关键词： 潘懋元   高等教育学讲座   价值重估  

摘要： 潘懋元先生是我国高教界的“泰斗”,也是我国为数不多的产生国际影响的高等教育研究专家。《高等教育学讲座》作为我国乃至世界第一本系统论述高等教育学的学术专著,较完美地结合了“学”与“术”,具有深入浅出、融会贯通的特色,出版后产生了巨大的社会影响和学术影响。作为学术专著,《高等教育学讲座》本身具有很高的价值。但是我国学术界对其价值并未做出充分研究,《高等教育学讲座》的价值与学术地位亟需重估。

关键词： 任务驱动教学法   中学生物学   教育学   应用  

摘要： 如今基础教育新课程改革已全面推进,一线教师 需要改变传统的教学方法,加大力度对教学方法进行研究与实 践。其中任务驱动教学法是一线教师应用于教学中最广泛的 一种教学方法,因为任务驱动教学法是让师生共同学习,共同 进步,共同为解决同一个问题而合作学习的教学方法。另外任 务驱动教学法要求教师要用辩证的眼光对待和认识每一个学 生,按照学生客观发展的规律和具体情况开展教学活动,把学 生视为课堂的主体。任务驱动教学法与新课程改革中强调的“学生是发展中人”的现代教学观相契合,因而被广泛应用于基 础教育的教学之中。本文主要针对中学生物这门学科,探讨任 务驱动教学法在中学生物学教学中的应用。

关键词： Securitization   COVID-19   state of exception   desecuritization   emancipation  

摘要： The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials' advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory-with particular attention to the question of advocacy and the relationship of desecuritization to emancipation-grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.

关键词： ELL K-12 studies   inquiry-based curriculum   L2 pedagogy   multiple literacies   teacher education  

摘要： Across curricular terrains in education in North America, the use of the term inquiry has become more prevalent than ever. This radical turn from traditional content curriculum toward inquiry-based approaches to teaching raises issues about the promise and potential challenges of contemporary curriculum in K-12 L2 settings. This explorative qualitative study investigated the following research question: What are the opportunities and challenges for inquiry-based approaches to English language learners' (ELLs) language, literacies, and content learning, as mandated in twenty-first-century curriculum? Semi-structured interviews, with eight expert language and literacy educators, were conducted to generate data and a thematic analysis of the data was undertaken. The recursive analysis revealed three themes concerning opportunities afforded by an inquiry-based approach: enhance ELLs' understanding of content knowledge, give prominence to ELLs' languages and literacies and promote respect for diversity, and utilize digital tools to support ELLs' language and content learning and amplify their voices. Three themes concerning challenges emerged: educator resistance to change, underestimating required resources, and communicating with parents/guardians of ELLs. Implications are discussed for policy and practices regarding inquiry-based pedagogies, multimodalities, and multilingualism in supporting English learner success.

关键词： edouard Glissant   Colonialism   Peter Sloterdijk   Globalization   Foam  

摘要： Through an educational reading of edouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear distinct relationships to colonialism and struggles against and beyond colonialism. In particular, it identifies two related educational philosophies that propel colonization and, in turn, proposes a theory of errant learning that might undergird decolonization. It focuses on Glissant's minor remarks about different conceptions of understanding in order to identify the grasping drive (and its relationship to opacity and transparency) as the educational foundation of the colonizing apparatus. After articulating the other form of understanding he offers, giving-on-and-with (which turns away from enclosures and opens into Relation), I point to a potential contradiction in this division as it relates to his overall project. By freeing grasping from the grasping drive, I reconfigure the relationship between grasping and giving-on-and-with in a way that allows for certain kinds of enclosures. This introduces the question of pedagogical form, a question explored in Sloterdijk's sphereological investigations. Reading the colonizing phase of globalization through Sloterdijk's notion of lordly imagining-which I link with the grasping drive-the article draws out how different educational processes produce different kinds of spheres. Finally, it articulates errant learning as a pneumatic process of grasping and giving-on-and-with that values opacity over transparency to produce foam formations with attention to the history of inequality and injury through immune deprivation.

关键词： 教育学  

ISBN: (纸本)9787030648372

关键词： 教育史   比较教育学  

ISBN: (纸本)9787303255641

关键词： 教育史   高等教育  

ISBN: (纸本)9787303255634

关键词： 教育学  

ISBN: (纸本)9787030571359

关键词： 教育学  

ISBN: (纸本)9787030592620