关键词： 音乐教育学   研究对象   研究方法  

摘要： 音乐教育学是研究音乐规律的一门学科,以培养人塑造人为目的,并贯穿于教育的全过程,它是一种人文社会学科.音乐教育学又是一种交叉学科,它是音乐学和教育学互渗交融的产物.本文对基于音乐教育学这一特点,对研究对象和研究方法进行了如下论述.

关键词： Canada   higher education   plurilingualism   teaching and learning   pedagogy  

摘要： I analyze data from a one-year study of plurilingualism across the disciplines in Canadian higher education. I focus on how instructors in different disciplines understand their students? plurilingual practices and how they respond pedagogically to teaching in linguistically diverse classes. I employ the theoretical lenses of plurilingualism and plurilingual competence. Selected data are presented from a broader project, namely, interviews with five instructors teaching linguistically diverse classes in the fields of Linguistics, Literature, and Applied Sciences. Data were analysed around three themes: English as an additional language (EAL) ? institutional backdrop, use of languages in class, and teaching strategies. Participants described classes that were characterised by high degrees of linguistic diversity, in which students frequently communicated in Chinese languages, Punjabi, and Korean. I suggest that instructors? perceptions, as well as their pedagogical responses, were framed by two key factors: pervasive institutional discourses that view students? plurilingualism more in terms of deficit than asset, and the tension between plurilingual process and monolingual product: that is, students using languages other than English during the learning process while they are assessed in monolingual academic English.

关键词： Teaching methods   multilingualism   language minorities   bilingualism   immigrant learners  

摘要： This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise 'translanguaging spaces' [Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. doi:10.1093/applin/amx039], wherein educators and students mobilise a range of semiotic resources for teaching and learning purposes. From a monolingual paradigm, such practice is often seen as interference or deficit;however, from a multilingual paradigm, this practice is seen as legitimate and unrestricted, with students free to use their linguistic resources as they wish to their own benefit. To conceptualise and analyse engagement with multilingual practice, we draw on Cenoz and Gorter's [(2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901-912. doi:10.1080/01434632.2017.1284855] distinction between 'spontaneous' and 'intentional' translanguaging. To assist faculty to observe, act and reflect on implementation of plurilingual pedagogies, we propose a three-dimensional matrix comprising axes of (1) faculty- and student-initiated;(2) planned and spontaneous engagements with plurilingualism;and (3) plurilingualism as either a scaffold or a resource for curriculum, pedagogy and assessment.

摘要： Research shows that English language proficiency remains a barrier to learning among second language learners in South Africa. This article foregrounds the utility of translanguaging practices in teaching writing to English First Additional Language, Further Education and Training (FET) learners in South Africa. Five secondary schools in the Pinetown District participated in the study. Qualitative methodologies were adopted, using classroom observations of English writing lessons in the five schools. Guided by sociocultural theory, the study highlights the extent to and ways in which translanguaging is useful in enhancing learning of writing in this context. The findings suggest that bilingual teachers creatively employed translanguaging practices for pedagogical and pastoral purposes. In situations where the integration of isiZulu and English better explained writing concepts, translanguaging was found to enhance learners' cognition of the writing concepts and to stimulate active participation in the learning of writing. The findings also suggest that translanguaging is a useful learning resource in multilingual contexts where the use of English only is an obstacle to effective learning. Finally, translanguaging recognises values and respects languages that bilingual learners bring to the school from home, and this restores learners' identity.

关键词： 首都师范大学   高等学校分类   国家社科基金   体系重构   全国教育科学规划   分类学   教育学   类型学  

摘要： 由首都师范大学王楠主持完成的国家社科基金教育学青年课题“从类型学到分类学:我国高等学校分类体系重构”(课题批准号:CFA140134),日前通过了全国教育科学规划领导小组办公室的结题鉴定,现将成果报告如下。

关键词： 教育史研究   互动交往   20世纪90年代以来   教育学   基础学科   分支学科   历史学   相互影响  

摘要： 20世纪90年代以来,以“跨国”的视角审视和研究历史逐渐成为国际史学界的一种潮流和趋势。作为教育学的一门基础学科,同时也是历史学中的一门分支学科的教育史,史学界的这种跨国史研究趋势必然会对教育史研究产生一定的影响。跨国史的出现为教育史研究提供了一种全新的历史观。我们可以从不同国家、不同地区人类教育的独特、互动而又共存的视角出发研究教育史,并将教育史理解为人类互动交往相互影响的历史。

关键词： 深度学习   人工智能   教育学   教育者   词汇   转基因   概念内涵   异化  

摘要： 深度学习这个词汇,原来是一个专业的人工智能词汇,它从诞生到成型走过了70年的时间。随着人工智能的发展和广为人知,教育界对这个词汇有一种滥用的倾向,我非常担心像“转基因”这个词汇一样,多数使用者见到词汇就见文生义。今天我想解释一下什么是“深度学习”以及教育学中的“深度学习”语义应有的概念内涵,并对网络深度学习的作用做个小结,以堵住异化该词汇的趋势。

关键词： 双一流建设   高等教育学校   学科发展  

摘要： “双一流”建设是高等教育综合实力提升的主要措施,其带给高等教育学校学科发展机遇,同时也带来了学科发展挑战。高等教育学校应重视“双一流”建设语境下的机遇与挑战,根据学科发展历史及文化,针对性地分析学科发展挑战,并提出有效的应对措施,推进高等教育学校学科内涵式发展。本文以高等教育学为例,探讨“双一流”建设语境下高等教育学学科发展建设的挑战及应对措施。

关键词： 注意   展示   现象学   视频分析  

摘要： 注意(Aufmerksamkeit)是清醒状态下人存在和有效行动的必要条件,无论对人的日常生活还是对其工作和学习而言,注意在其中都扮演着重要角色。在学校场域中、在课堂教学情境下,注意是教、学以及教育和教化的人类学前提;但注意现象本身并非直接可见,而是表现在行动者(教师、学生)的言语和身体性展示(Zeigen)之中,呈现于特定情境下的行动者之间的交互身体的应答经验之中,呈现于行动者与物、空间、时间的交互之中。作为经验哲学和经验科学的现象学自其产生之日起就将经验现象置于其研究的核心,随着其“生活世界转向”、对“回到事物本身”的追求以及对人的“身体”的复归,现象学尤其是现象学的视频研究为系统地描述和认识课堂中注意和展示的复杂性及其关系开启了新的路径。

关键词： 健康教育   预防医学专业   教学质量   TBL  

摘要： 目的为了提高学生的健康教育实践能力,评价TBL教学方式在健康教育学课程中的作用及教学效果,以期改进教学方法、完善教学内容,为课程教学质量的评估提供可依数据。方法选择2014级(五年级)与2016级(三年级)预防医学专业本科生共57名进行问卷调查。结果学生对《健康教育学》课程教学效果总体满意,其中很满意和比较满意合计占73.7%。超过70%的学生认为课程中的“实践能力培养”对本科学习有作用,超过60%的学生认为该课程能提升自我全面发展能力,且两个年级的学生评价结果差异无统计学意义(P>0.05)。结论本研究采用TBL教学法对预防医学本科生的课程教学评估效果和方式均优良,且课程前置(高年授课提前至低年级授课)达到了课程计划的要求和预期的教学效果。