日本教育基本法的修改与其“教育宪法”地位探讨

日本的教育基本法是理念法,具有"教育宪法"的地位。进入21世纪后,日本政府和教育再生会议大力推动,教育基本法得以全面修正和实施。新教育基本法脱离了旧法"教育中立"的基本精神,失去了旧法的"宪法"地位,成为单纯的政府教育方针。     

Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Education in Belgium

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy.     

The role of scaling up research in designing for and evaluating robustness

One of the great strengths of Jim Kaput’s research program was his relentless drive towards scaling up his innovative approach to teaching the mathematics of change and variation. The SimCalc mission, “democratizing access to the mathematics of change,” was enacted by deliberate efforts to reach an increasing number of teachers and students each year. Further, Kaput asked: What can we learn from research at the next level of scale (e.g., beyond a few classrooms at a time) that we cannot learn from other sources? In this article, we develop an argument that scaling up research can contribute important new knowledge by focusing researchers’ attention on the robustness of an innovation when used by varied students, teachers, classrooms, schools, and regions. The concept of robustness requires additional discipline both in the design process and in the conduct of valid research. By examining a progression of three studies in the Scaling Up SimCalc program, we articulate how scaling up research can contribute to designing for and evaluating robustness.     

手机教育游戏的价值和设计原则探讨

随着移动终端的发展、教育游戏的日趋完善,将手机游戏引入教育领域必定会掀起一股娱乐教育的热潮。文章尝试提出手机教育游戏的定义,分析其教育价值,并从开发应用角度、教育学习角度、游戏娱乐角度三个角度阐述手机教育游戏的设计原则,最后展望了其发展前景。     

Play to win! Using games in library instruction to enhance student learning

Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions.     

Introduction to the special issue on teaching and learning in information retrieval

We present an overview of the special issue in this paper. The main objective is to provide information for lecturers on how to improve the student experience, using current knowledge in the field. To this end we present an overview of six papers covering areas as diverse as tools and methods used to support teaching and learning, pedagogical challenges in teaching mathematics for search, etc.     

基于学习共同体的《教育技术学导论》——课程设计初探

文章简要地分析了教育技术导论课程的特点及其在目前的教学中存在的问题,提出以学习共同体作为学习组织形式开展教学,既可以丰富课堂教学形式,也能通过师生及同伴之间的互动,促进学习者独立思考,逐步建构自己对教育技术的理解。     

科学语言和语言学习观视野下的"中式英语"

一般的中国英语学习者认为,Chinglish("中式英语")是一个贬义词,但从正确的语言和语言学习观来看,"中式英语"只是在特定的语境中才含有某种令人不快的意思。就本质而言,"中式英语"并无褒贬色彩,因为它仅仅反映了一个语言学习和使用的客观事实。事实上,随着我国经济、政治和文化影响力的不断提升,外国人可以理解的"中式英语"不仅被广泛接受,而且在国际交流中发挥着独特的作用。     

Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans

In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction.