又论现代教育技术中心的定位问题——从个案研究入手

高校现代教育技术中心的定位问题一直是教育技术研究的关注点之一。论文从苏州大学撤销现代教育技术中心这一教育技术事件的个案研究入手,提出现代教育技术中心发展的根本着眼点是如何使教育技术理念深植人心,而不是聚焦于讨论形式上的存在与否。     

本科生管理案例分时段教学法研究

该文针对工商管理专业本科段管理案例教学中存在的学生准备不够充分、参与不足现象,提出了管理案例分时段教学法的构想。这种方法把整个教学过程分为课前准备时段、课堂理论与方法学习时段、课余消化吸收与团队学习讨论时段、课堂汇报/辩论时段等四个相互联系的时段。文章给出了管理案例教学时段划分的方法,探讨了每一时段的教学组织方式和内容。     

Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course*

In introductory information technology (IT) courses, communicating technical concepts so that they can be comprehended by all students, technical and nontechnical, has been a concern. Another challenge in such courses is to teach the real‐world applicability of technical concepts. In this conceptual article, we focus on a relatively unexplored issue in IT education—which instructional method is more effective in improving the learning outcomes of all students taking introductory IT courses. In doing so, we consider two instructional methods, lecture and multimedia case studies, and argue that either of these instructional methods, adopted singly, will be perceived by students as less effective in accomplishing learning outcomes than adopting a combination of the two instructional methods. Our arguments both augment existing knowledge about the differential influence of lecture and multimedia case studies on students’ learning outcomes and questions the wisdom of adopting either of these methods singly in introductory IT courses. We derive insights from the literature and anecdotal evidence, presented as four propositions, which illustrate the relationship between the two instructional methods and the specific learning outcomes students perceive they affect.     

Making sense of conceptual tools in student-generated cases: Student teachers' problem-solving processes

This article examines the way student teachers make sense of conceptual tools when writing cases. In order to understand the problem-solving process, an analysis of the interactions is conducted. The findings show that transforming practical experiences into theoretical reflection is not a straightforward matter. To be able to elaborate on the task it is crucial to make meaning of the tools. It is demonstrated that the institutional practices, rules and expectations must be explicit for the students. The overall aim is to demonstrate that activity theory can enhance our understanding of the interdependence between activity, task and mediating tools.     

中国国际报告文学史研究的拓荒者——读尹均生的《国际报告文学的源起与发展》

尹均生教授近日出版《国际报告文学的源起与发展》,奠定了他作为中国国际报告文学史研究第一人的地位。这部著作的独创性在于采取解读作家、作品的＂个案式＂的研究方法,把＂源起与发展＂溶于个案叙事中,从而完成国际报告文学史的构建。     

Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills

This article aims to seek trainee educational psychologists’ (TEPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support their professional development, with a particular focus on consultation and peer supervision skills for the VERP guider. Participants engaged in three cycles of VERP, reflecting upon their practice using video clips of themselves. An action research design was implemented and views from trainee EPs and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. Hybrid Thematic Analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as opposed to retrospective reflection. Trainee EPs selected factors to consider within a ‘shared review’ and reflected on their experiences of being filmed, the strengths and the challenges of which are considered.     

Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking

This study explores the affordances of a video-based professional development workshop for supporting physics teachers' content-specific judgments about evidence of student thinking. We rated both the quality of teachers' discussions and the judgments that resulted as they discussed video clips highlighting student thinking. We found that teachers' judgments were related to the quality of their discussions. Quantitative and qualitative analyses suggest that elaborated focus questions and interactions with colleagues may support teachers with relatively little physics teaching experience in using their collective wisdom to engage in a situation-specific skill necessary for responsive teaching.     

Biology instruction using a generic framework of scientific reasoning and argumentation

We investigated biology instruction—using a generic framework of scientific reasoning and argumentation (SRA) with eight epistemic activities—on how to foster student learning in biological literacy which had not been clarified in previous studies. Our analysis of videotaped biology lessons and student achievement showed varying frequencies in using these activities and their effects on achievement. Those students taught with more epistemic activities had higher achievement. We believe that the SRA framework can be a worthwhile methodical tool for teaching biology to foster student learning. Therefore, we draw practically orientated implications for educational research, practitioners, teacher educators, and curriculum developers.     

Leveraging community sport organizations to promote community capacity: Strategic outcomes,challenges, and theoretical considerations

Community sport organizations (CSOs) provide valuable contexts for promoting community development. These initiatives are most effective when they involve local stakeholders in the process of development. A key first step to achieving this objective is building community capacity, defined as local stakeholders’ skills, knowledge, and resources that may be leveraged for change. Interestingly, despite this conceptual importance, few researchers have focused on capacity building in the sport context. This has limited the theoretical advancement of community capacity theory as it relates to CSOs and community development. Using a qualitative case study approach, the authors analyze the outcomes and challenges of implementing community capacity building strategies in an American CSO, and draw on the empirical data to contribute to this theoretical conversation. Interviews, participant observation, and document analysis were used to generate data, and deductive techniques were used for thematic analysis. The results highlight the outcomes of the capacity building strategies and challenges associated with implementation. In addition, the conclusion focuses on theoretical contributions to community capacity theory, namely the role of sport in facilitating inter-community relations across social groups and the link with process models of organizational capacity.     

基于QFD和案例推理的绿色产品设计方案选择研究

应用QFD和案例推理的思想,利用通过QFD方法形成的质量特性及其权重来评价备选的绿色产品设计方案,然后检索出与决策者期望之间相似性最大的绿色产品设计方案。结果表明基于QFD方法可以有效地构建绿色产品设计方案中的指标体系和指标权重。此外案例推理是一种有效的绿色产品设计方案选择方法。可根据实际情况,进行绿色产品设计方案选择,具有一定的实用价值。