幼教改革与幼儿教师的专业发展

幼儿教师是幼儿教育情境中的主体之一,它影响着整个教育过程的走向。要使幼儿教师适应当今幼儿教育改革和发展的需要,广大幼儿教师应树立正确的教育观、儿童观和崇高的敬业精神,不断提高自身的科学文化素养和专业技能水平;提高自身教育活动的能力和水平,保证幼儿教育活动的顺利开展;增强幼儿教育科研的意识,不断反省自身的教育教学活动,提高教学反思性实践能力;增强自身与他人合作的能力,学会终身学习,努力促进自身的专业发展。     

实践思维方式：走进马克思哲学的路径

实践是马克思哲学的重要范畴,是实现哲学变革的重要路径。走进马克思哲学,必须理解把握“实践”概念范畴,运用实践思维方式。思维方式是看待事物的角度、方法和方式,对人们的言行起决定性作用。马克思哲学的实践具有其生成、发展的内在逻辑,实践思维方式有其独特特征,把握运用实践思维方式,厘清马克思哲学学习中的迷雾、误区,把握马克思哲学的真正精神实质和方法论,对走进真正的马克思哲学意义重大。     

论“应用写作”课程教学趣味性实施的策略

高职"应用写作"课程教学要摆脱因袭的历史观念,寻找各类文种与学生日常生活及职业发展的交集,建构适宜的以练为主的课堂教学模式     

思想政治教育视域下的高校辅导员与大学生谈心机制探析

思想政治教育视域下,高校辅导员与大学生谈心不仅有其特定的内涵,而且有它的特征与类型。但是目前高校辅导员与大学生谈心存在着认知、技能、有效性和评估反馈方面的不足。建立和完善高校辅导员与大学生谈心机制应:建立谈心制度,提高谈心认知和意识;建立辅导员队伍培养机制,提高谈心技能素质;建立有效谈话机制,提高谈心实效性和有效性;建立评估和激励机制,促进谈心制度规范化。     

Field-based teacher education in literacy: preparing teachers in real classroom contexts

For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how we use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed.     

论“用以致学”:指向素养发展的教学认识论

探究素养发展的教学认识论,旨在澄明知识与素养的关系及其转化的认识论原理与教学机制。素养作为道德性运用知识解决复杂问题的能力,这一学习结果基于知识并超越知识,诉求于学习者能够在复杂情境中开展道德性的知识迁移与运用。可见,实践性是素养的本质特征,内蕴知与行、理智与德性统一的认识论意义。这一本质特征诉求于教学认识论应处理好“学”与“用”的一体化关系。传统教学认识论虽然一贯倡导“学以致用”,但由于理性主义知识观的钳制,在处理知与行、“学”与“用”的关系问题上深陷先后论、工具论、机械论等二元论困境。二元论的症结不仅割裂了“学”与“用”内在的一体性,而且难以确保学习者所获学习结果的实践性。“用以致学”通过调整“学”与“用”的位次关系,旨在重估行动、实践的认识论意义,进而更好地促进“学以致用”。“用以致学”作为实践取向的教学认识论不仅勾勒出化知识为素养的教学机理,同时还体现了现代认识论研究实践转向的趋势、学习科学的最新进展以及中国文化内蕴的力行认识论传统等依据。     

新体制新思路新发展 --对发展电大教育的实践与思考

电大教育如何发展 ,尤其是电大教育和其他教育形式合并后 ,如何更好地发挥电大教育的优势 ,充分利用电大的教育资源优势互补继续为社会培养大批优秀人才 ,是一个很值得探讨的社会课题。     

Ten Years of Entrepreneurship Education at Chinese Universities: Evolution,Problems, and System Building

Abstract

Entrepreneurship education has experienced four stages of development in Chinese universities, shifting from entrepreneurship show to entrepreneurship education, from teacher training to student education, from classroom teaching to multimodal teaching, and from imparting knowledge to cultivating skills. Currently, the weak links in entrepreneurship education in Chinese universities are primarily reflected in four areas: unsound curriculum design, a lack of qualified teachers for entrepreneurship education, a monotonous model for entrepreneurship education, and imperfect supporting mechanisms for entrepreneurship education. Constructive ideas for the entrepreneurship education system in Chinese universities are: to build a scientific curriculum-based educational system, establish a perfected entrepreneurial practicum system, build up a system for an outstanding corps of qualified teachers, construct a perfected educational model system, and perfect the evaluation system for entrepreneurship education.     

Characterizing cross-professional collaboration in research and development projects in secondary education

Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part of R&D projects in terms of three dimensions: reasons for collaboration, the division of roles and tasks, and the communication structure. Data were collected in interviews with participants from 12 Dutch projects, from documents and from meetings with participants. The results show that the parties involved can have the same reasons for cross-professional collaboration but that the external educational experts may also have additional objectives. Roles and tasks were divided in different ways, depending on who directs and guides the research and development, and whether teachers were involved as teacher researchers in the project. The communication structure appeared to be linked to the division of roles and tasks, but also to the number of participants in the project. The three dimensions proved to be valuable viewpoints to study cross-professional collaboration in R&D projects in Dutch secondary education. Furthermore, we distinguished four types of cross-professional collaboration in R&D projects. These types differ in the extent to which the school or the external party direct and guide the project: (a) School-directed collaboration; (b) School- and researcher-directed collaboration; (c) School- and adviser-directed collaboration; (d) Researcher-directed collaboration. Our findings can support participants to consciously choose a particular type of cross-professional collaboration that fits their purposes and specific situation.     

核心价值观认同下组织竞争力培育机理研究

知识分子是具有高度政治敏感性的群体,成功智力的开发在很大程度上受到核心价值观认同的制约。基于我国知识型团队的样本数据,借助于结构方程模型,经验性的解析揭示了核心价值观认同、成功智力和组织竞争力的内在关系,发现了核心价值观对成功智力的促进路径,以及对组织竞争力的促进机理,从而为知识型团队组织竞争力的培育提供了理论借鉴,并加强了价值观理论与传统管理学理论的融合。研究发现:情感认同和行为认同对分析型智力、创造型智力和实践型智力均存在着促进作用;分析性智力、创造型智力和实践型智力均对组织竞争力存在着促进作用。