关键词： 学前教育学   第3版   理论与实践   精神文化生活   国民教育   不断提升   学科建设   专业特色课程  

摘要： 新时代背景下,我国的社会经济水平不断攀升,人们的物质生活和精神文化生活水平也随之不断提升,各级各阶段的国民教育活动正全方位地融入人们的日常生活与工作当中。就学前教育来说,人们越来越意识到学前教育的重要性,学前教育的学科建设和专业发展也因此迈入了一个新的阶段。其中,由梁志燊编著的《学前教育学(第3版)》(1998年北京师范大学出版社出版)是学前教育学科的基础性教材之一,它以系统化和基础化的学科内容为主体,全面概括了学前教育的重要理论与实践内容,为现代学前教育的实践发展提供了较为优质的教材指导示范。

关键词： 教育学人   生存方式   自我超越  

摘要： 教育学人的生存方式面临重重困境,包括身份标志的边缘化、群体内部的相对孤立化、教育学对社会教育力的忽视等问题。教育学人如何走出困境,实现自我超越,以谋求教育学人的独立地位,这是教育学人应思考的问题。为改善教育学人的生存状况,提高教育学人的群体地位,教育学人应着力构建教育学自身研究范式,逐步对接理论体系和实践体系,研究内容指向从"是什么"到"怎么做",并以自觉的自我超越作为最坚实的品质。

关键词： 学前教育   多元视角   学前儿童教育   家庭教育   教学策略   教育学   问题与难点   教学理论  

摘要： 随着经济和社会的发展,人们日益认识到学前教育的重要性,作为教育学的一个重要分支,学前教育在自身发展的道路上日趋成熟。就某种意义而言,尽管最初的学前教育仅仅是一种家庭教育,但是作为人类教育中最早出现的教育形式,学前教育的历史性和重要性仍是不言而喻的。《多元视角下的学前教育》以学前教育为重点研究对象,从多个角度对学前儿童教育在社会主义新时期的发展状况进行了全面而细致的探究。

关键词： Scientific writing   Engineering education   Assessment   Multi-dimensional scaling   Open coding  

摘要： Assessments of new pedagogical practices usually rely on instructor oriented surveys and questionnaires to measure student perceptions of teaching methods;however, fixed response categories in structured questionnaires might bias results. This paper demonstrates a mixed methods approach using open and multi-dimensional scaling (MDS) for a student-oriented exploratory analysis and visualization of perceptions of teaching methods. A scientific writing and research methodology course is a required course for first year PhD students in software engineering and geo-infomatics at Wuhan University, China. PhD students attending this course came from countries whose first language is not English, and from a variety of software engineering and geo-infomatics domains. The problem therefore, was to elicit un-mediated perceptions of course assignment, reduce and generalize the resulting data for interpretation. A graphical visualization of themes emerging in student responses to two open-ended questions about an assignment provided a basis for inferring student interests and needs. In this course, an assessment of a task oriented problem-solving experience was implemented through a mixed method strategy incorporating qualitative methods, exploratory data mining techniques, and cartographic visualization. The visualization shows that participating students generally perceived the exercise as challenging, helped them understand journal requirements, and develop ways to survey texts to extract information. The results also suggested that this consensus breaks down in terms of each participant's own goals, domain, and research interests. Unstructured questions, open coding, and MDS visualization might also prove to be helpful in the process of devising and assessing other student centered pedagogies.

关键词： educational models   lecture based learning   medical education   meta-analysis   problem-based learning  

摘要： Background: Problem-based learning (PBL) combined lecture based learning (LBL) has been a trend adopted as a new medical pedagogical approach in Chinese medical teaching. This study aims to evaluate the impacts of hybrid PBL and LBL pedagogy compared with LBL teaching method on the learning achievements of clinical curriculum for Chinese medicine students. Methods: Randomized controlled trials (RCTs) were identified through a systematic literature search of electronic databases and article references up to June 2019. PubMed, EBSCO, Web of Science, Cochrane Library, Wanfang Database, CNKI, and China Biology Medicine database (CBM) were searched. End points included knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. Results: Totally 20 randomized controlled studies were finally included and all Chinese literatures, involving 1817 patients. Compared with traditional LBL pedagogy, hybrid PBL and LBL pedagogy significantly increased the clinical theoretical knowledge assessment score (RR = 4.84, 95% CI: 2.92 similar to 6.76,P < .00001), clinical skills assessment score (RR = 1.60, 95% CI: 1.39 similar to 1.81,P < .00001), comprehensive ability score (RR = 9.13, 95% CI: 8.42 similar to 9.84,P < .00001) and teaching satisfaction (RR = 2.58, 95% CI: 1.84 similar to 3.62,P < .00001), The meta-regression results showed that expertise-level of students and course type were the factors that caused heterogeneity. Conclusions: Hybrid PBL and LBL pedagogy integrates the advantages of conventional teaching methods and novel teaching methods, remarkably improves the teaching efficacy, demonstrates easy acceptance by students, and meets the demand of modern medical education, so it is an effective approach to cultivate the medical talents with an ability of innovative thinking and can be advocated and popularized as a teaching means.

关键词： 教育学  

ISBN: (纸本)9787030605603

关键词： 教育学  

ISBN: (纸本)9787030631084

关键词： 教育学  

ISBN: (纸本)9787030646903

关键词： Multimodality   translanguaging   resettlement   affective flows   assessment   3D model of literacy  

摘要： In this article, we present a research study with a group of newcomer and refugee learners who have resettled in the Niagara region in Canada to create new lives. Over the course of four months, we came to know the stories of fifteen adult language learners, and we witnessed their steady induction, acceptance and enjoyment of multimodal activities. Combining the notions of translanguaging and affective flows with multimodal assessment, we draw out artifactual and interview data to illuminate ways of reframing assessment making it more meaningful and agentive. We push for broader perspectives of language education and a reconceptualization of ways to teach and assess English language learners.

关键词： 特殊教育   德育   生活习惯   培智路径  

摘要： 随着教育改革的不断深化,德育在整个教育体系中的重要地位逐渐凸显,特殊教育学校由于群体的特殊性,需要教育工作者不断摸索培智路径,并根据不同年龄层次逐步培养学生养成良好的生活习惯。本文针对当前特殊教育学校中学生的能力和认识进行分析,探求品德教育的优化方式方法。