关键词： 马克思主义理论研究  

摘要： 教材特色以马克思主义中国化的最新成果为指导符合时代要求,内容权威、理论前沿坚持理论与实践相结合作者在相关领域有较大的影响和丰富的教科研成果通过二维码链接,配备丰富的拓展学习资源适合作为全国高等院校教育学类专业本科生教材《教育学原理》《教育学原理》编写组ISBN:978-7-04-050938-0出版时间:2019年1月

关键词： 高职   学前教育学课程   项目化教学设计   策略研究  

摘要： 课程项目化教学是老师和学生参与同一项目而展开的教学活动.高质量的实施学前教育学课程项目化教学,有利于学生及时发现问题、解决问题,切实高效的提高实践操作能力.为了保证高职学前教育学课程的有效落实,为社会发展培养专业能力高、综合素质强的人才,为学生全面发展提供良好的契机,优化项目化教学设计是必然要求,变革传统教学倾向理论知识现象、切实提高学生的专业能力是项目化教学的重要组成部分.本文在对项目化教学基本概念进行简要阐述的基础上,对高职学前教育学课程项目化教学设计策略进行研究讨论.

关键词： Mental health   Dance   Education  

摘要： The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American Dance Therapy Association approved programs participated in the study, taking part in individual semi-structured interviews through a phenomenological lens. The participants had taught in the DMT field for at least five years and at most 44 years. Utilizing grounded theory methods, two focus groups were also conducted in which six DMT educators discussed initial qualitative themes from the individual interviews. Through an engaged process, participants were able to participate in the further defining of the study’s themes. Data were analyzed using grounded theory methods of initial and focused coding. The researcher also used member checking, peer review, and a personal research journal to name her own reflexive position within the emerging data. The researcher’s findings centered around six qualitative themes. These themes named the importance of the DMT student’s development of self-awareness including body identity, cultural identity, and professional identity all housed within the experience of embodied learning. Findings also named the importance of educator transparency and modeling in the classroom to create space for student exploration. Recommendations from the study aimed towards creating more opportunities for educators to collaborate and communicate across the field with the goal of creating best practices for DMT education. Also, recommendation for DMT educators centered around clarity of expectations in the embodied self-reflective learning process.

关键词： 对分课堂   中职   学前教育学   教学实践  

摘要： 以就业为导向、以能力为本位的中职学校教学改革最终落实于课堂教学中,改革教学模式、创新教学方法是提高课堂教学实效性、提升中职学生综合职业素养的关键所在。当前,中职学前教育专业教学面临学生素质良莠不齐、教学效率低下、用人单位对人才的要求越来越高的问题。在中职学前教育学教学中运用对分课堂模式优势明显。分析对分课堂模式及其优势,并对中职学前教育学课堂上运用对分课堂教学模式的实践进行分析及阐述。

摘要： Emma Diruf Seiler (1821–1886) was a Bavarian-American voice teacher and scientist who wrote and published Altes und Neues über die Ausbildung des Gesangorganes mit besonderer Rücksicht auf die Frauenstimme (Old and New in the Art of Singing, with Special Attention to the Female Voice) in 1861 while working in Leipzig. It was translated by William Henry Furness and published in Philadelphia as The Voice in Singing in 1868. This pedagogue and her writings are largely unknown to those who study historic bel canto pedagogy. In the opening of Seiler’s pamphlet, she explained her purpose for writing was “to bring into harmony things which have always been treated separately, the Science and the Art of Singing…” Aside from brief comments in a few books on vocal pedagogy, Emma Seiler is largely unknown. Neither her contribution to voice science and pedagogy, nor the impact of her integrated philosophy on teaching have been subjected to scholarly scrutiny. The purpose of this document is to explore her philosophy on teaching, her method of female vocal instruction, and her impact on voice instruction. This dissertation historicizes evidence-based pedagogy through Seiler’s example.

