Educational Stories: Engaging teachers in educational theory

A common complaint among those involved in teaching the educational foundations is the reluctance of many trainee teachers to engage in issues of educational theory. This is particularly apparent with those trainees who are more concerned with managing classrooms of children than grappling with what are often abstract and difficult ideas. This paper considers the current use of educational stories as a pedagogical strategy in teacher training, and a story that has been used in this way is presented. It is argued that teachers of the educational foundations disciplines can, via stories, appeal to the opposing tensions and schemata in students’ own minds, and this engagement can be enhanced when students are confronted with broader educational debates, perspectives and proposals. Stories provide abstract concepts with a necessary tension, they suggest a way of entering the theoretical via the concrete and they show students the personal relevance of certain debates, which may have previously appeared remote and obscure. The end result is that students are challenged to make decisions about matters of fundamental importance such as the kinds of teachers they will be and about the ethical commitment they will make to teaching.     

论分布式学习

文章在论述分布式学习的定义、特征与意义，阐述分布式学习的理论基础，分析分布式学习环境的要素的基础上，描述了分布式学习的教学应用形式和面临的挑战，从而较全面地勾勒了分布式学习的理论与实践框架。     

The relevance of nomadic forager studies to moral foundations theory: moral education and global ethics in the twenty-first century

Moral foundations theory (MFT) proposes the existence of innate psychological systems, which would have been subjected to selective forces over the course of evolution. One approach for evaluating MFT, therefore, is to consider the proposed psychological foundations in relation to the reconstructed Environment of Evolutionary Adaptedness. This study draws upon ethnographic data on nomadic forager societies to evaluate MFT. Moral foundations theory receives support only regarding the Caring/harm and Fairness/cheating foundations but not regarding the proposed Loyalty/betrayal and Authority/subversion foundations. These latter two proposed foundations would seem to reflect the historical classic assumptions of modernity, involving self-interest, competition, individualism, hierarchy, authority and so forth. Studying the ethical dimensions of nomadic forager societies can highlight our biases about the foundations of morality, some of which may be steeped in particularist Western political and social traditions. Some recent developments from cosmopolitanism are discussed as an alternative evolving worldview that parallels nomadic forager ethos.     

基于多模态语料库的大学英语互动式教学的研究

当代社会多模态话语环境对培养学生英语语言的实际交流运用能力提出了新的挑战。陈曦、孙静波和闻燕在问卷调查的基础上结合大学生的需求和喜好建立的多模态语料库,探讨了如何将多模态语料库运用于课堂教学并建设大学英语交互式课堂教学模式,同时进行了培养学生自主学习能力的实践过程,并归纳分析了多模态资源的应用对于大学英语教学的积极意义。     

“童心”的诠释与守护——中小学审美化德育的哲学根基与模式建构

为对治当前德育功利化所造成的“功利主义症候群”,加强德育的实效性与主动性,学界提出审美化德育模式,尝试通过美育的非功利、情感化和超越性特质以弥补现代性背景下规范伦理学占主流可能导致的道德虚伪与道德悖论。但由于没能为现代社会所必须的道德责任在主体内指定“价值之根”,导致审美化德育模式陷入困境。现代美育家丰子恺汲取席勒审美思想中的“童心”观,对中国传统哲学中的“童心说”进行人道主义改造,从而建立起以“童心”为本体和动力的人性扩充与守护机制,为德育审美化奠定了坚实的哲学根基。     

词汇习得理论基础与网络环境下大学英语词汇习得的策略的研究

词汇习得是大学英语课程教学的重要组成部分,词汇习得的成效将直接影响到英语语言能力和交际能力的提高．在我国,大学生词汇学习方面还有诸多问题。本文以词汇习得的相关理论作为研究探讨的理论基础,以网络环境下自主学习策略和协作学习策略作为切入点,探讨网络环境下,大学英语词汇习得的相关策略和方法．     

企业持续创新:理论研究基础、定义、特性和基本类型

持续创新已经成为 21世纪企业谋求可持续发展的必然途径和企业创新研究的重要方向。本文指出:由熊彼特创新理论基本思想及由之发展起来的技术创新理论和制度创新理论和当代可持续发展思想共同构成企业持续创新的理论研究基础。在此基础上,系统提出持续创新和企业持续创新定义、特性和基本类型,从而廓清企业持续创新基本概念,最后讨论企业持续创新与其它有关概念的联系与区别。     

试论全身反应教学法的理论基础

在大多数的学者重在研究全身反应法的同时,重新审视全身反应教学法的理论基础是有必要的。本文从二语习得理论、结构主义语言学、左右脑分工理论、心理学四个方面阐释了全身反应教学法的理论依据,试图从理论基础建构方面去重新认识全身反应教学法的定义。     

(Re)beginning and becoming: antiracism and professional development with white practicing teachers

ABSTRACT

This article focuses on an educational foundations-based professional development (PD) curriculum of antiracist conscientization we as two teacher educators designed and implemented with eight white practicing teachers in the Midwestern United States. We first articulate our conception of educational foundations and curriculum theory as a framework for our PD. We briefly review literature on other PD on race in the United States, outline our data sources, and describe the pedagogy and curriculum of RaceWork’s Tripartite Model of race-visible and antiracist praxis. We then highlight, through interview data, the significance of group (relational) accountability and collaborative relationships that supported these teachers’ self-designed antiracist interventions in their own unique school contexts during the 2-year PD experience. An ongoing, relationship-based PD model leading to material antiracist changes and practices points to a need for a broader, more holistic, and contextualized conception of antiracist interventions in U.S. public P12 school contexts, but also one grounded in the notion that in a white supremacist society, we (as race-visible white educators) are always becoming antiracist.     

Effect of pile-cap connection on behavior of torsionally loaded pile groups

To evaluate the respouses of fixed and pinned pile groups under torsiun, a method is presented to analyze the nonlinear behavior of free-standing pile groups with rigid pile caps. The method is capable of simulating the nonlinear soil response in the near field usingp-y and τ-θ curves, the far-field interactions through Mindlin's and Randolph's elastic solutions, and the coupling effect of lateral resistance on torsional resistance of the individual piles using an empirical factor. Based on comparisons of the solutions for fixedand pinned-head, 1×2, 2×2, and 3×3 pile groups subjected to torsion, it was found that pile-cap connection significantly influences the torsional capacity of pile groups and the assignment of applied torques in the pile groups. In this study, the applied torques for the pinned-head pile groups are only 44%～64% of those for the corresponding fixed-head pile groups at a twist angle of 2°. Such a difference is mainly due to the change of the lateral resistances of individual piles in the groups.