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2024, (6): 5-16.
Abstract:
The "natality" perspective divides the birth of human beings into: the birth of fact, the birth of political life and the birth of the spiritual world. We can reflect on "labor" from the four aspects of "birth": time view, space view, process view and active view. From the perspective of "process time", labor is a kind of painful labor, and working animals lose their freedom in the "metabolism of man and nature". From the perspective of the "appearance" space of birth, labor is the "universal" existence of man, and the individual identity is deprived in the "identity". From the perspective of the "accidental" and "unforeseeable" process of birth, labor is enslaved by the necessity of the life process, and the working animal can only repeat or copy the foreseeable products. From the perspective of the dynamic view of birth "innovation", labor lacks creativity because it is not stimulated by others in the place, and labor shows mechanical characteristics because it does not require the participation of the will. Based on the nativity reflection on labor, we need to re-examine the implication of labor education: labor education is an educational action that leads students into the public world. Labor education should enhance students' spiritual ability through two ways: commitment and forgiveness. Labor education is to allow students to demonstrate their own free actions through words and deeds in the presence of others. From the perspective of "action" to understand labor education, "Natality" provides beneficial enlightenment.
The "natality" perspective divides the birth of human beings into: the birth of fact, the birth of political life and the birth of the spiritual world. We can reflect on "labor" from the four aspects of "birth": time view, space view, process view and active view. From the perspective of "process time", labor is a kind of painful labor, and working animals lose their freedom in the "metabolism of man and nature". From the perspective of the "appearance" space of birth, labor is the "universal" existence of man, and the individual identity is deprived in the "identity". From the perspective of the "accidental" and "unforeseeable" process of birth, labor is enslaved by the necessity of the life process, and the working animal can only repeat or copy the foreseeable products. From the perspective of the dynamic view of birth "innovation", labor lacks creativity because it is not stimulated by others in the place, and labor shows mechanical characteristics because it does not require the participation of the will. Based on the nativity reflection on labor, we need to re-examine the implication of labor education: labor education is an educational action that leads students into the public world. Labor education should enhance students' spiritual ability through two ways: commitment and forgiveness. Labor education is to allow students to demonstrate their own free actions through words and deeds in the presence of others. From the perspective of "action" to understand labor education, "Natality" provides beneficial enlightenment.
2024, (6): 17-29.
Abstract:
The concept of Funds of Knowledge (FOK)is derived from the family education study of immigrant working-class children in the field of educational anthropology, which contends that working class and the underprivileged have the cultural power to adapt to the environment, and school education should be connected with this to effectively improve learning achievement of students. FOK integrated sociocultural historical theory and anthropological researches by Vygotsky has specific theoretical goals and inherent characteristics. Contrary to the logic of cultural defect model denouncing the culture of the underlying group, FOK advocates affirming the cultural power of disadvantaged groups. This subversive understanding has innovated the researches and practice of education equality, and has continuously expanded in many fields such as curricula, teaching, teacher professional development and family-school cooperation in western countries. However, China currently lacks attention to conception of FOK, combing the research context of the FOK systematically is of great value for promoting local education equality, innovating teaching and boosting family-school cooperation.
The concept of Funds of Knowledge (FOK)is derived from the family education study of immigrant working-class children in the field of educational anthropology, which contends that working class and the underprivileged have the cultural power to adapt to the environment, and school education should be connected with this to effectively improve learning achievement of students. FOK integrated sociocultural historical theory and anthropological researches by Vygotsky has specific theoretical goals and inherent characteristics. Contrary to the logic of cultural defect model denouncing the culture of the underlying group, FOK advocates affirming the cultural power of disadvantaged groups. This subversive understanding has innovated the researches and practice of education equality, and has continuously expanded in many fields such as curricula, teaching, teacher professional development and family-school cooperation in western countries. However, China currently lacks attention to conception of FOK, combing the research context of the FOK systematically is of great value for promoting local education equality, innovating teaching and boosting family-school cooperation.
