The promises and limitations of international comparative research on teacher education

This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed?     

Art and Design Education in the Ecology of Care

In the light of challenges arising from contemporary issues such as inclusivity, sustainability and justice, the connections between art, design and caring appears to be pertinent. What role can artists and designers play in the ecology of care? How can we lead art and design students to connect and lend their creative skills to care needs? Drawing on the ethics of care and a relational view on health this article highlights the various teaching approaches and initiatives introduced at Nanyang Technological University, Singapore, to support and guide students to realise various art and design for health and wellbeing projects that provide opportunities for students to part take in ecology of care using their creative skills. Although creative explorations at the intersection of art, design and caring is still at an early stage, outcomes from this ongoing effort have been encouraging in response to the shifting social needs to create a more inclusive and flourishing society in Singapore.     

浅谈如何提高学生使用E-learning平台进行互动学习的积极性

E-learning平台作为一个方便易用、功能全面的教学互动平台,已经在越来越多的高校中得到了广泛使用,但是如何发挥好该平台的互动功能,提高学生进行互动学习的积极性,一直是平台使用过程中的难点。本文笔者将自己多年使用E-learning平台进行互动教学的经验进行了总结,从"重视度的提升、习惯的养成、榜样的力量和角色的转换"这几个方面详细阐述了如何调动学生的积极性,让学生主动使用E-learning平台进行学习。     

为"三农"服务:远程教育的新使命

为“三农”服务，是教育为全面建设小康社会服务的战略重点，是江苏实现“两个率先”对教育的现实要求，是现代远程教育担负的新使命，也是广播电视大学创新发展的战略机遇。远程教育服务“三农”，既是一项创新工程，也是一个重大的实践课题，存在许多新的困难和问题，需要有新的措施和对策加以解决。     

开放教育工商管理专业教学设计原则思考

本文采用系统研究的方法,从教育理论与社会实践两个方面较为全面地对开放教育工商管理专业学生的知识、能力、素质结构与内容进行了分析,论文研究基本结论是应从社会对开放教育学生的期望要求、社会未来发展以及开放教育的对象自身需求这三个方面来确定开放教育工商管理专业学生的知识、能力、素质结构的培养内容,并根据上述内容指出:在进行教学设计时应遵循适应性原则、系统性原则、现实性与前瞻性兼顾的原则、社会发展与个体全面发展有机统一原则、科学性开放性和实践性相统一原则、应用性为主的原则、专科本科不同学历层次纵向贯通以及不同专业横向衔接等七个原则.     

音乐艺术教育功能浅论

不朽的艺术作品不但能积极地教育影响下一代人，而且还能永久性地发挥艺术的教育功能，影响若干代人的成长和进步，这样的作品具有永恒的艺术魅力。     

开发优秀传统文化丰富现代远程教育资源

在现代远程教育资源尚需不断丰富的背景下,探讨如何将优秀传统文化与现代远程教育进行有效结合是一个具有时代意义的课题。应用教育技术手段,将优秀传统文化开发成为一种现代远程教育资源,可以合理地优化现代远程教育的伦理秩序,促进个人文化素质的终身发展,同时,也有利于传承我们的民族文化。     

发现法教学的再认识与实践

随着现代认知学说、建构主义理论的不断发展及其对数学教学的要求,使发现注重新受到关注,发现式教学能有效地培养学生的探索精神、创新精神、开拓精神、建设精神,在“发现式数学教学模式实验研究”中主要采用了以下5种教学策略：创设情意;主体活动;多向交流;引导发现;效果回馈。     

职业技术教育IT人才培养模式探索

本文从我国IT教育的现状和社会需求的矛盾入手阐述了IT教育改革的必要性,提出将国外知名IT认证融入我国IT教育的新模式,并从课程设置、师资建设以及教育手段、评估手段改革等方面作了阐述。     

What future teachers believe about democracy and why it is important

This paper analyses pre-service education student perceptions and perspectives related to education for democracy in Australia. Using a critical pedagogical framework datum from an online survey, it presents both quantitative and qualitative responses of contrasting understandings of democracy. It begins by outlining the concepts of thick and thin democracy and why this is important in relation to contemporary debates about the state of civics and citizenship education, and then explains the conceptual framework of critical pedagogy and methodology. The datum analysed is discussed in relation to neoliberalism and indicates that the pre-service teachers in this study view democracy in a narrow or thin way that may impact on their classroom practice where they would be teaching about but not for democracy. A more critical and thicker understanding of democracy is suggested as essential if we desire our students to become active and transformative citizens.