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2024, (5): 5-16.
Abstract:
In the systematic education project of cultural education in universities, cultural participation is an important component with special status as well as significance, which cannot be replaced. Cultural education and cultural participation not only require educators, implementers, and active planning, effective implementation, and continuous promotion, but also require the conscious response, active participation, and active development of learners. The keys to the rates, achievements and success of cultural education lie in the conscious, the proactive, the primary, and the subjective development of learners. In the process of cultural participation, indispensable important factors include the cultivation of cultural awareness, the optimization of cultural attitudes, the development of artistic experiences, the continuation of cultural connotations, the enrichment of cultural experience, and the achievement of cultural achievements. Only when each of educators and learners, subjects and objects, the subjective and the objective, internal and external factors, and various forces exert their strengths, stimulating each other, gathering and advance together, can they possibly stimulate their maximum potential, exert their maximum strength and achieve the best results, to carry out positive results in cultural education in universities and make due contributions to the talent cultivation and development of universities in the new era.
In the systematic education project of cultural education in universities, cultural participation is an important component with special status as well as significance, which cannot be replaced. Cultural education and cultural participation not only require educators, implementers, and active planning, effective implementation, and continuous promotion, but also require the conscious response, active participation, and active development of learners. The keys to the rates, achievements and success of cultural education lie in the conscious, the proactive, the primary, and the subjective development of learners. In the process of cultural participation, indispensable important factors include the cultivation of cultural awareness, the optimization of cultural attitudes, the development of artistic experiences, the continuation of cultural connotations, the enrichment of cultural experience, and the achievement of cultural achievements. Only when each of educators and learners, subjects and objects, the subjective and the objective, internal and external factors, and various forces exert their strengths, stimulating each other, gathering and advance together, can they possibly stimulate their maximum potential, exert their maximum strength and achieve the best results, to carry out positive results in cultural education in universities and make due contributions to the talent cultivation and development of universities in the new era.
2024, (5): 17-27.
Abstract:
Cabet was a famous utopian socialist in 19th century in France, whose educational ideas were mainly reflected in the book "Journey to Igalia". On the basis of criticizing the unequal old education system, he conceived a new education system based on the communist system. He believes that the most thorough solution is to establish a communist society. Replace the unequal education system with an equal education system to eliminate the various drawbacks of the old education system. Cabet advocates for comprehensive development education for children, believing that the education for children should include physical education, intellectual education, moral education, productive education and civic education. Cabet attaches great importance to educational development plannings and the rules of law in education, and proposes five principles that education and teaching should follow. Cabet's educational ideas contain countless valuable genius predictions of truths, which still have positive reference value for modern education.
Cabet was a famous utopian socialist in 19th century in France, whose educational ideas were mainly reflected in the book "Journey to Igalia". On the basis of criticizing the unequal old education system, he conceived a new education system based on the communist system. He believes that the most thorough solution is to establish a communist society. Replace the unequal education system with an equal education system to eliminate the various drawbacks of the old education system. Cabet advocates for comprehensive development education for children, believing that the education for children should include physical education, intellectual education, moral education, productive education and civic education. Cabet attaches great importance to educational development plannings and the rules of law in education, and proposes five principles that education and teaching should follow. Cabet's educational ideas contain countless valuable genius predictions of truths, which still have positive reference value for modern education.
2024, (5): 38-46.
Abstract:
"High-tech, high-efficiency, and high-quality" not only signify the direction of the development of new quality productivity, but also highlight the core requirements of educational modernization. Driven by new quality productivity, innovative talents have become a crucial resource, which demands educational innovation with "new landscapes, new scenarios, new technologies, and new environment". In light of these new requirements, drawing on international experiences is particularly important. PISA 2021 creative thinking assessment, as an internationally high quality assessment project, offers significant insights into the cultivation of innovative talents in China. It aids in formulating of educational policies, guiding teaching practice reforms, accelerating the digital transformation of education, and fostering a positive environment, all of which provide important enlightenment for the cultivation of innovative talents. These insights include: (1) strengthening top-level design and providing policy support; (2) developing high-quality curricula and enhancing innovative practices; (3) promoting digital transformation and integrating quality resources; (4) coordinating multiple forces to create a positive environment.
"High-tech, high-efficiency, and high-quality" not only signify the direction of the development of new quality productivity, but also highlight the core requirements of educational modernization. Driven by new quality productivity, innovative talents have become a crucial resource, which demands educational innovation with "new landscapes, new scenarios, new technologies, and new environment". In light of these new requirements, drawing on international experiences is particularly important. PISA 2021 creative thinking assessment, as an internationally high quality assessment project, offers significant insights into the cultivation of innovative talents in China. It aids in formulating of educational policies, guiding teaching practice reforms, accelerating the digital transformation of education, and fostering a positive environment, all of which provide important enlightenment for the cultivation of innovative talents. These insights include: (1) strengthening top-level design and providing policy support; (2) developing high-quality curricula and enhancing innovative practices; (3) promoting digital transformation and integrating quality resources; (4) coordinating multiple forces to create a positive environment.
