关键词： 教育学本科专业   人才培养定位   职业发展   转型   大教育  

摘要： 新技术革命时代,技术发展的高速率对人文精神提出了更为迫切的需求,高等教育领域新工科的全面展开同样要求人文价值引导,以“人文”为内核的人文学科却遭遇了现代性危机,最为鲜明的表现就是人文专业学生的职业发展问题。职业是人、教育、社会三者之间联系的重要载体,职业发展状况最鲜活的体现了教育与社会的关系,最直接的反映了人才培养问题。就此而言,关注人文专业学生的职业发展问题,实质上是对“文科无用论”的理性应对,是人文专业人才培养变革的重要视点。教育学本科专业作为一门以“教育”为直接研究对象、以“人”为研究核心的人文专业,其本身兼具文科共性与专业特质,其学生职业发展兼具文科生职业发展共性与专业群体特点,具有丰富的专业内涵和群体特色。正是基于这些考虑,本研究从聚焦教育学本科专业学生职业发展这一现实议题出发,探索教育学本科专业人才培养的重新定位。本研究首先运用文献分析法,整体把握教育学本科专业学生就业和人才培养状况,梳理教育学专业的发展轨迹,为分析当下问题提供社会事实和历史基础。其次,通过问卷、深度访谈调查教育学本科专业学生职业发展过程的特征和问题,分析发现其问题主要表现在职业选择的客观范围狭窄、主观倾向局限、心态盲目;职业发展能力呈现“软技能”强、“硬技能”弱;职业价值停留在个人兴趣层面,陷入享受型职业生存状态。第三,基于专业与社会、市场、时代的关系分析,教育学本科专业学生的职业发展问题实质是一种现代性危机,表现为人才培养目标与社会现实之间的脱空、人才培养质量与市场需求之间的偏离、学术职能与社会关怀之间的摩擦。最后,从学生职业发展的有为路径出发,探究教育学本科专业人才培养的重新定位:基于SWOT方法定位前瞻性目标,借助“跨学科—跨领域—新职业”的跨界融合模式开拓大教育市场、创新小教育市场;构建以可持续性就业力为基轴的贯通式人才培养体系,构筑以现代服务理念为核心的“专业—市场—国家”生态支持系统;推动社会形成以“教育素养”为核心的大教育观,以“参与型人文”替代“解释型人文”。进而尝试提出教育学本科专业整体转型的“大教育”理念及自我指涉式运作机制。

关键词： 教育学专业   毕业生   原因及对策  

摘要： 教育学专业毕业生在当前社会发展中面临着较为严峻的就业形势,就业困难成为亟待解决的首要问题,应该引起社会各个阶层的高度关注。结合教育学专业毕业生就业困难问题进行分析,其往往表现在多个角度,同时也受到了多个方面因素的影响。基于此,为了较好解决教育学专业毕业生就业困难问题,必然需要有目的地采取相应对策,为教育学专业毕业生就业提供较为理想的条件和环境,最终有效推动我国教育事业的发展。1教育学专业毕业生就业困难现状分析结合现阶段我国教育学专业毕业生的就业倾向而言,主要涉及到了去学校任教以及其它方向就业两个方面的内容,

关键词： 翻转课堂   高校   教育学课程   教学   应用  

摘要： 翻转课堂作为一种对传统教学模式的颠覆式改革创新,在当前诸多教学体系中都受到青睐.其不仅能够为学生提供一个个性化的学习环境,而且更重视对学生自主学习能力、合作能力、交流能力、批判能力、分析能力和解决问题能力的培养.在高校教育学课程教学中应用翻转课堂教学模式,有利于学生个性化学习和教师因材施教,而且也与地方院校培养应型人才的需要相符.文中分析了翻转课堂教学模式在高校教育学课程教学中应用的重要意义,并进一步对翻转课堂在高校教育学课程教学中的应用策略进行了具体的阐述.

关键词： 小学教育学   课程建设   对策  

摘要： 《小学教育学》课程建设一直是许多教育学家研究和关注的问题,笔者仅从课程教学内容结构及课堂教学模式层面进行研究,提出一点粗浅的思路.

