PBL结合野外实践教学法在药用植物学教学中的应用及思考

探讨PBL结合野外实践教学法在药用植物学中的可行性以及对教学效果的影响。将W大学2016级72名药学专业学生其中的36人分成6组,每组6人,分别进行PBL教学方法和野外实践相结合的教学,另外36名学生进行传统教学,对比分析教学成效。PBL教学模式结合野外实践应用于药用植物学的教学法教学效果显著,不但锻炼了学生独立学习和全面考虑问题的能力,而且提高了实践技能和心理机能。     

Reproducing or Challenging Power in the Questions We Ask and the Methods We Use: A Framework for Activist Research in Urban Education

Many have argued that educational research does little to change (and may actually reproduce) the social-structural inequalities shaping the quality of high-poverty urban schools. Building from this premise, this paper asks: How can university-based scholars of urban education do research that encourages, produces, or informs change in urban schools and the conditions that shape them? I examine two broad aspects of urban educational research: the questions we ask and the methods we use. In both cases, I critique the dominant paradigm of technical rationality—one in which school failure is approached as a localized technical problem unveiled through neutral, objective, and experimental research methods. In contrast, I propose a paradigm of “political rationality” (Klees, Rizzini, & Dewees, 2000, Children on the streets of the Americas: homelessness, education and globalization in the United States, Brazil and Cuba. New York: Routledge) that approaches school failure and research practice as political issues situated within and shaped by social relations of power. Innovations in urban education research that reflect the logic of political rationality include: more contextualized and politicized analyses of urban schools, and the expanded use of engaged, collaborative, and participatory research methods. Drawing on this work and my experience implementing a participatory research project, I propose a framework for activist research in urban education, and critically evaluate the limits and possibilities of such work to effect change in urban schools.Kysa Nygreen is a UC President's Postdoctoral Fellow in the Community Studies Department, University of California, Santa Cruz, CA 95064, USA.     

A review of photovoice applications in environment,sustainability, and conservation contexts: is the method maintaining its emancipatory intents?

Abstract

Photovoice, a Participatory Action Research method developed by Wang and Burris, has gained popularity as a pedagogical tool to engage youth with environmental, sustainability, and conservation issues. Influenced by Paulo Freire’s critical pedagogy, feminist theory, and documentary photography, photovoice supports reflection about place, critical dialogue about community issues, and social change by reaching policymakers. Some scholars have modified the method and applied varying frameworks to increase relevance for diverse participants. However, adaptation also may lose the original tenets. Through a scoping review, this study examined methodological applications to science, conservation, and sustainability education and whether emerging approaches align with Wang and Burris’ original goals. The scoping review identified and analyzed four applications of photovoice: i) place as pedagogy, ii) conservation and sustainability, iii) STEM teaching; and iv) decolonizing education. Current scholarship shows promise for photovoice in environmental education applications to support participatory, diverse, and equitable educational settings, but some projects would benefit from more explicit attention to the original emancipatory intents of the method.     

参与式教学在新课程改革中的实施要领

在基础教育课程改革中正发挥着积极作用的参与式教学，必须要有严谨的教学目标，有生动活泼的课堂氛围，有接受过培训的专门教师，必须坚持教师主导作用与学生主体作用的统一，必须追求教学效果，必须有一定的实施范围。否则，只能是为参与而参与。     

Co‐Design Education Based on the Changing Designer's Role and Changing Creativity

The field of fashion design relies on the originality of fashion designers and information on design trends, and design education also focuses on the creative ideas of designers; in this field, design through co‐design is a very limited area. However, with the proliferation of participatory culture, the need to diversify fashion design education methods has also emerged. The purpose of this study is to present an educational framework and an instructional strategy for co‐design based on the changing role of the designer and to obtain educational insight through the implementation of an actual education prototype. To do this, we developed an educational prototype and implemented it with six undergraduate students. Through this study, the participants engaged in the process of design development with the consumer and analysed the instructional insight. As a result, this study redefines the roles and design methods of designers for co‐design and identifies creativity characteristics through the co‐design process. The results of this study can be used as basic data for co‐design education and can contribute to the expansion of fashion design educational methods.     

Evaluating the Social Validity of Project TEAM: A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers

Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach.     

Participatory action research and the challenges of knowledge democracy

ABSTRACT

Participatory action research investigates the living and working conditions of people by actively involving them in the research process and thus broadening their horizons and empowering them to improve their situation. The radical idea of knowledge democracy is to recognize and respect the existing knowledge and epistemologies of traditional communities, ethnic tribes, socially marginalized groups and grass roots movements as valuable resources, essential for the comprehensive understanding required to find solutions to complex local as well as global problems. Nevertheless, the question arises whether science and alternative knowledges really are compatible and on an equal footing? Is science not superior to all other knowledge systems? On the other hand, is science and its exclusive claim to rationality and universalism not the back side of the colonial project of ‘epistemicide’ – the subjugation and eradication of all traditional knowledges worldwide? Do not some of these knowledges offer ways of thinking that are valuable and eye-opening but inaccessible to science? Well known examples of a fruitful dialogue between different epistemologies are ethnobotany, complementary medicine and ethnomathematics. Knowledge democracy means appreciative exchange of different perspectives which through collaboration and partnership between local people and researchers can lead to sustainable solutions of complex problems, more self-consciousness and emancipation from social constraints.     

Intervention fidelity in participatory research: a framework

ABSTRACT

In community interventions more generally, the concept of fidelity refers to the degree to which a program is delivered as intended. The present paper discusses ways in which fundamental aspects of participatory research challenge the concept of fidelity and differ from more traditional science-dominated approaches. We begin with a discussion of the fidelity concept and some of its strengths and limitations. We then discuss both social problems and proposed solutions as representing complex problems defying simple or permanent solutions. We suggest that three prominent aspects of participatory research highlight this complexity and pose challenges in assessing fidelity. First, in participatory research, the goal is not only scientific but also social action on a local issue as well. Second, the participatory process among varied partners is itself part of the intervention itself to be understood as affecting both processes and outcomes. Third, the goals of participatory research include community-level as well as individual-level changes. These issues are illustrated in a discussion of how culture is conceptualized and acknowledged in fidelity assessment. We conclude with some recommendations for approaching fidelty in participatory research in a way that appreciates its differences from more traditional paradigms underlying community interventions.     

参与式教学在物流与供应链管理课程中的实践与探索

参与式教学是发挥学生主体作用、培养学生创新能力的有效途径。本文分析了情景模拟和小组任务两种参与式教学形式的特点,研究两种方法在物流与供应链课程教学实践中的问题,并提出改进建议,对于提升教学效果起到了积极作用。     

The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment

This paper presents findings from research into students’ perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies underlying the three schools’ approaches to fieldwork using Fien’s (1993 Fien, J. 1993. Education for the environment: Critical curriculum theorising and environmental education, Melbourne, Australia: Deakin University Press.  [Google Scholar]) conceptual distinction between education about, through and for the environment. The significance of these underlying values and ideologies to the students’ affective engagement with the field environment is discussed. The paper concludes that, while some students engaged with the field environment in terms of their personal values and environmental ideologies, broader influences on the fieldwork agenda were also discernable. These findings deepen our understanding of the implicit values underlying environmental education and highlight a potentially important conflict between the cognitive and affective objectives of such work.