微群网络学习共同体的实践探索

社会性建构理论倡导和支持在一定的社会文化情境脉络之中实现知识的流动、生产和创生,如何利用社会化网络建构学习共同体成为研究的热点问题之一。微群是随着Web2.0而兴起的一类开放的互联网社交服务社群,具有内容的微型化与简明性、操作方式的多样化与便捷性、交流的时效性与临场感等特征,可以多渠道地使隐性知识显性化、便捷地将海量碎片信息重组并提供良好的应用程序接口,实现软件功能移植。河南师范大学以"数字媒体技术导论"课程内容为主题,通过13周、三轮行动研究法,进行基于微群的网络学习共同体实践,发现利用微群进行学习,能发挥教师主导和学习者主体作用,激发学习者学习兴趣,加深学习者对知识的理解,促进成员之间的情感交流,培养个人协作学习、自我管理、问题探究等方面的能力。     

Ethical and political dimensions of action research and lesson study: reflections from a research project on a controversial issue in Cyprus

ABSTRACT

As educational interventions that integrate death issues in the school curriculum are rarely designed, implemented and evaluated, our action research (AR) project aimed at investigating the complexities of integrating the concepts of loss and grief in the primary school curriculum of Cyprus. The purpose of this paper is to identify and analyze convergences and divergences between AR and lesson study (LS), as they emerged in our project. We particularly focus on the ways that AR served to legitimate ethically and politically those aspects of the project that constituted the experimentation of lesson plans on loss and grief. The AR and LS elements of our project functioned differently and served different purposes, and we speculate that this is not irrelevant to the controversial aspects of the lesson plans’ topic, namely loss and grief. The paper argues that it may be strategically important, for ethical and political reasons, to both demarcate and associate AR and LS, navigating between them, particularly if a controversial issue is involved.     

From the body to the city: participatory action research with social cartography for transformative education and global citizenship

ABSTRACT

In times of globalization we are facing a crisis of care. The invisibility of relations of domination and oppression against nature, women and girls, as well as the elderly, generate inequalities and structural problems that increase the unsustainability of life on the planet. The uncertainty towards the future, generated by climate change, pollution and scarcity of water resources, is leading us towards war or revolution – a revolution that requires the involvement of the new generations to transform reality and confront contemporary problems. In this sense, it is necessary to educate, raise awareness and empower girls and boys in citizen participation, in overcoming gender inequalities and in the development of fairer and more sustainable practices and behaviours. The participatory action-research experience with social cartography ‘From the Body to the City’, promoted by the Institute of Innovation and Knowledge Management – INGENIO (CSIC-UPV) in collaboration with the primary school CEIP Vicente Gaos of Valencia (Spain), developed together with the students of 4th primary grade, intended to reflect and act collectively on our territories from the principles of transformative education and global citizenship.     

两军相对勇者胜--兼谈大学生体育教学中意志力的培养

意志是决定达到某种目的而产生的心理状态,往往由语言和行动表现出来,是人的意识能动作用的表现.本文对大学生在体育教学中意志力的培养作了阐述,具有一定的指导意义.     

教师职前心理准备的行动研究

查阅国内外文献并参考问卷调查结果分析,针对当前普遍存在新教师职前心理准备不足的教育现状,提出教师职前准备的主要内容包括：课堂教学能力、课堂管理能力、自我期待与职业认知。进而从发展认知、行为训练、调节与管理情绪等方面展开行动研究。     

永真公式形成系统初探

永真公式也称重言式,是从真值函项角度划分出来一种命题逻辑公式。其形成系统是有规律的,即可以传统逻辑方阵表记的复合命题和简单命题之间的真假制约关系为基础,推导出有规律性的一系列永真公式。     

董仲舒象征文艺观试论

作为董仲舒伦理关学思想的重要组成部分,其象征文艺观也有着潜在的体系。天意神秘论是其哲学基础;天有目的,有意志,但天意是神秘的,人们只能通过物来了解天意;诗言志是其文艺本质论:文艺言天意、天志,圣人即是通过语言来发天意的,所以文艺言圣人之志也即是言天意、天志,诗言志,所以董仲舒提出要重质而轻文;诗无迭诂是其文艺鉴赏论:诗是圣人用来发天意的,而天意又是神秘的,诗只是天意的象征,应透过诗的语言理解内在的大意,理解诗所言之志。     

求真意志与现代意识--胡风对鲁迅阐释的文化取向

胡风对鲁迅意义、主观战斗精神、人道主义的阐释，表现出其坚定的求真意志和现代意识，表现出深刻的历史理性。如果不在其现代性化价值取向上去理解他的学思想，一些问题就无法得到合理解释。     

Comparing face-to-face and asynchronous online communication as mechanisms for critical reflective dialogue

Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article compares discussion using the two modes (face-to-face and online) of the nature of and development of problem-solving and other graduate attributes. Face-to-face discussion was wide ranging and quite loosely structured, so divergent aspects of a topic were uncovered. The asynchronous nature of online discussion, however, permitted topics to be explored more thoroughly. The two modes worked well in conjunction with one another, if aspects of face-to-face discussion topics were posted online as discussion threads. The asynchronous online discussions then allowed each thread to be explored in depth, so that collective understanding of a given topic could be enhanced.     

论STEM教师的专业素养

专业素养是专业能力所蕴含的专业知识、思维方式和价值观。教师核心专业能力是一种被称为基于设计的行动力的综合能力,并非PACK的运用能力,因为PACK不是知识论意义上的知识。基于设计的行动力所蕴含的教师专业素养可以区分为学科素养和设计素养。学科素养蕴含在课程之中,通过课程分析可以使之清晰化;设计素养蕴含在技术性教学设计理论之中。以STEM课程“抓住风:设计风车”为例,STEM教师的学科素养包括掌握课程包含的S.T.E.M.学科知识、能利用课程提供的材料制定一款特定功能的风车、能独立完成不同材料捕捉风能的单因素实验、身体力行地传递科学精神。以“以学习活动为中心的教学设计理论”为例,STEM教师的设计素养包括能基于教学设计的基本观念思考教学设计;能运用知识建模进行学习内容分析,并用“(知识点,学习水平)”方式陈述学习目标;能结合实情和知识建模图组块确立任务类型,并将它们具体化为师生交互过程;拥有足够的FC知识(Facts and Cases),并能够设计新的FC知识;能结合实情和动力设计模型提升教学方案的质量水平;能结合经验设计探究学习的学习支架。