关键词： 小学数学   教育学   概念教学  

摘要： 概念教学,是小学数学教学的重要方法。在小学数学教学实践中,教师应深入分析学生的特质与个性,进行有针对性的、生活化的小学数学概念教学。本文通过对教学实践中的现象进行分析,探究影响小学数学概念教学的关键因素,为小学数学概念教学提出新思路、新方法与新道路,提升小学数学概念教学的质量与水平,助力学生深刻学习理解数学概念。

关键词： 小学数学教育   生活化教学方法   生活情境教学   小学数学教学   教育学   数学课堂教学   应用途径   生活化内容  

摘要： 从教育学的角度来说,生活化内容主要指可以触发学生将学习与生活进行联系的内容。在数学课堂教学过程中,将生活情境教学有效地融入其中,可以使学生的学习兴趣被充分地发掘出来,并能够使学生积极主动地参与到学习中。文章针对小学数学教学的生活化内涵,及其生活化教学方法的具体应用途径进行探析。

关键词： 教育社会学   社会学   教育学   教育与社会  

摘要： 作为一门聚焦社会与教育互构的学问,教育社会学历史悠久并日渐成为学界最为活跃和最具潜力的学科之一。新中国成立以前,中国教育社会学已初步奠定了学科建设和学术研究的基础和传统。改革开放之后,中国教育社会学以一种转换学术范式的方式进行学科的恢复重建#当代中国教育社会学历经恢复重建期(1979-1992年)、探索发展期(1990-2000年)和提升拓展期(2001年至今)三个发展阶段,学科制度化不断完善,学术研究水平不断提升,涌现了一批高质量的学术成果。当前,中国教育社会学发展势头良好,但也存在诸多问题。其未来发展,应着力增强现实洞察力,拓展历史眼界,促进学科融合。

关键词： art   pedagogy   marketisation   creative arts   higher education   education   neoliberal education   art pedagogy   UK higher education  

摘要： The ongoing marketisation of higher education in England can be understood both conceptually - in terms of its ideological commitment to competition and accountability;and practically - in terms of the way that it has altered higher education structurally in a variety of ways. Methods of standardisation and quantification offer validation and reward to institutions through criteria aligned with marketised principles, leading to institutions shaping their operations to suit these forms of justification. Historically, many arts subjects have operated conceptually and organisationally outside the traditional higher education paradigm, and pedagogic approaches and values that are attributable to this subject area could clash with marketised understandings of education, which are becoming more prevalent and influential. This article presents analysis of reflections from creative arts educational practitioners working within higher education institutions in England on explorations of an ontology of the creative arts, as well as experiences of the marketisation process. A series of values relating to the concept of 'the personal', inherent to the creative arts are discussed and an exploration of how these principles clash with the priorities of the marketised educational economy are articulated. The values and principles that are inherent to educators and practitioners working in the creative arts are competing with 'marketised' motives imposed on them by the institutions in which they work.

关键词： Translanguaging pedagogy   Beliefs   Social-constructivist practice   Early childhood   Luxembourg   Multilingual   Inclusion  

摘要： Translanguaging pedagogies promise to capitalise on students' language backgrounds, improve their academic achievements and address social inequalities. While research studies in monolingual, bilingual and multilingual contexts testify to the benefits of translanguaging for learning, well-being and identity-building few studies focus on early childhood education and the use of more than two languages. Furthermore, little is known about the implementation of translanguaging pedagogies and the challenges faced by professionals. This article is based on a longitudinal research project which offered a professional development course to develop multilingual pedagogies in early childhood education in Luxembourg, where 63.7% of the 4-year-olds do not speak Luxembourgish as their home language. The article presents challenges which three practitioners faced when implementing a translanguaging pedagogy in their preschool classes as well as the ways in which they overcame them. They changed their negative stance to multilingual education, developed a social-constructivist leaning environment and monitored their language use. The findings shed light on the complexities of the implementation process and the support needed for professional learning. (C) 2020 Elsevier Ltd. All rights reserved.

关键词： Translanguaging pedagogy   EAP   Researcher-teacher collaboration   Teacher development   Challenges  

摘要： Research has shown both the potential advantages of translanguaging pedagogy in English for Academic Purposes (EAP) contexts and some challenges facing teachers. However, there is still paucity of research on how to provide professional support for teachers to develop translanguaging pedagogy. This article focuses on a design-based research (DBR) study in which a teacher collaborated with a researcher in an EAP course at a university in China to co-develop teacher capacity in using translanguaging pedagogy. Findings from classroom observations, researcher-teacher lesson co-planning meetings, post-lesson sharing sessions and interviews have shown changes in the teacher's beliefs and practices of using translanguaging pedagogy and several challenges she encountered, particularly the conflicts between the monolingual ideology in traditional TESOL discourses and the recent translanguaging pedagogical principles. This article suggests that researcher-teacher collaboration can be an effective strategy in helping in-service EAP teachers to reflect on and change their beliefs and practices while the process could be discursive. It calls for further explorations with teachers on principles that value multilingual speakers' full linguistic and semiotic repertoires in teaching and learning EAP and investigations of how these principles can be realized for emerging EAP programs in universities in China and other similar contexts. (C) 2020 Elsevier Ltd. All rights reserved.

摘要： Questions about the conscious, conative and cognitive life, as well as the status and treatment of other-than-animals have been receiving systematic consideration by philosophers for close to 50 years. It is all the more puzzling, then, that it is only in recent years that these issues have been addressed by educational philosophers and scholars of moral education, the focus being mainly on the eating of animals. This essay examines some of the approaches that have been suggested for including the ethical treatment and moral status of animals as an urgent concern within educational policy, pedagogy and teaching and learning generally.

摘要： Although we pretend that only humans, or perhaps animals, can call to us, this essay takes seriously those familiar moments, spells of time, when we lose ourselves staring out into the ocean or down into campfires. In those moments, we are drawn by the flames, by the waves, into reveries. It is not just humans or animals or plants: we are drawn by things, and things have something to teach us, something with countless aspects. If we give the lead to things, we will discover that things matter-beyond measure.

关键词： meta-connectivism   online design education   design pedagogy   interconnective learning   connectivity  

摘要： Rapid technological advancement has changed the landscape of design education to be integrated with educational technology, and the worldwide COVID-19 pandemic has further accelerated its transition to online education. Pedagogical engagement with online education is unavoidable to ensure that the transition is successful when the situation ends. Yet, many prior studies on online design education remain focused on technical and administrative uses of digital technologies. In this article,meta-connective pedagogyis introduced to enable educators and researchers critically to engage with pedagogical concerns emerging from the connective nature of the digitally networked world. Meta-connective pedagogy is to focus onwe are always-being-connectedand argue that authentic learning and teaching are determined by diverse forms of pre-existing connectivity. This article consists of four parts. First, it is argued that studio-based learning has developed a 'resistant' stance towards online education, which justifies the omission of understanding connective features from its discourses. Second, four up-to-date studies on online design education are critically reviewed in a comparative manner, as their views are split into technical and pedagogical aspects. Third, meta-connective pedagogy is introduced to address why and how connectivity becomes an emerging pedagogical concern for online education. Fourth and last, a schematic form of meta-connective design education is articulated, and new roles and responsibilities of educators are addressed. Overall, it is argued that the whole concept of design education is subverted towards connectivity that is inclusive of social components of traditional design studios in a more efficient way.