2024, (6): 30-36.
Abstract:
In his "On Pedagogy", Kant poses a question: Where does the better state of the world emerge from? This question encapsulates Kant's belief in the potential for a superior condition for all humanity, akin to his conviction that humanity is inherently progressing towards continuous improvement. All of Kant's discourses are expanded upon concepts, which he interprets as the relentless advancement of certain primal human endowments. The actualization of these primal human endowments is inextricably linked to the two forms of education depicted in "On Pedagogy", highlighting why Kant considers education as indispensable for achieving a better state of the world. While Kant certainly esteemed the French Revolution, he did not desire a similar upheaval in Germany, thereby underscoring the heightened importance of education and advocating for a top-down educational reform. To delve deeper, Kant distinctly delineates the differences between concepts (ideas) and utopias, positing that the pursuit of a superior state for humanity should be regarded as a duty, which is initially incumbent upon parents and sovereigns, lest it leads to a reenactment of Cromwell's autocratic republic or the French Revolution.
In his "On Pedagogy", Kant poses a question: Where does the better state of the world emerge from? This question encapsulates Kant's belief in the potential for a superior condition for all humanity, akin to his conviction that humanity is inherently progressing towards continuous improvement. All of Kant's discourses are expanded upon concepts, which he interprets as the relentless advancement of certain primal human endowments. The actualization of these primal human endowments is inextricably linked to the two forms of education depicted in "On Pedagogy", highlighting why Kant considers education as indispensable for achieving a better state of the world. While Kant certainly esteemed the French Revolution, he did not desire a similar upheaval in Germany, thereby underscoring the heightened importance of education and advocating for a top-down educational reform. To delve deeper, Kant distinctly delineates the differences between concepts (ideas) and utopias, positing that the pursuit of a superior state for humanity should be regarded as a duty, which is initially incumbent upon parents and sovereigns, lest it leads to a reenactment of Cromwell's autocratic republic or the French Revolution.
2024, (6): 37-45.
Abstract:
In Kant's educational thought, he observes two steps in one's reaching adulthood, that is, through being wayward and disorderly to disciplined, and then from which establishing moral laws. One lives waywardly, which is a disorderly state. It is therefore necessary to discipline him through education by imposing a code of conduct on him. Education limits his freedom to create the habit of living in people's lives so as to let one to perform one's freedom in a certain behavior pattern. In this point of view, education is the starting point of enlightenment. When analyzing educational activities, Kant feels the paradox of education (the external power) and enlightenment (the internal power), and he conceives this paradox as the major dynamical power in one's reaching adulthood. Yet, when one has obtained adulthood, one will be able to improve oneself in freedom alone and no longer need external intervention by education which is regarded as a free register. However, through an in-depth analysis, one will then be unable to accomplish morality in practice only by the freedom of people, without the paradox of education and enlightenment. In this observation, Kant's religious thought is incomplete in practice.
In Kant's educational thought, he observes two steps in one's reaching adulthood, that is, through being wayward and disorderly to disciplined, and then from which establishing moral laws. One lives waywardly, which is a disorderly state. It is therefore necessary to discipline him through education by imposing a code of conduct on him. Education limits his freedom to create the habit of living in people's lives so as to let one to perform one's freedom in a certain behavior pattern. In this point of view, education is the starting point of enlightenment. When analyzing educational activities, Kant feels the paradox of education (the external power) and enlightenment (the internal power), and he conceives this paradox as the major dynamical power in one's reaching adulthood. Yet, when one has obtained adulthood, one will be able to improve oneself in freedom alone and no longer need external intervention by education which is regarded as a free register. However, through an in-depth analysis, one will then be unable to accomplish morality in practice only by the freedom of people, without the paradox of education and enlightenment. In this observation, Kant's religious thought is incomplete in practice.
2024, (6): 46-55.
