关键词： 核心素养   培养及评价   教育学专业   本科生  

摘要： 学生发展核心素养已成为实现教育价值和评价人才培养质量的核心标准,是贯彻落实“立德树人”根本任务的重要途径。文章以教育学专业为入手,分析了教育学专业本科生核心素养体系构建的理论基础,借鉴国外核心素养体系经验,结合教育学专业特点,探索了以文化传承创新能力为圆心,以教书育人专业认同、教育专业文化品格、教育专业理论积淀、教育专业人文素养、教育专业科学精神、教育专业实践创新等六要素为支撑的教育学专业本科生核心素养培养体系,构建以社会素养、人文素养、信息素养、文化素养、学习素养、科学素养、理论素养为内容的大学生核心素养测量与评价体系,以期激发未来师资队伍培养乃至我国教育改革创新驱动新动能。

关键词： 护理   本科生   教育   双语教学   满意度  

摘要： 调查并分析中外合作办学项目中参与护理教育学课程的89名护理本科生对护理教育学课程双语教学的满意度,为提高双语教学满意度及开展教学改革提供参考。研究显示:有71.9%的本科护生对护理教育学课程双语教学整体表示满意,有72%以上的学习者对双语教学的考核形式、教学模式、线上学习资源均表示满意,超过85%的学习者对教师教学态度、授课方式表示满意。在教学内容、课时安排方面的满意度均低于45%。研究结果表明,护理教育学课程在教学内容的设计、课时安排及师资团队等方面仍有待改进。

关键词： 农业经济学   劳动报酬   水稻增产   内卷   教育学   继续前进   过密化   恶性竞争  

摘要： 2020年,"内卷"成为热度暴增的词语,我们似乎进入了一个"万物皆可卷"的时代。"内卷"属于舶来词,又被译为"过密化",原本是农业经济学中的一个词汇,指农民为了让水稻增产而不断加大劳动投入,但劳动投入的过度密集并未带来水稻产量的成比例增加,单位劳动报酬反而出现边际递减的现象。近年来,"内卷"这一概念逐渐被引申到社会学、管理学、教育学等诸多领域。综合多个版本的解释,"内卷"主要指一个组织、群体或文化发展到某一阶段后,无法继续前进或升级,只能不断向内卷曲、收缩,并引发恶性竞争和系统性退化。

关键词： Professional learning team   Professional learning community   Garden-based-learning   Pedagogy   Teacher collaboration   Discourse   Professional development   Discursive cycle  

摘要： A teacher professional learning team (PLT) collaboration developed a primary (elementary) Grade 5 & 6, health and nutrition unit using the e5 Instructional model. Planning documents and interviews with the teachers indicated that they had developed a shared language and the teachers assumed that they were achieving the same outcomes in the classroom. An evaluation of student work samples revealed that there were key differences in the way the learning tasks were approached. This case study found reflection on practice and pedagogy should be a deliberate focus in PLTs, to enable informed decisions about best practice. Building on the SECI knowledge creation model to inform a discursive cycle, the critical reflective practice of teachers is highlighted. This offers a pathway for teachers' tacit pedagogy to become explicit, assisting with the creation and dissemination of new knowledge across professional learning communities.

关键词： Opera singing   Somatosensory   Singing pedagogy   Auditory feedback   Motor training   Sensors  

摘要： The quality level in Operatic Singing has been repeatedly reported as declining by a number of academic scholars, music critics, and distinguished opera professionals and teachers, during the last few decades. This narrative review attempts to combine scientific research results from Physiology, Acoustics, Psychoacoustics, Sociology, and Cognitive Sciences, in order to find possible causes for such a change and suggest applicable solutions. The opera singing profession has been widely regarded as an extremely demanding specialty, requiring high levels of cognitive awareness and muscular motor control. The stagnant empiric vocal pedagogy system in conjunction with other aspects of the modern way of life are possible factors impeding the achievement of such an elite level. Today, we have the technological resources and scientific data available, but they have not necessarily been widely used toward the development of tools for the aspiring operatic singers' training. Moreover, any such tools are usually concerned specifically with the acoustic analysis and contemporary vocal performance, but rarely factor in the kinesthetic singing properties. In this review, we suggest that Opera singers would benefit from educational strategies and specialized multi-sensory biofeedback tools that will a) promote their somatosensory control and b) heighten their awareness of their breathing, phonatory, and articulatory biomechanical functions and abilities.

