关键词： 三全育人   课程思政   学前教育   调查研究  

摘要： 本研究从"三全育人"的视角下,重点调查研究了高职院校《学前教育学》课程思政建设现状,结合调查结果,从学校、教师、学生等三个层面,提出了"三全育人"背景下高职院校《学前教育学》课程思政教学改革的着力点。

关键词： 深度学习   浅层学习   脑科学   人工智能   信息技术   大数据   教育学   心理学  

摘要： 大数据、人工智能、脑科学等信息技术渗透到人类社会的每一个缝隙,创造了全新的场景、要素和知识。在教育领域,新技术的引入为教育带来了前所未有的变革,走向未来的教育需要从现有的浅层学习走向深度学习。深度学习所揭示的是教育不再依赖于教育经验,而是联通脑科学、心理学、教育学与信息技术的学习.

关键词： 公共教育学   微课   高师   教学模式  

摘要： 微课的应用打破了传统课堂教学的时空限制,满足了学习者个性化学习需求,在国内外教学实践中取得了较好效果。但由于技术和观念的限制,部分教师尚不能正确认识微课的优势。分析高师公共教育学微课应用意义、公共教育学微课特点、应用模式及注意事项,有利于加深教师和学生对微课的了解,进而促使他们利用微课的特点和优势,提升教学效果。

关键词： 怀特海   回归生活   《教育的目的》   教育学   教育的目的   教育理念   激发和引导   经典著述  

摘要： 英国教育家、哲学家怀特海的《教育的目的》是教育学的经典著述,博大精深。书中蕴含的教育理念和思想闪耀着智慧的光芒。读完此书,我不禁思考:教育的目的究竟为何?一、教育的目的在于唤醒生命意识“学生是有血有肉的人,教育的目的是激发和引导他们的自我发展之路。”怀特海在开篇就如此告诫读者,教育要使“学生通过树木看见森林”;教育应该让大脑主动活跃起来,而不是接受不加利用和检验的“呆滞的思想”。

关键词： 批判教育学   儿童   教师   自然   教育变革  

摘要： 第三届批判教育学国际研讨会围绕"人·自然·教育"主题,深入开展学理的探求,现实的关切,并对时代做出响应。会议重申批判教育学的价值和使命,澄清批判教育学的诸多基本概念,探索人性化教育实践。会议直面现实教育危机,探索学校教育变革,关注教学人员和儿童在教育结构中的困境。会议对当代的新变化保持敏感,对当下的生态危机,以及科技革命带来的新挑战、新问题做出回应。

关键词： 科技   教育学   变革知识   极度空间   学习体验  

摘要： 极度空间是一种融合了科技、教育学和变革知识三股强大力量的集合,为所有人建立一种新奇且令人振奋的学习环境,让每一个人的可持续学习成为可能,具有融合性、合作性、自主性、可持续性等特征。极度空间并不是简单的科技与教育的融合,也不是教育技术学领域的单一变革,而是整个教育生态系统的颠覆性变革与重构。它的设计框架既要遵守成功产品的设计原则(专注、同理心、"简复化"),又要遵循教育的发展规律(教育技术化和技术向教育回归)。极度空间得以有效运行的关键在于大规模、多领域、全方位的成功实施。据此,我们设计出极度空间有效运行的可能方案:促使科技、教育学和变革知识三股力量的整合,让所有的事情都与学习相关,放宽对科技的使用范围,通过科技力量的渗透,调动和促进教育系统的整体变革。

关键词： Qatar   POGIL   POGIL in high schools   Science education   Chemistry education   Culturally relevant pedagogy   Student-centred learning   Active learning   What Is Happening In this Class  

摘要： Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.

摘要： This paper explores the challenges of non-violence as an educational subject. Conceptually framed by nonduality, this cross-cultural conversation between Laozian and Deleuzian viewpoints articulates reforming non-violence into non-violencing within the educational discourse. Non-violencing is a shift that opens up space to theorise non-violence as open-ended, uncertain and dynamic. Dr. Moon utilises Laozi's Taoism to examine yin-yang cosmology to illustrate the continuum of violence/non-violence. Proceeding from the notion of non-action (wuwei, ), he argues that non-violence is not the opposite of violence, but it is a form of active action by not doing. Dr. Tocci draws from Deleuze to connect non-violence to the concepts of haecceity, minoritarianism and multiplicities. Together, both authors postulate that non-violence is not a thing. Instead, both authors consider it in its gerund form to be a particular kind of activity performed to prevent violence in whatever relational patterns it may take. This open-ended space created by non-violence facilitates imagining a fresh approach to human interactions. In promoting this cross-cultural conversation, the William Joiner Institute Teacher Initiative Project (TIP) is highlighted as an exemplary program emphasising the uncertainty, incompleteness and paradox of the violence/non-violence duality and non-violencing pedagogy. This cross-cultural, philosophical study will provide educators with salient epistemological and pedagogical frameworks with which to advance the field of non-violence education.

摘要： This article deals with narratives of traumatic experiences of parental violence in childhood, told by adult narrators in the context of clinical adult attachment interviews. The study rests on a corpus of interviews with 20 patients suffering from fibromyalgia, who were interviewed in the context of psychodynamic psychotherapy. Nine of the patients reported repeated experiences of parental violence. The article focuses on extracts from two interviews, which provide for a maximal contrast concerning the practices of telling experiences of violence and which are 'clear cases' of the practices that are characteristic of the whole corpus. The main differences between the different ways of telling concern: With respect to the ascription of guilt and responsibility, parental violence is portrayed as legitimate pedagogic action versus as being evil-minded and guilty without rational justification. With respect to the process of the telling, we find narrative trajectories over which an initial vague gloss is increasingly unpacked by reports of highly violent actions versus narratives in which violence is overtly stated and morally ascribed from its very first mention.