动态评估在特殊儿童评估中的应用

本文首先介绍了动态评估的概念及其理论基础。接着论述了各类儿童在动态评估中所表现出的差异、如何对各类特殊儿童开展动态评估以及如何结合具体领域开展评估等问题。最后提出了一些有待解决问题以及具体实施方面的建议     

以创新教学模式促进课堂中的“主动学习”

近年来随着教学理念的更新,越来越多的高校和教师开始在课堂教学中采用能够促进学生“主动学习”（ Active Learning）的方法和技巧,推进诸如研讨型课程、小组学习等的教与学模式。然而,面对中国高校生师比偏高、班级规模偏大等现实问题,不少教师在实践中遭遇困难,效果不佳。基于对“主动学习”实施中所面临的“课堂时间不够”、“参与质量不高”、“学习能力不一”等三种困境的分析,结合两种课堂教与学模式的介绍,希望能为教师在当前教学现实条件下如何促进学生在课堂中的“主动学习”提供一些可行的思路。     

对基于问题学习的初步探讨

建构主义者提出许多改革教学的设想,其中基于问题学习（PBL）是促进知识建构的一条崭新的思路。作为一种新兴的教育与学习手段,PBL在未来必定能够得到大力的发展。“科教兴国”战略的实施,“素质教育”“创新教育”的大力推行,为基于问题学习的兴起创造了良好的社会环境。就PBL的基本模式、学习过程、主要特点及其存在的问题进行简要分析和探讨,希望能起到抛砖引玉的作用。     

基于“最近发展区”理论的远程开放英语学习

维果茨基的＂最近发展区＂理论对远程开放英语教学无论是在理论上还是在实践上都有着积极的影响,对远程开放英语教学有着重要的指导意义。远程开放英语教师应以这一理论为基础,了解远程开放学生英语课程学习现状,将＂最近发展区＂理论运用到开放教育英语课程教学中,促进开放学生的网络自主学习。     

BEING A LEARNER: A VIRTUE FOR THE 21ST CENTURY

ABSTRACT:  Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worthwhileness of 'being a learner'– a virtue in the 21st century. A sense of one's own worth as a person is essential to understanding one's identity as a learner. Research suggests the human capacity to learn can be understood as a form of consciousness which is characterised by particular values, attitudes and dispositions, with a lateral and a temporal connectivity. This 'consciousness' has several dimensions which are all related to becoming a person, with a learning identity. They also enable the learner to become aware of and appropriate what is of worth and map onto the sorts of core values that learning communities espouse. Awareness of self and of one's own worth as a person is a necessary condition for 'becoming a learner' and for identifying and engaging with 'what is of worth'. Furthermore, a sense of self as a learner is formed in relationship, and understood as one learns to tell one's own story, as a participant in the conversation of the learning community. Character is the way in which we refer to that quality of personhood in which there is rooted the capacity to change and learn over time.     

A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education

Cultural‐historical activity theory, an outcrop of socio‐psychological approaches toward human development, has enjoyed tremendous growth over the past two decades but has yet to be appropriated into science education to any large extent. In part, the difficulties Western scholars have had in adopting this framework arise from its ontology, which is materialist dialectical and, hence, does not allow easy absorption into non‐dialectical (classical logical) thinking underlying much of Western scholarship. Cultural‐historical activity theory has tremendous potential because it sublates traditional dichotomies in everyday teaching‐learning situations including individual/collective, body/mind, intra‐/inter‐psychological, cognitive/emotive and psychological/sociological. In this contribution, we not only review the existing literature that uses or develops this non‐dualistic approach, but also articulate an intelligible explication of the theory that is more accessible to Western scholars and describe possible future curriculum work and research in science education as an expression of the fruitfulness of the theory.     

Teachers as learners – with a little help from a critical friend

Professional learning is intended to improve teaching, benefit student learning and in the longer term improve achievement of targets in schools. When teachers take responsibility not only for their own learning but also for their colleagues’, it can lead to a shift in attitudes towards collaborative learning. This study presents an example of a professional learning community (PLC) based on teachers’ engagement in systematic inquiries. The aim of the study was to explore crucial factors during the process of critical friendship that could be related to a PLC. The research context was a series of shadowing sessions where teachers were expected to document teaching and provide feedback. The analyses are mainly based on documentation, in the form of shadowing logs produced when teachers study each other in action. Findings indicate that the role of critical friend was hard to internalise and that most of the teachers did not use it to its full potential for learning, according to the Vygotskian concept of the zone of proximal development. Three crucial factors for learning in a PLC are addressed: active choices related to teachers’ and students’ learning during different phases in the inquiry; the complexity of mastering several skills in action research at the same time; and the teachers’ attitudes to professional learning.     

