关键词： 科普剧   教育手段   科普创作   科学表演  

摘要： 科普剧是一种近年来在中国逐渐开始流行的科普展教手段,因为科普剧形式新颖、内容丰富有趣,且结合了科学和艺术的特点,正受到越来越多教育事业者的关注。科普剧作为一种教育手段,其创作如何平衡教育过程中各个要素的关系?如何从教育学角度对科普剧进行创新?结合大量科普剧创作实践和实例,尝试对这些问题进行探讨。

关键词： 设计教育   教与学   教育学原理  

摘要： 随着教育事业的发展和进步,我国针对设计教育的研究成果不断增加,并取得了相关成就。与发达国家相比,我国设计教育研究的专题数量还较少,在国际学术研讨会上的发言度和参与度还不够高。对设计教育中“教与学”的教育学原理进行研究,能够丰富设计教育理论成果,为学术发展提供保障。

关键词： 神经教育学   神经神话   劫持者  

摘要： 在世界各地都能够听到'神经教育学'一词,但是我对这个词及其含义持怀疑的态度。我们教育的不是神经元,而是人。目前国际上大部分机构与学者接受了'教育神经科学'一词。20年前,我组织了经济合作与发展组织的'脑科学与学习科学项目',提到了'神经神话'一词。

关键词： 教育学原理   学科   科学性质   基本问题  

摘要： 90年代末期,我国教育界将教育学分成十个专业,教育学原理成为这些教育学分支的基础学科。就其性质来说,始终没有跳出哲学的范围,教育学原理学科根据经验提出假设,随后应用一定的推理方法进行论证,从而能够得出教育现象的普遍性特征。人的生命是有限的,但知识的容量和发展是无穷的,这就造成了教育的基本矛盾。这种矛盾就是教育学原理学科所要研究的问题。

关键词： “问题导学式”案例教学法   教育学   实践  

摘要： 教育学是一门综合性课程,对发展学生思维、提升学生道德素养十分重要。受到传统教育影响,学生学习兴趣不足,影响到教育学质量的提升。'问题导学式'案例教学法是一种新兴的教学方法,其以问题、案例为重要教学形式,增强学生学习兴趣,进而促进教育学质量的提升。对此,本文分析'问题导学式'案例教学法的概述,论述'问题导学式'案例教学法在教学中实践应用原则,提出'问题导学式'案例教学法在教学中实践应用思路及策略。

关键词： Terminology   Mathematical model   Tools   Education  

摘要： In this work we critically examine a mnemonic designed for the pedagogy of first-order ordinary differential equations. The particular mnemonic takes the form of the SHIELDS acronym. We perform a critical analysis on mnemonics, outlining some of their benefits and limitations from the literature. As a result, we propose a general mnemonic model that has the potential to move mnemonics from being viewed as a trick where learners parrot back information they do not understand towards a deeper, more conscious experience where learners are fostered to think beyond the mnemonic. The SHIELDS acronym is designed for learners and teachers to encode, store and recall the different types of first-order differential equations. We critically compare SHIELDS against our proposed mnemonic model. We see that the SHIELDS acronym is not a panacea that will magically solve differential equations. Rather it is designed to act as a trigger for students to initially classify the equations - with the onus on the student - to then solve these equations via appropriate mathematical techniques. To further engage in the debate on SHIELDS as a pedagogical tool, we shared the acronym with two types of audiences: those within the traditional university classroom through face-to-face lectures and a more global and diverse assemblage who accessed a short digital video online that was openly available. We examined their perspectives, reactions and comments associated with SHIELDS. After triangulation of data, we discovered that the vast majority of feedback received was positive. Feedback themes included perceptions of SHIELDS as a tool to counter anxiety and boost engagement and levels of interest, suggestions for SHIELDS to act as an instrument of the student within examinations, the efficacy of SHIELDS as a mnemonic and identifying the boundaries of SHIELDS.

关键词： 21st-century teaching and learning   Dialogic pedagogy   Language education  

摘要： In the past two decades, there has been a call for educators around the whole to prepare students for the 21st century to help them navigate an increasingly globalized world and inter-connected landscape. This creates a need for educators to equip students with a holistic education that emphasizes life skills like communication, cross-cultural collaboration, and critical thinking. Against this backdrop, this paper examines the viability of 'dialogic teaching' as a pedagogy for the 21st century. The paper begins with a discussion of the features of the 21st century education landscape and the principles and tenets of 'dialogic teaching'. It then surveys and synthesizes the findings of empirical studies in various parts of the world focusing on the role of discourse in fostering dialogic interactions, with a focus on language learning, in order to establish possible links between dialogic teaching and the demands of the 21st century. The paper concludes with a brief discussion of the challenges and implications of adopting a dialogic approach to teaching as a pedagogy for the 21st century.

关键词： pedagogy   curriculum   special educational needs   severe learning difficulties   China  

摘要： This study uses a conceptual framework devised by Norwich and Lewis in the UK in 2007 to examine the education of children with special educational needs and disabilities (SEND) in China. Norwich and Lewis, whose expressed intention was to offer 'a starting point for setting out a coherent and common framework of teaching that is inclusive', called for research to further develop their work. In that spirit, this article reports an exploratory case study of pedagogy in a Chinese special school, analysed using Norwich and Lewis's conceptual framework. The example of practice in China provides a platform for reflection and challenge to existing theories and practices in other contexts, but also a chance to reflect upon the utility of the framework itself. In this regard, the authors suggest that Norwich and Lewis's conceptual framework provides a helpful lens for analysing inclusive pedagogic practice but that teachers' self-knowledge about their own expectations of students needs to feature more centrally.

关键词： composition pedagogy   digital composing   linguistic diversity   multimodality   Translingualism  

摘要： This article provides pedagogical frameworks for teaching digital composing through a translingual orientation. Recognizing the need for concrete pedagogical ideas that integrate a translingual approach with digital composing, the authors offer two pedagogical models (a Cultural Historical Activity Theory (CHAT)-based model and a translingual remix model) to illustrate how instructors can navigate a wide range of institutional contexts to teach digital translingual pedagogies with linguistically and ethnically diverse students. The approaches to translingual practices and digital literacies presented in this article reflect the distinct orientations of four writing teacher-scholars enacting these pedagogies at different institutions. Using strategic contemplation (Royster & Kirsch, 2012), the authors invite teachers in other contexts to explore dynamic pedagogical approaches and their possibilities for supporting students’ practices. Instead of calling for new theories of digital composing, the authors highlight the complex negotiation processes that writing instructors often need to negotiate in order to integrate pedagogical and theoretical principles that create inclusive writing spaces. © 2019