“助成教育变革”的理论思考与行动推进

现行的外烁性和内源性两种学校教育变革模式在变革效果上并不理想。"助成教育变革"范式具有变革目标的明确性、变革过程的学校主动性、变革参与者的平等性等特点,初步形成我国教育变革研究新的理论体系,开创专家与基础教育学校合作进行教育教学改革的新范式,有助于发挥学校创造性,走内涵发展、特色发展之路。其在模式上遵循协同创新方法论,构建"政策—理论—实践共同体"。在具体行动策略上,强调明确变革愿景,形成变革共识;建立运行机制,明确变革计划;配置相关资源,实施变革计划;检查变革进展,关注变革问题;提供持续帮助,深化学校变革。     

What students think when teachers get upset: Fundamental attribution error and student‐generated reasons for teacher anger

Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed.     

Math Anxiety: Past Research,Promising Interventions,and a New Interpretation Framework

Mathematics anxiety is a pervasive issue in education that requires attention from both educators and researchers to help students reach their full academic potential. This review provides an overview of past research that has investigated the association between math anxiety and math achievement, factors that can cause math anxiety, characteristics of students that can increase their susceptibility to math anxiety, and efforts that educators can take to remedy math anxiety. We also derive a new Interpretation Account of math anxiety, which we use to argue the importance of understanding appraisal processes in the development and treatment of math anxiety. In conclusion, gaps in the literature are reviewed in addition to suggestions for future research that can help improve the field's understanding of this important issue.     

课外阅读:促进学生发展的有效途径——论苏霍姆林斯基关于课外阅读指导的思想

课外阅读是在教师指导下学生从事的主体活动,它以学生主体的和谐发展为旨归,其理论意义在于明确课外阅读的作用和意义,以及课外阅读指导的重要性,从而让课外阅读有效而充满活力。学校应为师生营造良好的读书氛围,教师应为学生的课外阅读提供书目,授予学生课外阅读的技巧,对学生的课外阅读进行评价,以有效地指导学生的课外阅读。     

泛珠三角区域教育发展合作的背景、现状与机制

泛珠三角区域教育发展合作是泛珠三角区域经济社会发展合作的重要组成部分,虽然各省区教育有较大差距,但均有比较优势,有合作的必要性和可行性。为深化本区域教育发展合作,迫切需要完善教育合作组织体系与协调机制,加大基础教育合作力度,拓展高等教育合作领域,加强职业教育发展合作,以实现本区域教育的均衡发展和全面进步,发挥教育在实现本区域现代化过程中的先导和基础作用。     

教育到底应如何面对生活

"教育回归生活世界"理念的出现给教育理论研究和实践带来了新的视角与活力,但同时也造成了一些认识的模糊、理论的混乱与实践的困惑,甚至还会导致教育自我的理想丧失和功能错位。教育有着自己的特殊使命,不应简单回归生活,而应当追逐理想、引领生活并最终超越生活。这种超越是引领学生在对现实生活的审视、批判与反思基础上去辨识并趋向真、善、美,以创造更加美好的生活。     

媒体语言对青少年价值观的影响

媒体语言通过其赖以存在的介质形式、所宣传的内容、宣传内容的质的规定性和量的规定性,以及家庭、学校、社会和青少年自身来影响青少年的价值观。消解媒体语言对青少年价值观的消极影响,可用行政规范、媒体自律、家庭调节、学校引导、自主选择等渠道和方式来进行。     

论教学逻辑

教学逻辑是教学系统中主客体关系的动态转换逻辑。基于主客体关系的逻辑转换,教学系统生成知识逻辑、教学逻辑、学习逻辑、认知逻辑。教学活动通过这四个逻辑组块之间的逻辑转化,促成教学双方的共振、共享和共赢,以实现教学有效化和有序化。有效和有序的逻辑转化生成复杂多样的教学网络类型,基于教学逻辑组块与网络类型的相互作用则形成教学网络组织系统。