形式教育与实质教育的心理学基础再探

知识与能力在个体发展中,孰轻孰重一直是教育史上颇有争议的话题.强调知识习得重于能力培养的实质教育以联想主义心理学为依据,强调能力培养重于知识习得的形式教育以官能心理学为依据.从两种观点的心理学依据上展开学理上的分析,探讨它们各自历史与逻辑上的合理性,以便更加辩证地理解两种教育观.     

Examining the impact of four teaching development programmes for engineering teaching assistants*

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research.     

Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development

The interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analysis revealed a dynamic framework with three interacting phases: 1) teaching is enhanced by research 2) learning research skills and competencies; and 3) student engagement with research practice. These themes contribute to the development of the student as a researcher and the implicit vision of the research-intensive university as a ‘community of scholars’ where teaching enhances research and research enhances teaching. The perceived benefits of teaching on research provides a new insight into the research and teaching nexus from which the opportunity exists to foster these approaches and develop institutional policy to grow and sustain the research-teaching interactions.     

高职院校学前教育专业群建设的研究与实践——以武汉城市职业学院为例

依托传统的幼儿教育专业,整合婴幼儿早期教育与服务等相关专业,构建学前教育专业群,有助于高职院校增强社会服务能力、提高办学效益、形成特色和品牌,具有重要的现实意义。从武汉城市职业学院的实践看,学前教育专业群建设要以平台课程、实训基地、教学团队、教学资源库、就业服务体系为重点建设内容,必须从实际出发,做好科学规划,选好突破口,注重内涵质量,创新人才培养模式,提高管理效能。     

地方高校学生教学信息员制度的实践及优化策略探讨

学生教学信息员制度是高校教学质量监控体系的重要组成部分。结合教学信息员制度的实践,阐述了教学信息员制度的成效,针对存在的问题,提出优化学生教学信息制度建设的对策。     

论高校通信工程特色专业师资队伍建设

介绍教育部对特色工程专业教师队伍建设要求和湖南大学通信工程专业师资建设现状,结合湖南大学通信工程专业具体情况,提出了通信工程特色专业师资队伍建设的一些想法。对本专业如何以特色专业建设为契机,进一步加强师资队伍建设、提高教学水平进行了初步的探讨。     

高职院校教师队伍建设存在的问题与对策

高职院校教师是高职院校教育质量提高和教育目标实现的基本保证。文章针对我国高职院校教师队伍建设的现状,就高职院校教师队伍建设存在的问题展开分析,探讨了加强高职院校教师队伍建设的对策。     

精品课程建设与一流教师队伍培养

教师队伍建设是精品课程建设的关键因素。一门课程之所以能够成为精品,关键在于它拥有一流的教师队伍;精品课程的“一流性”与“示范性”定位,又对教师队伍建设提出了新的要求;要善于把精品课程建设与高水平师资队伍建设结合起来,在建设精品课程中寻求打造高水平教师团队的有效途径。     

体育院校高水平运动队成员关系对团队冲突的影响

摘要：近些年来,团队成员关系变化对团队冲突影响越来越多,相关问题也得到了学者们的热切关注。体育团队作为较为特殊的团队形式具有与常规团队区别的差异特征,团队成员关系与团队冲突的关系更加值得深入探讨。本研究目的在于：通过对团队成员关系的阐述,解释成员关系特征对团队冲突的影响,由此找到合理激发任务冲突、控制关系冲突和任务冲突向关系冲突转化的办法,为提升体育团队绩效提供支持。为此,运用文献分析法、问卷调查法、案例分析法等研究方法,以沈阳体育学院板球院队为测量对象,研究了体育院校高水平运动队成员关系对对团队冲突的影响。通过研究,结果表明：1）体育院校高水平运动团队成员关系深刻影响着团队冲突,一般说来,团队成员关系越亲密,团队冲突就越少;2）团队成员工具性关系对团队冲突没有影响;3）团队成员情感关系对冲突具有积极的影响作用,成员关系越亲密,团队冲突就越少;4）关键事件通过影响团队成员关系来深刻影响团队冲突。     

我国高等法学教育存在的问题及对策分析

我国高等法学教育现在的问题主要表现为:法学院校遍地开花;政法学院进退维谷;教研室体制割裂了法学各个学科间的有机联系;教学形式死板僵硬。针对这些问题,我们应当整合法学院校,取消现在的政法学院,打破教研室体制的限制,教学形式灵活多样化。