关键词： 《教育学》   教学模式   转型发展  

摘要： 随着教育改革进程的不断推进,传统的教学模式已经不能够满足教学改革的创新需求,如何创新教学模式,提高教学水平,进而实现良好的教学效果成为教学改革的重点。鉴于此,文章针对转型发展背景下的《教育学》课堂教学模式中存在的问题,提出了一些创新教学理念、教学目标以及教学方法的建议。

关键词： 数学作业  

摘要： 那天,我像往常一样提前20分钟到教室去转转,走到二楼转弯处突然听到'啪啪'两声脆响,接着是一声号哭。我疾步上楼,看到这样的一幕:我班的数学张老师正急忙让旁观的学生找卫生纸,学生小吕的鼻血已经流到下巴,他边哭边擦拭着。孩子的母亲无动于衷,孩子的父亲还在呵斥:'你不想上,就滚回家,别在这儿丢人现眼.'此刻,作为班主任,我的责任心袭上心头。

关键词： 学前教育学   课程改革   园校合作   高职  

摘要： 为了更好地实现学前教育学课程在高职学前教育专业中的核心地位,为了通过此课程使学生既具备从事幼儿园教育工作的教育理论基础知识,同时具备能将所学知识应用于幼儿园教育教学实际的实践能力,学前教育课程组尝试对学前教育学课程进行了改革,提出园校合作的教学模式,分析了该教学模式改革的意义和具体做法,并指出实践中应注意的问题等,以期能更好地提升课程教学质量,进而提高学前教育专业的人才培养质量。

关键词： studio   planning studio   informal settlement   sustainable development   global learning  

摘要： The pedagogy of urban planning education should include an understanding of the growth and complexity of city development issues, especially the best ways to respond to dealing with current and future challenges. At the same time, the nature of the city that urban planners engage with continues to change, with one major challenge being the increasing growth of informal settlements. This paper asserts that an essential component of contemporary urban planning pedagogy is the inclusion of international planning studios and, importantly, studios which focus on major urban social and civic planning issues, such as informal settlements. The latter have been acknowledged as a major sustainable development challenge and are incorporated into the global Sustainable Development Goals (SDGs). To support this assertion, the paper outlines the case for international planning studios, reviews the literature on studios-including planning and international studios-and discusses the benefits and challenges of organizing an international studio grounded on embracing global development issues and learning objectives. This paper uses a case study of an international postgraduate Master's degree planning studio, set within an informal settlement (kampung) in Indonesia, held annually since 2015 to illustrate the above. The latter studio is in collaboration between the University of Sydney and the Institute of Technology Bandung (ITB) University, Indonesia. The paper concludes with a summation for the case for international studios in contemporary urban planning pedagogy, including a set of principles that can be used by planning programs when designing an international planning studio.

关键词： Critical pedagogy   Olympism   physical education   sport  

摘要： This article sets out to present a new imagery for capturing the power and potential of Olympism in attempting to educate the next generation of sport consumers and decision makers. It is hoped that the new imagery can make a contribution on how to moderate and regulate the rampant commodification of sport. This new imagery begins with the need for physical educators to open their minds and instigate a critical orientation to thinking about sport and Olympic matters. It is argued that doing this might help in the creation of new possibilities and visions for Olympism and sport and allow us to confront some of the disagreeable contemporary concerns in sport that scholars have identified. The new imagery for Olympism is based on the development of a critical pedagogy that draws on the works of Apple, Freire and Kincheloe, and is re-contextualised for school physical education and sports programmes. It is concluded that decisions, behaviours and actions that are made at present actually propagate many of the policies that will be made tomorrow. It is argued that a critical pedagogy for Olympism is needed to address the many current disagreeable aspects of sport.

关键词： Teacher cognition   genre pedagogy   CLT   College English   writing competence  

摘要： Developing students' communicative competence became the primary goal of the current College English Curriculum Requirements in 2004 in China. There has been increasing concern, however, that this goal has yet to be realized, particularly in relation to the teaching of writing. This study investigated the potential of a Systemic Functional Linguistics (SFL-) informed genre approach to enhance Chinese students' communicative competence in writing. As teachers' beliefs have a strong impact on the effectiveness of their teaching practice (Borg, 2003), the study examined six Chinese College English teachers' shifts in their beliefs and practices after attending a training workshop in the genre-based approach to writing development. Using pre- and post- workshop interviews and classroom observations and drawing on the analytical frameworks of teacher cognition (Borg, 2003), teacher knowledge (Shulman, 1986) and interactional scaffolding (Hammond and Gibbon, 2005), the study found that professional training in SFL genre pedagogy had a positive impact on teachers' cognition about writing instruction, albeit with one notable constraint;the teachers paid only partial attention to the social purpose of the targeted genre, thus limiting the successful implementation of the pedagogy to a certain extent.

关键词： Medical education   Pediatric education   Sex and gender based medicine   Sex and gender differences  

关键词： Compassionate care   Radiography   Pedagogy   Facilitated reflection   Service user stories  

摘要： Objectives: Compassionate care is a core value of healthcare practice. In the post-Francis arena, the Shape of Caring review scrutinised healthcare education and training. The aim of the review was to better enable healthcare providers in delivering compassionate care and support to people with complex challenging health needs today and in the future. The review also reiterated the role of educators and universities in developing curricula capable of promoting compassionate care. Despite the review focussing upon the nursing profession, this paper suggests there is a similar role for radiography educators in delivering curricula suitable for promoting compassionate care. Potential pedagogic methods and their suitability within the radiography education setting will be considered. Key findings: Relationships and emotions were noted as important aspects of promoting compassionate care. The themes 'practising compassionately' and 'individual and relationship factors ...' are of particular relevance to education. Conclusions: Compassion remains a priority in policy which must be promoted to students as an integral aspect of healthcare education. A facilitated discussion of students' reflections around practice experiences to promote compassion is suggested. Supplemented by service user stories, students would be able to develop the skills needed to 'practise compassionately'. Crown Copyright (C) 2019 Published by Elsevier Ltd on behalf of The College of Radiographers. All rights reserved.

关键词： autism   graduated approach   school culture   SEND   teacher inquiry  

摘要： This article reflects on how school-based professional learning communities (PLCs) can support the professional learning of educators from different school settings who share a common goal of ensuring quality teaching and learning opportunities for pupils with Special Educational Needs and Disabilities (SEND). PLCs offer the opportunity to move beyond continued professional development that often only requires passive participating in a training session, to an effective culture of professional learning which requires an internal process in which educators can create professional knowledge through interaction with information in a way that challenges previous assumptions and creates new meanings (Timperley, 2011:4-5). I will describe how sharing classroom-based knowledge, experiences and expertise across school settings, through a professional learning mind-set lens, guided by a teacher/educator inquiry and/or knowledge building cycles, promotes meaningful outcomes for pupils. I investigate the similarities and differences between two PLCs I facilitate: the Autism Network for Educators (ANfE) and the Teaching Assistant (TA) Network and how these communities require every participant to demonstrate relentless commitment to self and professional and practice improvement, by valuing on-going learning and continuous inquiry. PLCs promote the concept of improvement as a team effort for which everyone is responsible. The article concludes that when our pupils become the central purpose of our professional learning, instead of a by-product of continued professional development, we promote a school- and system-wide culture that offers sustainable professional development thought improved outcomes for every pupil.

关键词： Curriculum 2.0   Web 2.0   Student content   Language learning and teaching   Curriculum development   Action research  

摘要： This paper reports on an action research project designed to develop and integrate a new conceptual learning and teaching approach into four language-related courses in an Australian university. Being named Curriculum 2.0 after Web 2.0, the approach places the production, sharing and learning of student content at the centre. In this paper, we recount the project, focusing on how its aims were methodically pursued through reflective experiments to incorporate student content-based pedagogy into the selected courses. Among others, three major actions will be discussed, namely segmenting content, building a content bank and developing an equitable system for assessing individually created content, which proved effective in implementing the new approach. The course and outcomes of the project, to be presented in this paper, will inform the continuing evolution of the scholarship of language learning and teaching. (C) 2019 Elsevier Ltd. All rights reserved.