摘要： 基于协同育人理念的高校课程思政教学始终坚持"学生"为核心,通过实施协同育人、分别施教的"协作型"教学体系,为当前创新高校课程思政教学注入了浓厚的学习兴趣与竞争氛围,激发、唤醒了学生参与思政学习的内在动力。本文将结合《思想政治教育学原理》一书,分析基于协同育人理念的高校课程思政建设要求及价值,探索协同育人理念指导下的高校课程思政建设方法,以期为当前全面推动高校课程思政建设提供有效参考。

摘要： 江西科技师范大学成人教育学硕士点于2011年成立,2012年招生,至今共招学生60名。学位点现有导师7人,其中教授4人,副教授3人,博士3人,江西省青年井冈学者1人,江西省双千人才1人。导师共主持国家课题3项,省部级课题30余项,发表论文1 50余篇,先后获得省级科研成果一二三等奖12项,出版专译著9部,先后举办国家级学术会议4次。

摘要： 3月26日,来自市直机关和旗县区的多个部门的共产党员,在鄂尔多斯市康巴什区党员政治生活馆接受党史学习教育。党史学习教育开展以来,康巴什区利用红色资源制作了《向史而新致敬百年——党员政治生活馆2021年课程》电子书,并面向社会发布,通过网络进行推广,实现了点单式学习。策划推出专题教学、视感教学、音像教学等共七大类教学主题,通过"电影+党课"、舞台剧排演、红色音乐赏析、红色电影配音等形式,提升沉浸式互动体验,兼具生动性与感染力,让党员干部在艺术体验中走进历史、升华理想信念。截至目前,康巴什区已有200余名党员干部群众参加学习。

摘要： 声乐专业视唱练耳课程学习的过程是学生获得"音乐工具"的创造性过程,旨在培养学生获得感知、理解和表达音乐的能力。因此,将体验式教学法应用于声乐专业视唱练耳课程教学,倡导发挥学生在视唱练耳课程学习过程中的主动性与主体性,增强学生的学习体验。本文将结合《音乐教育学研究方法》一书,分析体验式教学在声乐专业视唱练耳课程中的作用,探索体验式教学在声乐专业视唱练耳课程中的应用技巧,以期为当前改善声乐专业视唱练耳课程教学质量提供有效参考。

关键词： Graduate Labor   Graduate Mentorship   Graduate Teaching   Institutional Ethnography   Model Method of Inherited Pedagogy  

摘要： Education for graduate laborers in the United State has been based on an outdated model of pedagogical inheritance which compounds the inequalities making academic labor difficult and precarious. Currently, members of the MA and PhD programs spend up to a decade in training to teach the profitable undergraduate courses, but almost no curricula exists to prepare faculty (at any level) to teach a class of graduates. This study seeks to assess the values, habits, and beliefs of those working with GTAs to paint a picture of their work and learning conditions. Specifically, it aims to understand the efforts being made to fix these conditions, to identify the discrepancies in pedagogical strategies, and to call for the establishment of a set of best practices for graduate education. In this context, I argue for the substitution of “graduate student” for “graduate laborer” to highlight the work this group performs for the university as academics with plural roles, with only the abridged rights of either students or faculty. I also name the current framework for graduate education the “model-method of inherited pedagogy”, call for the investigation of its practices, and challenge its standing as the ideal approach for preparing individuals to teach and advise the next generation of academics. This study relied on Institutional Ethnography for its methodological framework. To test the hypothesis that perceptions of graduate labor impact the structure and quality of their education, virtual interviews were conducted with graduate students and faculty and then each participant was invited to partake in an anonymous survey. The findings showed that an absence of graduate pedagogical training is consistent across departments, programs, universities, and time spent in academia. These findings also indicate that teaching and mentorship practices rely almost exclusively on the model-method of inherited pedagogy, which can be linked to the troubling lack of advisement on alt-ac care

摘要： 在全国高校思想政治工作会议上,习近平指出需要将立德树人贯穿在教育的中心,坚持思想政治工作,从而全方位育人、实现全程育人,促进我国教育教学事业的长效发展。在会议中同时指出,需要各类课程要协调好思想政治理论课教学的关系,促进共同作用的发挥。在本文中,分析了"课程思政"教学对策,旨在促进学生发展,培养社会需要的人才。"课程思政"主要是统筹思政课程和其他的学科课程,针对学生开展全面的思想政治教育,将"立德树人"作为基本的目标,