Abstract:
There are numerous issues within "Immanuel Kant on Education" that require further clarification and interpretation. In terms of the rigor of argumentation, "Immanuel Kant on Education" is found wanting, which is understandable given that Kant initially did not intend to write a book, and his health condition also prevented him from reviewing Linke's compilation. Kant's pragmatic anthropology is one of the foundations of his pedagogy, giving it an empirical dimension. Aesthetic education is missing in "Immanuel Kant on Education, " perhaps because Kant did not have time to contemplate this issue at that time, but this does not mean he did not value it. In the "Critique of Judgment, " Kant explored this matter. In "Immanuel Kant on Education, " Kant believes that humans have an innate propensity for good, but his view of human nature is not complete, which lacks the inclination towards evil mentioned in "Religion within the Bounds of Bare Reason". "Immanuel Kant on Education" clearly presents the fundamental purpose of education, which is to enable people to live with dignity. Kant's pedagogy concludes a sacred dimension. And related to this, while he is cautious about children's curiosity, he also values their "wonder".
There are numerous issues within "Immanuel Kant on Education" that require further clarification and interpretation. In terms of the rigor of argumentation, "Immanuel Kant on Education" is found wanting, which is understandable given that Kant initially did not intend to write a book, and his health condition also prevented him from reviewing Linke's compilation. Kant's pragmatic anthropology is one of the foundations of his pedagogy, giving it an empirical dimension. Aesthetic education is missing in "Immanuel Kant on Education, " perhaps because Kant did not have time to contemplate this issue at that time, but this does not mean he did not value it. In the "Critique of Judgment, " Kant explored this matter. In "Immanuel Kant on Education, " Kant believes that humans have an innate propensity for good, but his view of human nature is not complete, which lacks the inclination towards evil mentioned in "Religion within the Bounds of Bare Reason". "Immanuel Kant on Education" clearly presents the fundamental purpose of education, which is to enable people to live with dignity. Kant's pedagogy concludes a sacred dimension. And related to this, while he is cautious about children's curiosity, he also values their "wonder".
2024, (6): 56-65.
Abstract:
In the past, bodily experience was often overlooked in the cultivation and development of teacher ethics, such as the separation of knowledge and practice in teachers' ethics training and the discipline of power on teachers' physical development ethics. In response to this phenomenon, many studies have clarified the fundamental points of the embodied learning theory and indicated that embodied approaches are more effective in promoting the development of teacher's ethics than disembodied methods. However, there is a lack of researches systematically exploring the relationship between embodied approaches and the cultivation of teacher's ethics. Therefore, this study first systematically reviews the progress of learning theory under the guidance of western embodied cognition theory, and reflects on the logical agreement between embodied learning theory and teacher's ethics cultivation from the perspectives of ontology, axiology and practice. This leads to the construction of a more comprehensive, in-depth and effective system for embodied teacher's ethics cultivation, which emphasizes embodied approaches that encourage teachers to autonomously construct the practice criteria.
In the past, bodily experience was often overlooked in the cultivation and development of teacher ethics, such as the separation of knowledge and practice in teachers' ethics training and the discipline of power on teachers' physical development ethics. In response to this phenomenon, many studies have clarified the fundamental points of the embodied learning theory and indicated that embodied approaches are more effective in promoting the development of teacher's ethics than disembodied methods. However, there is a lack of researches systematically exploring the relationship between embodied approaches and the cultivation of teacher's ethics. Therefore, this study first systematically reviews the progress of learning theory under the guidance of western embodied cognition theory, and reflects on the logical agreement between embodied learning theory and teacher's ethics cultivation from the perspectives of ontology, axiology and practice. This leads to the construction of a more comprehensive, in-depth and effective system for embodied teacher's ethics cultivation, which emphasizes embodied approaches that encourage teachers to autonomously construct the practice criteria.
2024, (6): 66-74.
