关键词： 档案事业   档案保管   党史学习   学用结合   地方志编纂   档案法   活动载体   新修订  

摘要： 近期,朝阳区档案馆、朝阳区地方志编纂委员会办公室全面深入学习“七一”重要讲话精神,认真贯彻习近平总书记关于“加强党对档案工作的领导,贯彻实施好新修订的档案法,推动档案事业创新发展,特别是要把蕴含党的初心使命的红色档案保管好、利用好,把新时代党领导人民推进实现中华民族伟大复兴的奋斗历史记录好、留存好,更好地服务党和国家工作大局、服务人民群众”的重要指示,持续加强党史学习,不断创新活动形式、丰富活动载体,推动党史学习教育走“新”又走“心”。

关键词： Beliefs   Genre   Identity   Law   Reading   Writing  

摘要： Though much scholarship has investigated the nexus of language teachers' identities and classroom pedagogies, such studies often have focused on novice teachers in training or experienced practitioners who are working within university IEP or EAP program contexts. Crucially, little scholarship has examined contexts involving content-based instruction (CBI), where many times, instructors are not linguistically trained yet may adopt discipline-specific practices and/or develop their own unique methods for teaching L2 learners. The current study explores this gap, examining a CBI instructor of a legal research and writing course in an L2 English legal education program (i.e., LLM program). For 16 weeks, the researcher conducted a classroom-based ethnography to investigate how an experienced law instructor's various role identities impacted his pedagogical practices as he taught LLM students to write a legal genre called the office memorandum. Data consisted of: in-class observations, fieldnotes, artifacts (e.g., syllabi, assignments), semi-structured interviews, and a visualization reflection. The findings illustrate how three primary role identities shaped the instructor's pedagogy in ways that permeated his curriculum design and his manner of lesson presentation. Implications for L2 educators and researchers are discussed.

关键词： Theatre of the Oppressed   Forum Theatre   Education   nursing   Students   Universities   Transformative learning   Creative teaching method  

摘要： Background: Concepts such as racism, oppression and social justice are critical curricular inclusions in nursing education. However, traditional approaches to nursing education often fail to produce the desired reflection and change amongst students. There is an urgent need to develop nursing educators that can step outside the rigidity of the curricular status quo and engage students with pedagogies that support critical reflection, analysis and action. Participatory, experiential and interactive theatrical methods rooted in critical pedagogy, such as Theatre of the Oppressed (TO) and Forum Theatre (FT) may prove more effective at engendering reflection, analysis and action. Objectives: The study explores health care providers' (including nurses, nurse educators and allied health professionals) and nursing students' experiences, reflections and usefulness of TO and FT as nursing pedagogies. Design: Influenced by Freire's Pedagogy of the Oppressed and Boal's Theatre of the Oppressed, this study was conducted on a Western Canadian university campus. Two groups participated: one that included health care providers (HCP) (n = 8) and the second that included an audience of nursing educators and students (n = 7). HCPs participated in a two-day TO workshop, while nursing students participated as audience members in the FT performance. The data were drawn from sharing circles and group discussions and were analyzed using thematic analysis. Results: The findings from HCPs revealed that TO represents an opportunity for reflection and growth;strengthening relationships;and practicing vulnerability. Given that students only participated as audience members, they described practical applications for using TO and FT as pedagogies in nursing education including in simulation and in theory-based courses. Conclusion: This study demonstrates that TO and FT can play an important role in supporting HCPs' development as critical educators through embodied and reflective practice and th

关键词： Prospective primary teachers   Reflection   Pedagogical content knowledge   Locus of control   Themes  

摘要： This paper presents the findings of an empirical research project, designed with a combination of qualitative and quantitative methodology. Our goal was to apply Wiener attribution theory with a mathematics-specific pedagogical focus as a lens for analysing reflections. Our database consists of the prospective teachers' reflections on self-performed lessons. Prospective teachers (N = 104) reflected on the mathematics lessons they performed. The first lesson was performed at the beginning of their teacher preparation programme and the second one at the end of the programme. A significantly larger number of participants exhibited predominantly internal locus of control regarding teaching situations at the end of the teacher preparation programme. Similarly, a significantly larger number of participants shifted their focus from general pedagogical aspects to the mathematics-specific pedagogical aspects of their teaching performance. Additionally, prospective teachers' who exhibited predominantly internal locus of control reflected more often on the importance of pupil-centred approaches. Despite progress in observed elements, we still have some concern regarding the overall situation of teaching early mathematics.

