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.

关键词： Caring   relationships   social justice   pedagogies   physical education  

摘要： The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes - The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings 'Care Theory' [(1984. Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press;1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level;second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships;and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing 'the little things'. Drawing on Nodding's care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students.

关键词： Work-integrated learning   Degree apprenticeships   Health professions   Pedagogies of work-based learning   Post-viral future   Success characteristics  

摘要： Purpose This article draws on a study of best practices in work-integrated learning (WIL) identified in the Middlesex University Degree Apprenticeships Development Fund (DADF) Project, which examined their application for four public sector degree apprenticeships (DAs). The authors suggest that WIL pedagogical practices deployed to deliver DAs can bridge traditional pedagogical and occupational divisions while building institutional resilience in a post-viral world. The paper is intended to contribute to both practitioner and policy-level discourse regarding the best practice in WIL for DAs. Design/methodology/approach A literature review of key texts was used to identify "success characteristics" in WIL "signature" pedagogies, with potential applicability for DA design and delivery. These characteristics were used to frame interrogation of best pedagogical practices, using the best practice matrix developed. Semi-structured interviews were conducted with selected expert practitioners to examine their matrix responses and to discuss the researcher's initial "read-across" analysis of best practices and possible implications for pedagogical practice in WIL for DAs across other sectors. This paper also draws on feedback from employer groups who were consulted on the project report recommendations and further feedback from a national project dissemination conference in 2018. The findings from the research project have also been re-evaluated with reference to further literature in the context of the challenges presented by coronavirus disease 2019 (COVID-19). Findings The findings from the study indicate that pedagogical best practices were to a significant degree transferable across professions and sectors;success characteristics in one pedagogical area (for example, mentoring/practice education) underpin success in another (recognition of prior learning [RPL] and practice-based assessment of achievement);success characteristics in WIL can also be applied and operated a

关键词： 中职   学前教育专业   职业情感  

摘要： 职业情感主要是职业培训的一项重要内容,幼儿教师良好的职业情感是基本素养.对于中职学前教育专业的学生而言,在教学过程中提高学生的道德职业感是非常重要的内容.有相关数据显示,一些学生在职业知识、职业兴趣、职业身份、职业理想和职业情感方面没有达到最佳水平.因此,通过提高学期专业的学生的职业情感认知是非常重要的内容形式.

关键词： 中华护理教育   教学方法   高频词   专题  

摘要： 本文通过对2013年-2017年整五年的《中华护理教育》文献进行计量学分析,为中国护理教育发展提供参考依据。检索收录《中华护理教育》的地区分布、单位分布、基金类型、关键词等信息进行文献计量学分析。共检索1246篇文献,文献合作程度高,基金支持率高,专题设置合理,护理相关教学方法多。但是研究中增加教学方法的合理性研究,通过多维度的研究增加教学方法的多样性研究。促进形成性评价与我国护理教育实情更好的融合,多种形式的形成性评价应用于实际教学工作中。

关键词： Unpredictable catastrophe   human vulnerability and resilience   creative change   discontinuous learning  

摘要： Despite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transformation of society and individuals in unpredicted and unlimited ways. However, there is paucity of research on the agent aspect of catastrophe in the eco-pedagogy literature. This article addresses this gap by reconceptualizing the possibility of uncertain disasters in building individual human capacity within the framework of the Chinese 'change' philosophy. Recognizing that tien-ren-he-yi (i.e., the harmony between humanity and nature) is the tagline of Chinese ecological philosophy, we further argue that such harmony can only be achieved with an understanding of the philosophy of 'change'. As a form of devastating, emotional, irrational, systematic, and usually irreversible movements, catastrophes may trigger change at the creative level, which goes beyond the repetitive 'cyclic' motion. Such transformative characteristics of catastrophes elicit new forms of learning that are defined by discontinuity and resilience. Contemporary catastrophe education can encourage successive generations in their shaping of a symbiotic model rather than a more confining framework, thus involving human beings and the environment by thinking beyond the limits of instrumental approaches or problem solving.