关键词： Apprenticeship of observation   Chinese as a second language   Teachers' professional learning   The communicative approach  

摘要： This study examines how three Chinese as a second language (CSL) teachers in a Chinese university setting appropriated the communicative approach through influences from their past language experiences. Although communicative pedagogy has been in place for decades, research reports that it still largely challenges teachers' conceptions of teaching and learning in China. Research on these teachers' appropriation of the communicative approach with an explicit focus on their past experiences of language learning and use has been limited. Data for this study were collected from interviews and classroom observations with three CSL teachers, and the data analysis went through a three-stage process, including open coding, categorizing, and generating themes. The study found that teachers appropriated the communicative pedagogy through comparative reflections on three identified types of language experiences (i.e., positive experiences in class, negative experiences in class, and language acquisition in natural settings), highlighting a dialogic relationship among the triad. Implications for second language teachers' professional learning and teacher education are discussed.

关键词： Learning analytics   Academic staff   Expectations   Higher education   Questionnaire   Focus groups  

摘要： The purpose of this paper is to explore the expectations of academic staff to learning analytics services from an ideal as well as a realistic perspective. This mixed-method study focused on a cross-case analysis of staff from Higher Education Institutions from four European universities (Spain, Estonia, Netherlands, UK). While there are some differences between the countries as well as between ideal and predicted expectations, the overarching results indicate that academic staff sees learning analytics as a tool to understand the learning activities and possibility to provide feedback for the students and adapt the curriculum to meet learners' needs. However, one of the findings from the study across cases is the generally consistently low expectation and desire for academic staff to be obligated to act based on data that shows students being at risk of failing or under-performing.

关键词： CALD   Fieldwork placements   Fieldwork supervisors   Performance   Pressure points   Students   Work-integrated learning  

摘要： The growing number of students who are culturally and linguistically diverse (CALD) relative to the host university undertaking fieldwork placements raises questions about how to best support their needs and the needs of their fieldwork supervisors so as to maximize the experience for both parties. This research aims to quantify and compare fieldwork supervisors' perceptions of CALD versus non-CALD students' performance during placements, the areas and levels of concern they experience in providing this supervision. Placement supervisors from health and non-health courses affiliated with an Australian University were randomly assigned to a survey containing question sets relating to their experiences in supervising CALD (n= 153) or non-CALD students (n= 168). The survey comprised Likert scale questions assessing "pressure points" to supervision and open-ended questions including strategies fieldwork supervisors typically used to assist students. Using univariate ordinal logistic regression analyses, "speaking" (coefficient, 95% CI 2.1 (1.56, 2.65)), "writing" in English (1.69 (1.17, 2.20)), and "adapting to culture of workplaces" (1.20 (0.71, 1.69)) were perceived by placement supervisors as the top "pressure points" in supervising CALD students. Interaction effects demonstrated that "difficulties in assessing CALD students' competency" (coefficient, 95% CI-1.14 (-2.27, -0.01), "feeling competent in supervising students for placements" (1.35 (0.26, 2.45)), and the "perception of lack of support" from either the university or employing organization (-1.70 (-2.83, - 0.56)) were evident within fieldwork placement of health courses only. These results can assist universities and placement organizations to prioritize resources to address the key areas affecting CALD students' performance on placements, and to improve supervisors' experience in supervising CALD students on placements in health courses.

关键词： Community colleges   Developmental education   Pedagogy   Instruction   Scaffolding   Collaboration  

摘要： This paper presents an overall educational philosophy of working with students underprepared for college-level work, which we term "a pedagogy of preparation." We consider how instructors scaffolded instruction to foster college readiness in students who were now able to enroll in college-level work regardless of academic preparation after state-level legislation (SB 1720) that dramatically altered the delivery of developmental education in the Florida College System (FCS). We also consider how collaboration increased among campus personnel after the legislation to foster college readiness in students underprepared for college-level work.

关键词： COVID-19   music student   online learning   creativity   music technology  

摘要： The present paper reports data from an original qualitative study that investigates how music students reacted to novel remote teaching strategies that emerged during the COVID-19 pandemic. A population of twenty learners enrolled at an Italian conservatory responded to an open-ended survey, verbalising their recent learning experiences concerning three complementary aspects of their everyday practice: (i) how efficiently new remote education settings were implemented, (ii) what novel musical activities have been creatively developed with the help of technology, and (iii) how peer interaction was transformed by the lockdown period. By providing concrete examples, our participants offered insights into the benefits, challenges, and transformations this sudden pedagogical change has produced. Our findings show how different approaches to rehearsal and time management have emerged, in turn impacting on how students prioritise short-term and long-term goals, enhance their creative potential, and establish and renew interactions with peers.