Abstract:
Ancient Greek philosophy mainly adhered to the orientation of the separation of body and mind. In the mid-19th century, experimental psychology began to rethink the relationship between body and mind and put forward the idea that body and mind were interdependent. In the late 19th century and early 20th century, functional psychology and behavioral psychology gradually dissolved the dichotomy between body and mind. In the early 20th century, continental European phenomenologists were also exploring the elevation of the body's status. In the 1980s, cognitive science underwent a shift from disembodiment to embodiment. The exploration in multidisciplinary fields led to the realization that learning should not be disembodied, but a physically embodied activity. Embodied learning promotes the "situation-generated" view of knowledge, inspires the "wholely integrated" view of learning, drives the "flexible and open" view of the curriculum, promotes the "wholely engaged" view of instruction, and advocates the "continuously promoting" view of assessment, thus providing inspiration for curriculum and instruction activities. To gradually promote the implementation of embodied learning, it's necessary to start at least from the following aspects. Firstly, understanding the concept of embodied learning is important to avoid the risk of its "generalization". Secondly, facing up to the relationship between body and mind is a good way to avoid the tendency towards "extremes". Thirdly, clarifying the requirements and standards of embodied learning is crucial to avoid the "labeling" crisis.
Ancient Greek philosophy mainly adhered to the orientation of the separation of body and mind. In the mid-19th century, experimental psychology began to rethink the relationship between body and mind and put forward the idea that body and mind were interdependent. In the late 19th century and early 20th century, functional psychology and behavioral psychology gradually dissolved the dichotomy between body and mind. In the early 20th century, continental European phenomenologists were also exploring the elevation of the body's status. In the 1980s, cognitive science underwent a shift from disembodiment to embodiment. The exploration in multidisciplinary fields led to the realization that learning should not be disembodied, but a physically embodied activity. Embodied learning promotes the "situation-generated" view of knowledge, inspires the "wholely integrated" view of learning, drives the "flexible and open" view of the curriculum, promotes the "wholely engaged" view of instruction, and advocates the "continuously promoting" view of assessment, thus providing inspiration for curriculum and instruction activities. To gradually promote the implementation of embodied learning, it's necessary to start at least from the following aspects. Firstly, understanding the concept of embodied learning is important to avoid the risk of its "generalization". Secondly, facing up to the relationship between body and mind is a good way to avoid the tendency towards "extremes". Thirdly, clarifying the requirements and standards of embodied learning is crucial to avoid the "labeling" crisis.
2024, (6): 75-88.
Abstract:
Using the CCSEQ questionnaire as the survey tool, an investigation was conducted among undergraduates at ten universities in Beijing. Based on the survey data, students' self-reported learning gains and academic performance were taken as academic development outcome variables. Independent sample t-tests and multiple linear regression were used to explore the impact of social interaction on these academic development outcomes. The results indicate that non-first-generation college students exhibit higher levels of social interaction and better academic development outcomes compared to first-generation college students. The social interaction and academic development outcomes of both first-generation and non-first-generation college students follow a "U"-shaped curve across different grades. Participation in extracurricular activities does not significantly affect the learning gains for first-generation college students but has a significant impact on non-first-generation college students. The impact of social interaction on academic performance is generally small, while student-teacher interaction positively influences academic performance. It is recommended that universities provide more resources and professional guidance for students, address the needs of students at different grades, optimize extracurricular activities, and encourage student-teacher interactions to enhance educational quality and promote educational equity.
Using the CCSEQ questionnaire as the survey tool, an investigation was conducted among undergraduates at ten universities in Beijing. Based on the survey data, students' self-reported learning gains and academic performance were taken as academic development outcome variables. Independent sample t-tests and multiple linear regression were used to explore the impact of social interaction on these academic development outcomes. The results indicate that non-first-generation college students exhibit higher levels of social interaction and better academic development outcomes compared to first-generation college students. The social interaction and academic development outcomes of both first-generation and non-first-generation college students follow a "U"-shaped curve across different grades. Participation in extracurricular activities does not significantly affect the learning gains for first-generation college students but has a significant impact on non-first-generation college students. The impact of social interaction on academic performance is generally small, while student-teacher interaction positively influences academic performance. It is recommended that universities provide more resources and professional guidance for students, address the needs of students at different grades, optimize extracurricular activities, and encourage student-teacher interactions to enhance educational quality and promote educational equity.
