关键词： 公共教育学   课程的应用转型   构想与尝试  

摘要： 现如今,随着时代的不断发展和社会的不断前进,公共教育学课程的应用转型迫在眉睫,在这样一个快速发展的新时代当中,传统的公共教育学课程已经与这个时代的教育模式显得有些格格不入,因此,应该启发教师们改变传统的教学模式和教育理念,接受并借鉴新的教育方式,让学生们学到新的公共教育知识,另外,在平时的课堂中,老师不仅仅要去书面的传授知识,还要多让学生们在生活中去实践,因为实践才能出真知。学校也应该大力培养新时代新思维的知识型人才。当然,在教育学课程中公共教育学课程是必不可少的一门课程,也是教育学课程里的一门核心课程,是一门集哲学、文化、理论、实践为一体的综合课程,本课程的开设可以使学生树立正确的教育观、教学观和师生观,可以帮助学生更透彻的了解本专业,增强师范生的从教信念。

关键词： 护理教育   专题   投稿要求   护理工作者   教育发展   教育政策   教育标准   教育学  

摘要： 为了更好发挥期刊的学科引领作用,及时传播教育的新理念、新方法和新成果,推进我国护理教育发展,《中华护理教育》计划在2019年进行以下专题报道。此外,还计划开设国家教育政策解读、教育学方法讲座、国外教育标准的介绍与解读等专栏。欢迎广大护理工作者积极关注,踊跃投稿!投稿要求详见《中华护理教育》稿约。

关键词： 学前教育   《学前教育学》   幼儿教师资格  

摘要： 正所谓'百年大计、教育为本,教育大计、教师为本',教师是教育事业可持续发展中不可或缺的资源。教师是一个特殊的职业,其价值不仅仅在于'传道授业解惑',同时也是学生的人生启蒙者、引导者。

关键词： INFORMATION literacy   NONFICTION  

关键词： 思想政治教育创新   教育学原理   媒体运用   高校   新媒体时代   思想政治教育工作   教育工作者   信息技术  

摘要： 伴随信息技术的迅猛发展,我国已然迈入新媒体时代,新媒体逐渐成为人们生活、工作中必不可少的一部分。近年来,新媒体在教育领域得到广泛推广,既带来了机遇,也带来了诸多挑战。对于高校思想政治教育工作而言,如何适应时代前进脚步,推进新媒体在教学工作中的科学合理应用,成为广大高校教育工作者所需思考的一项重要课题。

摘要： The article offers information on the most effective way to deliver library instruction. Topics include information literacy instruction needs to examine ways to incorporate media tools so that they become collaborators in education; mentions there are ways to implement a flipped classroom in conjunction with one-shot library instruction; and also mentions feminist pedagogy in library instruction is to consider the implications of language and vocabulary when demonstrating search strategies.

关键词： Pedagogy   Aboriginal education   Indigenous   Systematic review   Teaching  

摘要： This review analyses studies that identify pedagogies to support, engage and improve Aboriginal and Torres Strait Islander student outcomes. Some studies focus on pedagogies to support and engage, while others describe pedagogies that are designed to improve engagement, attendance and academic skills. The role of context emerges as a key theme, particularly in remote areas. In larger studies, Aboriginal students are often a subset of a larger student group, included because of socio-economic status and achievement levels. Key findings indicate a disconnect between practice and outcomes where links to improved outcomes are by implication rather than evidence. Further, definitions and detail about pedagogies are mostly absent, relying on common understandings' of what pedagogy means. This review highlights that most of the research identifies effective pedagogies to engage and support Aboriginal students rather than to improve their educational outcomes.

关键词： Article acquisition   article pedagogy   definiteness   genericity   specificity  

摘要： It is two decades since Master (1997) published a framework for second language (L2) article pedagogy, based on several years of research into the acquisition of the English article system. Among his recommendations were a focus on intermediate level learners and a simplification of the rules presented to language learners. Since then, substantial work has been conducted to better understand the underlying reasons why English articles are difficult to acquire by learners with diverse language backgrounds (Ionin et al., 2004;Ionin et al., 2008;Ionin et al., 2009;Ionin et al., 2011;Trenkic, 2008;Garcia Mayo, 2009;amongst others). The results of such research indicate a systematic pattern of errors amongst learners whose first language does not have an article system, with varying theoretical explanations for this systematicity. Despite some intervention studies which have explored the pedagogical implications of this work (Snape and Yusa, 2013;Sabir, 2015;Lopez, forthcoming;Umeda et al., 2017), on the whole theoretical linguistic research in this area has not influenced pedagogy. The aim of this article is to build on the work of Master (1997) by exploring whether the cumulative insights from the last 20 years of research into L2 article acquisition and instruction can help us to better understand the most effective method for teaching the complex uses of the English article system to L2 learners.

关键词： ACD framework   Binaries   Business ethics   Dieselgate   Domains   Live case   Pedagogy   Volkswagen  

摘要： Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach (A), content (C), and delivery (D), and a comprehensive framework (ACD) for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the constituencies addressed, can have a focus on breadth or depth. Delivery, the execution of the adopted pedagogy, can be traditional or innovative. The review of articles also identifies the lack of pedagogies that comprehensively focus on all the binaries across domains. The other substantive contribution of this article addresses this gap by developing a generic pedagogy-Integrative Live Case-based on the ACD framework. Based on an incident that is currently unfolding, this pedagogy allows integration of binaries across the three domains. It also allows for a modular course plan that can accommodate varied pedagogical preferences. Volkswagen Dieselgate is presented as a stylized example to showcase the significant advantages of using this pedagogy.

关键词： Science education   STEM education   Critical sustainability   Cnnovative pedagogies   Social justice   Situated practice  

摘要： STEM education initiatives currently pervade the global landscape of educational reform. Unfortunately, the rush to adopt STEM reforms in North American schools and develop students for competitive 21st century knowledge economies has encouraged an uncritical embrace of underlying STEM narratives and purposes, thus foreclosing critical discussion, alternative models, and new perspectives on doing science education differently. Here, we unpack narratives and practices informing STEM education that induct learning actors into 'anticipatory regimes' that advance neoliberal ends and technocapitalist ideologies. We argue first that STEM narratives of progress, competition, and innovation increasingly obscure the urgent ecological, ethical and social justice conditions students confront daily. Ironically, this prepares them for a future rendered unsustainable by scientific and technological orthodoxy. We then draw upon critical sustainability studies (CSS) to articulate new axiological orientations that reposition science and technology learning. Lastly, we describe and illustrate an approach aligned with these critical principles - production pedagogy - whose theories and practices re-vision science and technology education. These strategies will situate students in agentive roles now, in this present, using real-world tools in authentic sociotechnical contexts. They can then confront their own capacities and limitations to engage in personally relevant ways, as producers, with techno-scientific knowledge.