教育创新之我见

教育要创新,一要树立新的教育观念;二要调整教育培养目标,改革教育教学评价体系：三要创新教育制度;四要创新课堂教学体系。     

试论建立素质教育的课堂教学模式

要在高中阶段实施素质教育 ,就必须建立适合素质教育的课堂教学模式。因为学校教育的主要构成部分是课堂教学 ,现代教育的全面性、多功能形、个性化原则只有进入课堂教学的主渠道 ,才能得以实现。     

Fostering inclusive education: principals' perspectives in Trinidad and Tobago

This paper shares elementary school principals' perspectives from one urban school district in Trinidad and Tobago, regarding factors that might enhance or limit their and/or their faculty's readiness for inclusion in their schools. Qualitative data collection comprised a self-administered questionnaire and focus group interviewing. Respondents comprise 18 school principals. Findings revealed a philosophical readiness to embrace inclusive practice, but resistance towards assuming responsibilities for such students within the classroom. Recommendations to facilitate more effective inclusion hinged upon teacher education, leadership and collaborative practice.     

Effects of Videocase Construction on Preservice Teachers' Observations of Teaching

Preservice teachers were randomly assigned to 1 of 2 observation conditions: technology-supported practice in observation (TSPO) plus standard classroom placement observation, n = 31, and classroom placement observation (control), n = 31. Over a 10-week term, TSPO students augmented their classroom placement observations of their mentor teachers by engaging in technology-supported construction and video analysis of those mentors' teaching, while control students engaged in only the classroom placement observations. The authors used an online, computer-supported instrument that elicited written responses during observation of 3 different teaching videos to assess the participants' ability to identify, interpret, and analyze evidence of exemplary teaching. TSPO students significantly outperformed controls on all 3 video tests. Implications of these findings for teacher training in both traditional and online education programs are discussed.     

若干教育术语辨析

通过对教育中一系列术语进行细致辨析,可以看出基础教育之"基础"的含义是宽泛的,是需要做多方面考量的;课、课堂、课堂教学、教学之间既有区别又有联系;随着培训师、教练以及指导等这些概念的出现,要求不仅对教师的涵义加以丰富,同时也要求教师改变传统的角色定位,更好地符合教育实际的要求。从不同层面看,校本研修、校本研究、校本教研与校本科研四个词语是并存的,反映了校本层面上的不同实践活动,和不同研究者对这些活动的不同认识,都有存在的必要。行动研究与行动学习两者着眼点、实施过程、组织形式不同;行动研究与校本研究两者的联系较为明显,但也有着些许区别。     

正确理解“课堂主渠道”观点——重塑柯登地先生“课堂主渠道”信心

"课堂主渠道"观点批判的实质,就是否定学校教育在当前我国教育体系中的主导地位,否定课堂教学在素质教育中依然起着主渠道作用;它是当前教育研究和教育改革过程中,普遍存在的"过火"现象中的典型事例,非常值得重视.此论的错误根源在于,缺乏对学校教育和课堂教学性质和功能的正确认识,误解学校教育与非学校教育的关系.正确理解"课堂教学主渠道"观点,就是要树立正确的历史观,尊重历史,善于从历史中汲取营养;用矛盾分析的方法,辩证地看待学校教育与家庭、社会教育的关系;树立科学的批判观,正确对待学校教育和课堂教学中存在的问题;归根到底要立足于教育改革实践,不断改进和完善课堂教学,充分发挥其应有的功能.     

A Two-Level Analysis of Classroom Climate in Relation to Social Context,Group Composition,and Organization of Special Support

This study investigated classroom climate in relation to social context, heterogeneity (disability, multiculturalism) in class composition, and the occurrence of differentiated learning environments for children who need special support. Pupils aged 8–12 (679 from 39 classes in Swedish compulsory schools) responded to a questionnaire about classroom climate. Eighty of these students receive special support at school using various modalities. Multilevel factor analysis was applied to data to estimate differences within and between groups. Three significant climate factors were found. They pertained to the level of friction, satisfaction, and cohesiveness in the classroom. Social context was related to these three factors and to the occurrence of differentiated learning environments. The inclusion of pupils with disabilities appears to be related to less friction and higher cohesiveness among children. The article proposes increased interventions aimed at improving the school climate in disadvantaged neighborhoods. It also suggests that aspects of the placement of pupils with disabilities and of the organization of special support should be considered as indicators in studies of school effectiveness. This revised version was published online in July 2006 with corrections to the Cover Date.     

Stability and Change in Student Teachers’ Beliefs about Teaching

This study examined whether teachers prioritize the use of technology. More specifically, this paper focused on how Turkish teachers think about the importance of technology and technological tools for their daily routines. The research design employed both qualitative and quantitative methods. The data were collected through document analyses, interviews, and a survey. The results showed that the following factors lead teachers to prioritize the use of technology in the classroom: (a) globalization, (b) society’s needs, (c) technological literacy, (d) student learning, and (e) practicability.     

