试论基础教育新型课堂教学评价模式的建构

为了紧跟基础教育课程改革的步伐，更好促进课堂教学的改革，在对教学过程的重新剖析中，提出“三维一体”的教学四要素结构，在此基础上对课堂教学评价的含义作了界定，并建构新的课堂教学评价体系。     

Failures and possibilities of epistemic justice,with some implications for higher education

ABSTRACT

This papers draws on the compelling example of a political movement in South Africa in the 1960s and 1970s to explore both how epistemic justice conditions of possibility and of failure play out in practice. It provides a springboard to understand how and why failures of epistemic justice matter tremendously for democratic and inclusive lives and how the historical example can point us in the direction of higher education as a space for Amartya Sen’s redressable injustices if underpinned by Miranda’s Fricker’s core capability of epistemic contribution being available pedagogically to all. The paper engages with ideas, practices and actions fostered by Black Consciousness against apartheid as both a hermeneutical and a testimonial injustice in South Africa, with both having a relational structure of giving and receiving, as Fricker argues and as Jose Medina elaborates by extending the structure to include the communicative and participatory. The paper then shows the importance of these conceptual frames to transformative higher education practices and how such practices might contribute to more epistemic justice in higher education.     

数学课堂教学中的创新教育

在数擎教学中，通过对小学生施以教育和影响，引导他们去认识数学领域内的新发现、新思想、新方法等的典型．形成过程，掌握其一般规律，培养他们具有一定的数学能力，养成用数学的眼光去观察世界，用数学的方法去分析解决问题，为将来成为创新型人才奠定数学素质基础。     

Embedding the literacy strategy: snapshots of change

This paper considers the government's initiative to change the teaching of literacy in primary schools in England. It draws on evidence from a one‐year ESRC‐funded project that observed teaching in the first year of the NLS and a two‐year follow‐up study that revisited and re‐interviewed several of the teachers from the original study. It proposes that, although substantial changes have been made to the organisation and procedures of literacy teaching, deeper pedagogical change is less obvious in some classrooms. It further argues that for teachers to have the freedom to develop their pedagogy, the climate of coercion and outcome‐led education must change.     

Moving Beyond the Lecture: Inspiring Social Justice Engagement through Counter-Story Using Case Study Pedagogy

Abstract

The paper examines participant perceptions of the effectiveness of using case studies with college students (undergraduate – doctoral) to teach social justice and educational equity. Findings indicate that participants who identified with the characters in the cases were able to draw connections between the case and their own personal experiences. They felt the cases broadened their understanding of the topics and increased their sense of empathy and their commitment to principles of social justice.     

我国中小学课堂教学方法的现状调查

根据对中小学课堂教学方法调查的结果发现，我国中小学课堂教学方法从整体上看不尽人意；独白式教学仍是我国课堂教学方法的主流模式；课堂教学缺少师生对话和师生互动；学生学习强度大，教师工作负担重；课堂教学手段与技术滞后。     

通识教育与大学图书馆建设

大学通识教育强调学生是教学过程的主体,教学形式要从单向性、封闭性向多维性、开放性转变,教学活动的空间要扩展至教室以外的图书馆这个更为广阔的天地。因此,大学图书馆将成为通识教育教学的主课堂。     

药学文献检索课程课堂教学效果的提高及思考——以混合式教学法为例

药学文献检索是培养药学类学生信息素养的基础课程,提高课堂教学效果是实现教学从以教师为中心到以学生为中心的真正转变,是向理想课堂的“六维度”和“七指标”迈近的探索,笔者根据从事药学文献检索课堂教学的经验谈谈几点思考,为药学文献检索的教学提供参考。     

全国第三届小学英语优质课大赛教学观摩分析

为了推进小学英语课程改革,我国每两年将举办一次全国小学英语优质课大赛暨观摩研讨会,其目的在于给全国小学英语教师提供一个相互学习和共同提高的平台。全国第三届小学英语优质课大赛暨观摩研讨会的召开,展示了第一轮课改的成果,指明了下一轮课改的方向和目标。     

Relational competence in teacher education. Concept analysis and report from a pilot study

A supportive relationship between teachers and students has been shown to have positive effects on students’ performance and social development. Preservice teachers’ relational competence is, however, an unexplored area. The purpose of this study is to contribute to educational research about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. The study has three parts. In the theoretical part, a conceptualization of teachers’ relational competence using Thomas Scheff’s theory of interpersonal relationships is outlined. In the empirical (pilot) part, a methodology for prompting preservice teachers’ analyses of teacher–student relationships is described, as well as a thematic analysis of their responses. The theoretical conceptualization is then used together with the empirical data in the third part, in order to identify development needs of preservice teachers in terms of relational competence. According to the conceptualization, relational competence includes three sub-concepts: communicative, differentiation, and socio-emotional competence. From the analysis of preservice students’ texts, the article identifies development needs in relation to the three sub-concepts. The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.