教育要面向全体——谈《如何做好班主任工作》

要做好班主任工作，就需要遵循儿童特点，塑造美好心灵；积极改进教学方法，努力提高教学质量；开展多种形式的文体活动，促进学生全面发展．     

边疆地区高校经济困难生心理健康及人格特点的调查分析

贫困大学生的心理健康问题备受关注，引起了大量的相关研究。由于地缘的差异性，贫困生心理问题体现出多样性特点。该文使用症状自评量表（SCL-90）和大学生现实感量表（艾森克现实性-幻想性测验）对滇南边疆民族地区两高校762名经济困难大学生进行团体测查，分析表明他们的心理健康水平较全国青年常模低，存在性别和经济状况等差异，其人格特质倾向于现实性，其中与他们的心理健康有因果关系的人格特征有实际性、男子气-女子气、攻击性和自信力。因此在对他们进行心理解困时，应有系统观理念，认知优化意识和“问题中心”的策略。     

日本留学生与政论文学

政论学以日本留学生的创作为世纪先锋，奠定了中国人社科的激进传统。留学生政论学试图构思爱国主义的正面理论，并且释放新民政治的强烈变革感情．提倡积极参与政治管理的人精神，是中国集权体制和官本位化社会所欠缺的。     

The scholarship of teaching: A comparison of conceptions held by experts and regular academic staff

Over the past decade the scholarship ofteaching has received considerable attention inthe higher education literature as a reactionto the widely cited Carnegie Foundation'sreport ``Scholarship Reconsidered'; however, theconcept has remained devoid of a unifieddefinition. A recent Delphi study conductedwith a selective group of scholars whoseexpertise lies in the area of universityteaching and learning indicated the extent towhich these ``experts' agreed with each other onimportant features and unresolved issues theyassociate with the scholarship of teaching. Building on the results of the Delphi study,the present article discusses the results of asecond survey comparing these ``experts' 'conceptions with those of a larger group ofscholars whose expertise lies in a differentacademic field (``regular academic staff'), inorder to identify the similarities anddifferences in the conceptions of thescholarship of teaching held by each of the twogroups. While regular academic staff werefound to associate the scholarship of teachingmore with good or effectiveteaching ``experts' pointed to notions such aspeer review and scholarly standards. Thediscussion of the results focuses on the notionof consensus reached within and betweenthe two groups. It is argued that in order topromote changes in policy with respect to whatis to count as scholarship, identifying andreporting ``experts' ' conceptions, thoughclearly necessary for promoting moreenlightened discussions on the issue, willremain insufficient. Policy change in academeis more likely to ensue as a result of thewider academic community reaching consensus onthe meaning, and nature, of the scholarship ofteaching. The wider academic community includes``experts', as well as colleagues in departmentsand disciplinary associations. The articleconcludes by exploring the notion of consensusthrough the lens of critical social theory.     

Service user and carer involvement in students’ classroom learning in higher education

The following article presents a small-scale qualitative study in which the student learning experiences from service user and carer (SUAC) involvement in social work, mental health nursing and social welfare courses at an English university were evaluated for any effects on student perceptions, knowledge, skills and practice. Using focus group methodology, student participants reported positive outcomes from exposure to SUAC classroom inputs such as a greater valuing of SUAC knowledge as expert knowledge, help with the development of empathy and an appreciation of constructive challenges to mainstream curricular delivery. Notes of caution were identified, particularly in respect of the sometimes unexpected levels of emotion displayed by SUAC presenters. Recommendations for meaningful SUAC involvement in higher education are made regarding the need to involve SUACs across the whole duration of a course; the need for the preparation of both students and presenters regarding boundaries; the fit of presentations with intended learning outcomes; more partnership delivery in classrooms between academics and SUACs (possibly with a differentiation between theoretical and practice inputs); the opportunities for SUACs to present their own situations as real rather than hypothetical case studies for students and the possibilities that may result from introducing a ‘buddying’ system between students and SUACs throughout their studies. It is suggested that the insights from this small-scale study merit further exploration on a larger scale if policy and practice in the field of service and user involvement in higher education are to move forward in an inclusive manner.     

在教学中培养大学生创造性思维能力

通过对大学生思维发展特点和高校人文环境的分析，提出应培养学生创造性思维能力，并提出了培养的方法。     

Pedagogical practices of NetNZ teachers for supporting online distance learners

A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students.     

Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care

ABSTRACT

Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship.     

当代大学生实用主义价值观产生的原因探析

当代大学生实用主义价值观的形成主要由以下几个因素造成的:思想政治教育严重弱化,社会上功利主义倾向在大学生中引起共鸣,社会转型期中的校园文化的影响,学习压力、经济压力、就业压力的加重,市场经济负面的影响,传播媒介错误的导向,知识经济的影响,大学生思想不成熟等。上述因素为实用主义价值观在当代大学生这个特殊群体中泛起提供了可乘之机。     

学生自主学习能力培养中师生自主性的再认识

自主学习能力的提高已成为绝大多数学生的迫切需要,这个过程需要教师的积极参与。学生自主在很大程度上取决于教师自主,自主学习能力的培养首先要关注教师的自主性,具体体现在观念和实践两个层面。学习建构的主体在于学习者自身,所以自主学习能力的培养也要关注学生自身的自主性。而要真正提高学生的自主学习能力,从师生自主性的任一方面来施...