关键词： 硕士研究生   教育学课程   中国   蒙古国  

摘要： 在当今全球激烈的竞争以及一体化的发展背景下，培养学术能力高以及创新能力强的教育学硕士研究生对于中蒙两国来说显得尤为重要。　　在本文的研究中，以中蒙两国的教育学硕士研究生课程作为主要研究对象，在课程论和教学理论等相关理论的指导下，分析中蒙两国教育学硕士研究生的课程发展现状，对比分析了中蒙两国的教育学硕士研究生课程在设置、实施以及管理方面的异同。在SWOT分析理论的指导下，分析中蒙两国教育学硕士课程发展的优势、劣势、机遇以及威胁等。并在此基础上提出了中蒙两国教育学硕士研究生课程相互学习借鉴的建议。　　由于两国教育管理体制不同，蒙古教育社会化程度越来越深，蒙古国强调的是硕士教育的过渡性和职业性，而中国强调的是学术性，因此蒙古国的课程价值取向以社会为主，而中国以学科为主。同时，蒙古国教育学课程设置的优点是课程设置比较灵活，重视方法论课程和研究方法课程，以及重视课程设置的社会价值取向，然而其课程设置过于灵活影响了培养质量。中国教育学课程的主要优点则是开设马克思列宁主义理论课程，建立以学科知识体系为基础的课程体系。然而，选修课的数量和类型还不够丰富；课程内容陈旧；有些课程与本科课程没有合理的联系；课程内容不够实用；教育学课程没有人文学科课程。　　总之，基于中国的经验或者说优点，建议蒙古国在改进课程方面，从课程设置、课程内容及教师课程实施办法三个方面出发，具体而言，需要强调选修课的重要性，要强调实践教育，要提高教师的教育科研能力，更新教师课程实施理念，改进教师课程实施办法，同时综合考虑确立课程目标，正确合理进行课程评价；而就中国而言，基于蒙古国的有点与经验，需要重视并增加方法论的课程，强调课程内容的前沿性与科学性，注重跨学科的设置，合理调整课程结构，突出课程设置的个性化，加强课程的国际化研究，以及改进课程实施的取向与策略，并且优化课程目标与评价。总之，中蒙两国的教育学硕士研究生课程发展可以借鉴对方优秀的经验，从而弥补自身的不足。

关键词： Catastrophe   memory pedagogy   memory studies   cultural memory   communicative memory   translation  

摘要： Dealing with memories of catastrophes is undoubtedly important for education. Yet, how is such an education possible? On which theoretical basis can we describe it? In this article, I build a bridge between 'Memory Studies' and educational studies with regard to the topic of 'catastrophe' and thus present a provisional general theory of education, such as 'Memory Pedagogy' in analogy to 'Memory Studies'. After describing the category 'catastrophe', I outline the basic differentiation between 'communicative memory' and 'cultural memory' in the field of Memory Studies. I will demonstrate how this basic differentiation can be connected to education through the concept of 'Bildung' in German philosophy. On the basis of these preliminary remarks, I highlight the potential of Memory Pedagogy by interpreting a case of catastrophe education, the project 'Picture of Atomic Bomb' (PAB). Based on the analysis of the PAB project, I insist that functions as a generator of communicative memory concerning catastrophes through education. Additionally, I point out that the transition from communicative memory (kommunikatives Gedachtnis) to cultural memory (kulturelles Gedachtnis) in the meaning of Jan and Aleida Asmann can also be observed in the PAB project.

