关键词： 儿童身心发展   身心发展规律   因材施教   尊重儿童   儿童权利   自我保护能力   儿童健康   教育学  

摘要： 保护儿童权利、促进儿童健康发展,仅有法律的规定和美好的愿望显然不够,还要从儿童的需要出发,了解儿童,尊重儿童身心发展的规律。尊重儿童身心发展规律,是保护儿童权利、促进儿童健康发展的前提。儿童常常缺乏自我保护能力,需要成人的监护。成人的监护既有法律的、伦理的、社会学的问题,也有教育学、心理学的问题。现实中,出于良好愿望甚至一片赤诚之心,剥夺孩子权利、有害孩子健康成长的例子比比皆是。

关键词： 教学实践活动   机制运行   影视艺术专业   教育学   艺术殿堂   影视艺术教学   艺术教育专业教师   教学活动  

摘要： 教学是教师教与学生学的统一体,其出发点与落脚点都在学习,即通过教学实践活动让教师学会"教"、让学生学会"学"。至此,不难发现教师是教育体系、教学机制运行中不可或缺的引导者,是引导教学活动开展的主要人物,而影视艺术教师作为整个教师资源的一部分,自然是把学生带入艺术殿堂的引领者,是推动影视艺术教学活动持续开展的助力者。故这也从旁表明影视艺术教育专业教师理想的变革与实践直接或间接、或多或少影响着影视艺术专业学生的"学",影视艺术专业的深化发展。

关键词： 外国语学校   全国教育科学   课题立项   非正式学习   江苏省常州市   互联网   脑科学   教育学  

摘要： “‘互联网+’视域下小学生非正式学习的指导策略研究”(BHA200230)系全国教育科学“十三五”规划2020年度国家一般课题。自课题立项以来,清英外国语学校课题组针对当前小学生的学习状况、学习天赋、学习动机等因素进行调查分析,基于教育学、社会学、心理学、脑科学等理论依据,深入探讨“互联网+”视域下小学生非正式学习的发生过程。

关键词： 行为导向教学法   高职教育   学前教育课程  

摘要： 行动导向教学法是以行动导向驱动为基础依据,更为强调学生在学习中的实践环节,将行动导向教学法应用于课堂教育中,加强对学生课堂主体意识培训练在教师的引导下形成自主学习问题分析解决分析的能力,以此来达到构建高效课堂,提高学生综合素养的教学目的。本文以行动导向教学法在高职学前教育学课程中的应用为分析,探究新时期教育的该教学方法应用的必要性,为之后的教学发展提供参考建议。

关键词： 家庭文化资本   教育学专业研究生   学科认同  

摘要： 基于布迪厄的“资本场域理论”,探究家庭文化资本对地方高等师范院校教育学专业研究生学科认同的影响,系统分析家庭文化资本中文化资本的传递、父母期望、家庭共同参与的活动对教育学专业研究生学科认同的影响。调查结果显示:地方高等师范院校教育学专业研究生对其学科的认同总体处于中等偏上水平,但他们对于教育学专业研究生这一群体的归属感不强。同时,家庭在文化资本的传递上存在差异,父母期望显著影响教育学专业研究生的学科行为,父母与子女共同参与的活动越多越能够促进子女的学科认知。

关键词： Inspiratory vocal fry   Electroglottography   Electromyography   Mucosal massage  

摘要： Objective. Inspiratory Vocal Fry (IVF) is the voice production during inspiration of a sound with vocal fry perceptual characteristics. The existing scientific literature shows a lack of studies on it. The aim of the study is to highlight anatomical and physiological characteristics of IVF, to assess its effects on spoken and singing voice, to confirm the potential usefulness in speech therapy and vocal pedagogy. Methods. Thirty-two healthy subjects (17 male and 15 female) underwent videolaryngostroboscopy to assess the degree of false vocal folds adduction, pharyngeal wall contraction, and degree of vocal folds stretching in different types of phonation: expiratory and inspiratory phonation, Expiratory Vocal Fry (EVF) and IVF. All these parameters were evaluated by a group of three speech therapists and one phoniatrician not belonging to the research group. In addition, for each subject an electroglottography was performed for all the types of phonation previously mentioned, highlighting Contact Quotient (CQ) and Closing/Closed Quotient (CCQ). Three subjects underwent electromyography for a preliminary study of the muscle activation in IVF. Results. False vocal folds adduction (P value = 0.000005) and pharyngeal wall contraction (P value = 0.001155) were significantly reduced in IVF compared to EVF;on the contrary, vocal folds stretching was significantly higher in IVF (P value = 0.000031). Electroglottographic CQ was significantly higher in IVF compared to EVF (P value = 0.019592) and the other types of phonation. Similar results were obtained considering CCQ, as IVF values for this parameter was significantly higher compared to EVF (P value = 0.013062) and expiratory phonation (P value = 0.001324). As regards electromyography, medial thyroarytenoid (TA) motor units were more recruited in IVF, while lateral TA motor units were more recruited in EVF. According to our results, IVF is characterized by higher elastic tension due to a reduced hypertonic contraction of

