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： 研究生教育学   编写人员   吴倩   李锋   教材编写   拼音排序   系列教材   李永刚  

摘要： 2021年10月24日下午,首套研究生教育学系列教材编写会议在线顺利召开。别敦荣、陈洪捷、邓丽芳、高耀、耿有权、郭力、黄依梵、姜飞月、李澄锋、李锋亮、李盛兵、李莞荷、李永刚、刘惠琴、陆华、马永红、彭湃、王传毅、王顶明、王雪颖、吴倩、徐岚、杨佳乐、周文辉等(按拼音排序)等二十多位来自全国各地的专家学者作为系列教材编写人员出席了会议,会议由研究生教育学专业委员会秘书长、清华大学教育研究院李锋亮副教授主持。

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.

关键词： Veshya   Transference   Mirroring   Itinerant   Sex pedagogy  

摘要： Nalini Jameela (1954-) is a sex worker and activist from Kerala, India. She is also an autobiographer. Sex workers are treated as the other of ideal Indian womanhood. In regular parlance, the other is known by the term "veshya" (prostitute). Jameela willfully embraces the cultural other. We give details of Jameela's feminist sex pedagogy, especially of an itinerant kind. Jameela knows for a fact that her male clients always see her as a veshya figure. Their transferences on her are based on the cultural imagination of the veshya. Also, due to constant battering her mirror of the body is not totally predictable and speckle-free. In fact, it remains broken. Via transferences, Jameela's male clients open up to her. In the process, they learn a good deal about sex, intimacy, and mutuality of pleasure. She offers an alternative worldview about sex to her male clients who are by and large driven by stereotypes and taboo concerning heterosexual intimacy. In psychoanalysis, mirroring or transference signifies non-judgmental listening on the part of the therapist who also reflects back psychological projections of the patients. Although Jameela is not a trained psychotherapist, she deploys them unwittingly. Eventually, she rehabilitates ill-conceived cultural notions concerning the veshya figure.

关键词： Smart pedagogy   Australia   Higher education   Collective biographies   ICT   Sensemaking  

摘要： Scholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students' learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts cannot. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Australian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.

关键词： Culturally responsive pedagogy   Novice teaching   School climate   Teacher beliefs   Teacher preparation  

摘要： Education scholarship is unclear about what matters most to novice teachers’ enactment of culturally responsive instructional practices. To better understand the factors that contribute to novice teachers’ instructional decision-making, the authors used Role Theory as a framework for an in-depth analysis of three first-year urban teachers who completed the same teacher preparation program. Classroom observation data of the three teachers indicated that one of the teachers used culturally responsive instructional practices frequently, one used them occasionally, and one only rarely. To understand this range in use, surveys and interviews measured the school context and cognitive variables that influenced each teachers’ perception of their professional role. Findings indicate that the key factor affecting use of culturally responsive pedagogy (CRP) was the degree to which each teacher experienced consistent or conflicting role demands between their school context and their personal beliefs about teaching. The role consensus experienced by one teacher supported her frequent use of CRP, while the role conflict experienced by the second teacher was attributed to her occasional use, and the role overload experienced by the third teacher explained her rare use of CRP. Implications for preparing teachers to deliver CRP in unfamiliar and complex environments are discussed. © 2021, This is a U.S. government work and not under copyright protection in the U.S.;foreign copyright protection may apply.