关键词： 教育   立德   树人  

摘要： 随着市场经济的不断发展,人们的生活水平迅速提高。在人们日益增长的物质文化需求中,精神需求已经成为重中之重。又伴随着新课程改革的不断深入,社会各界对于教育的重视程度空前高涨。本文将通过阐述教育的意义,了解立德树人的含义,详解立德树人的重要性,最后通过对如何进行立德树人就其各元素的挖掘与整合理解并深度理解并且实现立德树人。

关键词： Black Lives Matter   racially liberatory pedagogy   culturally relevant pedagogy   higher education teaching  

摘要： In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its followers' intersectional critical consciousness. Additionally, BLM content highlighted actions that can support Black liberation. Lastly, BLM content supported the building of relationships and naming of emotions as Black people work toward their liberation. In this sense, BLM connected with elements of a racially liberatory pedagogy and offered nuances that advanced the framework. We discuss the implications of this framework for teaching in higher education.

关键词： Reflexivity   pedagogy   curriculum   problematise   reciprocal   disturbance  

摘要： A critical pedagogy stance involving reflexivity and critique of Aotearoa New Zealand's history curriculum informed a participatory action research methodology ofproblematised history pedagogy(PHP). Conceptualised as layered and reciprocal, the PHP was nested as a 'case' of action research at the heart of narrative inquiry. The PHP was situated in a year's curriculum course in secondary teacher education, and activated participants' phenomenological empathy, genealogical disclosure, and discursive self-fashioning. This involved life-storying, critical discourse analysis of history texts, and PHP interventions with students in history classrooms. Adismantling analysisdeconstructed participants' historical thinking and revealed something of their discursive production. Recognition of pedagogic identities, embodiment, and the seeking of authentic selves played out through the critical project. As a professionally challenging process, the PHP depended on mutual goodwill and careful reading of participants' readiness, attitudes, and unique capabilities. The research was also dependent on the professional expertise of colleagues in schools. My interpretive authority as a researcher involved multiple selves as teacher, advocate, and writer. The provoking of more critical approaches in what we do and why in history pedagogy, and the enhancing of practitioner capabilities, supports the PHP as a useful research methodology in initial teacher education.

关键词： Culturally and linguistically responsive pedagogy   culturally and linguistically diverse (CALD) students   the Ako Conceptual Framework  

摘要： This article offers a new model, the Ako Conceptual Framework (ACF), as a theoretical proposition to add to the critical discourse and development of culturally and linguistically responsive pedagogies within the Asia-Pacific region and beyond. By drawing on the socio-cultural theory and the concept of Zone of Proximal Development, the ACF conceptualises the intersection of culture and pedagogy using a Tongan epistemology. The ACF positions the va (a space that is relational which enables authentic relationships to be established, nurtured and maintained) and tauhi vaha`a/va (a responsibility that teachers, schools, educational leaders and practitioners have to establish, nurture and maintain authentic relationships) as the fundamental concepts in the development of culturally and linguistically responsive pedagogies. It is theorised that by recognising Tongan strengths-based principles, values and educational concepts, the taumu`a `oe ako (the purpose for teaching and learning), founga ako (the concepts of teaching), and feinga ako (the concepts of learning) can be aligned. Thereby, recognising and acknowledging the various knowledge systems that the students from culturally and linguistically diverse (CALD) backgrounds arrive at school with. The concepts and implications of the ACF are discussed in this article.

