群育：集体主义教育不可或缺的因素

群育是培养人的合群性的教育,它既强调个性又防止极端个人主义,既注重群体又避免整齐划一,是极端个人主义和过分强调整齐划一的狭隘集体主义的调和。群育并非新鲜概念,它在我国传统教育理念中已经存在,目前港澳台地区及新加坡教育中仍明确提出群育目标。现阶段重新认识和引入群育,有利于厘清个人与群体的关系,以人们易于接受的理念和方式培养学生的合群能力及合作精神,丰富和发展集体主义教育。     

立足于“关系”的教育研究

教育现象是复杂的,我们从复杂性思想、现代哲学、思维方式等方面入手,把教育世界还原到教育中的事件与关系,使教育中的关系成为我们进行教育研究的基本出发点。教育研究应关注教育中的关系:就教育活动本身而言,应关注教育场域;就教育研究者而言,应持一种介入的态度;就教育学科而言,应努力跨越边界,实现学科之间的穿梭。     

"地籍管理"中城乡地籍一体化管理教学的探讨

随着我国土地管理业务的发展,地籍管理的内容也在不断更新。作为现代地籍管理重要内容的城乡地籍一体化管理,在现行的大多数教材中涉及较少。为使现在的在校大学生毕业后能适应快速发展的地籍管理业务,应在“地籍管理”教学中强化城乡地籍一体化管理的教学,并贯穿于整个教学过程中。本文阐述了城乡地籍一体化教学的必要性,对教学内容的安排、教学重点和难点的设置、教学方法及实践环节的设计进行了探讨,以期对“地籍管理”课程的教学有所裨益。     

Neoliberal practices amidst social justice orientations: global citizenship education in South Korea

Abstract

Global citizenship education (GCE) positions itself on the global arena as a transformative social justice oriented educational curriculum that addresses the political, social, economic and cultural inequalities brought about through colonisation and neoliberalism on the global and local levels. Through an exploration of the discourse, design and delivery of GCE in the young nation-state of South Korea, we argue that, in fact, GCE reinforces and maintains the hegemonic ideals of global capitalism; core-periphery global and local relationships; and dichotomous views of poverty and inequalities. We argue that these approaches reflect South Korea’s geopolitical realities, but that attitudes towards GCE in South Korea also reflect its cultural norms and values towards working together towards a common good. Ultimately, we call for a more nuanced approach to GCE scholarship in which we move away from theoretical divisions to practical applications of social justice that work within increasingly capitalist/neoliberal interests for a more inclusive world.     

Instructing adolescents with learning disabilities: converting a meta-analysis to practice

A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice.     

网络环境下影响大学生英语写作教学因素的调查与分析

在为期一年的日常实践教学的基础上通过问卷调查的方式了解影响我校非英语专业学生在网络环境下发展英语写作能力的各种因素。调查结果显示,绝大部分学生承认网络写作模式具有传统写作模式不可替代的各种优势,但对通过网络写作模式更有效的提高写作能力没有足够的信心。调查发现,整体语言水平低是阻碍网上英语写作教学顺利实施的最重要的因素,其次是技术因素,最后,由于语言水平和技术条件的障碍所导致的心理障碍也是不容忽视的因素之一。鉴于以上实际情况,作者建议设计一套适合我校以及与我校有相同校情的西南地区各高校的阶梯式网上写作模式,以充分发挥现代网络技术的各种优势,实现写作教学改革的新突破。     

中国早期电影《新女性》与民国上海的女性话语建构

《新女性》这部影片于1935年春节之际上映,其女主角的原型是自杀的"作家明星"艾霞,而扮演女主角的阮玲玉又在影片上映后不久像影片里那样服安眠药自杀。这部影片台前幕后的种种故事、讨论和纠纷在民国时期的上海形成了一个轰动性的事件。通过比较分析艾霞的生平、电影剧本和报刊评论,我们可以看出各种媒体在此共同参与了一场"新女性"的讨论和建构,从中演绎出那个时代的妇女问题、性别想象和社会政治的变迁。     

Socioeconomic strata, mobile technology, and education: a comparative analysis

Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal migratory nature of most families in this unique geographical region are also discussed to benefit future studies.     

Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities

The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are discussed in the context of future research directions to help facilitate kindergarten transitions for young children with disabilities.     

Teachers�� emotions and professional identity in curriculum reform: A Chinese perspective

In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers?? emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers?? perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context.