Religious education as a research discipline: an activity theoretical perspective

This article raises the question of how to conceive of religious education as a research discipline. The theory of activity systems is used in an analysis of the relationship between theory and practice, the systems of research and the systems of school. The author argues for a dialectical relationship between research and school practice, where understandings of school practice may enable theoretical expansion and where the language used in the field of research may give renewed understanding to the field of practice.     

A structuration agency view of investor‐officer power struggles and conflict in a private firm: A tale of two agendas

Structuration theory helps to explain the role of human agency in the reciprocal relationship between social systems and structures, which Giddens called the “duality of structure.” The theory explicates how power struggles emerge and are negotiated and, depending on the restructuration, can help to resolve conflict or lead to deteriorations and dysfunction. Research has reported that at least 60% of corporations are privately held and backed by venture capital. The relationships among investors, the corporate board members, and operating officers are strategic relationships that can build or destroy a venture. I used structuration theory to frame a case study of a power struggle over control of a private firm that evolved among investors and board members. This article describes the structuration processes that contributed to functional and dysfunctional outcomes, with implications for performance improvement specialists and human resource development practice and research.     

论德国古典哲学的“实践优先”原则

实践和理论的关系问题是贯穿整个德国古典哲学的一条基本线索。康德、费希特、谢林和黑格尔对理论和实践辩证关系的阐释表明,实践高于理论思想的发展是一个合乎逻辑的历史进程,经历了猜测、萌芽、发展和形成四个阶段,为列宁在唯物主义基础上提出"实践高于（理论的）认识"提供了直接的理论渊源。     

在自由和平等之间——“西方马克思主义”民主理论述评

对民主及民主理论的研究是政治哲学的重要内容,国内学者对“西方马克思主义”的研究日益显学化,但对其政治哲学特别是民主理论的系统研究十分欠缺。基于这种理论空白,本文以自由和平等的张力为背景,以法西斯主义批判、苏联模式社会主义批判和当代资本主义批判为主要内容,从而勾勒“西方马克思主义”民主理论的线条,并且阐释这一民主理论对于今日中国所具有的重要的理论和现实意义。     

媒体素养研究与教育技术创新

教育技术发展历史上风靡一时的"媒体-工具论",多年来随着教育技术理论与实践的发展,有了质的变化,我们该如何重新审视这个观点?本文从媒体素养的角度试图找出教育技术发展的线索,探讨教育技术的学科定位、研究方向和人才培养模式创新的途径。     

Techne and Technical Communication: Toward a Dialogue

The classical Greek discourse on techne has much to offer technical communication teachers concerned about the relationship between theory and practice, but this potential has not yet been realized. Plato's and Aristotle's discussions about the relationship between techne and rhetoric, for example, encompass questions about the rhetorical goals of the speakedwriter and about the role of theory in teaching rhetorical art that are of continuing relevance to the modern discourse on technical communication. The aim of this article is to identify several points upon which a fruitful dialogue between ancient and modern discourses can begin. First, I supply some background on how the term techne was used up through the fourth century BCE. Then I discuss how the modern discourse on technical communication (including material from popular textbooks) both converges with and departs from Plato's and Aristotle's statements on the relationship between techne and rhetoric. Finally, I point out areas for further discussion as teachers of technical communication continue to reflect upon and refine their pedagogies.     

Learning Through Reflection in Mathematics Teacher Education

This article is written from our perspective as both researchers and mathematics teacher educators, and describes how our knowledge has grown as we engage concurrently in both teaching and research. Reflection-on-action is a means for us of approaching the relationship between theory and practice that comes out of the development of our work as researchers and mathematics teacher educators. The article presents the different steps we have identified in the relationship between theory and practice during our professional development. In the discussion, we examine the whole sequence of steps showing what we have learnt. Afterwards, we use the sequence of activity of the reflective process as a framework in which we can operate and reflect about our own development.     

Researching teacher education for inclusion: using a methodological memo

This article describes how a methodological memo (MM) was used in a research and development project designed to reform initial teacher education (ITE). A MM was used to explore what often remains an opaque part of the research process – the relationships between theory and practice that underpin many research studies. Yet, without detailed accounts of the research process, it is difficult to understand this relationship. In this case, a memo was used to record the methodological and analytical dilemmas that were encountered in a study of the theoretical and pedagogic processes involved in developing a new ITE course so that primary and secondary teachers are better prepared to respond to increasing diversity in schools. This article addresses how developing and sharing transparency in the research process can help clarify contested concepts associated with a research project and provides the foundation for rich theoretical debate.     

基于项目实训的课程实践

根据建构主义教育理论，经过多年的计算机基础教育实践，提出以项目实训为主的课程实践改革思路。在教学实施过程中，强调以应用为目标，依托网络教学平台，利用丰富的教学资源，引导学生自主学习。通过完成项目实训，培养学生的实际应用能力、创新能力和团队协作能力，并促进学生对基础知识的理解和掌握，真正实现计算机基础教育的教学目标。     

教学理论与实践关系的文化思考

根据文化的视角,教学理论与实践的关系问题实际上是教学理论如何指导和改进教学实践的问题,教学理论、教学实践、教学理论工作者、教学实践工作者是构成这一关系的几个要素。这些要素都是文化性存在,具有特定的文化属性,共同组成了教学理论与教学实践相互作用的文化生态系统。教学理论与教学实践之间的关系表现为文化依存、文化冲突和文化适应。"文化对话"是破解教学理论与实践关系的基本途径,而"文化对话"的具体方式为树立文化对话观念,建立文化对话共同体,建立文化对话制度。     

论语境对英语翻译的重要性

英语的遣词造句,篇章结构以及语体形式均离不开语境,因而正确翻译的基础应在于准确地把握语境。从这一观点出发,得出语域理论是有关语境的理论中最具效力的。在翻译中,要注意单词在不同的语境中所具有的不同意义,翻译表达应再现原文情景,要注重不同的语篇具有不同的功能。     

世界历史理论和马克思的实践观

马克思实践观和世界历史理论在唯物史观中占有重要地位，世界历史线索的发现是科学实践观得以确立的重要支点，科学实践观具有深厚的世界历史意蕴，二相互交织，相互渗透构成了唯物史观的经纬线。     

How can conceptual schemes change teaching?