关键词： Education  

ISBN: (数字)9781799872771 ISBN: (纸本)9781799872757

摘要： The COVID-19 pandemic caused educational institutions to close for the safety of students and staff and to aid in prevention measures around the world to slow the spread of the outbreak. Closures of schools and the interruption of education affected billions of enrolled students of all ages, leading to nearly the entire student population to be impacted by these measures. Consequently, this changed the educational landscape. Emergency remote education (ERE) was put into practice to ensure the continuity of education and caused the need to reinterpret pedagogical approaches. The crisis revealed flaws within our education systems and exemplified how unprepared schools were for the educational crisis both in K-12 and higher education contexts. These shortcomings require further research on education and emerging pedagogies for the future. The Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy evaluates the interruption of education, reports best-practices, identifies the strengths and weaknesses of educational systems, and provides a base for emerging pedagogies. The book provides an overview of education in the new normal by distilling lessons learned and extracting the knowledge and experience gained through the COVID-19 global crisis to better envision the emerging pedagogies for the future of education. The chapters cover various subjects that include mathematics, English, science, and medical education, and span all schooling levels from preschool to higher education. The target audience of this book will be composed of professionals, researchers, instructional designers, decision-makers, institutions, and most importantly, main-actors from the educational landscape interested in interpreting the emerging pedagogies and future of education due to the pandemic.

关键词： 思想政治教育学   价值观念   基本理论  

摘要： “价值观念”作为人们衡量事物价值的“天平”和“尺子”,是多学科研究的对象。但是,每门学科均有其研究的侧重点。其中,思想政治教育学科领域内的“价值观念”则是一定的社会或社会群体立足于实践,借助思想政治教育活动的载体,以主流价值观引领人们所形成的集价值原则、价值规范以及价值理想于一体的价值意识。它尤为突出价值观念的意识形态性,坚持以马克思主义理论为指导,从人民群众的根本利益出发,引导人们追求真、善、美的价值观念。这是由思想政治教育学科的性质和定位所决定的。根据2005年国务院学位委员会和教育部联合发布《关于调整和增设马克思主义理论一级学科及所属二级学科的通知》的精神,思想政治教育学科是归属于马克思主义理论一级学科下的二级学科,是“运用马克思主义理论与方法,专门研究人们思想品德形成、发展和思想政治教育规律,培养人们正确世界观、人生观、价值观的学科”。这表明思想政治教育学科具有鲜明的意识形态性,承担着灌输与传播以马克思主义为核心内容和理论指导的社会主义意识形态的使命,肩负着立德树人的根本任务。而思想政治教育学科想要完成使命和任务,不仅要向人们传授真理性知识,更要让人们明确自己“相信什么”、“想要什么”,引导人们正确衡量事物价值、权衡利弊得失、辨别善恶美丑,亦即引导人们树立正确的价值观念。从本质来说,思想政治教育学科就是要对人们进行价值观教育。这无论对于国家、社会,还是个人都具有重要的意义。对国家而言,价值观念的意识形态性决定着社会主义国家的政治方向,也决定着社会主义意识形态的国际竞争力和话语权,是维系中国精神的内核。对社会而言,一个社会遵循的核心价值观,是全体社会成员共同的价值所求和精神引领,是增进社会和谐、维护社会长治久安的最大公约数,是实现社会共同理想的保证。对个人而言,价值观念是个人树立远大理想信念的动力源泉,是人们对价值关系的一种确信,是人们作为评价价值关系的标准,进而成为人们的思想和行动的指南。如若思想政治教育学科忽视或抛弃“价值观念”这一核心内容,则将导致学科“无根”;亦将导致人们思想的混乱,并遭受错误思想的侵蚀,陷入人生的迷茫状态;还可能导致意识形态防线的崩塌,国家政权的瓦解。正如习近平总书记在2018年全国宣传思想工作会议上所说:“一个政权的瓦解往往是从思想领域开始的,政治动荡、政权更迭可能在一夜之间发生,但思想演化是个长期过程。思想防线被攻破了,其他防线就很难守住。”因此,思想政治教育学科必须始终坚持“价值观念”这一核心内容。综上所述,深入研究思想政治教育学视域内“价值观念”基本理论就显得尤为重要,必须准确把握思想政治教育学中“价值观念”的“基本内涵”、“以何构成”、“有何特性”、“存在形态”、“评价标准”及其“时代价值”,形成思想政治教育学视域内“价值观念”的基本理论体系。这有利于找寻社会成员价值观培育的“症结”,提升价值观培育的针对性和有效性;有利于揭示社会不良道德现象的“谜底”,凝聚社会成员价值合力,构建社会主义和谐社会;有利于揭穿错误思潮的“外衣”,提升主流意识形态的引领力,维护意识形态的安全。因此,本文以“理论概述——要素厘定——特性归纳——形态呈现——评价标准——时代价值”为逻辑脉络和推演线索,对思想政治教育学视域内“价值观念”的基本理论进行审视和忖量。具体逻辑结构如下:第一章为绪论部分。本章作为论文写作的开端,对价值观念的元理论研究进行总体性把握和概述。聚焦研究背景与意义,厘定价值观念研究的环境动因、理论价值和实践价值;聚焦国内外研究现状,对比国内外价值观念的研究成果,掌握国内外价值观念领域研究的前沿,挖掘国内外价值观念领域研究的不足;聚焦研究思路与方法,明晰写作逻辑,选择合理研究方法;聚焦论文创新与不足,突出价值观念研究的新观点和新成果,发现价值观念研究中的瓶颈与局限。第二章为思想政治教育学中“价值观念”的理论概述。本章对思想政治教育学中“价值观念”的基本内涵进行厘定,逐步弄清价值观念、思想政治教育学、思想政治教育学中“价值观念”的内涵,为后续价值观念的研究奠基。进而对价值观念的属性—阶级属性、社会属性以及个体属性进行探究,从国家、社会、个人三个维度把握价值观念的本质规定性,为开展其他层次的价值观念研究做理论铺垫。而后阐述价值观念在思想政治教育学中占据的地位,弄清楚为什么思想政治教育学要坚持以“价值观念”为核心内容,对价值观念及其与思想政治教育学的关系作出基本的理论说明。第三章为思想政治教育学中“价值观念”的构成要素。本章试图从诸多价值观念中归纳、总结、提炼其重要构成。本章从“我是谁”、“为了谁”、“成为谁”入手,探究主体角色的定位意识。这是价值观念的逻辑前提要素。价值观念主体明确角色定位后,产生诸多相应价值需求,并依据主体尺度对其进行排序,形成价值观念的原则意识。一个人有什么样的原则意识,便会形成什