关键词： 教育学   中国化   中国特色   主体建构  

摘要： 作为舶来品的教育学,中国化一直是其追求的目标。新中国成立70年,教育学的建设经历了从中国化到中国教育学主体建构的过程,在这个过程中,不同阶段的中国化有不同的背景和内涵。通过对不同阶段教育学中国化成果——四种教育学教材的分析,总结中国教育学建构过程中必须处理好的四对关系,即教育学与教育政策、教育实践的关系,教育学的中国特色与共同性的关系,中西方教育理论的关系,历史与现实、史与论的关系,使中国的教育学能够立足中国、借鉴国外,挖掘历史、把握当代,走向世界。

关键词： Education  

摘要： This dissertation is a qualitative study of activism within writing program administration though the lens of the term critical pedagogy. The study responds to calls in the field of rhetoric, composition, and writing studies to address inequalities and to forward social justice ends. This disciplinary desire can be evidenced in chairs’ addresses at the flagship conference, The Conference on College Composition and Communication, in institutional mission statements and in the pedagogy of individual instructors. In the past, local efforts to respond to social justice have been classified under the term critical pedagogy. While the term critical pedagogy has fallen out of favor, I argue that the term still holds utility for conceiving of a contemporary response to progressive desires for teaching. The term critical pedagogy, often associated with Paulo Freire, a Chilean activist, is commonly associated with designing classroom practice. The term evolved into more frequent parlance in the 1960s and 1970s as institutional structures changed, and again in the 1990s, as issues of identity and culture were more centrally the focus of composition studies. One conception of critical pedagogy is that individual teachers can create social change through classroom practice. It is difficult to address global or systemic problems solely at the local level, and in reconceiving of critical pedagogy for contemporary exigencies, the need to theorize activism on a systemic level is salient. This dissertation study accounts for that critique of critical pedagogy by theorizing critical pedagogy from institutional and systemic angles utilizing a method called Critical Systems Theory (CST). To theorize critical pedagogy and activism from both individual and institutional angles simultaneously, this dissertation utilizes qualitative methods, chiefly interviews, chosen for their ability to reveal relationships between actors within the educational system. Ten writing program administrators f

关键词： 教育学   慕课   地方院校  

摘要： 地方高校已经不同程度地接纳了慕课。然而,有关教育学类慕课课程的理论探索和具体实践很少。对于教育学类等传统课程或非优势课程,大可充分利用现有的慕课资源以引进为主,引进"名校""名师"的优质慕课资源。教育学类课程慕课化有重要意义,同时也需要看到慕课的弊病和典型问题。

关键词： 心理健康   中学生   影响因素   教育学  

摘要： 心理健康问题因其具有独特的时代性而成为全社会共同的关注焦点,而中学生由于处在身心快速发育的不稳定阶段,针对此群体心理健康的研究工作也日益受到广泛关注.本文通过综述国内多位学者有关中学生心理健康主要影响因素的研究成果,尝试以心理学结合教育学的方式探究中学生心理健康的干预方向.

关键词： Religious education   Judaic studies  

摘要： This dissertation considers the wide range of responses to the case of the stubborn and rebellious son in rabbinic literature, and the ways in which those responses suggest particular orientations for the teaching and learning of rabbinic text. The case of the stubborn and rebellious son, which appears in the Torah in Deuteronomy 21:18–21, is ethically challenging, not only for the modern reader, but also for the rabbis themselves. Therefore, the rabbis strive to find a balance between their moral concerns and their fealty to God. There is no single response to the ethical problems that are caused by the son’s execution. Instead, across five bodies of rabbinic literature—Mishnah, Tosefta, Midrash Halakha, the Talmud Yerushalmi, and the Talmud Bavli—the rabbis provide five distinct models that strive to resolve the problems presented by this case while still maintaining the integrity of the divinely commanded halakhic system. Some of these approaches show the rabbis deviating from their usual rules for interpretation, pointing to extra-halakhic concerns that must be taken into account. Finally, this dissertation will consider the implications of the tools used by the rabbis across these texts, and the ways in which those tools can be applied in the modern classroom to encourage students to shape their own interpretations and senses of morality

关键词： Pedagogy   Educational administration   Ethnic studies  

摘要： Ethnic Studies has emerged as highly impactful for bolstering academic expectations and outcomes for students of color in K-12 education. In 2018, Oakland Unified School District (OUSD) implemented a mandatory elective ninth-grade Ethnic Studies course, citing research that affirms its positive impacts, including higher GPAs, better attendance and lower suspension rates. This qualitative study explores the impact of Ethnic Studies on African American high school students’ perceptions of their own academic and cultural identities. Utilizing Ethnic Studies pedagogy as a conceptual framework, data collected from curriculum planning documents, professional development sessions, and student focus groups were analyzed to explore the impact of the course on students’ perspectives, and whether the goals, purposes, and design of the OUSD Ethnic Studies program aligned with their experiences. This study offers insights that will help educators bolster African American student success with an effective Ethnic Studies curriculum and pedagogy.