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2024, (4): 5-14.
Abstract:
Images, as significant media for human cognition and self-perception, are continuously challenging the dominance of "rational knowledge" in education, particularly the education in school, and are presenting unique roles in the dimensions of perception, emotional rationality and self-cognition. As a mode of knowledge representation, images, in interaction with language, demonstrate their affiliated value in leading to rational knowledge as a way of "perceiving" the world. As educational resources surpass the omnipotence of rational knowledge, images, by presenting the possibilities of the world through "entering" "approaching" and "experiencing" become a beneficial source for constructing "emotional rationality". Under the guidance of education in promoting self-understanding, images, as a mode of human existence, expand the space and dimensions of children's self-cognition. The utilization of images in education requires vigilance against the crisis of intellectual vacuity while balancing perception, rationality and self-cognition. Thus adhering to the pursuit of making education enlightening and insightful for individuals.
Images, as significant media for human cognition and self-perception, are continuously challenging the dominance of "rational knowledge" in education, particularly the education in school, and are presenting unique roles in the dimensions of perception, emotional rationality and self-cognition. As a mode of knowledge representation, images, in interaction with language, demonstrate their affiliated value in leading to rational knowledge as a way of "perceiving" the world. As educational resources surpass the omnipotence of rational knowledge, images, by presenting the possibilities of the world through "entering" "approaching" and "experiencing" become a beneficial source for constructing "emotional rationality". Under the guidance of education in promoting self-understanding, images, as a mode of human existence, expand the space and dimensions of children's self-cognition. The utilization of images in education requires vigilance against the crisis of intellectual vacuity while balancing perception, rationality and self-cognition. Thus adhering to the pursuit of making education enlightening and insightful for individuals.
2024, (4): 15-24.
Abstract:
The independent establishment of the Taixue in the fourth year of the Qingli, marked the shift of the educational focus of the Northern Song court from the nobility to the common people, which opened a new era in the development of Song education. In order to make up for the defects of the talent training and selection system in the early Song Dynasty and to meet the trend of education downward, the court of Emperor Renzong, on the basis of the structure of the central governmental school system in various dynasties from the Western Han Dynasty to the Fifth Dynasty, combined with the suggestions proposed by the important ministers in the court for promoting education, continued the system of Taixue Hall set up at the beginning of this dynasty and established Taixue exclusively for the people below the eighth grade as well as the children of common people, in order to realize the purpose of cultivating talents for the country. The establishment of the Taixue as an independent school in the fourth year of the Qingli, was influenced by the environment of the educational reform at that time. It was a representative achievement through reforming the anachronistic talent cultivation and the selection system by the court of Emperor Renzong, which had an important impact on the development of education at that time and later.
2024, (4): 26-35.
Abstract:
This article presents the author's reflective memos after each of the first five lessens in teaching qualitative research methods. The themes of the memos include starting the course with an adaptive mind, realizing the hardships in raising a research question for the beginners, improving the course quality by way of post-conference, emphasizing learning by doing and the participation of all students. Although each memo discussion is a rather micro phenomenon that occurs in the process of the course, the author attempts to analyze it in-depth by linking her own life experience with the macro sociocultural environment. In this way, the readers may understand the difficulties and strategies in teaching qualitative research methods.
This article presents the author's reflective memos after each of the first five lessens in teaching qualitative research methods. The themes of the memos include starting the course with an adaptive mind, realizing the hardships in raising a research question for the beginners, improving the course quality by way of post-conference, emphasizing learning by doing and the participation of all students. Although each memo discussion is a rather micro phenomenon that occurs in the process of the course, the author attempts to analyze it in-depth by linking her own life experience with the macro sociocultural environment. In this way, the readers may understand the difficulties and strategies in teaching qualitative research methods.
2024, (4): 36-43.