Lundqvist, Almqvist and ?stman describe a teacher’s manner of teaching and the possible consequences it may have for students’ meaning making. In doing this the article examines a teacher’s classroom practice by systematizing the teacher’s transactions with the students in terms of certain conceptual schemes, namely the epistemological moves, educational philosophies and the selective traditions of this practice. In connection to their study one may ask how conceptual schemes could change teaching. This article examines how the relationship of the conceptual schemes produced by educational researchers to educational praxis has developed from the middle of the last century to today. The relationship is described as having been transformed in three steps: (1) teacher deficit and social engineering, where conceptual schemes are little acknowledged, (2) reflecting practitioners, where conceptual schemes are mangled through teacher practice to aid the choices of already knowledgeable teachers, and (3) the mangling of the conceptual schemes by researchers through practice with the purpose of revising theory.     

情境学习理论在人力资源管理课程实践教学中的应用

实践教学作为强化理论教学效果的重要形式,是培养大学生创新思维能力、动手操作能力的重要渠道,也是进一步拓展大学生职业核心能力的平台。人力资源管理是一门应用导向性和实践操作性很强的学科,学科的性质和特点对实践教学环节提出了较高的要求。本文总结了人力资源管理课程实践教学的做法与经验,融入情境学习理论的教学理念和教学策略,提出了一套以人力资源管理课程知识模块为线索,以知识模块教学内容和教学目的为核心,多种实践教学方法相结合的实践教学方案。     

Beyond Compliance: Using Organizational Theory to Unleash the Potential of Assessment

This article illustrates how organizational theory can be used to support the development of authentic assessment practice among community college faculty, as well as guide research on implementation of assessment efforts. While many factors make implementing assessment difficult, the link between accreditation and assessment is a key element in distancing the practice from faculty. This dynamic arises not from the actions of accreditation agencies per se, but from the accountability narrative that has come to dominate both assessment and accreditation, the corresponding perception that assessment is “done to” faculty rather than by them, and a reliance among institutional leaders to echo this message in an effort to get assessment started. The result is implementation of assessment for compliance rather than meaningful program improvement. Understanding assessment as an innovation, and using organizational theory to guide implementation, may help community college leaders transcend this challenge and develop assessment practice that is more faculty-owned and meaningful. However, the current literature says little about how to use organizational theory to implement such assessment efforts. This article integrates Bolman and Deal’s (2008) framework on leadership and organizational change with actual examples of practice to illustrate how their model might be used to recapture the potential of assessment as well as guide research on effective implementation.     

Teachers and students together in a professional learning community

Students represent the majority of the people in a school organisation, but are rarely considered as participants in literature on professional learning communities (PLC). This article explored a PLC with the legitimate participation of students in the classroom. Data was based on interviews with 11 teachers. Community of practice theory provides 3 dimensions that were used as analytical tools: shared repertoire, mutual engagement, and joint enterprise. Shared repertoire refers to how teachers introduce and develop tools for learning; mutual engagement to how to establish relationships and atmosphere with a respect for learning; and joint enterprise to how students’ associations and experiences are used to shape content knowledge in planning for learning. We conclude that the theory of community of practice is useful to describe and understand the formation of a PLC.     

从天人关系的发展演变到和谐社会的构建

本文以天人关系为线索,阐述了国人自古以来对自然的认识过程,以及与这一过程相对应的对自然的态度,在处理人与自然的关系问题上所走的和谐、矛盾、再和谐和持续发展的艰难道路,论证了"天人舍一"思想对构建和谐社会的指导意义和借鉴作用.     

一个"劳而无功"的虚假性命题--评"教育理论与实践关系"之争

教育理论与实践之争是一个“劳而无功”的虚假性命题。教育领域教育理论与实践关系之争只是重复了哲学的工作,而没有真正意识到这场讨论的根本意义所在。教育理论与实践关系的讨论,其本质是一种基于理论与实践承担主体的价值诉求和价值期望的辩护方式。因而根本的问题不在于其关系究竟如何,而是教育理论与实践究竟应该“何为”。     

对高职基础理论知识"必需·够用"的思辨

高职教育中基础理论教学以“必要·够用”为度是一项十分重要的教学原则,由于对这一原则在理解上的差异,在教学实践中出现了轻视基础理论知识教育的现象。缘此,本文从知识与能力的关系、高职教育中究竟需要什么样的知识和高职基础理论知识“必需·够用”的实现途径等方面进行了思辨。     

Teaching Practices Grounded in Foundational Knowledge,Visions, and Contexts

Drawing on our experiences as teacher educators in two programs designed specifically to prepare teachers for particular contexts, this article illustrates how we design our courses to help new teachers link foundational understandings to specific teaching practices in particular school and classroom contexts. We describe our integrated approach, in which candidates learn theory and practice simultaneously, breaking down the dichotomies of theory and practice while connecting to specific contexts or settings and understanding the relationship of practices to visions of good teaching.