关键词： 教育学课程   翻转课堂   教学模式设计  

摘要： 高校教育学课程实施"翻转课堂"教学模式,是适应信息社会对教学提出的要求,不仅有利于地方院校培养应用型人才,有利于师范生个性化学习和教师的因材施教,还能有助于提升师范生运用现代信息技术的能力并其将来从事中小学教育工作实施翻转课堂打下一定的基础。教师需熟练掌握教育学"翻转课堂"教学模式的设计思路,师生主动更新思想观念、提高认识,积极改变固有的教学方式和学习习惯,才有利于教学的顺利开展并取得实效。

关键词： 职业技术教育   学科建设   历程   成就  

摘要： 改革开放40年来，我国职业技术教育学科建设经过了学科恢复重建期、学科探索发展期、学科成熟繁荣期、学科机遇与危机并存期四个阶段。在这40年里，我国职业技术教育学科建设取得长足发展，在人才培养体系、多元化学科平台以及学科研究的深度和广度方面都取得了令人瞩目的成就，但同时，我国职业技术教育学科建设还面临着许多未能解决的现实问题，尤其是在“双一流”建设的大背景下，职业技术教育学在高校中的地位有被边缘化的风险，需要我们共同去研究探索职业技术教育学的发展出路。

关键词： 高职学前教育专业   课程思政   教学评价体系构建   《幼儿教育学》  

摘要： 教学评价体系构建是制约课程思政建设的瓶颈.本研究以高职学前教育专业基础课《幼儿教育学》为例,在了解该门课程教学评价现状的基础上,从发展性教学评价理念出发来探讨课程思政教学评价体系的构建,为高职学前教育专业课程思政教学评价体系构建提供案例支持和参考建议.

关键词： 学术论文   专业术语   名词化结构   长句  

摘要： 本文为翻译实践报告,由任务描述、译前准备、翻译执行情况、案例分析和实践总结五部分组成。翻译原文本为“Just a Tool:Instructors’Attitudes and Use of Course Management Systems for Online Writing Instruction”,原载于《计算机与写作》(Computers and Composition)第48期。介绍在线教育中数字工具的使用状况和教师的态度。原文本为学术论文,语言简洁、准确,多用专业术语和名词化结构;整体句子长而复杂,频繁使用插入语和从句。结合文本特点,报告重点探讨学术论文中专业术语、名词化结构的翻译以及长句的翻译。希望通过此分析报告和翻译实践,为翻译同类文本的译者提供借鉴,并为推动我国在线教育的研究和发展贡献力量。

摘要： 首先是感谢.第一感谢人教社在苏霍姆林斯基诞辰100周年的时候出齐了孙孔懿老师的两部书.第二要感谢孙先生本人.他就像刚才几位讲到的,就是一位踏踏实实做学问的老先生,没有一种专注精神出不来这样的两部专著.第三还要感谢今天会议的主办者,让我这个小辈听到了几位大家的发言,受到很大启发.各位专家从不同的角度阐述苏霍姆林斯基的思想,阐述孙老师的两部著作的意义、价值,这些对我都很有启发.

关键词： Bilingual education   Behavioral psychology   English as a second language   Instructional design   Multicultural education   Pedagogy   Educational psychology   Teacher education   Personality psychology   Curriculum development  

摘要： This study presents a qualitative, multiple case, instrumental case study which explores experiences and positionality of International Teaching Assistants (ITAs) in the US academia. Drawing from, first, the earlier research which focuses on ITAs’ language, culture, and pedagogy with, mostly, a “deficit” perspective and, second, from recent publications which concentrate on exploring ITAs’ identities and perceptions, this study investigates how ITAs approach differences and similarities (rich points) during everyday discourses in their various communities of practice. The conceptual framework is represented by Agar’s (1996, 2006) vision on rich points (differences and similarities); Lave and Wenger’s (1991) concept of community of practice (CoP), and the notion of narratives (Clandinin & Connelly, 1994; Simons, 2009). The theoretical framework is informed by Vygotsky’s sociocultural theory, specifically, by the concept of perezhivanie (lived through emotional experience). Two cases of ITA communities which are bound to certain university settings (in the Northwest and Southwest of the US) were analyzed. Purposive (snowball) sampling was used to find focal participants. Eight ITAs took part in a semester-long data collection. The study utilized an electronic survey; one informal conversational interview; one semi-structured interview; one to two observations with debriefings; and collection of artifacts and visual data. The findings revealed that there are five major ways for ITAs to mediate rich points, namely, via ITAs’ multiple identities, ITAs’ self-analysis, ITAs’ internalization of politics and policies, ITAs’ internalization of others’ actions in the US academia and, ITAs’ teaching evolution. Rich points are observed as a vital aspect of ITAs’ development. At the same time, mediation of rich points is always unique and dynamic and presupposes a combination of several navigational techniques. The significance of the study is predetermined by the necessary contr