2024, (6): 89-101.
Abstract:
This paper focuses on the phenomenon of "slow employment" of college graduates based on a field study of a local application-oriented undergraduate university in the Pearl River Delta region. It explores the causes of this phenomenon from the perspective of cultural capital theory. The study finds that the asymmetry in the quantity of supply and demand in higher education and the mismatch in the structure of supply and demand lead to the failure of university diplomas as "institutional cultural capital". Students' conventional habit of "following the rules" does not serve as the "physical cultural capital" valued by organizations in the workplace. At the same time, the social status expectations of educational output make them reluctant to "lower their expectations". In order to cope with the failure of cultural capital, the "slow-employed" group chooses to "save themselves" by retaining their fresh-graduate-status and repeatedly preparing for exams. Based on the allocation of human resources in the market economy and the law of students' growth, the study provides the strategy of speeding up "slow employment" in order to achieve the goal of higher quality and better employment.
This paper focuses on the phenomenon of "slow employment" of college graduates based on a field study of a local application-oriented undergraduate university in the Pearl River Delta region. It explores the causes of this phenomenon from the perspective of cultural capital theory. The study finds that the asymmetry in the quantity of supply and demand in higher education and the mismatch in the structure of supply and demand lead to the failure of university diplomas as "institutional cultural capital". Students' conventional habit of "following the rules" does not serve as the "physical cultural capital" valued by organizations in the workplace. At the same time, the social status expectations of educational output make them reluctant to "lower their expectations". In order to cope with the failure of cultural capital, the "slow-employed" group chooses to "save themselves" by retaining their fresh-graduate-status and repeatedly preparing for exams. Based on the allocation of human resources in the market economy and the law of students' growth, the study provides the strategy of speeding up "slow employment" in order to achieve the goal of higher quality and better employment.
2024, (6): 102-112.
Abstract:
This article presents the impact of evaluation system on the scientific research path selections for the young teachers in universities through educational narrative, examines the alienation of utilitarianism of evaluation system on the scientific research path selections for young teachers. Under the evaluation mechanism of pursuing "excellence", the research path for young university teachers has evolved into a strategy game of maximizing effectiveness. The evaluation system of scientific research for young teachers in universities, consisting of quantitative assessment, has made young teachers actively choose or passively become the "academic machine" alienated by data, resulting in "one-dimensional individuals". The discourse construction of "excellence" in the growth process of young teachers has led to the crisis of "existence" of young teachers in universities due to the evaluation discourse of increasing academic GDP, technicism, and digitization.
This article presents the impact of evaluation system on the scientific research path selections for the young teachers in universities through educational narrative, examines the alienation of utilitarianism of evaluation system on the scientific research path selections for young teachers. Under the evaluation mechanism of pursuing "excellence", the research path for young university teachers has evolved into a strategy game of maximizing effectiveness. The evaluation system of scientific research for young teachers in universities, consisting of quantitative assessment, has made young teachers actively choose or passively become the "academic machine" alienated by data, resulting in "one-dimensional individuals". The discourse construction of "excellence" in the growth process of young teachers has led to the crisis of "existence" of young teachers in universities due to the evaluation discourse of increasing academic GDP, technicism, and digitization.
2020, (4): 59-68.