关键词： capability   employability   enquiry-based learning   lifelong learning   preparing for practice  

摘要： Introduction Daybook is an enquiry-based teaching and learning approach that blends various adult learning theories. It is designed to equip and prepare a new graduate to do a designated job in the workplace. It supports the safe beginner to undertake high-level thinking that permits adaptation to unfamiliar challenges of the job, as well as use of continuous learning strategies to do the job better. Its aim is to support four main pedagogic pillars of learning: preparing for practice, educating for employability, enhancing capability over competence and lifelong learning. Methods A study using three successive student cohorts evaluated the perceived sustained impact of Daybook on learners' clinical practice following graduation and entry into the workplace. Using a questionnaire with open-ended, opinion and closed questions, descriptive quantitative analysis was used on numerical data, and qualitative data underwent a deductive thematic analysis. Results Quantitative and qualitative results supported one another to identify that the four pedagogic pillars of learning were all impacted positively by use of Daybook. Enhancing capability was the most influenced area. Each of the four areas, although discrete academic entities, demonstrated overlap and commonality. Conclusions Although an academic exercise, Daybook is perceived to support users' undergraduate learning across the four domains of educating for employability, preparing for practice, enhancing capability and lifelong learning, and this impact sustains through the transition from student to independent practitioner when they qualify.

关键词： Integration of social media   Smart pedagogy   Senior high school students   Perception  

摘要： Social media have become part of students' life as a result of their features and the predominant mobile smart medium of usage. In the advanced world, the social platforms have provided affordances for integration in education providing smart learning environments. However, within the Sub-Saharan African region, especially in Ghana, this phenomenon is emerging and warrants an investigation into the initial perceptions of students on integrating mobile phones and social media in the Ghanaian educational system. It is against this background that this study seeks to investigate senior high school students' perception of the use of social media for pedagogical purposes. Bandura's social learning theory and Vygotsky's social constructivism theory formed the theoretical foundation of the study. The descriptive survey design was adopted for this study with data collected through a questionnaire. In all, 200 students were selected from a senior high school using purposive and simple random sampling techniques. Statistical tools such as means, standard deviation, analysis of variance (ANOVA) and regression were employed for analysis. The study found that most of the students had positive perceptions towards the integration of social media and its effects on teaching and learning. There were no statistical differences in perception based on the mean scores of ages of students, year of study and programme of study in terms of social media integration in education and effects on teaching and learning. Furthermore, the perception on social media integration in education predicted the effects on integrating social media in teaching and learning. Consequently, both the perceptions of social media integration in education and its effects on teaching and learning predicted actual usage for learning. Based on the results recommendations were provided on policy and practice of social media use for academic purposes in secondary schools in Ghana.

关键词： COVID-19   Technological innovation   Systematics   Pandemics   Engineering education   Curriculum development   Engineering education  

摘要： Crises, especially the recent COVID-19 pandemic, have significantly impacted traditional teaching pedagogy, which often relies on face-to-face interactions. It is crucial that various stakeholders in education, including administrators, staff members, teachers, parents, learners, government officials, and so on, adapt to abrupt changes and disruptive transformations caused by emergency situations. In this article, we map out approaches to stakeholders that underpin teaching and learning effectiveness for engineering education (EE) in terms of policy, pedagogy, and assessment. The contributions of this article are threefold. First, we revisit a framework that enables administrators to devise policies for a secure and safe learning environment. Second, we propose Crisis-Resilience Pedagogy (CRP), which highlights and integrates important attributes such as adaptability, creativity, connectivity, diversity, and endurance into pedagogical components for effective teaching and learning. Third, we outline how to leverage education technology for outcomes assessment. To illustrate the challenges, solutions, and possibilities in this "new normal," we utilize and reflect on the results of an observational study conducted during the pandemic. Our approaches can be easily extended to other academic disciplines in other institutions to strengthen the resilience of our education systems in times of crisis.

关键词： Preservice teachers   Technology   Noticing skills  

摘要： This study investigated effects of employing the Three-point framework (Key Point, Difficult Point, Critical Point) and three technology-aided interventions (online discussions, clinical interviews, and graphic lesson plan construction) on developing preservice teachers' noticing skills in elementary mathematics pedagogy courses. Pre-and post-intervention assessments revealed significant improvement in the treatment group's scores, and two case studies illustrated how the interventions can help preservice teachers develop noticing skills. These findings suggest that combining the framework with technology support provides an accessible model for guiding preservice teachers to use evidence from task-based interactions with learners to support instructional decisions. (c) 2021 Elsevier Ltd. All rights reserved.