新基础教育课程与学习方式的变革

本次基础教育课程改革的重点之一就是转变学生的学习方式,倡导具有“主动参与、乐于探究、交流与合作”特征的新的学习方式,以更好地培养学生的创新精神和实践能力,促进学生全面和谐的发展。     

眺望培训的革命

纵观400年现当代教育发展历史,培训,以其独特的经济功能,渐渐成为教育命系的主脉之一,与基础教育共同构架起大教育产业的两翼。今天,当代教育已经从"识字识事"为主的传统教育,向德、智、体全面发展的素质教育转变。让学生"识己(认识自己)",成为让学生"识事(认识事物)"更紧迫的时代课题。面对"识己"的时代课题,珍妮特·沃斯和戈登·德莱顿掀起了"学习革命",吹皱教潭一池春水。受教育革命的影响,在培训领域,也卷起"培训革命"的千堆雪。培训界的许多金科玉律,正面临着培训革命愈加猛烈地冲击,吸引我们每一位培训工作者眺望培训的革命,感受每天发生在身边的变革。     

计算机组装与组网实训教学中渗透人文教育的实践探讨

在专业实践教学中针对性地设计与导入人文素质教育,通过实践教学各环节,让学生不断修正自己的职业价值观、是非观、道德观,以无处不在、润物细无声的人文渗透效果来完成由外而内的＂人文素质提升＂。     

Facilitating the learning journey from vocational education and training to higher education

An increase in students who enter higher education in Australia following their studies in the vocational education and training (VET) sector has led to heightened national interest in the transition experiences of these students. This paper reports on the experiences of students who, as a result of their VET studies, entered a relatively new, large, metropolitan university in 2009 and 2010 in the fields of Business and Law, Early Childhood and Nursing. The investigation elicited responses from students about a range of personal, administrative and academic experiences. A total of 529 students responded to a survey, 74 students were interviewed by telephone and 33 students attended focus groups. A major finding of the research was that many students saw the new learning context as a positive factor and responded to challenges with enthusiasm and resilience. Despite this, it seems that the transition period, particularly the first semester of study, is an unnecessarily stressful time for many students and that this could be mitigated by the provision of timely information about differences between institutional and learner expectations, workload, administrative processes and learning practices.     

Socio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training: a literature review

This literature review engages with a diverse and sometimes contradictory body of work, employing an analytic stance rooted in policy scholarship. It discusses rhetorical constructions of the Fourth Industrial Revolution (4th IR), locating these in understandings of the economy rooted in a neo-liberalism which rests upon a capitalist terrain. The 4th IR is an ideological construct which reflects specific material interests and has particular implications for education and training. The 4th IR’s association with digitalisation and artificial intelligence is ambivalent. For some writers, this leads to technological unemployment while for others, even though there is labour market disruption, there is no employment crisis that cannot be resolved. The strong connection between the 4th IR and labour market requirements is softened by those writers who adopt a qualitative analysis of advanced manufacturing work. These scholars suggest that the relationship between technology and skill is rather more complex than the protagonists of technological unemployment describe. Neo-Marxist writers develop a qualitatively different account of the current conjuncture to the imaginary of the 4th IR. In this instance, the analysis turns towards the elimination of labour from paid employment, together with the falling rate of profit and bypasses the former arguments. This review concludes by arguing that technology and artificial intelligence are entwined with social relations, being sites of class struggle. How this is played out is an outcome of the balance of power, not only within the social formation but also globally. How far the development of the forces of production is compatible with capitalist relations is a moot point, as this is also a site of struggle. The paper draws out the implications for VET and considers progressive educational responses. However, such a practice needs to be set within a broader politics that is committed to the development of a socially just society.     

Reinventing discovery learning: a field-wide research program

Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based pedagogical philosophy, citing an inherent structural challenge of students constructing historically achieved conceptual structures from their ingenuous notions. This special issue presents six educational research projects that, while adhering to principles of discovery-based learning, are motivated by complementary philosophical stances and theoretical constructs. The editorial introduction frames the set of projects as collectively exemplifying the viability and breadth of discovery-based learning, even as these projects: (a) put to work a span of design heuristics, such as productive failure, surfacing implicit know-how, playing epistemic games, problem posing, or participatory simulation activities; (b) vary in their target content and skills, including building electric circuits, solving algebra problems, driving safely in traffic jams, and performing martial-arts maneuvers; and (c) employ different media, such as interactive computer-based modules for constructing models of scientific phenomena or mathematical problem situations, networked classroom collective “video games,” and intercorporeal master–student training practices. The authors of these papers consider the potential generativity of their design heuristics across domains and contexts.     

The role of transnational networking for higher education academics

Amidst rapid socio-economic change, higher education (HE) academics across the world face major challenges to its organisation, finance and management. This paper discusses the role of transnational networking in higher education. Data from 40 interviews with geographically distributed academics engaged in learning and teaching transnational networks (TNNs) were analysed. The findings show that in an increasingly globalised higher education system, transnational networking goes beyond conference attendance to entail multiple combinations of offline and online activities. We do not think that current concepts of communities of practice or networks of practice accurately describe these phenomena. Instead, we suggest that these activities entail different and varying levels of tangibility, more accurately defined by us as TNNs. Moreover, we argue that the term ‘network’ in this context facilitates the individualistic pursuit of a career increasingly essential in a pressurised higher education environment.     

Style and effectiveness in education and training: A model for organising teaching and learning

In the fields of education and training, there is nowadays an increasing recognition of the need to be effective. In order to be effective it is necessary, however, to ensure that both the content of one's teaching and its style of presentation are suitably matched to the needs and interests and abilities of the persons being taught. This in turn calls for a broadly based ecological approach in which careful attention is paid to the social and psychological conditions under which teaching and learning occur. By drawing on the pertinent literature in business management and organisation theory, the author indicates how the ecological approach might be applied to problems of style and effectiveness in education and training. A conceptual framework is developed within which it is possible to identify 4 broadly distinguishable and commonly occurring styles of teaching. The framework is then applied to an experiment in which the styles of three teachers were compared and contrasted. The paper ends with a presentation of 4 detailed hypotheses concerning the conditions under which each of the 4 proposed teaching styles is most likely to prove effective.     

The microelectronics revolution An assessment of its significance for education and teacher education

Mably, C. “The microelectronics revolution. An assessment of its significance for education and teacher education,” Revue ATEE Journal 3 (1980) 25‐35. Rapid advances in microtechnology, particularly in the field of microelectronics, and their subsequent applications in manufacturing, service and communication industries, have dramatic implications for social change. These changes pose fundamental questions for all levels of education and particularly for school curricula and the teacher in a changing society. Teacher education has a major responsibility in this urgent process and must now consider its response.     

高校体育与大学生素质教育

素质教育是我国高等教育当前所面临的迫切问题,高校体系在培养大学生的品德素质、能力素质和心理素质中能起到良好的促进作用。     

Preparing work-ready nurses: reflexive learning for diverse students in the Australian vocational education and training sector

This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates.