应用型本科院校声乐课教学研究

建设应用型本科院校是高校教学体制改革的目标和方向。在音乐教学领域,随着教育改革的深入,培养音乐专业师范生的全面素质已成为迫在眉睫的任务。为此,声乐教学要转变教学模式,积极引导学生参加艺术实践活动,努力建立一支高水平的＂双师型＂音乐教师队伍。     

中国“文革”发生和“苏联解体”原因之探讨

中国“文革”与“苏联解体”是国际共运史上的两大历史事件。这两个重大事件存在着异曲同工之处和内在逻辑共性,其共同的深层原因是围绕“什么是社会主义,怎样建设社会主义”问题上形成的党内上层矛盾分裂所致。因此,如何加强和搞好民主政治建设,特别是党内民主建设,是我们从以往社会主义实践经验中应吸取的最重要教训之一。     

International perspectives on student awareness,experiences and perceptions of research: implications for academic developers in implementing research‐based teaching and learning

This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi‐institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final‐year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution.

Cet article explore les implications, pour le développement pédagogique, de l’intégration effective de la recherche, de l’enseignement et de l’apprentissage à l’aide de la lentille d’une comparaison internationale multi institutionnelle des perceptions étudiantes à l’égard de la recherche et de leur impact sur l’environnement d’apprentissage. L’étude, reposant sur un échantillon de plus de 500 étudiants en dernière année de 1^er cycle, provenant de trois institutions au Royaume‐Uni et au Canada, représente un spectre d’universités centrées sur l’enseignement ou sur la recherche. L’étude constitue une des recherches les plus importantes au sujet des perceptions étudiantes à l’égard de la recherche dans la littérature portant sur le lien entre l’enseignement et la recherche. Les résultats indiquent une relation complexe entre les perceptions et les expériences des étudiants, et le type d’institution, de même qu’avec les contextes individuel, institutionnel et national. Les résultats contribuent aussi à la discussion de questions particulières auxquelles les conseillers pédagogiques font face ainsi que les stratégies que ceux‐ci utilisent en vue d’améliorer l’intégration de la recherche et de l’enseignement de façon à en faire bénéficier l’expérience d’apprentissage au 1^er cycle au sein de leur institution.     

Out of the ordinary: recapturing the liberal traditions of a university education through field courses

This article aims to stimulate debate about the nature of field courses in higher education. We use a colloquium format that allows each of us to reflect on the philosophy of field course teaching and our writing endeavours to establish a dialogue between the authors and leave the reader with a sense of curiosity. It starts with a position paper that sets out a particular viewpoint on field courses to which responses were invited. Two of the respondents were experienced field-course teachers in disciplines traditionally associated with this type of curriculum, the other a lecturer in a non-field-course-oriented discipline.     

Student-centred and teacher-centred learning environments: what students think

This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The balance view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The transactional view stresses the continuous renegotiation of teacher- and student-roles. The independent view argues that teacher- and student-centredness are independent features of learning environments. Results from three survey studies of higher education students’ conceptions of quality education are discussed. While the practice-oriented literature regularly seems to adopt a balance view, factor analyses did not reveal evidence for the balance view in any of these studies. In students’ minds student-centredness and teacher-centredness seem to be mutually reinforcing features of high quality education. From a curricular point of view, and especially with regard to teacher training, the results warrant to argue for the development of so-called powerful learning environments rather than for the transition from teacher-centred towards student-centred learning environments.     

Inclusive education and best practice for children with autism spectrum disorder: an integrated approach

Many parents of children with autism spectrum disorder (ASD) have reported general discontent with the services offered by the education system and have advocated for increased ASD‐specific services to better meet their children’s educational needs. The elements of best practice offer an ideal model for educational support. There are, however, limitations to advocating ASD‐specific services. This paper describes how best practice for ASD as an educational model fits within what is described as authentic inclusion. Further, it is suggested that the ASD community align with the greater inclusive education reform movement. With the use of this unified model of education, all children will receive the educational support they require.     

Teachers’ perception of mobile edutainment for special needs learners: the Malaysian case

Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology.     

The lived experiences of orphaned learners in South Africa: implications for the provision of quality education

Learners living in impoverished communities and subjected to the kind of disadvantage in operation in their home environment are at risk of receiving education of an inferior quality. The situation is worse for orphans, especially those residing in poor communities in that they bring to school peculiar attributes which poses challenges for the South African government in its endeavour to provide quality education for all. This paper presents constructed narratives of four primary-school learners living in a poor community in South Africa. The narratives are presented from the perspectives of the learners themselves, teachers and caregivers. These narratives reveal that following the death of parents, orphaned learners experience emotional changes, increased responsibilities, safety concerns as well as absence of learning support in the case of sibling-headed households. We argue that the challenges they experience in their home environment impact negatively on learning at school. We, therefore, propose that the extended family and the community serve as resources in providing needed support for promoting positive educational experiences to these learners.     

‘He's just enthusiastic. Is that such a bad thing?’ Experiences of parents of children with Attention Deficit Hyperactivity Disorder

Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD) is a challenging experience. The hyperactivity, impulsivity and inattention of a child with ADHD often put parenting skills to the test. The present study thus aimed to explore the experiences of parents of children with ADHD in Ireland. Eighteen parents of 7–12-year-old boys with a diagnosis of ADHD took part in open-ended interviews. Thematic analysis was carried out on the interview content. Six major themes were identified: (1) getting your head around ADHD; (2) the child takes over; (3) emotional impact; (4) inconsistency of structural supports; (5) ignorance and discrimination; and (6) it's not all bad. Results are discussed in terms of the need to implement family-centred supports for ADHD. The importance of educating the population at large about ADHD is also discussed. Finally, the need to take a more positive, strengths-based approach to ADHD is highlighted.     

无功利美学的后现代转向

德国古典美学家康德标举的无功利、无利害美学对后世美学体系的建构产生了深远影响。席勒、斯宾诺莎等人都受到其美学思想的熏陶。但是,无功利美学思想在后现代不再被重视。因为后现代主义美学强调大众文化审美,关注审美活动日常化和日常生活审美化,更强调审美思想的功利性和商业性。后现代主义审美从审美内容到审美体验完全不同于康德所谓的“理性美学”及“自由王国”,是对康德美学观的颠覆。