摘要： "Eco-literate music pedagogy."Music Education Research, 21(5), pp. 608–609

关键词： 思想政治教育学   发展历程   发展趋势   未来展望  

摘要： 伴随着我国经济社会的稳定发展和人们思想意识水平的显著提高,思想政治教育学作为一门独立学科逐渐被教育部乃至所有教育工作者所重视,其中,在近40年的发展历程中,思想政治教育学已经形成了较为完整的理论教学体系和实践教学体系,同时基于一代又一代思想政治教育工作者的不懈努力,现代思想政治教育学无论是教学内容还是教学方法都较以往有了很大创新。基于此,本文围绕思想政治教育学进行探索,着重分析了思想政治教育学的发展历程以及发展趋势,旨在为广大思想政治教育工作者提供可行的帮助和建议,进而促进思想政治教育学的发展与进步。

关键词： Andragogy   Pedagogy   Academagogy   Heutagogy  

摘要： Purpose The purpose of this paper is to address the recent development of heutagogy in the domain of enterprise and entrepreneurship education (EE). Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and EE and offers suggestions as to the further development of such thinking in this domain. Design/methodology/approach This conceptual paper revisits the original thinking that developed the process of heutagogy, or self-determined learning. Revisiting the conceptual foundations of heutagogy, comparing it to andragogy and to the idea of academagogy enables the process of academagogical process knowledge (APK) to be outlined. Through this process, the authors argue it is possible to envisage the real potential value of heutagogy to enterprise and EE. Findings In advocating for the development of APK, the authors highlight the importance of six specific knowledge bases;knowledge of self, knowledge of entrepreneurship theories, knowledge of transformational learning approaches, knowledge of authentic assessment processes, knowledge of student engagement and knowledge of how to scholarly lead. The authors argue that the development of scholarship of teaching and learning for enterprise and EE can be advanced through these six knowledge bases. Practical implications - There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here, especially if we consider entrepreneurial approaches within disciplines and interests that anchor the studies, as opposed to more generic approaches found in entrepreneurship courses. Most importantly, that heutagogy must be evaluated alongside the blended contributions of pedagogy, andragogy and academagogy. Originality/value This paper advances the readers' understanding of the potential role of heutagogy in enterprise and EE. In doing so, differing opinions related to the use of heutagogy in

关键词： Teacher education   Variation theory   Science education   Teacher learning   Teacher candidates  

摘要： Purpose The purpose of this paper is to report on the approaches teacher candidates (TCs) took to craft the object of learning and the critical aspects when applying variation theory, in planning science lessons. It addresses the difficulty TCs often face in determining what students could learn when crafting the objects of learning and the critical aspects. Design/methodology/approach A total of 27 science TCs from an initial teacher education (ITE) were introduced to variation theory and collaborated in groups of four to five to plan lessons. Data included recordings of the lesson planning session and fieldnotes, TCs' lesson plans and individual semi-structured interviews. Phenomenography as a methodology was employed to capture the variation in the TCs' approaches in crafting the objects of learning and the critical aspects, resulting in categories of description that illustrated the complexity of the lesson planning process the TCs engaged with. Findings Arranged in hierarchical order, the three categories of description include TCs: analysing content knowledge in order to promote conceptual learning;reflecting on personal experiences and beliefs about teaching and learning;and drawing on external resources to develop knowledge about students. Practical implications - The ways the TCs engaged with lesson planning constituted valuable resources to build their capacity to differentiate between superficial content engagement and deep conceptual learning. Originality/value The study reports on the potential of framing ITE discourse using variation theory to support TCs' engaging with science teaching that is more conceptual-based, while increasing their sensitivity to students' common conceptions that constrained the learning of canonical science.

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摘要： As the scientific and technological divide widens, access to quality science instruction has become a civil rights issue: those equipped with the knowledge and skill will remain caretakers of status and power. This inequality is especially salient for students in marginalized communities and schools where stereotypes fuel low expectations for academic achievement and success. For many students the classroom represents their earliest formal experience with both the content and process of science, placing science teachers in a unique and precarious position: getting students excited and engaged about science while simultaneously preparing the next generation of STEM professionals. We offer the (W)holistic Science Pedagogy (WSP), a student-centered approach of instruction to disrupt patterns and hierarchies. The WSP approach requires 5 commitments from the teacher: A commitment (1) to an ever-developing self-awareness, (2) to science and its practices, (3) to science as a transformative agent, (4) to their students' social emotional wellness, and (5) to restorative practices. In this article, we define the 5 commitments and present an example lesson that reflects the commitments.