论教育异化

教育异化并不等同于教育“出了问题”.本文从马克思的异化理论入手,通过比较工人劳动的异化和学生在应试环境中学习活动的异化,认为可以将由分数控制的应试现象以及由此导致的学生片面发展理解为教育的“异化”,但不宜将教育当中存在的所有问题都归结为异化问题.造成教育异化的原因在于高考的压力,但异化的教育并非一无是处,依然具有片面但也深刻的意义.     

教育技术学核心期刊基金论文的统计分析

基金论文的研究可以把握研究领域内的前沿热点和动态,为学科发展提供有益的科研参考和借鉴。教育技术学核心期刊基金论文能够反映教育技术学科理论与实践的研究成果,将其作为研究对象,运用文献计量法、词频分析法等对基金论文的数量、资助级别、作者地区及单位、研究主题等进行统计分析。可以看出,此类核心期刊种类较少且刊期较长,基金资助来源广泛,合作程度较高,东部地区和高校中占有比例很大,远程教育、教育信息化、教学设计仍是主要研究领域,云计算、移动学习、协作学习、学分银行等逐步成为研究的新热点。     

眼动分析法在教育技术领域的应用与趋势

眼动分析法兴起于心理学领域,其客观记录受众视线和认知分析的能力迅速得到众多学科推崇,与视觉信息加工相关的心理机制研究已取得显著成果。教育技术学领域迫切需要利用眼动分析法从受众的视角出发,遵循人的视觉认知规律去探索人机交互过程中如何优化信息的获取和加工过程。目前教育技术领域中引入眼动分析法开展的研究数量较少且尚不全面。随着技术的发展和研究的深入,相信眼动分析法能够使得教育技术学科的研究更加严谨、科学。     

古田会议精神育人品牌建设的探索与实践

依托古田会议精神打造特色育人品牌,对于坚持“育人必先育德、育德必先铸魂”的党建思政工作思路,培养大学生崇高的理想信念和道德情操具有重大意义。打造“红土精神”育人品牌,一是要以育人为本,打造“红土先锋”品牌;二是要以敬业为乐,打造“红土教风”品牌;三是要以成才为志,打造“红土学风”品牌。推广“红土育人”品牌建设,“基础”是结合实际、讲求实效,“关键”是继承创新、拓展理念,“根本”是以生为本、育德铸魂,“保障”是彰显特色、品牌带动。     

基于社会职业发展模式的公众教育选择

社会职业发展的模式特征决定了公众的教育选择倾向。单一模式将形成一元化的教育选择,多元模式会引导形成多元化的教育选择。中国社会的职业发展模式具有“一主多元”并存的特征,而公众教育选择倾向则主要受主流模式影响,以致形成以升学竞争为主导的特征。未来职业发展模式多元化将成为大趋势,方向和路径选择将成为公众教育关注的重点,教育应顺势进行多元改革。     

Impact on student teachers' conception of learning and teaching from studying a course in educational psychology

This study investigates changes in the conceptions of learning and teaching among undergraduate student teachers. A qualitative content analysis of essays using metaphors to describe learning and teaching written by 256 students at the beginning and end of an educational psychology course was used as the main research procedure. It was found that there was an increase in the share of students that see learning and teaching from a cognitive-constructivist perspective and a decrease in the share that see learning and teaching from a behaviourist perspective by the end of the course. In addition, the study revealed that the coherence in the nature of the metaphors describing learning and teaching increased by the end of the course. However, there was practically no increase in the number of essays describing learning from a socio-constructivist perspective, a fact that points to a need to pay more attention to the manifestations of learning in different communities of students, that is, to a relevant knowledge that teachers need in their everyday work.     

Evaluating teaching effectiveness and teaching improvement: A language for institutional policies and academic development practices

Demands for institutional accountability in higher education have been increasing and have led to greater attention to the evaluation of teaching, the assumption being that improved teaching will result in enhanced learning. In our work as academic developers, we are increasingly helping academic managers make explicit teaching policies and practices that seem fair and equitable. To help us in this work, we have developed a framework for evaluating the practice of teaching. What is unique about this framework is the language it provides to differentiate aspects of teaching. For instance, it provides a basis for differentiating and linking criteria to standards, i.e. the level of achievement desired or expected. Standards are critical if the evaluation of teaching is to be seen as fair and equitable, yet they are often unexamined in other representations of the evaluation of teaching. Although the original intent of our efforts was to provide a framework for academic managers, we have come to find it useful in our own work as university teachers and as academic developers. Examples of all three uses are provided in the paper.     

Perspectives on academic staff involvement in the acquisition and implementation of educational technologies

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research.     

Higher education curriculum orientations and the implications for institutional curriculum change

This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.     

The chameleon on a tartan rug: adaptations of three academic developers’ professional identities

This paper builds on discussions of academic developers’ identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers’ status (from tenure-track academic peers to professionals).