关键词： 公共教育学   课程的应用转型   构想与尝试  

摘要： 现如今,随着时代的不断发展和社会的不断前进,公共教育学课程的应用转型迫在眉睫,在这样一个快速发展的新时代当中,传统的公共教育学课程已经与这个时代的教育模式显得有些格格不入,因此,应该启发教师们改变传统的教学模式和教育理念,接受并借鉴新的教育方式,让学生们学到新的公共教育知识,另外,在平时的课堂中,老师不仅仅要去书面的传授知识,还要多让学生们在生活中去实践,因为实践才能出真知。学校也应该大力培养新时代新思维的知识型人才。当然,在教育学课程中公共教育学课程是必不可少的一门课程,也是教育学课程里的一门核心课程,是一门集哲学、文化、理论、实践为一体的综合课程,本课程的开设可以使学生树立正确的教育观、教学观和师生观,可以帮助学生更透彻的了解本专业,增强师范生的从教信念。

关键词： 江西省  

摘要： 焦中明,教授,江西省教学名师,江西省高等学校中青年学科带头人,主要从事教育技术学领域的研究。在《电化教育研究》《中国电化教育》《远程教育杂志》《现代教育技术》等刊物上发表论文50余篇,出版专著1部、教材3部,主持全国教育科学规划项目1项、教育部课题1项、省级课题10余项,荣获江西省教育科学奖二等奖2项、三等奖1项。

关键词： Language arts   Educational sociology   Pedagogy  

摘要： This mixed-methods phenomenological bounded case study sought to uncover how who teachers are as people impacts what they do in their classrooms. The study examined how teachers’ personal lives (e.g., backgrounds and prior knowledge), their experiences with intersectionality (e.g., race, class, gender, and sexual orientation), and professional lives (e.g., pedagogical beliefs and curricular choices) influence one another. The sample for this student consisted of seven high school female English Language Arts teachers who were teaching the required text, To Kill a Mockingbird, by Lee (1960). Through the use of survey questionnaires, interviews, document analysis of unit lesson plans, and a focus group, a portrait of the relationship between teachers’ pedagogical beliefs and curriculum design choices emerged. Four key themes emerged in relation to the research questions for this study: (a) whether teachers are teaching with the students in mind, (b) uncovering the power structure of the teaching experience, (c) the role of teaching versus facilitating, and (d) curriculum design focusing on the process of learning versus end products.

关键词： Educational leadership   Education   Social sciences education  

摘要： Educating students about their civic duties and fully preparing them to execute these responsibilities as engaged citizens upon leaving high school has been an increasing struggle throughout the world, including the United States. School leaders and educators have been pressed with implementing pedagogy that effectively increases civic proficiency and participation. Thus, some schools, such as Health Sciences High and Middle College (HSHMC) in San Diego, California, have opted to address the issue of civic disengagement through adopting an initiative in the social studies department to increase students’ civic proficiency. Four research questions, leveraging the Concerns- Based Adoption Model, guided this study. Through a full analysis of how three teachers’ concerns and pedagogy changed during the first year of an innovation adoption to increase civic proficiency, the findings include a heightened relative intensity of concerns about collaboration. With regards to increasing civic proficiency, specific practices of each of the teachers changed for the better. Because each of the teachers shared additional changes which were planned for the following year, recommendations include examining further pedagogical changes implemented in subsequent years as well as the long-term impact of similar department innovations.