摘要：
我国素养导向的教育背景下，单元教学成为教学设计的焦点。通过文献收集与整理，从单元设计的界定、理论基础、单元设计与学科之间的关系、单元目标确定、学习活动设计、学习评价设计六大维度深入分析，研究表明，单元设计以学科内整合为主，缺乏系统的理论框架和扎实的实施工具。为推进单元设计，首先拓宽单元设计的视野，不仅要考虑单元内整合也要考虑单元之间的整合，不仅要考虑学科内整合也要考虑超越学科的整合；其次研发单元设计的工具，即设计统整性单元目标与大概念、问题化单元目标、情境化与生活化单元核心学习活动、开发统整性单元评价任务；再次加强单元设计的理论建设，即拓宽单元设计的知识基础、梳理单元设计的模式、规范单元设计的术语。
我国素养导向的教育背景下，单元教学成为教学设计的焦点。通过文献收集与整理，从单元设计的界定、理论基础、单元设计与学科之间的关系、单元目标确定、学习活动设计、学习评价设计六大维度深入分析，研究表明，单元设计以学科内整合为主，缺乏系统的理论框架和扎实的实施工具。为推进单元设计，首先拓宽单元设计的视野，不仅要考虑单元内整合也要考虑单元之间的整合，不仅要考虑学科内整合也要考虑超越学科的整合；其次研发单元设计的工具，即设计统整性单元目标与大概念、问题化单元目标、情境化与生活化单元核心学习活动、开发统整性单元评价任务；再次加强单元设计的理论建设，即拓宽单元设计的知识基础、梳理单元设计的模式、规范单元设计的术语。
2022, (2): 29-36.
摘要：
在中央"双减"政策背景下,课外补习市场正逐渐从培训机构转移到私人家教。家教活动隐蔽性较强、功利应试色彩较浓、逐利性特征明显,存在无序发展的风险。若不能及时加以规范,或将消减"双减"政策的实效性:加重家庭经济负担,增加学生学业负担,加剧教育系统内卷,损害群体教育公平。规范私人家教,应处理好国家监管、个体选择与教育规律间的矛盾及张力,凸显合法性、选择性与有序性三大价值向度。
2020, (6): 2-10.
摘要：
乡村教师是乡村小学立校之本，但是，目前的乡村小学普遍存在优秀教师进不来且留不住的问题，致使乡村小学的发展陷入困境。在脱贫攻坚战即将收官和教育现代化亟待推进的背景下，基于对乡村小学优秀教师进不来、留不住的困境和乡村小学教师跨学科教学能力不足且在地认同度低的客观现实分析，研究者认为，国家亟需鼓励具有小学全科免费师范生招生资格的高校，通过完善面向偏远贫困乡村地区定向培养免费小学全科教师的政策、培养方案和实践机制，强化学生的跨学科综合施教能力；通过分段在地培养，强化学生的在地认同意识；通过两次筛选，真正选拔出具有乡土情节和教育情怀的、能够下得去且留得住的乡村小学全科教师，从根本上推动乡村小学教育发展。
乡村教师是乡村小学立校之本，但是，目前的乡村小学普遍存在优秀教师进不来且留不住的问题，致使乡村小学的发展陷入困境。在脱贫攻坚战即将收官和教育现代化亟待推进的背景下，基于对乡村小学优秀教师进不来、留不住的困境和乡村小学教师跨学科教学能力不足且在地认同度低的客观现实分析，研究者认为，国家亟需鼓励具有小学全科免费师范生招生资格的高校，通过完善面向偏远贫困乡村地区定向培养免费小学全科教师的政策、培养方案和实践机制，强化学生的跨学科综合施教能力；通过分段在地培养，强化学生的在地认同意识；通过两次筛选，真正选拔出具有乡土情节和教育情怀的、能够下得去且留得住的乡村小学全科教师，从根本上推动乡村小学教育发展。
2022, (1): 75-85.