Abstract:
This article presents the author's reflective memos after each of the last three lessons in teaching the course of qualitative research methods. The themes include the teacher's practical wisdom in responding to students' replies, mutual understanding between teachers and students is a guarantee for good teaching and learning, and opening one's classes or not involves such ethical issues as the teacher's teaching autonomy. With theoretical implications and practical relevance, all these themes are related to the frequently encountered issues by teachers in classes. By sharing her experience and reflection, the author hopes to invite readers to think and dialogue about these issues in more depth.
This article presents the author's reflective memos after each of the last three lessons in teaching the course of qualitative research methods. The themes include the teacher's practical wisdom in responding to students' replies, mutual understanding between teachers and students is a guarantee for good teaching and learning, and opening one's classes or not involves such ethical issues as the teacher's teaching autonomy. With theoretical implications and practical relevance, all these themes are related to the frequently encountered issues by teachers in classes. By sharing her experience and reflection, the author hopes to invite readers to think and dialogue about these issues in more depth.
2024, (4): 44-54.
Abstract:
The research on the local practice of home-school-community cooperative education based on the local education situation has accumulated rich experience for the innovative practice of home-school-community cooperative education in China. This research adopts the grounded theory method, through summarizing 60 local innovation cases of home-school-community collaborative education in the past five years, and combs out the local framework and path of practice of home-school-community collaborative education in China. It is found that the local practice of home-school-community cooperative education basically follows the thread of "cooperative motivation-cooperative subject-cooperative carrier-cooperative effect-cooperative motivation". In addition, in the process of collaborative education, different regions in China have shown differences in educational behaviors due to different carriers, and have formed three local practical paths: project oriented, platform oriented, and platform project oriented.
The research on the local practice of home-school-community cooperative education based on the local education situation has accumulated rich experience for the innovative practice of home-school-community cooperative education in China. This research adopts the grounded theory method, through summarizing 60 local innovation cases of home-school-community collaborative education in the past five years, and combs out the local framework and path of practice of home-school-community collaborative education in China. It is found that the local practice of home-school-community cooperative education basically follows the thread of "cooperative motivation-cooperative subject-cooperative carrier-cooperative effect-cooperative motivation". In addition, in the process of collaborative education, different regions in China have shown differences in educational behaviors due to different carriers, and have formed three local practical paths: project oriented, platform oriented, and platform project oriented.
2024, (4): 55-68.
Abstract:
Investigating the impact of non-academic external tutoring on children's school adaptation in the context of the "Double Reduction" policy helps people make more reasonable and scientific judgments and choices regarding non-academic external tutoring. Based on data from the China Education Panel Survey and using a fixed effects model to examine the relationship between non-academic external tutoring and school adaptation, the results indicate that participation in non-academic external tutoring has a significant positive impact on school adaptation, and this effect is robust. Heterogeneity analysis reveals that non-academic external tutoring has a significant positive impact on non-migrant children, the children from well-off families, and those ones with below-average academic performance, while it has no significant impact on migrant children, the children from less advantaged families, and the children with above-average academic performance. Non-academic external tutoring improves children's school adaptation through non-cognitive abilities such as agreeableness, extraversion and openness. Parents can enroll their children in interest classes based on their actual circumstances and interests. Extracurricular education institutions need to provide customized services for the children with special family backgrounds, and the government should guide schools and non-academic external tutoring education to conduct in-depth cooperation in the field of after-school services to reduce inequalities in non-academic external tutoring and after-school services.
Investigating the impact of non-academic external tutoring on children's school adaptation in the context of the "Double Reduction" policy helps people make more reasonable and scientific judgments and choices regarding non-academic external tutoring. Based on data from the China Education Panel Survey and using a fixed effects model to examine the relationship between non-academic external tutoring and school adaptation, the results indicate that participation in non-academic external tutoring has a significant positive impact on school adaptation, and this effect is robust. Heterogeneity analysis reveals that non-academic external tutoring has a significant positive impact on non-migrant children, the children from well-off families, and those ones with below-average academic performance, while it has no significant impact on migrant children, the children from less advantaged families, and the children with above-average academic performance. Non-academic external tutoring improves children's school adaptation through non-cognitive abilities such as agreeableness, extraversion and openness. Parents can enroll their children in interest classes based on their actual circumstances and interests. Extracurricular education institutions need to provide customized services for the children with special family backgrounds, and the government should guide schools and non-academic external tutoring education to conduct in-depth cooperation in the field of after-school services to reduce inequalities in non-academic external tutoring and after-school services.
2024, (4): 69-80.
Abstract:
With the development of economy and the implementation of "double reduction" policy, the scale of extracurricular music learning for young people in China is getting larger and larger. Learning music can develop a healthy, confident personality and create a sense of well-being for adolescents, and affect the development of their non-cognitive abilities. Based on the CEPS data of the China Education Longitudinal Survey, the propensity score matching method (PSM) was used to explore the impact of extracurricular music learning on adolescents' non-cognitive ability. The conclusion is that participating in extracurricular music learning significantly improves the non-cognitive ability for adolescents, and boys, left-behind children and adolescents from economically disadvantaged families can benefit more. Based on this, the following suggestions are put forward: first, we should attach more importance to adolescents' non-cognitive ability should be increased, especially the cultivation of openness and extroversion. Second, the education sector should pay attention to the positive effect of music learning on the non-cognitive ability for adolescents. Finally, the cultivation of adolescents' non-cognitive abilities requires the joint efforts of parents and society.
With the development of economy and the implementation of "double reduction" policy, the scale of extracurricular music learning for young people in China is getting larger and larger. Learning music can develop a healthy, confident personality and create a sense of well-being for adolescents, and affect the development of their non-cognitive abilities. Based on the CEPS data of the China Education Longitudinal Survey, the propensity score matching method (PSM) was used to explore the impact of extracurricular music learning on adolescents' non-cognitive ability. The conclusion is that participating in extracurricular music learning significantly improves the non-cognitive ability for adolescents, and boys, left-behind children and adolescents from economically disadvantaged families can benefit more. Based on this, the following suggestions are put forward: first, we should attach more importance to adolescents' non-cognitive ability should be increased, especially the cultivation of openness and extroversion. Second, the education sector should pay attention to the positive effect of music learning on the non-cognitive ability for adolescents. Finally, the cultivation of adolescents' non-cognitive abilities requires the joint efforts of parents and society.
2024, (4): 81-92.
Abstract:
At present, the development of higher education in China has entered a popular stage. However, the overall improvement of higher education enrollment opportunities did not lead to the reduction of regional differences in high quality higher education enrollment opportunities, and the regional differences in high quality higher education enrollment opportunities are larger than those in the overall higher education enrollment opportunities. By comparing the data of the enrollment opportunities of high-quality higher education in 2012 and 2022, it can be seen that the differences among provinces and regions are increasing in 2022, and the trend of polarization still exists, and the enrollment opportunities of high-quality higher education in the provinces with large population and economically less developed provinces have a large decline. It is important to establish a flexible enrollment planning system for high-quality colleges and universities, and build a warning mechanism for regional differences in enrollment opportunities of high-quality higher education, so as to achieve regional coordinated development of enrollment opportunities of high-quality higher education under the background of popularization of higher education.
At present, the development of higher education in China has entered a popular stage. However, the overall improvement of higher education enrollment opportunities did not lead to the reduction of regional differences in high quality higher education enrollment opportunities, and the regional differences in high quality higher education enrollment opportunities are larger than those in the overall higher education enrollment opportunities. By comparing the data of the enrollment opportunities of high-quality higher education in 2012 and 2022, it can be seen that the differences among provinces and regions are increasing in 2022, and the trend of polarization still exists, and the enrollment opportunities of high-quality higher education in the provinces with large population and economically less developed provinces have a large decline. It is important to establish a flexible enrollment planning system for high-quality colleges and universities, and build a warning mechanism for regional differences in enrollment opportunities of high-quality higher education, so as to achieve regional coordinated development of enrollment opportunities of high-quality higher education under the background of popularization of higher education.
