略论对高师公共教育学课的厚望与厚待

长期以来,人们对高师公共教育学课既寄予“厚望“又轻薄地对待它,以至教育学教学陷入困境而不能自拔.本文认为,只有对高师公共教育学课厚望与厚待并举,才能使这门学科的教学走出困境;这需要以平常心对待教育学课,提升教育学课的课程地位,增加教育学课的课程门类和课时量,对教育学课给予政策扶持,加大对教育学课的投入,加强教师队伍建设、提高教师职业素质等.     

Habermas's "Theory of Communicative Action" and Siebren Miedema, Part Two: An Ideology Critique of Intellectual Appropriation

This essay is the second part of a two part analysis that focuses on the significance of Habermas's Theory of Communicative Action for education. It questions the logic of Siebren Miedema's application of Habermas's theory to critical pedagogy and action research and provides a critique of Miedema's reformulation within the framework of continental hermeneutics and Kantian categories. The author argues that Miedema's conception of a separate mode of action, called "pedagogical action," inadequately applies the modes of action distinguished by Habermas. Although the author sympathizes with Miedema's call to apply Habermas's insights to the pedagogical realm, he concludes that Miedema's approach would drastically limit the theory's critical potential. The essay concludes that pedagogical elaborations should be consistent with Habermas's critical theory and method.     

Effects of Collaborative and Individual Learning in a Blended Learning Environment

In courses using a virtual learning environment (VLE), some students like to work together, and some do not. If we give students the opportunity to choose either teamwork or individual study, how does this affect their marks and their appraisal and assessment of the course? This question has been investigated in the context of an English Literature course at the University of Utrecht. In this course, students work intensively with a VLE, and attend lectures: a blended learning environment. Previous research has shown that the pedagogical design used provides a powerful learning environment. This time, students had the choice of working on the course assignments in small teams (2–4 students), or individually. Both groups were compared based on their study results, and the answers to a questionnaire. Students valued the choice. Mainly those students with high marks for a previous course, which had a similar pedagogical design, preferred collaboration. Statistical analysis showed that collaboration resulted in significantly better marks.     

以实地应用为导向的《禽病学》教改探索

《禽病学》作为动物医学专业的一门专业课,主要学习家禽疾病的预防、诊断、检验和治疗的专业知识。针对目前该课程存在的问题,结合实际临床需要,从教学模式、教学内容、改变实验课的内容和新的考核机制等方面阐述需要改变的方面,增加学生的动手能力,提高学习的主动性,获得最佳的教学效果。     

Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration

While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19 teachers and 23 students in different disciplines at a pre-service teacher education faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students were in the first and second year while 78% were in the third and fourth year of their four-year bachelor’s programme. These programmes produce qualified teachers for primary and secondary schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration were identified: students’ lack of collaborative skills, free-riding, competence status, and friendship. Furthermore, the results showed three interrelated antecedents that contribute to these obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects of CL, which led the participating teachers to neglect the collaborative aspects of CL. These antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and assessed student collaboration. This study may be useful for educators, designers, and researchers to foster the quality of student collaboration.     

高等师范教育与民族贫困地区旅游开发

本文通过对高等师范教育以及旅游的基本功能的分析 ,指出高等师范教育和旅游在塑造人格及促进地方经济发展等方面的功能是相通的。作者结合本地区实际 ,进一步探讨了高等师范教育如何与地方经济结合 ,促进民族贫困地区旅游开发和经济发展的基本途径和方法     

师范美术教育专业教改思路

美术教育的主要功能在于启发学生的创造性，塑造学生健全的人格和健康的个性，现阶段师范学术教育专业培养目标“重美术家，轻教育家”，教学内容单一，培养出来的美术教师难以胜任美术教育任务，针对这一状况，师范美术教育专业需要改变教学观念，调整课程设置，培养出高素质的学者型美术教师。