2024, (5): 47-57.
Abstract:
Deep learning is a learning ecology that couples the cognitive process and the knowledge production process with the participation of students' thinking. Disciplinary education is a discipline function design that integrates the discipline knowledge system, the logic system, and the cultural system into the core competencies of people. Deep learning is highly compatible with the operation mechanism of disciplinary education in three aspects: excavating curriculum resources, developing the knowledge system and promoting the formation of people's competency. Based on the comprehensive processing of curriculum resources, the deep learning of disciplinary education leads students to construct the subjectivity of the knowledge system and guides exploration and generation of students' thinking logic. Therefore, taking disciplinary education as the logical backbone, designing situational discipline practice activities, building a discipline learning community, and connecting the "teaching-learning-evaluation" education link, are the internal requirements and practical paths for cultivating a deep learning ecology and realizing the purpose of disciplinary education.
Deep learning is a learning ecology that couples the cognitive process and the knowledge production process with the participation of students' thinking. Disciplinary education is a discipline function design that integrates the discipline knowledge system, the logic system, and the cultural system into the core competencies of people. Deep learning is highly compatible with the operation mechanism of disciplinary education in three aspects: excavating curriculum resources, developing the knowledge system and promoting the formation of people's competency. Based on the comprehensive processing of curriculum resources, the deep learning of disciplinary education leads students to construct the subjectivity of the knowledge system and guides exploration and generation of students' thinking logic. Therefore, taking disciplinary education as the logical backbone, designing situational discipline practice activities, building a discipline learning community, and connecting the "teaching-learning-evaluation" education link, are the internal requirements and practical paths for cultivating a deep learning ecology and realizing the purpose of disciplinary education.
2024, (5): 58-71.
Abstract:
The influence factors and their mechanism on adolescents' non-cognitive ability are not fully discussed in the present study. Applying China Education Panel Survey (CEPS) data and hierarchical linear model, we find that adolescents' non-cognitive ability is influenced by family background, their own characteristics and peer effects. Among them, economic status and education level of peer group's families not only have a direct impact on the non-cognitive development of young people, but also indirectly influence the action intensity of family education expectation, mental health and hobbies on adolescent non-cognitive ability by moderation effect. These findings can provide a reference for further understanding of the behavior of family education investment and the mechanism of peer group's families on the development of adolescents' non-cognitive ability.
The influence factors and their mechanism on adolescents' non-cognitive ability are not fully discussed in the present study. Applying China Education Panel Survey (CEPS) data and hierarchical linear model, we find that adolescents' non-cognitive ability is influenced by family background, their own characteristics and peer effects. Among them, economic status and education level of peer group's families not only have a direct impact on the non-cognitive development of young people, but also indirectly influence the action intensity of family education expectation, mental health and hobbies on adolescent non-cognitive ability by moderation effect. These findings can provide a reference for further understanding of the behavior of family education investment and the mechanism of peer group's families on the development of adolescents' non-cognitive ability.
2024, (5): 72-81.
Abstract:
Teacher career governance is intricately linked to the attractiveness of the teaching profession, the stability of teaching teams, and the sustainability for teachers' professional development, all of which are fundamental to ensuring high-quality and sustainable development of education. Many countries are in the process of implementing reforms in teacher career governance. According to the researches, there are four management models: "single salary", "bonus pay", "salary progression based on evaluation" and "career ladder", transitioning from singular model to more composite approaches ones. Through a comprehensive comparison of various governance models worldwide and their merits and drawbacks as well as their implementation pathways, valuable insights emerge in the experience of teacher career governance regarding the structural coherence, evaluation appropriateness, and implementation coordination.These insights serve as guiding principles for the comprehensive management reforms of teachers in our nation, ensuring that teaching remains an appealing profession, fostering intrinsic motivation for professional development, and ultimately enhancing educational quality.
Teacher career governance is intricately linked to the attractiveness of the teaching profession, the stability of teaching teams, and the sustainability for teachers' professional development, all of which are fundamental to ensuring high-quality and sustainable development of education. Many countries are in the process of implementing reforms in teacher career governance. According to the researches, there are four management models: "single salary", "bonus pay", "salary progression based on evaluation" and "career ladder", transitioning from singular model to more composite approaches ones. Through a comprehensive comparison of various governance models worldwide and their merits and drawbacks as well as their implementation pathways, valuable insights emerge in the experience of teacher career governance regarding the structural coherence, evaluation appropriateness, and implementation coordination.These insights serve as guiding principles for the comprehensive management reforms of teachers in our nation, ensuring that teaching remains an appealing profession, fostering intrinsic motivation for professional development, and ultimately enhancing educational quality.
2024, (5): 82-93.