关键词： 高师院校   教育学专业   人才培养模式   转变  

摘要： 为提高省属高师院校教育学专业的人才培养质量,使学生在就业方面具有较强的竞争优势,那么,制定一种符合学生自身发展和社会需求的人才培养模式就显得非常关键。因此,本研究通过文献研究法、问卷调查法、访谈法等,展开对省属高师院校教育学专业人才培养模式的研究,旨在将传统的人才培养模式向人性化、现代化、开放式的方向转变,以此来培养出一种符合社会需要的高质量的教育学专业人才。本研究以人本主义教育理论、马克思主义关于人的全面发展理论和全面质量管理理论为理论基础,以H师范大学教育学专业人才培养模式为研究对象,分别从培养目标、课程设置、教学方式、学习方式和评价体系五个维度对教育学专业人才培养模式的现状进行调查分析,通过以部分窥探整体的方式,发现省属高师院校教育学专业人才培养模式主要存在以下几个方面的问题。第一,培养目标方面:培养目标单一,缺乏多元化;培养目标与实际需要相脱节,缺乏科学性。第二,课程设置方面:课程内容多而庞杂,且缺乏时代性;理论课较多,实践课较少;课程学时、学分设置不合理。第三,教学方式方面:教师课堂教学偏向传统讲授,缺乏创新;教师发现式、讨论式教学有待加强。第四,学习方式方面:学生学习方式不够灵活,缺乏主动性、探究性与合作性。第五,评价体系方面:对学生的评价主体过于单一;对学生的评价内容过于片面等。本研究根据这几方面的问题,并结合以上理论基础,分别从社会、学校和学生层面分析了问题的成因并提出了相应的改进对策,旨在转变传统人才培养模式,提高人才培养质量。其中社会层面包括:增加教育资源的投入,保障人才培养模式的良好运行;加强同学校合作,协助学校完善人才培养模式。学校层面包括:制定人才培养目标时,让利益相关者参与进来;人才培养目标要立足本校,寻求自身特色;完善选修课课程体系,增强学生选课自主性;加强实践教学环节,提高学生实践和创新能力;教师应由传统教学向非指导性教学转变;扩大对学生评价主体的范围、丰富评价内容。学生层面包括:增强学习动机,提高学习的主动性、探究性与合作性;学生应转变择业观念,明确职业定位。

关键词： 教育学原理   案例   案例教学法  

摘要： 本文对案例教学法在《教育学原理》课程中的应用进行了探讨,主要讨论了案例及案例教学法的界定,案例教学法的实践及对教学案例法的反思,通过案例教学法的应用,提高学生的学习兴趣和学习参与度,教学活动转化为学习共同体的活动,学生成为学习活动的主体,实现培养应用型人才的教育目标。

关键词： 分层教学模式   高职教育   应用   教育学专业  

摘要： 高职院校的教育是我们一直关注的一个问题,而高职院校中的教育学专业也是作为其中的一个重点,这个专业主要是为了能够让学生们更加熟悉的了解教育职业理论以及和教育职业有关的一些教学方法,同时能够培养学生们对分层教学模式的灵活应用.在进行分层教学模式的教育的时候,教师应该结合学生的学习能力进行分组式的教育,因为这样能够加深学生对分层教学模式的理解,同时还能够提高教学的效率.

关键词： World history   Curriculum development   Educational philosophy  

摘要： How do secondary teachers’ narratives reveal the influence of their life experiences on their commitments and approaches in Holocaust education? Employing Gadamerian Hermeneutics as the theoretical research frame and narrative inquiry as research methodology, the following research seeks to answer the above main research question. This study is important to furthering curriculum studies because few amounts of research exist on teachers’ life-stories and the relationship they have to pedagogy and Holocaust curriculum. This research is conducted by examining experienced secondary Holocaust teachers through interviews, writing samples, and artifacts. Findings include teacher narration that describes loss within each person’s life and how they develop a willingness to deal with their loss. Their willingness has an effect on how they interact with students in teaching about the Holocaust. Through dedicated study, nonviolence, and the care of the self, participants remain at the site of meaning making and weave transformative spaces in which they create meaning and awareness for themselves and their students. Findings also indicate that through acceptance, participants remained engaged with their own lives; built relationships with their students that included love and acceptance; and developed humility when dealing with difficult historical content.

关键词： Educational sociology   Education   Religious education  

摘要： The purpose of this dissertation is to explore and envision how the principles of public pedagogy might inform the practice of anti-racism in (religious) education. The study is framed by three major gaps in the literature, namely a lack of attention to religion and theology in public pedagogy, an underdeveloped consideration of anti-racism in religious education, and methodological uncertainty about how to capture the pedagogical component of public pedagogy. In an effort to address this gap in the literature in a way that brings together theory and practice, this study is guided by two central research questions: (1) How might anti-racism education be implemented in a faith community using strategies from public pedagogy? (2) How might this pedagogical action speak back to field of public pedagogy, as a way of reconceptualizing how we understand the intersections of race, religion, and education? Using action research and a/r/tography, this study investigates the impact of three curated aesthetic experiences and the subsequent discussions on illuminating the connections between race and theology. The study took place in a church setting with the involvement of 17 parishioners who all participated in the classes as well as completed individual journals and took part in an interview. The insights that arise from the analysis of the data form the basis for an articulation of a theo-aesthetic approach to anti-racism education. Theo-aesthetic anti-racism is an approach that both illuminates the epistemological foundations of racism (including theology) and suggests/opens/creates an alternative, however briefly. It announces a new world even as it reveals the problems inherent in the current one. The theo-aesthetic approach to anti-racism is about creating events and the aesthetic conditions for radical relationality and belonging within one's own community and between communities-an approach that can work in tandem with macro-systemic efforts. This dissertation does no