关键词： 党史学习   学习成效   教育工委   干事创业   学习实效   强力推进   上新台阶   玉溪  

摘要： 自开展党史学习教育以来,玉溪市委教育工委立足工作实际,运用"三举措"精心组织,强力推进,以扎实举措推进党史学习教育落实落地落细,把学习成效转化为全市教育体育系统干事创业的精神动力,以学习实效推动具体工作迈上新台阶。

关键词： 字母教学   英文词汇   初中英语词汇教学   教学层次   有效途径   教学效率   教育学   不可忽视  

摘要： 在英语教学中,从开始的字母教学,再到单词、短语、句子、段落、文章的教学,英文词汇的教学在整个教学层次当中是基础环节。要使英语教学效率得到提高,英语词汇的教学必须扎实且牢靠。没有基础便是空中楼阁,英语教学中,词汇教学这一基础教学是不可忽视的。基于此,本文首先阐述了英语词汇教学的重要性,在此基础上根据教学经验和对教育学相关书籍研究,探讨了提高英语词汇教学效率的有效途径,旨在提高英语词汇教学的教学效率。

关键词： 教育学学科   学科立场   交叉学科   教育学立场   教育学史   教育学发展   对话交流   专门学科  

摘要： 教育学发展至今,已不再单指一门作为教育基础学科的教育学,而是发展为包含多门教育学学科在内的教育学学科群。以教育学内、外立场为分类依据,我们可以将现有的教育学学科群划分为三类:第一类是教育学自身分化、拓展所形成的学科,即教育学专门学科;第二类是以教育学立场与其他学科立场对话交流为基础,通过方法、理论等层面的交叉而形成的学科,即教育学交叉学科;第三类是以教育学自身为研究对象的学科,如元教育学、教育学史等。

关键词： 南京中医药大学   江苏省教育厅   国家新闻出版署   决策学   教育学   投稿须知   经济学   研究成果  

摘要： 1本刊是经国家新闻出版署批准、由江苏省教育厅主管、南京中医药大学主办的学术性季刊,国内外公开发行。2本刊主要刊登与医学相关的哲学、社会学、文化学、语言学、民俗学、历史学、心理学、经济学、决策学、法学、教育学、伦理学等社会科学方面的研究成果。

关键词： 中国教育学会   教育品质   优质教育   如何构建   教育学   哲学视角   内在逻辑   对话  

摘要： 人是教育的出发点和落脚点,教育学首先是关系学,教育活动始终围绕教育关系运转。良善的教育关系并非只是达成优质教育的手段,其本身即是目的。本刊记者对话中国教育学会学术委员纪大海,就教育中的核心关系以及如何构建理想教育关系进行探讨。好教育必有好关系《四川教育》:从哲学视角,如何理解教育与关系的内在逻辑?

关键词： 精准教学   人机协同   教育大数据   教学模式  

摘要： 近年来,精准教学作为人工智能、大数据技术在教育领域的典型应用,得到了快速的发展,但也存在脱离甚至违背教育初衷的隐忧。为弥补当前精准教学的这一不足,促使人工智能更好地推动教育教学改革,文章在反思传统的精准教学和大数据支持下的精准教学的基础上,提出了回归教育学的精准教学,并以人机协同为主要特点构建了一种新的精准教学模式。该模式将精准教学细分为精准导学、精准目标、精准研学、精准诊断、精准干预、精准反馈、精准评估、精准反思和精准拓展等九个方面,并以人机协同作为首要原则对整个模式进行了架构。

关键词： 形式语言   语言本体   学科交叉   卡尔维   教育学   不安全现象   面向社会  

摘要： 豪根于1962年提出“语言不安全”的概念:由于同一语言存在的不同规范和形式,说话者表达时往往有不安的心理,担心被他人笑话,导致对语言形式的过度重视却忽视了对说话具体内容的关注。该理论被拉波夫用于自己的社会调查,并指出形式语言的不安全现象是语言安全理论的源头。卡尔维(Calvet)则是语言不安全理论的拓展者,将语言安全理论从语言本体提升到语言地位和语言身份。随着语言学面向社会应用的研究的不断发展,当今的语言安全和多门学科交叉,例如,法学、政治学和教育学。

关键词： Low-income students   Autobiographical writing   Composition courses   First-year college students  

摘要： This embedded case study leveraged Rendon's (1994) validation theory as well as theories connecting self-reflection and transformative learning (e.g., Mezirow, 1990, 1997) to examine an autobiographical reading and writing course designed for low-income, first-year students in a comprehensive college transition program at an institution in the Midwest region of the United States. We used interviews with course instructors, longitudinal digital diaries with students, and course observations to understand the nature of the course and how participants experienced it. We found that building community was essential to supporting students' learning. Within classroom communities, instructors structured opportunities for reflection, validated students' stories, used culturally relevant texts, and encouraged sharing narratives with peers. These practices in combination cumulatively enhanced students' writing skills, their confidence, and their sense of belonging. Participants also reported that the course deepened students' self-awareness and fostered empathy for peers. Our participants highlighted the benefits of incorporating autobiographical reading and writing into first-year composition courses, particularly for low-income students and those with minoritized identities.

关键词： Smart pedagogy   Technology enhanced learning (TEL)   Classiffication of TEL   Dimensions of TEL  

摘要： People have long talked about the use of technology in education and are looking for ways to incorporate different scientific advances into the learning environment, both to help students learn and make learning more interesting for them as well as to ensure that future generations can innovate based on previously accumulated knowledge. Today, when we talk about technology-enhanced learning, we mean the possibilities created by digital technology, which has become widely available to everyone thanks to both the creation of Intel's digital microprocessor in 1971 (Chan et al., in Research and Practice in Technology Enhanced Learning 1:3-29, 2006) and the creation of the world wide web in 1990 (Berners-Lee, T., & Cailliau, R. (1990, November 12). WorldWideWeb: Proposal for a HyperText Project. ). The current crisis caused by the Covid-19 pandemic has given a further boost to technological developments to ensure access to education, which is one of the most important areas of society. Everyone has come across education in its various forms, either by learning at any level or form of education or by being a parent who has become a provider of home-schooling during remote learning (Daniela et al., in Sustainability 13:3640, 2021), whether as an educator or a creator of learning materials and technologies. The Covid crisis has shown that the use of technology is sometimes the only way to provide access to education, but despite the potential of technology to organize synchronous and asynchronous learning, there are still many problems in using technology, both in terms of just sending students materials to learn by e-mail and also with the initial inflexibility of the learning process. For instance, synchronous online classes were organized for students according to the traditional agenda of classes without thinking about the students' ability to focus on on-screen activities for many hours and, after that, to do independent work.

关键词： Schoolyard pedagogy   Elementary   Science teacher   Teacher development   Life history  

摘要： Science education theory and reform call on elementary educators to provide authentic science learning experiences in a constructivist learning environment. The natural surroundings of the schoolyard offer an often undeveloped and/or undiscovered pedagogical tool that can help teachers meet these reform-based goals in science teaching. There is little research investigating the pedagogical development of teachers who use the schoolyard to teach. Understanding the framework of development of schoolyard pedagogy can help pre- and in-service teacher educators prepare effective elementary science teachers to take advantage of the teaching opportunities in the schoolyard. This manuscript constructs a framework of development of schoolyard pedagogy as described in the themes of experience across the professional life histories of elementary teachers who frequently use the schoolyard to teach. This framework can inform both pre- and in-service teacher educators who aim to support the development of a pedagogy that goes beyond the four walls of a classroom.