《电子线路》的讲课艺术

高等教育教师来源多样化,非师范类高校毕业教师自身的科研能力、业务素质很强但未系统学习教育学和教育心理学而从事教育职业,是目前高校普遍存在的现状.作者从自身的教学经验出发,结合教学实践,论述了电子类的教学艺术和讲课思路一般方式方法,并以<电子线路>为例具体讲述了讲课的艺术,以此期望提高非师范类高校毕业教师的教学水平.     

教育学的“个性”与培养刍议

教育学的"个性",是指个体在生理素质和心理特征的基础上,通过教育的影响及主体社会实践活动,在身心、才智、品性、技能等方面所形成的比较稳固而持久的独特特征的总和.而教育学个性培养的定位"促使个体思想道德素质、健康素质和科学文化素质协调发展,使个体在身心、才智、品性、技能等方面所形成的特点总和,利于自身及社会的可持续发展",决定了个性培养,要实现个体社会化与个性化的有机融合.     

困境与突破:论中国教育学的范式

中国教育学的范式是指新中国成立以来中国教育学者在思考、研究、构建教育学问题时所遵循、秉持的基本思想方法,这种思想方法导引了他们研究教育学的路向、构建教育学的方式以及解决教育学问题的思维框架,进而形成中国教育学的类同研究传统 ,并规定着教育学的发展方向.建国以来我们经历了来自苏联和西方国家的范式熏陶,并一直受到"西方范式"和"苏联范式"的禁锢和困扰,长期没有形成属于自我独立的教育学范式.中国教育学发展过程中存在的范式危机,已经严重阻碍了中国教育学的健康发展.中国教育学范式的创建需从创建主体--教育学者和创建客体--"范式系统"入手.教育学范式的创建与构建将有助于中国教育学学派的创生和中国教育学的生成.     

新建地方本科院校公共教育学课程体系的改革探索———以榆林学院为例简

新建地方本科院校大多是在原有师范院校的基础上发展而来,师范教育是其传统专业,也是其优势专业。但随着地方本科院校适应经济社会发展的要求,师范生的比重呈下降趋势,师范教育受到冷落,教育学课程作为师范生的公共必修课面临许多问题,如课程定位偏差、课程内容陈旧、教学方法手段落后、课程评价机械等。针对这些问题,笔者结合教学实际,提出一些改进策略：重视教育学课程的实践环节、改革教育学课程内容、探索尝试新教学方法、实施多样化的评价方式等。     

Editorial

This article describes the development of a new degree course (incorporating the DipSW) which has been designed to address the issue of 'relevance' in professional level education for the residential child care sector in Scotland. Funded by the Scottish Executive, a new body--the Scottish Institute for Residential Child Care--has been charged with devising and delivering a continuum of training, education and other resources to the sector in order to improve the quality of the residential experience of young people. One central element in this provision is the development of a BA/DipSW course that meets CCETSW requirements via a 'particular pathway' in residential child care. The article outlines some of the innovatory features of the course, the first of its kind in the UK, and identifies some of the perspectives that will inform the course curriculum. Brief comparisons are made with developments in the field of child and youth care elsewhere and attention is paid to issues around the provision of practice learning opportunities.     

Searching for a Capacity Building Model in Social Work Education in China

This paper contains our reflections about our experiences in employing a capacity building model for training social workers to conduct community development work in rural China. Unlike the conventional approach to social work practicum, our approach advocates an educational practice of capacity building; not only for local people and learners, but for educators as well. It stresses that the educator should assume a non‐expert role in relating to his/her students so that the students will do the same with local people. We challenge the concept of the social work educator as an expert because it gives a teacher the power and authority to dominate students, which disempowers students during the learning process. In the same vein, we challenge the desire of social work students to become experts in rural development, which in turn disempowers local people from taking charge of the future direction of their lives in rural China. The capacity building approach subscribes to a critical pedagogy that calls for a re‐invention of self by challenging tradition and culture, and by developing academic knowledge, the habit of inquiry and critical curiosity about society, power, inequality, and social change.     

从教育学角度培养大学生协作精神

大学是青年的人生重要阶段,协作精神作为一种大学生必备的品质对大学生今后的工作和学习都具有重要的现实意义,从教育学角度来讲应该重点培养和塑造。要正确理解大学生协作精神的涵义及内容,分析它的状况及影响因素,采取有针对性地措施加大培养教育力度。     

教师作为知识分子:内涵及其困境——批判教育学教师理念的批判

批判教育学将学校视为民主的公共领域,通过培养学生的批判意识,以此来构建民主社会。教师在这里作为知识分子而存在,然而,教师与知识分子之间的差异,以及作为知识分子所面临的现实困厄,却迫使这一观点亟需重新被考量。教师需要思考为谁而抗争,而批判教育学的政治化倾向可能削弱这一思考;两种角色的"跨界"则会造成教师的角色混乱;批判与建设之间理性的失衡会把这种"教育的理想"转化为"教育虚无主义"。教师何为?仍是一项未尽的思想任务。     

“后方法”时代基于教学资源库的高职英语教学改革研究

在现代教育技术条件下,以"后方法"理论为指导,优化英语教学资源库建设,在立体化环境中开展高职英语教学改革,培养学生的学习兴趣和能力,这将改变传统的教学模式与方法,为高职英语教学带来新的生机与活力。     

“Cheap labor” speaks: PR adjuncts on pedagogy and preparing Millennials for careers

In-depth interviews were conducted among 32 adjunct public relations instructors across the U.S. to discover their unique contributions in preparing today's undergraduates for entry-level positions. Research questions probed teaching philosophy, practice-to-classroom transition, and any challenges faced. Amidst adjuncts’ voices, two overarching themes emerged – omnipresent economic forces, and academic/practitioner dichotomy. Findings fill a significant gap in the public relations body of knowledge and offer several suggestions for further research.