关键词： 专业认证   学前教育学   课程   质量改进  

摘要： 师范类专业认证是新时代对教师教育专业内涵式发展提出的新要求、新举措,其核心理念中的"学生中心"为课程教学过程、方法和策略明确了主体;"产出导向"为课程目标、课程内容和考核提供了对象;"持续改进"为课程评价、质量监控和保障指引了方向.基于专业认证核心理念的课程质量改进是一项系统化的变革,须得经历一系列的优化过程:一是基于毕业要求优化课程目标;二是基于课程目标优化课程教学;三是基于毕业要求优化考核评价;四是基于评价结果对课程持续改进.

关键词： “1+X”证书制度   《学前教育学》   课程改革  

摘要： “1+X”证书制度改革强调在职业院校和应用型本科高校实施“学历证书 + 若干职业技能等级证书”制度，这对学前教育专业的人才培养提出了新的要求。文章探索了“1+X”证书制度实施的背景和意义，分析目前高职院校学前教育学课程的实施困境，提出“更新教师观念，完善师资队伍”“树立课证融合理念，保证教学内容与证书考核互通”“创新教学形式，丰富教学方法”“重构课程评价体系，重视过程性评价”等课程改革策略，希望能对后续的研究有参考价值。

关键词： 学然后知不足   教学相长   《学记》   自我反思   教学反思   教育学   王夫之   教育家  

摘要： 对学生自我反思能力的认识早在先秦时期的教育学专著《学记》中就有记载:"虽有嘉肴,弗食,不知其旨也;虽有至道,弗学,不知其善也。是故学然后知不足,教然后知困。知不足,然后能自反也;知困,然后能自强也。故曰:教学相长也。"虽然对"教学相长"的理解存有分歧,但其中所蕴含的对"反思"的关注却是毋庸置疑的。秦汉以来,几乎每一个时代的教育家也都非常重视教学反思的重要作用。王夫之认为,学生所做的事情是"引教者之意而思之以反求于致此之由者",把学习过程视为不断进行自我反思的过程。

关键词： 教学改革   混合式教学   课程思政  

摘要： A校教育学课程团队依托雨课堂教学平台，将课程思政融入混合式教学改革探索与实践，明确知识传授、能力培养、价值塑造三位一体的课程目标;形成嵌入德育元素的课程内容;在课程实施中借助雨课堂教学平台，实现教学空间、教学时间、教学方式的混合，将课程思政融于课前预习、课堂教学、课后提升和教学实践等环节;建构形成性评价、诊断性评价、互动性评价、总结性评价相结合的多元化评价体系。实践结果证明，学生在收获专业知识能力的同时，还树立了正确的教育观、教师观、学生观，发展了团队合作意识和创新精神，提高了思想政治素养。

摘要： 曲靖师范学院教育学学科2011年被批准为云南省硕士学位授权立项建设重点学科,教育硕士于2018年、2021年连续两轮批准为省级立项建设学位点.学科带头人为丁晓东教授.教育学学科建设惠及全校19个师范类专业,含国家高等学校特色(重点)专业1个、云南省高等学校特色(重点)专业5个.

关键词： 新文科专业   实践教学质量   路径探索  

摘要： 结合新时代经济社会发展的要求，立足新文科人才培养的目标，突出教育行业产业的实践要求，探索新文科专业实践教学质量提升的路径，是提升人才培养质量，实现高等教育文科专业持续健康发展的关键。应用型高校新文科专业实践教学建设应肩负起时代的使命，动态吸纳与整合社会新文化、新科技、新思想，实现教学观念、目标，原则、方法、保障等的有机统一，以回应时代科技革命和产业变革要求。

关键词： 案例教学法   教育学原理   课堂教学  

摘要： 在课堂教学中应用案例教学法，能够提升学生的学习能力，帮助学生养成良好的学习习惯。案例教学法的应用需要遵守相应的教学原则，明确案例教学法的开展流程，才能把案例教学法的优势充分发挥出来。文章主要分析了案例教学法的内涵以及开展原则，并针对性研究了教育学原理课堂教学中案例教学法的开展措施。

关键词： authentic assessment   banking education   caring critical pedagogy   critical consciousness   empowerment   nursing education   pedagogical issues   traditional education methods   traditional methods of evaluation   theory-guided practice  

摘要： Instead of instilling in nursing students critical thinking to challenge injustice and oppression in nursing practice, nurse educators often rely on outdated traditional approaches to education. This situation is certainly true in traditional methods of evaluation that often propagate a banking mode of learning. One of the most commonly used methods of evaluating students is traditional examinations, which have recently become a source of pedagogical conflict among educators. In this article, we outline how educators unknowingly encourage surface learning, uncaring practices, oppression, inequity, and cheating when they rely on traditional examinations. We draw on critical caring pedagogy and universal design for learning to advocate for increased use of authentic assessment in nursing education.

关键词： Receptive vocabulary   Literacy learning   Kindergarten   Title I   Play-based pedagogy   Developmentally appropriate practice  

摘要： The research literature well establishes that adverse conditions, such as poverty, can affect children’s cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at greater risk for underperforming compared to their more resourced peers. This study explored the effects of two teachers’ direct instruction learning environments to test the hypothesis that Title I kindergarten students from low socioeconomic backgrounds will show greater gains in receptive vocabulary and literacy learning when purposeful play is incorporated. The Peabody Picture Vocabulary Test 4th Edition (PPVT-4) results were analyzed in relation to students’ literacy learning as measured by i-Ready Diagnostic Reading at pre/post-test. While receptive vocabulary growth was greater in the didactic classroom, the reading growth was greater in the play-based classroom. Students with higher levels of receptive vocabulary in both classrooms also tended to perform better on measures of literacy achievement. The findings from this study, while limited, conclude that infusing both a play-based approach and systematic direct instruction may be the best way to support the literacy learning needs for all students. This study supports the bourgeoning research of play-based developmentally appropriate practices as an effective intervention to increase educational equity for vulnerable students.

关键词： Nursing   Education   Arts-Based Pedagogy   Learning  

摘要： Arts-based pedagogy (ABP) helps nursing students attain affective domain outcomes that are linked to ethical and moral development and professional value acquisition. This literature review identifies theoretical foundations of ABP, examples of art-inspired strategies that helps students achieve affective domain outcomes, and recommendations for using ABP to enrich nursing education. ABP enhanced student engagement, group connectivity, social-emotional learning, and critical thinking. Educators using ABP need to be sensitive to possible student vulnerability and emotional distress. Crown Copyright (C) 2021 Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing. All rights reserved.