摘要：
基于东北师范大学教师教育研究院“中国教师发展报告2019”课题组调查的数据，从公平理论视域出发，对我国中小学教师薪酬满意度及其相关影响因素进行了实证研究。研究发现：（1）我国中小学教师的薪酬收入和薪酬满意度整体不高，劳动付出与薪酬收入的相称感较低，而这种相称感是导致教师薪酬满意度偏低的主要因素；（2）大部分教师认为其工资收入要低于或远低于当地公务员的薪酬水平，这种对比感也是导致教师薪酬满意度偏低的主要因素；（3）乡村教师的薪酬满意度高于城市教师，并且薪酬收入对乡村教师薪酬满意度的影响更大，普通高中教师的薪酬满意度要低于小学和初中教师。最后，根据研究发现本文提出要科学制定中小学教师工资增长机制，合理界定教师工作任务、减轻教师负担，建立公平感高、更具激励作用的教师薪酬体系。
基于东北师范大学教师教育研究院“中国教师发展报告2019”课题组调查的数据，从公平理论视域出发，对我国中小学教师薪酬满意度及其相关影响因素进行了实证研究。研究发现：（1）我国中小学教师的薪酬收入和薪酬满意度整体不高，劳动付出与薪酬收入的相称感较低，而这种相称感是导致教师薪酬满意度偏低的主要因素；（2）大部分教师认为其工资收入要低于或远低于当地公务员的薪酬水平，这种对比感也是导致教师薪酬满意度偏低的主要因素；（3）乡村教师的薪酬满意度高于城市教师，并且薪酬收入对乡村教师薪酬满意度的影响更大，普通高中教师的薪酬满意度要低于小学和初中教师。最后，根据研究发现本文提出要科学制定中小学教师工资增长机制，合理界定教师工作任务、减轻教师负担，建立公平感高、更具激励作用的教师薪酬体系。
2022, (4): 25-33.
摘要：
课程建设是博物馆教育实现质的飞跃的重要标志,这一过程离不开博物馆课程资源开发。基于跨学科学习的博物馆课程资源开发是《关于利用博物馆资源开展中小学教育教学的意见》《义务教育课程方案》 (2022年版)政策的实践落地,也是博物馆教育课程化的必由之路。博物馆跨学科课程资源开发以立德树人、"五育"融合,学生主体、"具身"体验,资源生成、"超越"时空为价值逻辑定位,是促进国家教育高质量发展、学生全面发展、博物馆教育功能提升的必然要求。博物馆广博的本体资源、独特的情境资源与博物馆教育者是博物馆跨学科学习课程资源开发的根本保障。基于具身认知、深度学习理论建构沉浸式互动体验课程和项目式主题课程,基于人工智能发展趋势建构自主探究型云端课程,是丰富博物馆跨学科学习课程体系的实践创新,推动博物馆教育走向课程化。
课程建设是博物馆教育实现质的飞跃的重要标志,这一过程离不开博物馆课程资源开发。基于跨学科学习的博物馆课程资源开发是《关于利用博物馆资源开展中小学教育教学的意见》《义务教育课程方案》 (2022年版)政策的实践落地,也是博物馆教育课程化的必由之路。博物馆跨学科课程资源开发以立德树人、"五育"融合,学生主体、"具身"体验,资源生成、"超越"时空为价值逻辑定位,是促进国家教育高质量发展、学生全面发展、博物馆教育功能提升的必然要求。博物馆广博的本体资源、独特的情境资源与博物馆教育者是博物馆跨学科学习课程资源开发的根本保障。基于具身认知、深度学习理论建构沉浸式互动体验课程和项目式主题课程,基于人工智能发展趋势建构自主探究型云端课程,是丰富博物馆跨学科学习课程体系的实践创新,推动博物馆教育走向课程化。
2020, (4): 78-84.
摘要：
师生互动关系在线教学的成效和人才培养的质量。基于柯林斯互动仪式链理论，在线教学是师生在网络教学空间中构建的完整互动仪式。结合2020年疫情期间全国高校线上教学调研报告，从互动仪式情境、主体、流程和效果四个方面，指出目前在线课堂互动仪式存在的问题：在线课堂师生互动情境仪式感不强、互动主体角色履行不足、互动流程过于程序化、互动仪式缺乏情感关注。营造师生互动情境的仪式感、明确互动主体的角色地位、融合信息化和人性化的互动流程、构建具有情感连带的全面育人机制等，可促进高校在线课堂师生互动，提升在线教学效果。
师生互动关系在线教学的成效和人才培养的质量。基于柯林斯互动仪式链理论，在线教学是师生在网络教学空间中构建的完整互动仪式。结合2020年疫情期间全国高校线上教学调研报告，从互动仪式情境、主体、流程和效果四个方面，指出目前在线课堂互动仪式存在的问题：在线课堂师生互动情境仪式感不强、互动主体角色履行不足、互动流程过于程序化、互动仪式缺乏情感关注。营造师生互动情境的仪式感、明确互动主体的角色地位、融合信息化和人性化的互动流程、构建具有情感连带的全面育人机制等，可促进高校在线课堂师生互动，提升在线教学效果。
2020, (2): 81-88.
