图书馆员的团队学习

应用学习型组织理论,从团队学习的目的、意义、方法、环境文化建设等方面探讨了图书馆员的团队学习,意在提高馆员整体团队智商,发挥整体效益。     

Socialising Epistemic Cognition

We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and construct (or co-construct) their knowledge claims. We frame prior research in terms of this new approach to provide an exemplification of its application. Practical implications for research and learning contexts are highlighted, suggesting a re-focussing of analysis on the collective level, and the ways knowledge-standards emerge from group-activity, as a communicative property of that activity.     

从MOOC到SPOC--基于加州大学伯克利分校和清华大学MOOC实践的学术对话

MOOC会颠覆传统大学教学方式么？这是MOOC从狂热追捧到理性反思过程中一直热议的一个话题。世界各地的教育工作者都希望借助MOOC的力量,探索出一种新的教学模式来提升现代高等教育的质量和效率。美国加州大学伯克利分校的阿曼多＆#183;福克斯教授提出小规模私有在线课程（SPOC）概念,在加州大学伯克利分校和清华大学的混合式教学实践中取得良好效果。SPOC是MOOC与传统校园教学的有机融合,是针对小规模、特定人群的通过MOOC资源来改变传统高等教育现状的一种解决方案,其基本形式是在传统校园课堂采用MOOC讲座视频或在线评价等功能辅助课堂教学。SPOC利用MOOC的规模效应,分摊高质量教学内容的人均成本,获取通过大数据来进行教学研究的机会,弥补了MOOC较之传统教学的局限。因此它既不是MOOC的对立竞争模式,也不是传统的在线课程。MOOC和SPOC的发展应该同步进行,相互促进,进而提升课堂教学的质量和效率。     

Peace-building with the hawks: attitude change of Jewish-Israeli hawks and doves following dialogue encounters with Palestinians

This research examines the effect of initial political affiliation (hawks or doves) of Jewish-Israeli youth on attitudes toward planned contact with Palestinians and examines the extent of change in attitudes of these youth toward Palestinians following the intergroup contact. It was hypothesized that Jewish-Israeli hawks will show less favorable attitudes towards these encounters, indicating less motivation to participate in them and lower satisfaction with these encounters. It was also hypothesized that attitude change following the encounter with Palestinians will be smaller for hawks than for doves. These hypotheses were examined by attitude questionnaires completed by Jewish-Israeli hawks and doves both before and after participation in the encounter. In line with the first hypothesis, hawks expressed less favorable attitudes toward the encounter than doves. However, in contrast to the predictions of the second hypothesis, the findings of this study indicated that while doves showed no attitude change following the encounter, hawks’ attitudes toward Palestinians became significantly more favorable after participating in the intergroup dialogue.     

互动对话 提高课堂教学效果

传统的教学是教师教、学生学，课堂教学效率不高。现代教学理念要求：课堂教学要由传统的教师教、学生学走向师生交往互动，学生与学生的交往互动，老师与老师的交往互动。这样，才能共同促进进步，提高课堂教学效果。     

拒斥还是继续比较对话

面对"语境回归"对"比较对话"批评,指出拒斥"比较对话"的合法性是不现实的,分析了"比较对话"的必要性和可能性,并重申了"比较对话"的合法性。     

Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms

Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and reasoning together to solve classroom problems. This study posits children's reasoning as a collective social activity that can occur in science classrooms. The study examined how children process their reasoning within the context of Grade 2/3 science classrooms and how the process of collectivity emerges from classroom interactions and dialogue between children as they attempt to solve their classroom problems. The study findings suggest that children's reasoning involves active evaluation of theories and evidence through collective problem solving, with consensus being developed through dialogical reasoning.     

The moral in Paulo Freire’s educational work: What moral education can learn from Paulo Freire

The Brazilian pedagogue Paulo Freire had a great influence on theory and practice of education across the world. Freire presented his theory and work as educational and political, not as moral. In this article, the legacy of Paulo Freire will be analysed from a moral education perspective. Nine pedagogical principles will be presented and the changes he contributed in different academic disciplines will be analysed. We conclude that in particular, his focus on social justice, empowerment and transformation can make moral education more linked to society, and more part of a process of humanisation.     

从《乞力马扎罗山的雪》看前景化理论的应用

在前景化理论的观照下对语言材料的客观分析将有助于更好地理解和把握作品的精神实质。《乞力马扎罗山的雪》中海明威运用各种前景化手法在叙事技巧和语言选择等诸多方面偏离常规,从语言形式前景化、叙事视角前景化、象征手法前景化和对话前景化四个方面展示哈利纷乱复杂的心理结构并深刻反映了"迷惘的一代"的精神危机。     

内容与形式的双重变奏——关于《蛙》的两组关键词

莫言的小说《蛙》的情节主要是通过“负罪”与“救赎”来表现的,并且在此基础上又引出了原罪以及“救赎”的虚无等更深层次的思索。《蛙》在形式上采用了书信体与对话体,这不仅是莫言在形式上标新立异的追求,更是为了文章内容的表达,有利于对非公开内容的表达以及对自我的剖析。文章通过分析与《蛙》相关的两组关键词：负罪与救赎、书信体与对话体,从内容与形式两个方面来表现对《蛙》的理解。