我国专科教育现状分析及发展战略构想

本首先分析了当前我国专科教育所面临的发展困境与成因，进而提出了改革我国专科教育体制、建立新型专科教育运行机制的构想与相关的政策性建议。作认为，作为高等教育的一个重要组成部分，专科教育为我国的社会主义教育事业作了重要贡献，但目前又进入到一个新的发展转型期，挑战与发展的机遇关存；改革计划管理的约束的体制，寻求办学效益和社会效益的统一，建立起与社会主义市场经济体制相适应的专科教育体制与机制，实现教育体制与学校功能的战略性调整，是现阶段专科教育改革发展的必然趋势和重要条件。     

A comparison of Waldorf and non-Waldorf student-teachers’ social-emotional competencies: can arts engagement explain differences?

Teachers are confronted with complex and unexpected classroom situations that not only demand knowledge but also social–emotional competencies. Consequently, researchers have tried to identify conditions that support the development of relevant abilities in this domain. This study examined the frequently stated, but not yet empirically investigated, idea of immersion in the arts as a facilitator of aspects of empathy and tolerance of ambiguity (ToA). The paper compares Waldorf student-teachers who are strongly immersed in arts activities in their training with non-Waldorf student-teachers who do not participate in the arts on the constructs of empathy and ToA. Results indicated higher scores in the Waldorf group on both emotional and cognitive dimensions of the empathy construct and marginally higher scores on ToA. The results of this study and subsequent discussion suggest a new perspective on the relation between arts engagement and the specific domain of social–emotional competencies.     

过程性知识的特征及习得——基于数学解题的视角

过程性知识是基于学习者亲身体验的个体知识。在数学解题中,过程性知识制约着解题过程和结果。过程性知识的本质特性决定了其习得过程不同于陈述性知识或程序性知识。     

杜威经验教育观之实践蕴涵 ——《民主主义与教育》解读

"经验"是杜威论著<民主主义与教育>的核心范畴与逻辑起点.他赋予"经验"以实践意蕴,认为经验是行为与结果的结合、主体与环境的互动;他将教育哲学、教育功能、教育目的定位于"经验",认为教育即"经验的改造";他视课程与教学为改组、改造"经验"的重要载体和基本途径,这对当下讨论教育回归"生活世界"有一定启示作用.     

全人教育思潮的兴起与教育目标的转变

全人教育作为一种教育思潮,在联结、整体性和存在三个基本概念和原则的基础上,全人教育的倡导者认为教育不仅要实现个体在智力和职业能力方面的发展,而且要实现个体在生理、社会、道德、伦理、创造性、精神各方面的发展,重视教育过程中的经验、选择与合作.这对教育目标产生了很大的影响,引发了教育目标的转变.     

关于大学英语第二课堂扩展性教学的思考

阐述了开展大学英语第二课堂扩展性教学的意义和必要性以及其框架设想;重点探讨了如何突破大学英语第一课堂教学局限,努力发掘、拓展第二课堂教学来延伸、补充、加强大学英语第一课堂教学,为学生提供更多的自主学习和语言实践机会。本文提出大学英语第二课堂扩展性教学实践可分为三个组成部分:丰富多彩的大学英语第二课堂教学实践活动;层次化、自主化的大学英语网络教与学活动;及时、有效的大学英语教师课外辅导、答疑以及学习过程监督、检查活动。学生通过积极参与丰富多彩的大学英语第二课堂扩展性教学各项活动,在实践中体验英语,实践英语,不断提高感悟语言、运用语言的能力。     

Associations between trait personality,anxiety, self-efficacy and intentions to exercise by gender in high school physical education

Trait personality has been associated with achievement and many of its related outcomes in settings such as education, health, physical activity and sport. Scant trait personality research has been performed among school-age students in physical education, so this study investigates relations between the six-dimension (HEXACO) model of trait personality and anxiety, self-efficacy and intentions to exercise as a function of gender in 316 high school physical education students. Students completed validated measures of these constructs. Results revealed that trait personality (particularly the social self-esteem aspect of extraversion) predicted lower anxiety and higher self-efficacy and intentions to exercise in both females and males. Openness to experience was predictive of both anxiety and lowered self-efficacy in females. It appears that physical educators should consider the role of the HEXACO personality traits and sub-traits in their students and potentially differentiate instruction to better accommodate students who are more vulnerable. From this study, it appears that students who are less extraverted and females who are more open to experience may be at be more at risk for anxiety and lower self-efficacy in physical education which may compromise their intentions to exercise.     

Nurseries and emotional well‐being: evaluating an emotionally containing model of professional development

Despite official endorsement of attachment principles in nursery work, these are often not translated into nursery practice. One possible reason for this is that staff training does not sufficiently address the personal implications and anxieties that children's attachments may entail for practitioners. Working from a psychoanalytic perspective on organisational functioning and group learning, this paper describes action research with a group of nursery heads who participated in a professional development programme designed specifically to explore emotional experience in professional work. The positive evaluations of the programme by heads and their staff are described including examples of experiential learning and of increased staff awareness about, and responsiveness to, the emotional experience of children. However, the research also concluded that sustained effectiveness of the model is likely to be dependent on an ongoing culture of attention to the emotional experience of nursery staff within nursery umbrella organisations.     

增强教学交往促进专业课教学质量的提高

教学交往是一种实现教学目的有效手段,它能创设一种师生互动、互惠的教学关系,能激发学生的学习热情和兴趣.由于专业课中的新概念多、实践性强,在教学中很容易引起学生学习的倦怠.应该充分发挥教学交往的最大效能,创造多种途径的教学交往模式,促进专业课教学质量的提高.     

在小学低年级唱游教学中多渠道培养学生审美能力的探究

小学低年级学生对音乐的审美处于一种写实阶段。教师如何在唱游教学中可以通过情境教学、加强审美趣味培养、构建情趣教育模式等方面多渠道地培养学生的审美能力，这样将对学生审美态度与能力的形成起关键性作用。