摘要：
采用质性研究方法，选取了十名博士研究生作为访谈对象，提取家庭、婚姻、性别、地域传统这四个影响因子，探寻社会期待对于博士生读博选择的影响研究。结果显示：原生家庭对博士生的读博选择有着最为基础和重要的影响，文化资本优势家庭与文化资本劣势家庭博士生读博考量的因素完全不同；婚姻和性别亦是重要的影响因子；地域传统相对而言对博士生的读博选择影响不大。
采用质性研究方法，选取了十名博士研究生作为访谈对象，提取家庭、婚姻、性别、地域传统这四个影响因子，探寻社会期待对于博士生读博选择的影响研究。结果显示：原生家庭对博士生的读博选择有着最为基础和重要的影响，文化资本优势家庭与文化资本劣势家庭博士生读博考量的因素完全不同；婚姻和性别亦是重要的影响因子；地域传统相对而言对博士生的读博选择影响不大。
2022, (1): 41-49.
摘要：
全球教育的结构性变动，市场经济和技术的快速发展，再次突显家长在子女教育中的重要作用。“家长主义”时代的到来，成为重构家校权利关系、追求教育公平的良好机遇。然而，藉由技术中介主导下的学校治理，建立不平等的权力控制机制与家长互动，把家长培养成为自我改造的知识主体，引发了家长间的相互监督与竞争，强化了教育的文化与社会再生产功能。故而，需要在理论和规范上厘清家长和学校的权利边界；要从根本上反思学校灌输给家长知识的性质，鉴别知识的教育性与非教育性；赋权家长，在家长群体内部发展“公共家长”，减轻教师负担，创造公平的教育环境。
全球教育的结构性变动，市场经济和技术的快速发展，再次突显家长在子女教育中的重要作用。“家长主义”时代的到来，成为重构家校权利关系、追求教育公平的良好机遇。然而，藉由技术中介主导下的学校治理，建立不平等的权力控制机制与家长互动，把家长培养成为自我改造的知识主体，引发了家长间的相互监督与竞争，强化了教育的文化与社会再生产功能。故而，需要在理论和规范上厘清家长和学校的权利边界；要从根本上反思学校灌输给家长知识的性质，鉴别知识的教育性与非教育性；赋权家长，在家长群体内部发展“公共家长”，减轻教师负担，创造公平的教育环境。
2020, (6): 11-17.
摘要：
通过对15名农村教师与10位留守儿童家长的质性访谈发现：农村留守儿童家校合作在实践中存在着监护人参与程度低、合作方式简单低效、家校沟通不良等困境。导致上述困境的原因主要有时空隔离、家校合作主体的认识不足、家校合作主体的能力不足以及主体责任边界的模糊。突破农村留守儿童的家校合作困境需要从以下方面入手：运用信息化手段缓解时空隔离问题，提高家校合作主体的参与积极性和综合素养。
通过对15名农村教师与10位留守儿童家长的质性访谈发现：农村留守儿童家校合作在实践中存在着监护人参与程度低、合作方式简单低效、家校沟通不良等困境。导致上述困境的原因主要有时空隔离、家校合作主体的认识不足、家校合作主体的能力不足以及主体责任边界的模糊。突破农村留守儿童的家校合作困境需要从以下方面入手：运用信息化手段缓解时空隔离问题，提高家校合作主体的参与积极性和综合素养。
2020, (6): 2-10.
Abstract:
