关键词： 生态化   全球教育体系   真实形态   比较教育学   时代范式  

摘要： 全球教育体系化是现代社会与教育学发展的基本现实轨迹，也是现代社会与教育本质趋于同化以及生产生活多样化统一的真实 完整形态，构建这种完整形态是比较教育学的学科特征以及优点，也是现代教育学的时代特点以及发展趋势和创新依据。本文就生态化：全 球教育的真实形态与比较教育学的时代范式进行分析与探讨，以供相关人员参考借鉴。

关键词： 职业教育   特色文献   馆藏   资源建设   图书馆  

摘要： 职业教育学特色文献资源建设将有效助力于国家职业教育发展.文章系统而深入的介绍了职业教育学特色文献资源建设的规划与实践,探讨了存在的问题,提出了解决的建议.

摘要： Pedagogies of engagement (i.e., Peer-Led Teaming Learning, Problem-Based Learning, and Process-Oriented Guided Inquiry Learning) are active learning approaches used in postsecondary chemistry courses. In this study, we use data from a national survey of postsecondary chemistry instructors in the United States to estimate use of three pedagogies in the course for which the instructor feels they have the most control. We found that 16.6% of these faculties report they are implementing Peer-Led Team Learning (PLTL), 10.6% report implementing Problem-Based Learning (PBL), and 10.7% report implementing Process-Oriented Guided-Inquiry Learning (POGIL). We compare use of select teaching practices and other active learning strategies with implementation of PLTL, PBL, and POGIL. Additionally, we use items from the survey to understand course, institution, and instructor characteristics associated with use. Key findings include that lower-level courses and courses with large enrollments are the most likely places for PLTL to be implemented and that instructors who are not on the tenure track are more likely to implement PLTL and POGIL than tenured/tenure-track instructors. Instructors who report implementing PLTL and PBL have more student-centered beliefs about teaching and learning, while instructors who report implementing POGIL have more teacher-centered beliefs about learning, albeit all with small effect sizes. Implications are offered for how instructors, researchers, developers and disseminators of these pedagogies can use our results to inform their practices and efforts.

关键词： 线上线下   汉英翻译   教育学  

摘要： 翻译课程的教育学意义主要体现在人才培养方面.汉英线上教学通过补充优质教育资源、推动自我教育探索、倡导寓教于乐理念提升其教育效能;线上线下共建汉英翻译课程教育价值,通过实践线上线下教学资源的呼应、学习任务的呼应以及教学方法的呼应,构建起外语人才培养的合理生态.

摘要： Background: Despite calls from professional organizations to prepare a nursing workforce with the requisite skills to address social determinants of health (SDOH), there is little guidance for nurse educators about how to actively promote student learning of these complex issues. Method: We applied a critical service-learning (CSL) pedagogy to enhance graduate public health nursing curriculum and support learner skill building in approaches to combat health disparities by addressing the underlying social conditions. Results: Course content and critical reflection activities were built incrementally across four courses and semesters to introduce and apply antioppressive frameworks, encourage students to examine their personal identities of privilege and oppression, and examine historical context and systems of power in public health settings. Conclusion: CSL supports student development of structural competence and their understanding of approaches that can dismantle inequitable systems by addressing SDOH that contribute to health disparities.

关键词： computational thinking   programming pedagogy   text‐   based programming  

摘要： Introduction Programming can be an intellectually satisfying skill and is definitely considered useful. However, problem-solving with a computer involves much more than just learning programming language syntax. The theory and practice are interrelated in fascinating ways. Whether one thinks that the purpose of college or higher education is to prepare students for an occupation or to develop foundational knowledge with lifetime benefits (or both), computer science (CS) has become a fundamental part of 21st-century life. Even students studying in areas other than CS are likely to have significant encounters with computational thinking (CT) later on in life. Motivation and Objectives Colleges and universities offer the opportunity for students to take as many courses as they desire in coding, programming, and CS taught by faculty members from that discipline area. However, this approach alone is deemed insufficient for computer-based problem-solving and computer programming. Effective programming teaching pedagogy also requires organizational principles that can guide us in formulating the overall design of a programming science curriculum (CS). In particular, we need strategies that help us structure multiple paradigm-based teaching curricula into manageable modules. This study aims to develop a framework for programming pedagogy. Research Methodology and Methods A systematic literature review was conducted for identifying, evaluating, and interpreting relevant research to explore programming paradigms that could be incorporated for novice programmers, possible implementation strategies, and instructional methods for teaching text-based programming, CT concepts, and practices. Results and Findings This paper's focus was on the pedagogical phenomenon of teaching programming considering the evolving paradigms, implementation strategies, and instructional methods and techniques through the lens of CT. Hence, a framework to design a learning path for pedagogical approac

关键词： autoethnography   Black feminism   Black feminist pedagogy   graduate students   teacher education  

摘要： This article addresses Black women graduate students' educational labor in higher education teacher training programs. We ground this reflective account of our respective teaching praxis in the educational betrayal we endured as younger students, connecting it to our engagement of Black feminist pedagogy. We illustrate how this praxis empowered us as undergraduate educators to implement pedagogies of equity and justice. Employing a structured vignette analysis framework, we draw on a Black feminist paradigm and Black feminist autoethnography to examine field notes of our teaching praxis. These two field notes, one from Francena and one from ArCasia, demonstrate challenges that emerged in our instruction of mostly white undergraduates. Despite the precarious nature of our political and professional positions, we discuss why working toward an anti-oppression praxis remains our ultimate pedagogical aim.

关键词： Learning analytics   Stakeholders perspective   Learning data   Learning analytics models   Data collection   Data analysis   School education  

摘要： Many educational institutions use a large number of information systems to automate their activities for different stakeholders' groups - learning management systems, student diary, library system, digital repositories, management system, etc. This leads to a significant increase in the volume and variety of data that can be captured, stored, and harnessed to improve student learning and school effectiveness. Educational institutions are realising that, with the help of technology, they are collecting data that could be very valuable when properly analysed, aligned with learning outcomes, and integrated into a tighter feedback loop with stakeholders. In addition, the analysis of data can help their managers to take data-driven decision making at all levels of educational institutions. The paper presents a comprehensive approach to Learning Analytics in the field of Secondary Education from the perspective of all different stakeholders, which aims to improve its methods of approaching and analysing learning data. On the basis of a literature review in the field and an investigation of requirements for quality evaluation of learning in school education, the corresponding stakeholder groups are identified - students, teachers, class teachers, managers, parents, inspectors and 6 models (1 model per each stakeholder group) for data collection and personalized and meaningful analysis are proposed for the needs of Learning Analytics. Each model consists of measurable indicators allowing the relevant stakeholder to track data for students' learning or training for different purposes, e.g. monitoring, analysis, forecast, intervention, recommendations, etc., but finally to improve the quality of learning and teaching processes. The proposed models are evaluated by the representatives of 4 stakeholder groups - students, teachers, class teachers, parents.

关键词： cluster analysis   computational thinking (CT)   concerns-based adoption model   software education   teacher concerns  

摘要： We adopt the concerns-based adoption model as an analytical lens to explore how Korean teachers perceive the mandated changes brought about by the policy to teach software (SW) education. The research questions are (a) How can teachers be grouped according to their perceived SW knowledge/skills and pedagogical beliefs? (b) What are the overall trends in teachers' stages of concern about SW education? and (c) How are the stages of concern about SW education distributed according to the different teacher types? The participants were 207 teachers who completed the online survey. Data were collected about their perceived SW knowledge/skills, pedagogical beliefs, and the seven stages of concern related to SW education. First, K-means clustering was performed to categorize teachers into four types based on their SW knowledge/skills and pedagogical beliefs. Overall, our findings indicate that 40% of the participants belonged to Type I, who have high SW knowledge/skills and pedagogical beliefs. Second, the concerns profile in Type I showed an M pattern in which they hold both self and impact concerns. Types II-IV showed a similar trend, such that the trends peak at Stage 0 (Awareness) and the intense concerns at the self-level (Stage 1,Informationaland Stage 2,Personal). All types demonstrated a tailing up phenomenon at Stage 6 (Refocusing). This study has implications for the design of concern-based interventions and makes suggestions to enable teachers to move toward more advanced levels to adopt computational thinking-based pedagogy in SW education.

关键词： Storification   Pedagogy   Learning environment   Teaching practices  

摘要： Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were inter-viewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Stor-ification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered stu-dents through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students? academic performance.