“知─研─行”教学方式探索与实践

转变教学方式是教学改革的核心问题。本文阐述了＂知─研─行＂教学方式产生的背景与实施的理论依据,介绍了具体的操作程序,提出了顺利运转应具备的几个条件,阐明了＂知─研─行＂教学方式应用的目的在于培养学生的初步研究能力与实践操作能力,增强学生的责任感与紧迫感,以缩短毕业与就业之间的距离,让教学更好地为就业服务。     

生本教育理念下高中体育生数学有效教学研究

本文首先分析高中体育生学习数学存在的问题:体育生本身自制能力较差,有着比较明显的依赖心理。然后讨论体育生学习数学知识面临的困难。最后提出生本教育理念下高中体育生数学有效教学的策略,不仅要强调个体自尊心,还要给予高中体育生积极的关注。     

在篮球教学中运用最近发展区理论的思考

在解读维果茨基最近发展区理论的基础上,通过对体育教育专业篮球课程的教学目标、教学内容以及学生成绩的评价等方面进行研究分析,提出最近发展区与篮球教学结合的思想。旨在对篮球课程的教学目标、教学内容、手段及评价体系进行重新定位与优化,期待能给篮球教学提供全新的发展视角。     

Should education be transformative?

ABSTRACT

It has become commonplace within the educational research community to invoke the transformative power of education. The call to adopt a ‘transformative’ approach to teaching and learning can be heard in fields as different as adult education and school leadership and as estranged as social justice education and educational psychology. While there is undoubtedly great promise in the idea of transformative education, the fact that it involves deep psychological restructuring on the part of the student requires ethical justification. In this article, I analyze the three most pressing ethical problems that arise within a transformative educational environment: the problems of transformative consent, controversial direction and transformative trauma. In the concluding section, I argue that this ethical analysis urges us to adopt an approach to transformative education as a process of initiation.     

Rediscovering Vygotsky’s Concept of the ZPD: Stanley Mitchell’s New Translation of ‘The Problem of Teaching [Obuchenie] and Mental Development at School Age’

This article introduces the new translation by Stanley Mitchell of a very well-known Vygotskyan text, which has become the locus classicus for Vygotsky’s concept of the ‘zone of proximal development’ (ZPD). It outlines the history of Vygotsky’s text and compares Mitchell’s new translation with the version found in Chapter 6 of Mind in Society (a collection of Vygotsky’s articles edited by Cole, John-Steiner, Scribner, and Souberman in 1978). It indicates the main points of difference between the two translations and considers their significance for our reading of this key text. Chief among these points of difference is the emphasis given to pedagogy in Mitchell’s translation; it is clear from this version that the role of pedagogy in the mental development of children is a major focus for Vygotsky throughout the paper. Mitchell’s translation is nearly 2000 words longer than the 1978 translation and includes several passages which were cut from the original text; in particular, a section relating to ‘pedology’, an interdisciplinary movement sometimes called ‘child science’. This article discusses some of these cuts and finally considers Vygotsky’s vision of the potential of the ZPD concept for the study of teaching and learning, and its value in the sciences of pedagogy and pedology.     

任务型教学中的分层设计

在组织任务型教学活动时,融入分层设计的理念,通过对教学活动中相关的八种因素的分层,设计更具针对性的教学方案,可以使层次各异的学生提高学习兴趣,增强学习信心,从而获得更好的教学效果。从这种理念出发,进行了分层设计的任务型教学实践,结果表明,不同层次的学生在完成教学任务后,相比原有基础都取得了明显的进步。     

知-研-行教学方式探索与实践

转变教学方式是教学改革的核心问题。本文阐述了＂知─研─行＂教学方式产生的背景与实施的理论依据,介绍了具体的操作程序,提出了顺利运转应具备的几个条件,阐明了＂知─研─行＂教学方式应用的目的在于培养学生的初步研究能力与实践操作能力,增强学生的责任感与紧迫感,以缩短毕业与就业之间的距离,让教学更好地为就业服务。     

最近发展区理论在当代美国教学模式中的应用

当代学者对维果茨基提出的最近发展区概念进行了多样化的阐释,引申出一系列新型教学模式,典型的有支架式教学、互惠式教学、合作型教学、情景性教学等。这些令人耳目一新的教学模式深刻地、全方位地影响了知识观、学习观、教学观等一系列教育理念的变革和发展。     

支架式教学模式在大学英语写作中的应用

支架式教学是建构主义理论指导下的一种教学模式。将支架式教学运用于大学英语写作课堂,可以让学生树立对写作的兴趣和信心,有效地提高英语写作水平。主要介绍支架式教学的内涵和在英语写作课堂教学中应用的基本环节,以及该模式对大学英语写作教学的启示。