刻的社会意义。科学课程是由社会建构的,科学课程具有“社会性”、“价值性”、“角度性”或“偏见性”。认识科学课程的社会建构具有重要的理论和现实意义。     

Using social theory in educational research: a practical guide

In Flanders, action research as a means of enhancing quality in initial teacher training and in teaching practice is not as widespread as in some of the neighbouring countries. In this article the authors argue for trainees and qualified teachers setting up and conducting research in their teaching practice. Rather than perceiving this as an additional assignment for the parties involved, this is put forward as an inherent part of the profession, just as it is the general medical practitioner’s duty to keep up with the latest scientific developments, implement new approaches, and confer and exchange experiences with confreres. The authors suggest that such an approach could contribute to a stronger tie between theory and practice in teacher training itself, and to a reinforcement of the knowledge basis in the teacher training curriculum and the teaching profession. They discuss how research can be conceived in the teacher training curriculum and subsequent professional setting, and propose establishing a narrow link between action research and the learning cycle intrinsic to experiential learning. The article draws on the authors’ experiences at the Department of Teacher Training of the Vrije Universiteit Brussel (Free University of Brussels), where action research is a compulsory subject in the curriculum.     

社会发展代价理论及其哲学思考

社会发展代价问题是当代发展问题研究的热点之一,社会发展的代价理论也经历了形成、发展等阶段。我国改革开放以来,在取得一系列巨大成就的同时,也付出了相当的代价。对社会发展代价理论的基本内涵以及我国市场经济条件下出现的代价问题进行了系统的分析。     

The role of social capital in the explanation of educational success and educational inequalities

This article examines the role that social capital plays in school success and in the explanation of social and ethnic inequalities in the German educational system. Based on Coleman's well-known concept of social capital, different aspects of social capital are distinguished, including social network composition, parent–school interaction and intrafamilial social capital. In sum, the overall results indicate that the different aspects of social capital influence the school performance of pupils. In addition, social capital endowment is found to be of relevance for the explanation of inequalities in school grades between social classes and ethnic groups. In this respect, the analyses indicate that social capital endowment is part of the underlying mechanism responsible for educational inequalities.     

Mining learning social networks for cooperative learning with appropriate learning partners in a problem-based learning environment

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment.     

The effect of incorporating cooperative learning principles in pair programming for student teachers

Based on their quantitative and qualitative investigations, the authors conclude that pair programming as a strategy for teaching student teachers could be made more effective through the incorporation of principles associated with cooperative learning. They substantiate this claim by referring to a literature study about the advantages and disadvantages of pair programming as a teaching-learning strategy, by then discussing five principles of cooperative learning, and by presenting the findings of their empirical study. Second year student teachers taking a Delphi programming module participated in an experiment conducted over a two year period. In 2005, the participants did computer programming in pairs without the application of principles associated with cooperative learning. In 2006, a similar group of participants also programmed in pairs, but in their case, certain principles associated with cooperative learning were incorporated in the strategy followed by the facilitator. According to a comparison of the module examination marks, the 2006 group outperformed the 2005 group. This finding was confirmed by qualitative investigations.     

德育课程开展小组合作学习实施策略——《经济政治与社会》课程为例

小组合作学习作为当前德育课程教改的一种重要方式,是学生主体学习的重要形式,通过学生"动手实践、自主探究、合作交流"在职业学校得到普遍推广和应用。的学习方式。值得实施和推广。作为德育教师,如何实施有效的小组合作学习。     

Revisiting Bourdieu: alternative educational systems in the light of the theory of social and cultural reproduction

The paper reflects upon the principles and practice of an alternative educational system operating in rural Mexico in the light of Bourdieu’s theory of cultural and social reproduction. Bourdieu’s theory seeks to explain processes of reproduction of power relations within schools and society; whereas alternative educational systems seek to expand educational access in deprived areas in order to counteract processes of social inequality. The paper argues that, although Bourdieu’s theory does not fully explain the gradual inclusion of more people from disadvantaged backgrounds into education through alternative educational systems, processes of social reproduction in deprived communities still occur mainly because of lack of state support after primary school level, and a shortage of better infrastructure and opportunities for this sector of the population. Since the widespread upward educational and class mobility of the rural poor has not yet been achieved, the paper concludes that the processes of cultural and social reproduction continue despite the introduction of alternative educational systems.     

The educational design of textbooks: a text for being interdisciplinary

This paper provides insights into both the educational design of textbooks and interdisciplinary education. The author introduces two educational principles for textbook design – instructional alignment and balancing diversity and meaningful guidance for readers – and applies them to writing his own textbook chapter for being interdisciplinary. The two broad conclusions are: textbook design can be a new area of study in higher education, illuminated by curriculum design and reflective practice; and textbooks can provide a useful method of interdisciplinary education.     

从学习权研究看教育发展趋势

学习权研究目前主要集中在三个方面:受教育权与学习权的关系研究、学习权的内涵研究与学习权的法律保障问题研究。从这一研究现状可以发现,未来的教育发展趋势有:以实现学习型社会为目标、建构正规教育与非正规教育的双轨体系、更加重视成年人的教育、倡导自主学习与非正式学习的方式。     

Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC

Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed.