探究式武术教学模式的实验研究

文章采用文献资料、问卷调查和实验研究等方法对探究式武术教学模式进行研究分析,表明探究式武术教学模式有利于调动学生学习的积极性,培养学生的合作能力和创新精神,有利于提高教学效果。     

文学教学：一种价值的叩问

文学作品是作家生命体验的凝结。这一体验具有情感诗意化、意理深刻化、感受个性化的特持。文学教育是一种“以身体之，以心验之”的行为，是一种叩问价值的精神活动。只有把学生置于文学的价值世界中，让其领受诗意情感，提升生命价值，感悟自由精神，才是文学教育的美学蕴涵。     

On the nature of problems in action learning

The article aims to explore the nature of problems in action learning. Beginning with Revans' distinction between problems and puzzles, it draws parallels with the notion of wicked and tame problems. It offers four means of considering problems in action learning – in terms of the locus of a set's work; from the viewpoint of an organisation using action learning; in terms of the different ways in which learning is used and as distinguishing between technical and practical knowledge. It addresses the question of whether action learning is suited for wicked problems only. The challenge to action learning provided by appreciative inquiry is examined and a range of conclusions is offered.     

基于Web的院级科研成果管理信息系统设计与实现

在高校校园信息化建设日渐成熟的背景下,研究设计用以提高高校科研管理水平和效率的科研成果管理信息系统是一项有意义的工作。因此,以高校院级单位为实验对象,以Visual Studio2008为开发平台,运用ASP.NET技术,以SQL Server 2005为后台数据库,采用C#开发语言,研究设计了基于Web的院级科研成果管理系统。系统主要实现了对各类科研成果信息的查询、数据管理和科研成果统计分析等功能,以此提高院级科研成果管理效果。     

基于Blackboard平台的网络探究学习实验研究

网络探究学习主要是指通过互联网提供的资源去获得和运用知识的一种学习。该文构建了基于Blackboard平台的网络探究学习模式,并以＂媒体理论与实践＂课中＂多媒体教室的构建＂专题为例进行了实验研究,以此探求提高大学生自主探究学习能力的有效途径和方法。     

智慧教育环境的系统模型设计

智慧教育环境是支持教育共同体开展教育活动的智能化空间和条件,是智慧教育成功实施的基础和保障,具有感知化、泛在化、个性化、融合性、预知性、动态平衡等特征。文章在分析智慧教育环境构成要素的基础上,提出了智慧教育环境的系统模型。该模型以教育共同体为中心,利用物联网、云计算等先进技术智能感知教育环境,创设智慧教育情境,并通过情境感知方式进行情境推理、获取情境信息,为教育活动的顺利开展提供个性化的资源、工具和服务。此外,以智慧教育环境的系统模型和设计原则为指导,提出了智慧教育探究基地的初步设计思路,期望能够对智慧教育环境的建设提供一定的指导。     

How context shapes practitioner research and professional learning in schools in Singapore and NSW

The New South Wales (NSW) Government Department of Education and Communities and the Singapore Ministry of Education have encouraged teachers to engage in practitioner research as part of their professional learning agenda because it is perceived as a powerful means of investigating and improving educational practice. Drawing on a Schatzkian perspective, where social life is understood as being tied to a context, or ‘the site of the social’, we examine teachers’ experiences as practitioner researchers in NSW and Singapore. We also argue that practitioner research has been remodelled and re-interpreted differently in different contexts and that cultural context is a potent constituent of the practice architecture that prefigures practitioner research. Using data collected from interviews with 42 participants comprising academics, policy makers and teachers, we specifically illuminated those contextual/cultural characteristics respondents identified as factors that actively shape teachers’ experiences as practitioner researchers.     

Collaborative practitioner research: opening a third space for local knowledge production

Early childhood education and care is currently experiencing unprecedented policy interest and expansion. This policy and practice landscape requires new forms of adaptive leadership, new spaces for production of the knowledge necessary for this changing context, and tools that can support the development of leadership qualities. This paper examines the potential of practitioner research to produce contextually relevant knowledge and to develop leadership capacity. Our findings show that collaborative practitioner research groups provide a relatively safe environment for the sharing of dilemmas and critical reflections. The practitioners who participated in this research wanted access to narratives of change in typically resourced early childhood contexts as well as in the more highly resourced settings that are more often reflected in academic research and literature. This suggests there is a need for much more of this work to be publicly available. These groups can generate the courage required to open practice based research to public critique. This, we argue is an important element of activist leadership. Collaborative practitioner research opens up the possibility for practitioners to position themselves as knowledge producers and to revitalize the knowledge base that informs teacher education in the academy. In supporting this move, academics need to position themselves as resource gathers and co-learners thus opening a third space for knowledge production. The challenges for the profession are how to fund and effectively disseminate collaborative practitioner research and how to draw it into dialogue with other forms of research.     

初中物理实验探究过程中研究方法的渗透

目前科学探究已经成为一种常用的教学方式,在探究过程中常常要结合适当的研究方法,特别是"设计实验与制定计划"、"进行实验与收集证据"、"分析与论证"和"评估"四个要素。文章将结合实例阐述如何在初中物理实验探究过程中进行研究方法的渗透。