《陈子昂》:引人入胜非戏说

陈子昂何人?此人一生写了一百二十余首诗,《感遇》诗三十八首借古喻今,托物寄情。“圣人不利己,忧济在元元。”笔锋直指武则天耗财事佛,战乱扰民。《蓟秋览古》七首,因“雄图中夭”而悲愤。特别是《登幽州台歌》,吊古伤今,天地多么大啊,自己多么无奈!慷慨而又孤寂,代表了封建知识分子怀才不遇、报国无门的普遍情绪,千古传唱。陈子昂以自己的诗作大破齐、粱颓靡之风,认为诗既要有“兴寄”,又要有“风骨”。他虽然只活了42岁,可是对诗歌革新的主张影响深远。陈子昂之后是盛唐。     

价值关怀:一种课堂教学改革的路向

课堂教学到底缺什么?从课堂片段中失真的声音、褪色的故事、变味的"奖励"可以看到课堂教学的缺失归根结底在于忽视人的存在。由于缺乏对人的关注,生命意义和生活价值被忽略,人的生存与发展价值也因此被漠视。人是价值的存在,课堂教学改革要以价值关怀为路向,通过对人的终极关怀和现实关怀,实现教育的"成人"与"成事"。     

价值关怀:一种课堂教学改革的路向

课堂教学到底缺什么?从课堂片段中失真的声音、褪色的故事、变味的"奖励"可以看到课堂教学的缺失归根结底在于忽视人的存在.由于缺乏对人的关注,生命意义和生活价值被忽略,人的生存与发展价值也因此被漠视.人是价值的存在,课堂教学改革要以价值关怀为路向,通过对人的终极关怀和现实关怀,实现教育的"成人"与"成事".     

从"素质关怀"到"生命关怀"——教师教育的伦理视角

教育是关乎人的生命的活动.教师教育是关乎教师生命并致力于提升教师的教育.教师教育应内在地关注置身其中的教师之作为"人"的生命属性与价值追求.实现教师人生意义与生命价值的提升,是教师教育的终极价值与根本旨归.从伦理学的视角审视教师教育的伦理精神和伦理特质,探明教师教育的生命向度,寻回教师教育的生命意义,实现教师教育从"素质关怀"到"生命关怀"的超越,使教师教育成为富于人文关怀并有益于教师幸福人生的伦理实践,是教师教育走向纵深发展之必然.     

Commentary on Freedom,or, Maybe Integration Is Not Just for Counseling Anymore

In this commentary the author identifies her estimation of the most salient points of Hanna's (2011) seminal article. While in agreement that movement toward a unified model is timely, the author suggests alternative conceptualizations to the freedom paradigm, such as Wilber's (1995, 1996) Integral Model, for disciplinary unification.     

高师物理化学教学中的一个不可忽视的问题

本文从中学化学教学实际和培养合格专业人才出发,提示了传统高师物理化学教学中存在的一个不可忽视的问题,并就为如何解决该问题揭示了一些明确的改革建议。     

Teaching Future Teachers: A Model Workshop for Doctoral Education

Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured, required program of study that addresses issues unique to teaching in a school of social work. This article outlines a doctoral teaching workshop as a model framework for social work doctoral programs. Suggestions are provided for ways to incorporate such an effort into current social work doctoral education.     

Homeschooling Is Not Just About Education: Focuses of Meaning

This article explores the meanings parents attribute to homeschooling. The literature reveals two main approaches to this subject: a view of homeschooling as a pedagogical practice and a holistic perspective. Employing qualitative methodologies, we administered in-depth interviews to 30 mothers who engaged in homeschooling in Israel, in order to gain a better understanding of what homeschooling meant to them. Analysis of the interviews indicated that the participants attributed diverse meanings to homeschooling. These represented many themes, which were gathered into four super-themes: control, lifestyle, family, and child. The first two themes were emphasized more often than the latter two.     

幼儿园教师教学关注的初步研究

对91名幼儿园教师的教学关注状况进行调查发现,幼儿园教师教学关注的整体水平处于中高程度,任务关注维度的得分相对较低;不同年龄、教龄的幼儿园教师在教学关注上具有显著差异。幼儿园教师要完善自我人格、幼儿园要营造良好氛围,以提高幼儿园教师教学关注的水平,促进教师的专业发展。     

Engaging Undergraduates in Science Research: Not Just About Faculty Willingness

Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed.     

人文关怀:当前教师发展的重要动力

人文关怀是一种崇尚和尊重人的生命、尊严、价值、情感、自由的精神,它与关注人的全面发展、生存状态及其命运、幸福相联系。人文关怀的缺失是目前阻碍教师发展的重要因素之一。促进教师的发展需要从影响教师人文关怀的缺失的因素着手,即创造外在的人文环境和教师自我更新人文理念。     

Teachers and Teaching: A Contemporary Muslim Understanding

This article appreciates Muhammad () as an educator based on the primary sources of Islam with a view to establish teaching as a sunnah (practice) of Muhammad in particular and of other messengers in general. In so doing it advocates a reconceptualization for prospective and contemporary Muslim teachers. Consequently such a stance then becomes a possible strategy to further promote teaching among Muslims and establishes a model for Muslims to emulate and to internalize universal values he promoted.     

Not Just Figureheads: Trustees as Microfoundations of Higher Education Institutions

Despite the importance of trustees for higher education institutions, few studies address how they influence the institutions they steward. To address this gap, we used a social network approach within a comparative case study design to evaluate how trustees interacted with two private, elite universities: Harvard University and the Massachusetts Institute of Technology. While trustees interacted with these institutions in differing ways, results indicated that some of them significantly influenced institutional behaviors, structures, and policies. This suggests that the role of trustees should be re-conceptualized to reflect their ability to influence higher education institutions, making them a fundamental part of the microfoundations of these institutions.     

Teaching as Designing: Preparing Pre-Service Teachers for Adaptive Teaching

This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves.     

教研教师发展

随着课程改革的不断深入,教师需求在不断发生变化,教研工作需要不断改进和完善。在有效的校际校本教研活动中,教师成为教研活动的主体,共同参与,合作研究。教师在教研行动中发展成长;教研在教师的提高中跟进完善。     

Not Just a Specimen: A Qualitative Study of Emotion,Morality, and Professionalism in One Medical School Gross Anatomy Laboratory

Medical schools are increasingly integrating professionalism training into their gross anatomy courses, teaching ethical behavior and humanistic attitudes through the dissection experience. However, many schools continue to take a traditional, technical approach to anatomical education while teaching professionalism in separate courses. This interview-based study explored how students viewed the body donor and the professional lessons they learned through dissection at one such medical school. All students oscillated involuntarily between seeing the cadaver as a specimen for learning and seeing the cadaver as a person, with some students intentionally cultivating one of these ways of seeing over the other. These views shaped students’ emotional and moral responses to the experiences of dissection. The “specimen” view facilitated a technical, detached approach to dissection, while the “person” view made students engage emotionally. Further, students who intentionally cultivated a “specimen” view generally felt less moral distress about dissection than students who intentionally cultivated a “person” view. The concept of respect gave students permission to perform dissections, but “person-minded” students developed more complex rules around what constituted respectful behavior. Both groups of students connected the gross anatomy experience to their professional development, but in different ways. “Specimen-minded” students intentionally objectified the body to learn the emotional control physicians need, while “person-minded” students humanized the body donor to promote the emotional engagement required of physicians. These findings support efforts to integrate professionalism teaching into gross anatomy courses, particularly content, addressing the balance between professional detachment and concern.