教育学原创性研究何以可能——一种教育学经典的阐释

教育学原创性研究的实现是教育实践的困境、研究视角、方法与思维方式的更新与社会变革、个人独特的经历等因素聚合的产物。当下,直面教育实践的困境,更新教育学研究的视角、方法与思维方式,在投身教育变革之中增进教育学素养,或许是进行教育学原创性研究的可能之道。     

大学英语写作中错误分析及教学对策

写作向来被认为是大学生英语学习过程中比较薄弱的一个环节,而写作能力又通常被确定为衡量学习者语言综合运用能力的一项重要指标。本文运用错误分析理论并结合实证调查与研究,试图对大学生英语写作中出现的典型错误进行归类与分析,探究错误根源,并进一步探讨教师在大学英语写作教学中应如何有针对性地制定教学策略来帮助学生纠正错误。     

论教育语境中的承认和权力

德国教育哲学近期出现了一些思潮,以法兰克福学派哲学家霍耐特所提出的承认理论和法国哲学家福柯提出的权力理论为指导论述教育学问题.本文试图针对这样的思潮重新论述教育语境中的承认和权力问题.文章第一部分回顾了当代教育哲学中被遗忘的强调教育自身逻辑的欧洲教育学传统,并提出,论述教育中的权力和承认问题不能脱离教育自身逻辑.第二部...     

The articulation of the development of teacher knowledge during the implementation of new teaching procedures to enhance student understanding of molecular biological concepts

This paper is based on the first author’s extensive examination of her teaching and her students’ learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific biological terminology that they will need to use to communicate their understanding of biological concepts? (2) How can student familiarity with new biological terminology be enhanced? (3) Which teaching strategies might be most effective across the diverse range of abilities and learning styles within a senior Biology classroom? Three key data-sets ([1] Development of specific teaching procedures; [2] Student responses to using the teaching procedures; [3] Teacher journal entries and reflections) were analysed supported by Korthagen’s ALACT model. Findings support the notion that genuine educational change is linked to teacher change, driven by teachers themselves, drawing new insights into students’ learning.     

Encouraging intelligent failure in an MBA class

Failure has an important role to play in learning how to navigate highly uncertain organizational environments. But “failing fast” just for its own sake may in fact undermine learning if not set up or handled correctly. Using failure-based pedagogy, including generative failure, whole-person learning, and entrepreneurial thinking, an MBA course was designed and experienced by 48 students in three instances. Structured around a novel guiding framework of “brains, bravery, and belief,” the course has resulted in highly impactful learning for students. Student experiments are typically based around either exploring an entrepreneurial idea, developing or enhancing a particular skill, or applying skills and knowledge to help improve a societal problem. In each case, students are supported but also challenged to go beyond their comfort zones and encounter some intelligent failure in the journey. Regular reflection on their experiences, both from a cognitive and an affective perspective, is an essential element built into the course experience. The course, which itself was an experiment and not without its own instructive failures, is now an essential part of the MBA experience.     

高师英语学生学科教学能力的结构与构建

外语学科教学能力是指教师在从事教育教学活动中，顺利完成教学任务所表现出来的个性心理特征．它是由宽厚的人文知识基础、扎实的英语专业功底、融会贯通的教学知识、过硬的英语教研能力、及时有效的反思能力等组成的多要素、多侧面、多联系的有机整体。构建外语学科教学能力的首要任务是指导学生了解教学能力的内容，帮助学生建立基本的能力结构。与此同时，拓宽学生的学术视野、完善学生的教学知识结构、提高教学能力培养的有效性和促进教学反恶习惯的养成，构建完整的外语学科教学能力结构。     

成人学习情绪和情感的培养策略

如何培养成人学习情绪和情感的能力是成人教学的一个主要任务，也是成人比较关注的问题。本从认识情感的价值、鼓励成人多参加社会实践活动，教给一些自我调节情绪的心理学方法，发展合理需要，加强情感品质的培养，将情感培养渗透于学科课程及教学之中等8个方面对此问题作探讨。     

Experience and Interaction in Teaching Escalation

This paper explores the use and integration of experiential learning into the problem-based learning (PBL) approach enhanced by interactive multimedia in the teaching of project management. A specific emphasis is placed on failing situations and the way in which this should be taught to students. Experiential learning places the emphasis on active participation, interactive and applied learning in a real situation. PBL places the emphasis on a real-world problem that is presented as the starting-point for the learning experience. The combined effect these concepts have on the learning experience is outlined in a framework called PIE. The conclusions drawn in the paper are the following: the combination of PBL, interactive multimedia and experiential learning will support and enhance teaching about escalation situations.     

论高师院校教育实习指导教师队伍建设

高等师院校实习指导教师队伍建设,关系到教育实习的成败和高等师院校的生存与发展。然而目前高等师院校实习指导教师队伍存在着数量不足、结构不合理、队伍不稳定、素质偏低等诸多问题。为了从根本上解决这些问题,高等师院校应高度重视实习指导教师队伍建设,抓好选聘工作,加强业务培训,完善激励机制,注重理论研究。     

不同教龄中学体育教师的教学知识来源调查与分析

采用文献资料、问卷调查、访谈、数理统计等方法,考察不同途径在中学体育教师教学知识5个维度发展过程中所起的作用。结果显示,不同教龄中学体育教师认为＂中小学时的体育经历＂＂职前培训＂＂非组织性的专业活动＂等知识来源途径对发展他们教学知识的作用是相同的,但对＂自身的教学实践和反思＂＂在职进修＂＂有组织的专业活动＂等知识来源途径的评价存在显著性差异,一般是10年以下教龄的教师评价显著低于11年以上教龄教师。根据研究结果提出了促进不同教龄中学体育教师教学知识发展的建议。