摘要： The southwestern United States is an ecologically, climatologically, and topographically diverse geographical region. As a result, it has been difficult to develop accurate assessments and instructional pedagogy for defining and demonstrating climate sensitivity and change at a more local level. To address this problem, this dissertation is divided into two distinct sections involving climate data collection/analysis and geography education using interactive geovisualization video games (iGEOs). The first two papers analyze new climate observations in Joshua Tree National Park. The first paper examines the variability in accuracy of climate reanalysis and interpolation methods compared to field observations in Joshua Tree National Park and the Tucson Metropolitan Area. This study found that other than PRISM interpolation data, reanalysis techniques performed better in a region with a more extensive climate network. The second paper developed a climate regionalization zone separating the Mojave and Sonoran Deserts within Joshua Tree National Park using principal component analysis. This study used monthly temperature and precipitation observations, as well as seasonal climate trends. The final two papers describe and analyze the implementation of virtual interactive geovisualization video games (iGEOs) used to instruct geographical concepts in an introductory physical geography course at Arizona State University. The first paper examines the preliminary implementation of an iGEO in the San Francisco Peaks of northern Arizona, identifying student support for the games, but with caveats related to the technical shortcomings of the game design, and noticeable differences based on academic major. The second paper examines the changing experiences and challenges encountered by both students and instructors in an iGEO centered introductory geography course during the COVID-19 pandemic. This study found that, while students were impacted by the pandemic, all student groups

关键词： 高职院校   教育学   课程教学   模式改革  

摘要： 一直以来,我国十分注重教育改革以及创新,教师也开始着眼于时代发展的要求,积极利用各种现代化的教育教育训练和手段,在指导和鼓励学生的过程中为学生的个性化成长以及发展保驾护航.高职院校的教育改革和难度系数相对偏高,实践性和应用性较为明显,对教师的基本功是一个较大的挑战及考验.教师需要注重对不同教学模式的分析及研究,关注与学生之间的情感交流及互动,抓住学科教学的重点及难点,进而实现对症下药.本文以高职院校教育学为分析对象,了解这一课程教学模式改革的相关要求及策略,以期为推进高职院校教育改革以及教学创新提供相应的参考.