2024, (4): 93-102.
Abstract:
The use of teaching space is an important content of university management, but it faces new challenges in the digital age, such as "it is difficult to find suitable space to carry out activities independently after class" and "the approval process of online space application is cumbersome". Based on spatial sociology perspective, this study regards teaching space as both material space and social space, aiming to investigate the current use of teaching space in non-teaching time and its influencing factors, provide reference suggestions for optimizing the management of university teaching space, and provide a new perspective for understanding the specific manifestations of university administrative ethics. It is found that students are the main users of teaching space in non-teaching time, but the process of using is dominated by administrative staff. Students and administrators variously position the teaching space with different symbols and layouts, and then use the surface principle of "flexible reorganization" and the deep principle of "mechanical cutting" to allocate the teaching space. This phenomenon reflects the characteristic of institutional context and social interactions related to space use, namely a fair system under the power structure and a negotiation dilemma in the rule system.
The use of teaching space is an important content of university management, but it faces new challenges in the digital age, such as "it is difficult to find suitable space to carry out activities independently after class" and "the approval process of online space application is cumbersome". Based on spatial sociology perspective, this study regards teaching space as both material space and social space, aiming to investigate the current use of teaching space in non-teaching time and its influencing factors, provide reference suggestions for optimizing the management of university teaching space, and provide a new perspective for understanding the specific manifestations of university administrative ethics. It is found that students are the main users of teaching space in non-teaching time, but the process of using is dominated by administrative staff. Students and administrators variously position the teaching space with different symbols and layouts, and then use the surface principle of "flexible reorganization" and the deep principle of "mechanical cutting" to allocate the teaching space. This phenomenon reflects the characteristic of institutional context and social interactions related to space use, namely a fair system under the power structure and a negotiation dilemma in the rule system.
2024, (4): 103-112.
Abstract:
In the practice of degree awarding in mainland China, postgraduate students cannot obtain degrees without the consents of their supervisors. This may damage the legitimate rights and interests of graduate students while checking the quality of dissertation. From the perspective of Hohfeld theory of legal relations, it is the privilege of the supervisor to perform the duty of consent, and no other person or organization has the right to interfere, but this privilege cannot resist the immunity of the degree granting right. The reason for the frequent occurrence of supervisor's consent disputes is that the time point of the behavior is located in the "middle zone" of the connection between graduate training activities and degree granting activities, which leads to the idling of degree granting procedures and the lack of remedies for graduate students' rights. In order to solve the problem supervisor's consent disputes further, it is suggested that supervisors should abide by the principle of equality and procedural justice when giving consent, colleges and universities establish rights relief mechanisms such as mediation and appeals, and graduate students should also obey awful duties.
In the practice of degree awarding in mainland China, postgraduate students cannot obtain degrees without the consents of their supervisors. This may damage the legitimate rights and interests of graduate students while checking the quality of dissertation. From the perspective of Hohfeld theory of legal relations, it is the privilege of the supervisor to perform the duty of consent, and no other person or organization has the right to interfere, but this privilege cannot resist the immunity of the degree granting right. The reason for the frequent occurrence of supervisor's consent disputes is that the time point of the behavior is located in the "middle zone" of the connection between graduate training activities and degree granting activities, which leads to the idling of degree granting procedures and the lack of remedies for graduate students' rights. In order to solve the problem supervisor's consent disputes further, it is suggested that supervisors should abide by the principle of equality and procedural justice when giving consent, colleges and universities establish rights relief mechanisms such as mediation and appeals, and graduate students should also obey awful duties.
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。
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。
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): 2-10.
Abstract:
