关键词： 出版发行   山西大学   教育学   扛鼎之作   鸿篇巨著   系列丛书   北京师范大学出版社   共和国  

摘要： 由山西大学侯怀银教授领衔编撰的全面系统展现中华人民共和国教育学70年的鸿篇巨著《共和国教育学70年系列丛书》(以下简称《丛书》),近日由北京师范大学出版社出版发行。

关键词： 教育学   本土化   中国教育学   本土建构   “文化中国”  

摘要： 教育学本土化的实质是一个单向的文化殖民过程。该命题由于自身的先天不足,因而无力承担起中国教育学学科建设的使命与重任。本土建构是超越本土化之后,中国教育学学科建设的一条可能路径。本土建构是对本土化藩篱的一种突破,实现了从“接着讲”到“自己讲”这一学术立场的根本转变,是走向原创、形成原创成果的重要阶段。在走向本土建构的过程中,需要树立学术自信与学术自觉、扎根教育实践、重视教育田野和教育田野调查、强调“文化中国”。

关键词： ADDIE   在线课程   教学设计  

摘要： ADDIE模型是教学设计模型中的一种,也是应用范围比较广的一种模型。它把教学设计分为Analysis(分析)、Design(设计)、Development(开发)、Implementation(实施)、Evaluation(评估)五个部分。在此模型的指导下,按照这五个设计环节的要求完成了《教育学概论》这门公共课程的在线课程设计。

关键词： 高等教育学   高等教育关系   元范畴  

摘要： 科学理论体系是以元范畴为轴心的范畴体系。元范畴是范畴体系中的整体性范畴,贯穿于理论体系的始终,构成理论体系的中枢。关系是一个共通性的元范畴,贯穿于一切学科理论体系的始终。高等教育是一个"关系系统",即高等教育既在关系中"自成系统",又在关系中"互成系统"。高等教育关系是高等教育学理论体系中的整体性范畴,也是高等教育学的元范畴。高等教育在关系中孕育、诞生、存在和发展,高等教育学理论问题在高等教育关系中被认知、被理解和被探明。

关键词： 古与今   西学东渐   新与旧   教育学   经济学   研究范式   近代  

摘要： 近代的西学东渐,对中国社会产生了广泛而深远的影响,改变了中国人对外部世界的认识。几乎所有的西学门类,以及各种各样的思潮、学说、观念都先后传入中国,在新与旧、古与今、中与外的碰撞中,中国的各种学术得到了极大的开拓和发展。在翻译、介绍、发展西学的过程中所形成的整套话语、理论框架、研究范式,其影响一直延续到当下。

关键词： 浙江师范大学   学术型研究生   思想意识教育   少年儿童组织   学科建设   教育学   马克思主义理论   共青团  

摘要： 2012年,在全国少工委的指导下,在共青团浙江省委和省少工委的支持下,浙江师范大学整合了教育学、马克思主义理论、政治学、社会学、心理学等学科力量,建立了少年儿童组织与思想意识教育学科,重点建设三个研究方向:中国特色社会主义少年儿童组织发展理论与实践研究、少年儿童思想意识教育原理、少先队辅导员专业化发展研究。2013年,在马克思主义学院设置了"少年儿童组织与思想意识教育"二级硕士点,2014年正式招生,目前共招录了10名学术型研究生。

关键词： Reading to learn   Adult emergent bilinguals   Preview-view-review   Content-based instruction   Culturally relevant pedagogy   Bilingual education  

摘要： Michael Halliday's threefold language learning principle, "learning language, learning through language, and learning about language" (Halliday, 1993), is an important yet underused insight for pedagogy. Equally important are the learning principles of inclusion and social justice advanced by Culturally Relevant Pedagogy (CRP) educators such as Gloria Ladson-Billings (1992;1995). Based on Halliday and Ladson-Billings premises, a bilingual English-Spanish adaptation of the SFL-based Reading to Learn (R2L) approach (Rose, 2018) is described through a curricular unit focusing on procedural texts in the context of an ESL family literacy program for immigrant Spanish-speaking mothers in Southeast USA. Informed by an adaptation of the preview-view-review bilingual curricular cycle to systematically use native and target language for content, genre, and language instruction, the article focuses on detailing R2L's culturally and linguistically relevant curricular progression-Preparing to Read, Joint Construction, and Independent Construction-as well as the patterned language shifts that led these adult learners to produce rich genre-appropriate procedural texts in English. Crucially, this study proposes the adoption of Culturally and Linguistically Relevant Pedagogy (CLRP) through the use of 'generative genres' as a way to not only to counteract the current marginalization of CRP by standardized curriculum advanced by neoliberal imperatives (Sleeter, 2012) but as a way to better serve Emergent to Advanced Bilinguals (EABs) with an emphasis on adult English learners. The newly proposed CLRP paradigm is guided by core principles of CRP, but enhanced by linguistic principles and meaning making practices advanced by Systemic Functional Linguistics in general and genre-based pedagogy (Rose & Martin, 2012) and Halliday's principles of learning language, learning through language, and learning about language in particular. (C) 2020 Elsevier Ltd. All rights reserved.

关键词： Creative drama   Creative pedagogy   Identity   Teacher education  

摘要： This paper examines the effects of creative drama on student teachers' creative pedagogy and identity construction. 15 student teachers were observed teaching prior to and following an intensive 30-h creative drama workshop which was designed based on Heathcote's (1984) understanding of drama in education in order to cultivate creative pedagogy and 'character' building. The student teachers' performance was video recorded to be evaluated by three raters using an observation scheme. In addition to the observations, participant-driven data were collected through reflective diaries and focus group interviews. The results showed improvement in pedagogical skills as well as increased awareness in shaping personal and professional identities. Because of their involvement in numerous drama activities, the participants particularly improved their creativity, spontaneous decision-making, and their use of body language. As a result, we proposed the Funnel Model for teacher education programs and discussed a teaching as a performing art approach with a teacher as a drama leader role.

关键词： activism   education   pedagogy   politics   public sociology   social justice  

摘要： In this introductory essay, I reflect on the connection between pedagogy and activism and introduce the three contributors to this special section on the topic. More specifically, I chart key points in the history of sociology in the West asking readers to consider whether sociology has ever been value-free. In the process, I invoke sociologists who thought it essential for integration of sociological thought and practice (albeit not necessarily in the form of activism), ponder the meaning of science and think about the meaning of an education in sociology. As part of the discussion, I also present my position on sociology, pedagogy, and activism.

关键词： Social justice   Critical language awareness   Critical reflection   Self-study   Translingualism  

摘要： L2 writing pedagogies have traditionally raised students' language awareness. By drawing attention to the form, structure, and properties of the target language, traditional paradigms foster L2 writers' language and literacy development, but do not necessarily enhance their capacities for critical reflection on matters of social and linguistic responsibility. This paper explores the social justice potentialities that critical language awareness (CLA;Fairclough, 1992) and critical reflection (CR;Mezirow, 1990) hold together as pedagogies for the L2 writing classroom. It features the collaborative self-study research of a university developmental English writing instructor who presents three case studies of ESL writers, and reveals how the pedagogical phenomena appear to manifest in each students' writing. The instructor's own interpretations are questioned by a "critical friend", who provides a trusted critique, and supports the instructor in identifying changes to her practice (Pinnegar & Hamilton, 2009). The article concludes with the instructor's own critical reflection. Ultimately, the article offers further ways that CLA and CR can be fostered together in writing instruction. It proposes that L2 writers may become more socially and linguistically responsible individuals as they write and reflect on their own experiences with language differences.