关键词： 神经教育学   观察学习   神经可塑性   潜能开发   镜像神经元  

摘要： 作为一门新兴的交叉学科,神经教育学立足于“基于脑、适于脑、促进脑”的方针和原则来开展教育研究与教学实践。神经教育学汇聚着来自教育学、心理学和神经科学等诸多领域的专家学者,在学科内积极形成“科学家–实践者”模式,在研究过程中充分运用科学巧妙的研究设计和认知神经科学技术,对教育和教学实践及其相关的科学问题进行探究,围绕神经元发育“关键期”、神经复用和可塑性以及镜像神经系统等主题产生了许多研究成果,并给人们,尤其是儿童教育及教学实践带来了诸多启迪。研究就神经教育学成果对小学儿童教育密切有关的兴趣培养、潜能开发、以及观察学习的潜在启示进行了阐述。

关键词： 对分课堂   讲授   内化吸收   讨论  

摘要： 对分课堂作为一种新的教学模式,主要由讲授、内化吸收、讨论三部分组成。笔者在教育学课程的授课过程中引入了对分课堂模式,通过实验和对比分析,发现这种教学模式能有效提高学生自主学习能力、表达能力和团队合作能力,能将启发式讲授、互动式交流、探究式讨论等有效结合,是推进“课堂革命”的一条有效路径.

关键词： 舆论引导   宏观思想政治教育学   意识形态  

摘要： 宏观思想政治教育学着眼于整个社会意识形态的发展变化及主流意识形态的建构、维护和发展,其所展现的宏观视野、整体关切与公众舆论的特质具有高度的一致性,因而舆论引导理应是宏观思想政治教育学的重要论域。重视舆论引导是思想政治教育的学科发展逻辑、历史经验逻辑和现实问题逻辑的必然要求。互联网、大数据技术的发展以及新媒体、自媒体时代的到来,将模糊、不确定的公众舆论以日益清晰的数字化、可视化等方式呈现出来,为思想政治教育学者研究舆论引导创造了条件。

关键词： 四物乐   教育学   视觉  

摘要： “四物乐”对教育学所产生的影响已经远远超过了其作为一种音乐形式带给教师以及学生的视听的冲击力,其也能对整个教育界形成相应的视听震撼力,同时,能够带动教育学在视觉创造方面的作出一定的建树。从而不断丰富教育学的内容,提升国民整体教育水平,促进艺术教育与文化基础知识教育的大融合,最终实现教育成果的大突破。因此,本文将浅析“四物乐”的教育学视觉研究,以此来供相关人士参考与交流。

摘要： The article discusses the relationship between hermeneutics, nursing and pedagogy. Topics discussed include the importance of reaching an understanding with patients regarding their wishes and needs as the basis for nursing practice; priority for practice in defining the topics and forms of research within nursing; and professional education that is not limited to training in technical skills but is especially focused on humanistic training.

摘要： Although entrepreneurship education is promoted through an active learning approach, critical concerns regarding how to educate potential entrepreneurs has increased. To remedy this, we pose the question: "Who is the student entrepreneur?" Building on conceptual work from developmental psychology, expertise research, pedagogy, and andragogy, we problematize based on the key characteristics of the emerging adult;a construct originating from developmental psychology. We illustrate an educational process moving from a pedagogical phase into an andragogical phase where the learner becomes in control of the learning process. As a result, we propose a continuum model of entrepreneurship education for emerging adults.

摘要： • Elementary teachers' classroom work is complex and dynamic. • Twenty-first century educational concepts share common in approaches. • Seven principles illustrate critical literacy within an inquiry frame. [ABSTRACT FROM AUTHOR]

关键词： Cooperative learning   pedagogy   teaching methods   mechanics of materials   hybrid classroom  

摘要： Literature shows that the cooperative learning pedagogy increases engineering students' performance in a traditional lecture-based course. This study investigated whether a similar positive effect on student performances would be found in a hybrid course that implemented the cooperative learning pedagogy. To examine this question, this study compared the performance of engineering students taught with and without the cooperative learning pedagogy in a sophomore-level Mechanics of Materials course that implemented the hybrid format. The study findings showed that cooperative learning offered no additional increase in performance for students. Student characteristics (e.g. gender, class load in the semester, attendance, previous GPA) did not influence this finding. However, many students reported that they enjoyed working in teams, preferred including the cooperative learning pedagogy in hybrid courses and suggested that similar engineering courses be taught using the cooperative learning pedagogy.

关键词： Students  

摘要： The idea of making as a form of activism or, as we refer to it in this paper, craftivism, underpins our ambition to transform pedagogical environments into spaces of possibility through sensory and affective making practices. A craftivist agenda pushes for open teaching and learning with materials so that students can inhabit a what if space which ruptures institutional time and space. Beginning with a theorization of disruptive making and dissensus and then moving on to foreground a materialist stance on making, the paper illustrates how students experience materialities across two very different classroom environments and how these experiences led to greater presence, voice and agency for students. There is an underlying focus in the paper on embodied responses and affective flows. After theorizing craftivism, there are three sections that explore making, teaching and feeling through craftivist, postdigital methods.