任务驱动式教育游戏设计

针对国内高职院校教育游戏开发匮乏的现状,提出了以RPG为载体的任务驱动式教育游戏系统——《计算机信息技术基础》教育游戏的设计方案。系统从课程教学的内容和目标出发,实现在虚拟现实环境中对不同基础的学生进行有针对性的优化学习。     

六年制免费师范生信息素养的培养

信息素养是教师必备的现代教学素质,也是教师专业发展的基础,加强在校师范生信息素养的培养是师范院校教学的重点。针对小学教育师范生信息素养的内涵以及师范生信息素养培养存在的不足,对师范生信息素养进行了多层次、多渠道培养,是解决这一问题的有效途径。     

教育界党外代表人士的现状与作用发挥——基于孝感市教育界的调查

教育界的统战工作是党的统一战线工作的重要基础,充分发挥教育界民主党派、无党派人士的作用具有十分重要的意义。文章通过对孝感市教育界民主党派、无党派人士的现状与作用调查结果的分析,指出了孝感市教育界民主党派、无党派人士参政议政中存在的问题,提出了发挥其积极作用的途径与措施。     

基于校地合作创新人才培养模式的探索与实践

校地合作既是学校开放办学的一种新的教育理念,更是一种新的办学模式。文章以广西科技大学电气信息类专业与地方政府、地方企业合作办学的实践为例证,阐述了校地合作办学的定义、重要性及基本做法,并就加强校地合作、校企合作培养创新人才,提出了一些建议与思考。     

数字教育电视节目的设计与传播策略分析——借鉴韩国电视剧的成功经验

数字教育电视节目作为一种有效的现代教学手段,在现代教育和培训中发挥着重要的作用。首先对教育电视节目的类型作出了划分,接着借鉴韩国电视剧的成功经验,并将其与国内的教育电视节目作比较分析,提出教育电视节目的设计策略,最后提出传播策略,以期为国内数字教育电视的发展提供有益借鉴。     

视频分析软件:概述、比较与应用

选取国内外发展成熟、功能完善的8款视频分析软件,从软件的起源、应用范围和主要特性等方面展开介绍,从应用平台、分析方式、输出结果等9个方面进行比较与分析,最后探讨视频分析软件的合理选择和发展趋势。     

Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance

In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active ‘caring’ approach, a passive ‘wait until this class is over’ approach, an active ‘vocational gate-keeping’ approach, and a passive ‘wait and see whether they drop out’ approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed.     

Teach For/Teach First candidates: what conclusions do they draw from their time in teaching?

Teach For and Teach First programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their time as a Teach For/Teach First candidate. Given their capacity to influence policy directions and school practice, and to speak with the authority of at least some experience in challenging schools, it is important to understand the types of conclusions they draw from their time in teaching, and the solutions they propose to the problems of educational inequality. This study set out to explore the types of attributions made by 76 Teach For candidates for the low achievement of disadvantaged students, and what they consider to be potential means of effectively addressing the achievement gap. Participants gave most importance to the types of people attracted to and retained in teaching, and placed relatively little importance on improving school resourcing or addressing systemic and structural contributions to educational disadvantage. Implications for those training and working with Teach For candidates are discussed.     

Online educational videos according to specific didactics: the case of mathematics / Los Vídeos educativos en línea desde las didácticas específicas: el caso de las matemáticas

Abstract

The vast number of online educational videos available at the moment has generated an emerging area of research concerning their level of suitability. This study considers the epistemic quality of educational videos on mathematics, focusing on the specific content of directly proportional distributions. A qualitative study is used, based on the application of theoretical and methodological tools from the onto-semiotic approach to knowledge and mathematics instruction, principally the notion of epistemic suitability and the identification of algebraic levels. The sample consists of the 31 most popular videos in Spanish on YouTube? on directly proportional distributions. Analysis reveals interesting results on these kinds of resources. In general, it is observed that they are weak in epistemic suitability, which does not seem to affect their level of popularity. Moreover, the existence of videos with inaccurate arguments or incorrect procedures, together with the diversity of algebraic levels used, indicates that teachers should be careful when selecting them and only recommend those that better suit their students’ needs.     

The impact of international programs on pedagogical practices of their participants: a Russian experience

International exchange and training programs play a significant role in the development of international cooperation between educators from different nations. More and more teachers and school administrators participate in exchange programs and implement new curricular and instructional practices in their institutions. The objectives of this interpretive exploratory case study were (a) to investigate the impact of international exchange and training programs on pedagogical practices of Russian school teachers and administrators and (b) to find out how participants of international programs apply, implement, and transfer their experiences and knowledge that they obtain during their programs. The data were collected through personal interviews, observations, and materials from several debriefing sessions in 2005. The study demonstrated that the participation in international programs significantly impacts educators’ pedagogical practices, expands the range of their instructional approaches, makes program alumni more culturally sensitive and perceptive, and influences their interpersonal relations in schools, their professional growth, and social status. This research can be of interest to perspective participants of international programs and practitioners who develop and organize international programs for educators.