教育学“学法”创新研究

掌握科学有效的学习方法是知识学习的关键,有了充分的学习准备才能真正驾驭书本,领会书本的精髓.从教育学课程自身的学科特点入手,介绍学好教育学的基本学习方法,并做了一些创新性地研究,旨在为本课程的深入学习和活学活用提供些借鉴.     

《黛西蕾的婴孩》之女性主义文体学解读

女性主义文体学是20世纪90年代中期由美国学者米尔斯提出来的一个新的文体学流派,研究作品中性别歧视和性别差异。通过对命名、情境、爱情片断和对话等女性主义文体学重点元素进行分析,可以看出肖班在《黛西蕾的婴孩》中形象刻画出黛西蕾作为妻子在家庭和社会中的地位：黛西蕾意为＂被渴望的＂谕示着她总在满足他人的意愿,自然情境和社会情境都将黛西蕾置于被动和被否定地位,爱情片断体现出她的无助,对话内容隐含结局。所有这些都反映出黛西蕾是一位传统妻子遵循着父权社会设定的标准,不得不接受命运的安排。     

跨文化研究在线学习教育学——反思和比较中英高校在线学习合作项目的经验

本文旨在研究如何实现有效的跨文化协作,比较中英两国如何理解和组织在线学习。研究者依据现象解释学设计研究方法,对比和反思了参加跨文化合作开发在线学习课程的经历和体验,讨论了这一基于项目的协作交流如何促进了对在线学习的理解。最后,本文总结了一些可供开展后续相关探索活动的尝试性结论。     

历年教育学学科全国优秀博士学位论文产出分析

分析历年教育学学科全国优秀博士学位论文NEDD(National Excellent Doctoral Dissertations)的产出特点,将对提高博士生培养质量起到引导和示范作用。本文采用文献法和访谈法,对1999-2007年教育学学科NEDD的获得数量在所有学科、哲学社会科学以及教育学科中的分布,NEDD的获得与培养机构、重点学科以及导师知名度等的相关性进行了分析,发现教育学学科NEDD评选的竞争性将进一步加剧。     

问题本位学习在国外职前教师教育中的应用——基于三个实例的分析

在职前教师教育中,传统的"传递取向"的教学存在不少弊端.近些年来,国外职前教师教育机构对于问题本位学习的价值有了更为全面的认识,也更积极地将问题本位学习应用于教学.德国柏林自由大学的巴斯、美国北伊利诺伊大学的舒莫、新加坡国家教育研究所的蔡美玲等都在职前教师教育项目中应用了问题本位学习,通过对这三个应用实例的分析,能够概...     

美国在地化教学改革及其启示

在地化教学是一种开发课程和实施教学的方法.这种方法要求充分利用当地的人文环境和自然环境,从当地选取素材编制教学活动,旨在帮助当地学生更好地达到统一规定的教育要求,同时增进他们对当地社会、文化和生态环境等方面的了解,加强他们对当地的情感联结和责任担当.在地化教学在美国兴起主要是受到环境保护运动、反标准化教育改革以及农村教...     

An Interpretation of A Rose for Emily From a Feminist Perspective

Feminist Criticism,for women, is described as an self-awakening, and self-improvement.It is the voice of Feminism.By taking it,feminism breaks through the patriarchy-centered so-cialism.This paper analyses the story A Rose for Emily from a feminist perspective,explores the social roots that lead to the tragedy of Emily, and points out that Emily is victimized by the male-centered society and the southern conventional moral standards.     

Tinkering through transition: on ‘doctoring’ as an early-career academic in physical education and sport pedagogy

This article addresses the notion of ‘making it’ as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of our experiences, we offer an answer to the question of what it takes to ‘make it’ as an early-career academic by advocating the practice of ‘making do’ or ‘doctoring.’ We develop this argument, first, by describing the narrative methods we used to conduct our inquiry and by explaining the material-semiotic ideas we used to explore the stories it generated. Then, we tell tales of our transitions from higher degree research student to early-career academic, focusing specifically on our ongoing, collective efforts to make do. In our discussion, we explore these narratives and attend to three features of our actions and activities as early-career academics; namely semiotic relationality, material heterogeneity and the precarious processes of heterogeneous engineering through which we sought to make a career in our field. We conclude by encouraging beginning scholars in physical education and sport pedagogy to become sensitive to these aspects of their own agency, and to experiment, experience and tinker together in ways that are attentive, inventive, caring and persistent.     

Researching up and across in physical education and sport pedagogy: methodological lessons learned from an intergenerational narrative inquiry

Of issue in this paper are the ways in which different forms of narrative may be of value in undertaking research in potentially thorny situations. The project that inspired this paper saw 30 Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) from more than 20 universities across Australasia, North America and Europe, provide narrative accounts of their ongoing academic experiences. From these stories, three letters seeking advice and guidance from leaders in the field were constructed. Following further feedback from the ECAs, the 3 letters were sent to 11 professors in the PESP field with a request to respond, also in letter form. The composite letters and the professorial responses were then the subject of a symposium at an international PESP conference. While the larger project engages with questions of being and becoming an academic in the neoliberal university, this paper is primarily concerned with methodological issues, including our steps and missteps with narrative, inquiry and the field. More specifically, the focus is on narrative as both the method and phenomena of study. As such, we consider issues associated with using dialogue as data, the provocation of participants, as well as both the presentation and representation of data and the relative power of the participants. In doing so, we critically engage with issues of anonymity (or lack thereof), the practice of ‘researching up’ and finally reach the conclusion that the careful approach to data generation, treatment and presentation necessitated by this project, should be a more regular feature of all qualitative inquiry.     

‘The life of crime does not pay; stop and think!’: the process of co-constructing a prototype pedagogical model of sport for working with youth from socially vulnerable backgrounds

Purpose: This study discusses the process of co-constructing a prototype pedagogical model for working with youth from socially vulnerable backgrounds.

Participants and settings: This six-month activist research project was conducted in a soccer program in a socially vulnerable area of Brazil in 2013. The study included 17 youths, 4 coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquiry-based activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions.

Data collection/analysis: Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches’ work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert.

Findings: The process of co-construction of this prototype pedagogical model was divided into three phases. The first phase involved the youth and coaches identifying barriers to sport opportunities in their community. In the second phase, the youth, coaches and researchers imagined alternative possibilities to the barriers identified. In the final phase, we worked collaboratively to create realistic opportunities for the youth to begin to negotiate some of the barriers they identified. In this phase, the coaches and youth designed an action plan to implement (involving a Leadership Program) aimed at addressing the youths’ needs in the sport program. Five critical elements of a prototype pedagogical model were co-created through the first two processes and four learning aspirations emerged in the last phase of the project.

Implications: We suggest an activist approach of co-creating a pedagogical model of sport for working with youth from socially vulnerable backgrounds is beneficial. That is, creating opportunities for youth to learn to name, critique and negotiate barriers to their engagement in sport in order to create empowering possibilities.