Abstract:
With the increase of stress in teachers' work environments, it is becoming increasingly important to understand and promote teachers' innovative work behaviors. In this study, 856 junior high school teachers in Jiangsu Province were surveyed with questionnaire, and structural equation modeling and quantile regression were used to test the effects of challenge-hindrance stressors on teachers' work innovative behaviors and the mechanisms of their effects. It was found that challenge stressors had significant direct and indirect effects on teachers' innovative work behaviors; hindrance stressors had only significant indirect effects on teachers' innovative work behaviors; work engagement played a mediating role between challenge-hindrance stressors and teachers' innovative work behaviors; and the benefits of challenge stressors on the levels of different teachers' innovative work behaviors showed an inverse "U"-shaped relationship. Therefore, schools need to pay attention to the effects of different stressors on teachers' innovative work behaviors, and design and implement teacher support programs for different types of stresses.
With the increase of stress in teachers' work environments, it is becoming increasingly important to understand and promote teachers' innovative work behaviors. In this study, 856 junior high school teachers in Jiangsu Province were surveyed with questionnaire, and structural equation modeling and quantile regression were used to test the effects of challenge-hindrance stressors on teachers' work innovative behaviors and the mechanisms of their effects. It was found that challenge stressors had significant direct and indirect effects on teachers' innovative work behaviors; hindrance stressors had only significant indirect effects on teachers' innovative work behaviors; work engagement played a mediating role between challenge-hindrance stressors and teachers' innovative work behaviors; and the benefits of challenge stressors on the levels of different teachers' innovative work behaviors showed an inverse "U"-shaped relationship. Therefore, schools need to pay attention to the effects of different stressors on teachers' innovative work behaviors, and design and implement teacher support programs for different types of stresses.
2024, (5): 94-104.
Abstract:
Inclusive education is the mainstream trend of special education development. In recent years, Guangdong province has released a number of special education policies, many of which are related to inclusive education, but it is not clear how the implementation of inclusive education is. This study surveyed 964 teachers in regular schools in the Pearl River Delta and the eastern, western and northern regions of Guangdong. The results show that in the eyes of the regular school teachers, the current implementation status of inclusive education is well on the whole, however, there are still some problems such as teachers' insufficient understanding of the relevant policies of inclusive education, insufficient overall planning of school study work, low quality of individualized educational plans, the relatively simple school evaluation model, insufficient allocation and training of teachers and low construction of hardware supporting facilities and utilization rate. To further promote the high-quality development of inclusive education in Guangdong Province, this tudy puts forward specific suggestions on strengthening the promotion of inclusive education policies, improving the organization and management of inclusive education, attaching great importance to the curriculum teaching of inclusive education, strengthening the development of inclusive education teachers, improving the hardware infrastructure construction and strengthening cooperation with the regions of Hong Kong, Macao and Taiwan in China.
Inclusive education is the mainstream trend of special education development. In recent years, Guangdong province has released a number of special education policies, many of which are related to inclusive education, but it is not clear how the implementation of inclusive education is. This study surveyed 964 teachers in regular schools in the Pearl River Delta and the eastern, western and northern regions of Guangdong. The results show that in the eyes of the regular school teachers, the current implementation status of inclusive education is well on the whole, however, there are still some problems such as teachers' insufficient understanding of the relevant policies of inclusive education, insufficient overall planning of school study work, low quality of individualized educational plans, the relatively simple school evaluation model, insufficient allocation and training of teachers and low construction of hardware supporting facilities and utilization rate. To further promote the high-quality development of inclusive education in Guangdong Province, this tudy puts forward specific suggestions on strengthening the promotion of inclusive education policies, improving the organization and management of inclusive education, attaching great importance to the curriculum teaching of inclusive education, strengthening the development of inclusive education teachers, improving the hardware infrastructure construction and strengthening cooperation with the regions of Hong Kong, Macao and Taiwan in China.
2024, (5): 105-112.
Abstract:
The basic international framework for leader development at the individual level includes four dimensions: experience and learning, skills, personality and self-development. In terms of the system design of principal training in Hong Kong, the characteristics include professional quality setting of principal based on personality and skills, the training system of "proposed appointment - initial entry - in-service principal" based on experience and learning, and the participatory training form of principal based on self-development. In order to ensure the smooth progress of the principal training system, Hong Kong has also established a principal training support system based on a sustainable development. The characteristics above provide enlightenment for the establishment of a scientific and reasonable principal training system in the mainland and improve the quality of principal training.
The basic international framework for leader development at the individual level includes four dimensions: experience and learning, skills, personality and self-development. In terms of the system design of principal training in Hong Kong, the characteristics include professional quality setting of principal based on personality and skills, the training system of "proposed appointment - initial entry - in-service principal" based on experience and learning, and the participatory training form of principal based on self-development. In order to ensure the smooth progress of the principal training system, Hong Kong has also established a principal training support system based on a sustainable development. The characteristics above provide enlightenment for the establishment of a scientific and reasonable principal training system in the mainland and improve the quality of principal training.
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。
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, (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, (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。
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, (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:
