大道与小路：教育机智穿梭行走的智慧——教育现象学研究及启示

移动互联网时代,纷繁复杂的教育现象呼唤教育研究的多元视角和范式。本文系统梳理了教育现象学的形成与发展、研究聚焦,分析总结了教育现象学的贡献,归纳了教育机智生成的动态演进要素,提出教育现象学研究方法与新兴的教育数据挖掘、学习分析结合在个性化自主学习与支持方面具有巨大潜能,也为社会科学研究中的“提出研究问题”这一过程提供了更为完善的途径,阐述了移动互联网时代教育现象学自身新的生长可能性。     

信息技术支持下的学科教学知识:缘起、演化、结构模型及其教育意蕴

信息技术支持下的学科教学知识(TPACK)是学科教学知识(PCK)在信息化时代的发展。技术知识(TK)、教法知识(PK)和内容知识(CK)是TPACK结构模型中的基础成分;学科教学知识(PCK)、技术支持下的内容知识(TCK)、技术支持下的教学知识(TPK)和技术支持下的学科教学知识(TPACK)是TPACK结构模型中的互动成份。TPACK框架在理论上、在教师教育、在教学实践上等诸方面为信息技术与学科课程整合提供了新思路,将有助于我们推动学科教学知识发展,将为学科教育的信息化提供有力的教学知识基础。     

Historical Development in L2 Writing Pedagogy

This paper reviews a succession of pedagogical orientations in second/foreign language (L2 hereafter) writing,each representing a different conception of the nature of writing.The author argues that the historical development reflects persistent conflicts in the pragmatist and critical approaches in L2 writing,and calls for the search of new writing pedagogies that can satisfy both students’personal and social needs in writing.     

高职思政课改革探究

高职思政课不仅是一门学科,更是一种教育形式,高职院校应充分发挥思政课在学生思想政治教育中的主导教育作用。应从“课程整合”、“教学方法”、“教学评价”等方面改革思政课教学。与此同时,还需围绕思政课教育教学,改革管理体制,形成大思政。     

理解教学

教学是师生之间因"伟大事物"而产生的相遇,是教师与学生在学习共同体中的实践交往,教师在其中获得自我身份的认同。教学的实践交往属性呼唤教师对学生的敏感,从而发展教学的机智。教学实践的紧迫性需要反思的距离,以从理论上提升教学实践智慧,并承担起教学的责任。     

略论翻译教学

文章针对当前高校学生翻译能国力较差的现状，提出应加强翻译教学。如何提高翻译教学质量，作者认为应重视三个问题：明确翻译教学的概念、教学目的；制定翻译教学大纲；改革教学内容和教学方法。     

教学翻译理论基础探析

本文回顾了翻译应用于外语学习的历史,主要从普遍语法的视角,讨论了教学翻译在外语习得中的应用基础,认为母语在外语习得过程中的影响是客观存在的,母语-外语之间存在着某种程度必然的联系,教学翻译作为揭示两者之间关联的手段,有可能对该过程产生种种作用。因此,可以根据具体的外语学习环境恰当地选用相应的教学翻译策略,最大程度上发挥它的积极作用。     

论师范教育中案例教学的推广:方向、困难、原因、策略

文章认为在我国师范教育中推广的方向应该是:在教育类课程中广泛采用案例教学,在其他课程中适当采用案例教学,把案例教学与社会实践活动结合起来。推广的困难主要是:教师的积极性不高,案例数量和质量有限,教师对案例教学的掌握不够,课时与教学内容存在矛盾。主要原因是:对教学工作不重视,教育和研究观念陈旧,没有充分调动学生的积极性。主要策略是:成立专门的案例教学管理机构,鼓励教师关注教学,改进教育观念,采用案例教学,制作案例,进行案例研究,鼓励学生参与案例的制作。     

Towards an activist approach to research and advocacy for girls and physical education

Background: Much research and practice in the field of physical activity and physical education for girls has been trapped in a reproductive cycle of telling the ‘same old story’ as if it is news over and over again, since at least the 1980s. A thread running through this narrative is that despite all of this research and related interventions, we have yet to find the ‘solution’ to the ‘problem’ of girls and physical education. As a result, little progress appears to have been made in terms of changing things for the better for the majority of girls.

Purpose: We offer an activist approach to work with girls in physical education as one possible means of breaking the reproductive cycle of research and media reporting that we suggest has worked against improving the situation for girls. We take a pragmatist stance to ask ‘can we make the situation for girls better than it is currently?’ and ‘how might we go about this task?’ We propose an activist approach not as ‘the solution’ to the ‘problem’ of girls in physical education, but as one worthy of testing in practice.

Process: We begin by outlining the broad features of an activist approach to working with girls in physical education. We then overview the findings of a growing body of activist studies in physical education and identify four critical elements that we believe need to be present in order to assist girls to identify, name and negotiate barriers to their engagements with physical education and their participation in physically active lifestyles. We highlight one example of an activist study that shows how the four critical elements interact in their work with girls.

Discussion: We argue for the need for a consensus around improving the current situation of girls in physical education, for a scaling up of this activist work as it is tested in practice, and for the coincidental development of a pedagogical model for working with girls in physical education.     

国内外教师教育模式的对比研究

文章结合当前“师范教育”向“教师教育”转型这一现状,对世界各国的教师教育现状进行了对比研究。同时阐述了我国教师教育的现状,探讨了我国教师教育的培训模式。