关键词： 教师教育   课程体系   教学策略   自主发展  

摘要： 本论文采用文本比较法、问卷调查法、人种学研究方法和个案研究法，从教师教育意义视角观照教育学课程的教学实践。　　本论文由导论、正文以及结语共八部分构成，其中正文包含六部分。正文第一部分从教学目标-内容角度对师范院校有代表性的教育学教材进行文本比较分析，分析教育学课程之教师教育的预设意义指什么？在第二部分，研究从学习效果角度，运用问卷调查的方法对学过教育学课程的在职教师进行教育学课程之教师教育意义的调查，对调查的结果进行比较分析，探究教育学课程之教师教育意义。在第三部分，基于问卷调查结果的分析，研究从教育学课堂实际教学出发，基于自身教育学课程的学习体验，采用人种学研究方法，扎根于教育学课堂，秉持现象学“回到事物本身”的态度，描述和分析教育学课程之教师教育意义的发生实态。在第四部分，研究依据“教与学体验反思自评报告”文本写作过程分析教育学课程的教师教育意义究竟是什么，揭示出教育学课程教师教育意义的生成特性。在第五部分，研究对教育学课程学习过程进行分析，阐释了影响教育学课程之教师教育意义生成条件。本研究指出，“真学”是教育学课程之教师教育意义产生的前提，即成为学习当事人。其次，学习时间和学习当事人智性是教育学课程之教师教育意义产生的保障和基础。最后，担当“学习当事人”就要采取听读写的认识方式。其中，倾听是教育学课程之教师教育意义生成的基础；阅读是教育学课程之教师教育意义生成的能源；写作是教育学课程之教师教育意义生成的母胎。教育学课程之教师教育意义是在以听促读，以读促思，以思促写，以写促思，在听读写的一体化过程中实现生成。在第六部分，研究采取个案研究方法，选取典型的名师教职生涯案例，验证研究得出的教师教育意义在教师教职生涯中的体现。研究发现，教育学课程之教师教育意义在教师教职生涯中展现为自主发展的能力与成就。　　最后，在结语部分重申本研究的论点，即教育学课程之教师教育意义生成特性，指出本研究的创新意义以及未来有待进一步研究的问题等。

关键词： 非公职教师   社会定位   教师资格   教师资质   职业道德   第三部门理论  

摘要： 非公职教师，是由职业的社会属性获得的称谓，指称的是在非公立性教育组织或机构的教学职业、从事教学职业的人及其行为规范。自改革开放以后民办教育逐渐发展壮大，非公职教师成为教师群体的重要组成部分。然而目前学界仍多以公职体制的思路研究教师问题，非公职教师群体较少得到关注，以解决公职教师问题的思路去思考非公职教师的相关问题是不全面的。因此，是时候将其纳入教师教育学科的研究范畴，以全新的视角去认识非公职教师，开拓针对非公职教师的研究框架。　　本研究采用比较法和解释学方法，以埃德加?莫兰的复杂性理论和加达默尔的哲学解释学为理论基础，从第三部门视角来分析和研究非公职教师，通过紧密结合非公立性教育组织或机构的产生和发展现状，总结其发展现状和规律，在此基础上，探讨中国教师教育学科建设的研究方向和现实路径，具体说来，主要包括以下几个方面的研究内容：　　第一，阐释设定第三部门视角研究非公职教师的缘由。通过介绍劳凯声教授阐述的第三部门理论，从中受到启示，采取第三部门视界更能够明晰中国非公职教师存在的意义及其在现实发展中遇到的问题。　　第二，基于第三部门视界揭示中国的非公职教师队伍壮大趋势。通过莱斯特?撒拉蒙和赫尔穆特?安海尔对公民社会部门的分析发现，作为第三部门的民办教育对经济增长和就业率都做出了突出贡献，虽然现在不被人们所发觉但是其发展壮大速度很快，已经成为趋势。　　第三，通过案例以第三部门视界认识非公职教师。通过魏智渊、范希娟和熊梅这三个个例认识到非公职教师除了所处的学校类型不同，教育的初心，育人的目标是一样的，他们也为中国的教育事业贡献着自己的力量。　　第四，介绍中国第三部门教育运营模式与非公职教师当前生存困境。目前已经出现了学校的市场化运营，根据市场介入的程度不同，分为局部市场化运营和实质性的市场化运营。　　第五，中国教师职业非公职化给教师教育学提出的课题。迄今为止中国的教师教育理论研究都是公职体系下的，没有专门针对非公职教师的研究框架，当务之急是将非公职教师纳入教师教育学的研究体系，对第三部门的教师职业人进行新的社会定位，重视第三部门的教师资格和资质问题，并对作为民间公益事业担当者的非公职教师的职业道德问题展开研究。