关键词： Culturally responsive pedagogies   health and physical education   Indigenous games   Ricoeur   narratives  

摘要： Curricula and pedagogies that fail to utilise the cultural resources of students contribute to educational disadvantage. The health and physical education (HPE) learning area is not exempt from these concerns with calls emerging within Australia to include movement forms and ways of knowing of Indigenous and ethnic-minority students. In many respects, these are calls to counter the normativity of Anglo-Saxon middle-class male framings for HPE. This paper engages with these concerns and seeks to contribute through reporting on a case study from Australian-based research into culturally responsive pedagogies (CRP). Utilising Ricoeur's theorisation of narrative processes we explore a case study which centres on CRP informed pedagogical and curricular redesign in HPE. We engage with discourses of CRP to explore emergent understandings and raise awareness amongst HPE educators about the possibilities of CRP in foregrounding culturally informed movement forms and ways of knowing. We conclude in arguing all HPE educators face an ethical imperative to take up the challenge of adopting CRP and a broader range of culturally defined movement forms.

关键词： 新课改   高职教育学基础   教学创新  

摘要： 教育是立国之本,强国之基,高职院校教育学基础课程教学的开展及发展对高职院校教育能力和水平的提升影响重大,也积极地推动着我国教育事业的发展.在此背景下,高职院校必然要重视教育学基础课程的教学创新,致力于提高课堂教学品质,提高学生教育能力和水平.文章便对高职院校教育学基础课程创新教学进行了探究.

关键词： 学前教育   学前教育学   技工学校  

摘要： 伴随着国家三孩政策的开放,幼儿教师越发成为紧缺型人才,为了学前教育能长足发展,我国幼儿园教师教育面临前所未有的发展机遇和挑战,各院校学前教育专业招生规模不断扩大,专业内涵建设成为发展的重中之重。技工院校学前教育专业面向的招生对象是初,高中毕业生,有着基础薄,底子较差,自主学习能力弱,理解能力较弱等特点。就现阶段的技工院校学前教育专业的教学效果来看,成绩并不理想,在实际的教学开展过程中,学前教育学课程的开展仍存在很多问题。因此,本文就针对当前技工学校的学前教育专业学前教育学教学课程的现状进行分析,并在此基础之上提出相关的提高学前教育学教学的创新性措施,同时为学前教育学教学提供一点参考。

关键词： 健康教育学   教学创新   在线教学  

摘要： 为了优化健康教育学课程的教学方法手段,对有助于培养学生实践能力的课程教学改革进行了探索。课堂教学中结合互联网优势,运用整合式教学法等教学形式丰富课堂教学,实施形成性评价进行教学探索,以此激发和培养学生的学习兴趣,将知识运用于实践中,真正成为一个健康传播者。教学改革改进了教学方法和考核方式,提高了学生的学习积极性,有助于学生健康教育综合能力的培养,通过提升医学生健康教育活动的技能,提高学生分析问题和解决问题的能力。

关键词： 新增专业   工学   高校招生   电子信息类   人工智能   智慧交通   教育学   毕业生  

摘要： 近几年随着科技水平的不断提升,国家对于新兴专业越来越重视,2021年高校新增37个本科专业多为前沿高精尖类,目前市场上相关专业的毕业生相对紧俏,缺口较大,将成为未来的大势所在。教育部公布的2021年高校招生专业名录显示,2021年新增了37个本科专业,涵盖法学、教育学、历史学、理科、工学、农学、医学、管理学、艺术学九大门类。新增专业里工学类占比最高,约有1/3属于电子信息类和人工智能类,其中还包括智能采矿、智慧交通、智能飞行器技术、智能影响工程等前沿学科,共43所高校通过了新增专业的审批。

关键词： 继续教育学院   成人教育学   硕士研究生   河南大学   干部培训中心   专业硕士学位   教育学原理   高层次人才  

摘要： 河南大学1997年在教育学原理硕士点下招收成人教育学方向硕士研究生,是全国第二家开招成人教育学硕士研究生的高校。2003年成功申报成人教育学专业硕士点,是全国较早、河南省第一家该专业硕士学位点。硕士点由河南大学干部培训中心(继续教育学院)与河南大学教育学部合作共建,旨在培养在教育行政部门、学校、企业、社区等机构独立从事成人教育理论研究、教学及管理工作的高层次人才。截至目前,已累计招生100余名研究生。