“宜人教育”的意义、内涵及其建构

＂宜人教育＂是在教育改革与发展新背景下,结合丹徒的地域实际而提出的教育理念,它既有地域文化的厚重积淀,也是对素质教育的深层解读,更是具有区域内涵的丰实目标。＂宜人教育＂的内涵包括课程、管理、课堂、社团、学生的自主发展等各个层面,旨在通过＂宜人教育＂理念的践行,形成区域的教育特色,推进素质教育的全面深入实施。     

高职院校德育工作的途径探析

高职院校的特殊性要求德育工作者不仅要从课堂教学、党团工作、师德、学校管理、育人环境、社会实践、自我完善、网络阵地等方面加强德育工作,而且更要注重在优良的教风中、在实训或顶岗实习中进行思想与道德教育。     

有效课堂教学的生态学探究

基于教育生态学的视角,对有效课堂教学研究进行分析。为了更有效地教学,应强化教育生态系统整体效应,重视对各个教学因子的生态分化,协调课堂教学,从教育的生态链中反思教学,促进教学系统的生态和谐与平衡,从而构建有效的教学环境,提高课堂教学效率。     

课堂教学不公平现象初探

课堂教学不公平现象是当今教育生活中极为不正常的现象之一 ,随着市场经济的发展 ,课堂教学有失公平现象日益凸显。产生课堂教学不公平现象的原因有内外因素和主客观因素。当前 ,采取有效措施解决课堂教学中的不公平现象可以适应当今日益高涨的教育民主化要求     

解放教育视野下的课堂教学观

随着多元文化的到来,传统教学模式所培养的人才已越来越不适应时代发展的需要,人们迫切需要新的教育理论来指导教学实践。解放教育注重培养人的理性、批判性思维以及崇尚自由、平等的教学理念,因而解放教育思想日益受到人们的重视。从解放教育的视角探讨课堂教学,无疑会赋予课堂教学一种全新的意义。     

English spoken here? To what extent are transnational EFL students motivated to speak English outside the classroom?

This article examines the claim that a fully immersive English language learning experience can be ensured by universities engaged in transnational education through offshore campuses. Taking as a case study one South East Asian offshore campus of a Western university, the inquiry was designed to discover the extent to which students did, in reality, utilise their English language skills on campus outside the classroom. Drawing on the responses of 260 students, the findings suggest that, far from ‘full immersion’, students tend to revert to their own language in most interactions, unless in the presence of a teacher. The article goes on to suggest a number of reasons for this and discusses the factors underlying both the students’ reluctance and the failure of the institution’s strategy.     

“本真教育”的价值追求与实践

本真教育就是以人的发展为出发点和归宿点,充分尊重教育规律和学生身心发展规律,运用科学有效的手段对学生进行学识培养、心智开导和人格塑造的教育。实践"本真教育"应力求理念回归、课堂回归、课程回归、评价回归、管理回归和职业情怀回归。     

A Case Study in Online Classroom Interaction to Enhance Graduate Instruction in English Literature

Abstract

This paper discusses the use of online classroom collaborative environments to support the face-to-face teaching of a graduate course in English Literature. Online data from graduate students and the professor were collected and analyzed. Results show that students benefit from the online interaction to learn English Literature. There are, however, also disadvantages in the use of online environments, which are discussed in our conclusion.     

数学教学中渗透思想品德教育的途径研究

数学教学要使学生在获得数学知识的同时,在思维能力、情感态度与价值观等方面也得到进步与发展。教师在数学教学过程中要积极渗透思想品德教育,让学生既学好数学知识又提高思想道德水平。教师要树立思想品德教育理念,借助课堂情境创设、生活实践活动、课堂小组讨论、数学教材内容渗透思想品德教育。     

Making meaning of inclusive education: classroom practices in Finnish and South African classrooms

This paper reports on the findings of an international comparative research project where the roles of teachers in the implementation of inclusive education in mainstream-classroom settings in South Africa and Finland were investigated. Inclusive education within this project is broadly defined as welcoming all students to general-education schools and classrooms and not segregating students on the basis of ability or other individual or sociocultural characteristics. In this paper a qualitative analysis of Finnish and South African teachers’ day-to-day teaching and learning support practices in their classroom is discussed. Individual and focus-group interviews encouraged teachers to articulate their views in this regard. Initial findings indicate that despite the dissimilar cultural and historical contexts of these two countries, both complex contextual issues and classroom practices based on a medical-deficit understanding of diverse educational needs play a role in Finnish and South African classrooms.     

Determining If Distance Education Is the Right Choice

Abstract

Making decisions about which technologies, if any, are appropriate for your classroom or educational institution has never been easy. These difficult decisions are, however, increasing in their complexity as new technologies continually enter the marketplace, expectations of parents and students rise for more technology in the classroom, budget constraints require institutions to do more with less, and the benefits of distance education place mounting pressures on educators to provide resources beyond the boundaries of the traditional classroom. So how do you as an educational leader make the challenging decisions related to distance education and other technologies in your school? This article provides a framework for results-focused decision making that can help you make complicated choices in even the most challenging of circumstances.     

浅谈“生本”教育理念指导下的“项目教学法”

我校多年来在教学改革的实践中积极创导项目教学法,积累了丰富的教改经验,产生了一批项目教学法的优秀成果。从生本理念出发,本文对这些项目法教学成果进行深入研究,归纳总结,找出规律,揭示出生本内涵,增强其课堂的可操作性,对于发挥教改成果优势,持续推动生本教育教学改革,具有重要意义。