期刊文献+

学习进阶视域下高校劳动教育体系的建构探析

Analysis of the Construction of Labor Education System in Colleges and Universitiesfrom the Perspective of Learning Progression
下载PDF
导出
摘要 作为教育领域的前沿成果,学习进阶理论对于建构新时代的劳动教育体系具有重要启示和借鉴意义。其中,学习进阶的目标导向内在契合劳动教育的总体目标,变量选取格外适合劳动教育的课程优化,实践转向更是完美贴合劳动教育的独特本质。把学习进阶理论深度融入劳动教育,可以围绕学生劳动素养全面提升的总体目标,探索确立逐阶提升的目标体系,科学设置与之对应的课程体系,同时依据“进阶变量”和“预期表现”设计劳动教育的评价体系,从而建构高校“进阶式”劳动教育体系的基本图式。 As a frontier theoretical achievement in the field of education,the theory of learning progression has important inspiration and reference significance for the construction of labor education system in the new era.Among them,the goal orientation of learning progression is in line with the overall goal of labor education inherently,the variable selection is particularly suitable for the curriculum optimization of labor education,and the practice shift is in line with the unique essence of labor education perfectly.The theory of learning progression is deeply integrated into labor education,focusing on the overall goal of comprehensively improving students’labor literacy,exploring and establishing the goal system of progressive improvement,scientifically setting up the corresponding curriculum system,and designing the evaluation system of labor education according to“advanced variables”and“expected performance”,so as to construct the basic schema of the“advanced”labor education system in colleges and universities.
作者 白冰 BAI Bing(School of Marxism,Jiangnan University,Wuxi 214122,China)
出处 《黑龙江教师发展学院学报》 2024年第6期26-30,共5页 Journal of Heilongjiang Institute of Teacher Development
基金 江苏省高校哲学社会科学研究思想政治专项“新时代高校渐进式劳动教育体系的构建研究”(2019SJB259) 江南大学本科教育教学改革研究劳动教育专项项目“劳动教育融入思想政治教育专业的实践路径研究”(JG2023038)的阶段成果。
关键词 新时代 学习进阶 劳动教育 体系建构 new era learning progression labor education system construction
  • 相关文献

参考文献5

二级参考文献66

  • 1刘向兵,柳友荣,周光礼,卢晓东,孙振东,张有奎,廖辉,王岩,蔡文浩.全面加强新时代高校劳动教育(笔谈)[J].中国高教研究,2021(4):9-13. 被引量:54
  • 2Mark R Wilson, Meryl W Bertenthal. Committee on Test Design for K-12 Science Achievement// National Research Council. Systems for state science Assess- ments// Washington D C: National Academies Press, 2005: 18, 203.
  • 3R A Duschl, H A Schweingruber, A W Shouse (Eds). Committee on Science Learning, Kindergarten Through Eighth Grade [M] // National Research Council. Taking science to school: Learning and teaching science in grades K-8. Washington, DC: Na- tional Academies Press. 2007: 213.
  • 4Tom Corcoran, Frederic A Mosher Aaron Rogat. Learning Progressions in Science An Evidence-based Approach to Reform [R]. Consortium for Policy Re- search in Education, 2009: 29.
  • 5Michelene T H Chi, Stephen J Ceci. Content Knowl- edge: Its Role, Representation, and Restructering in Memory Development [M]//H W Reese (Ed). Ad- vances in Child Development and Behavior. Orlando FL: Academic Press, 1987: 91-142.
  • 6Michelene T H Chi. Three Types of Conceptual Change: Belief Revision, Mental Model Transforma- tion, and Categorical Shift [M] // S Vosniadou (Ed). Handbook of Research on Conceptual Change. Hillsdale, NJ: Erlbaum, 2008: 61-82.
  • 7Cokhan Ozdemir, Douglas B Clark. An Overview of Conceptual Change Theories [J]. Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3 (4): 351-361.
  • 8Ivan Salinas. Learning Progressions in Science Educa- tion: Two Approaches for Development [C] // Paper presented at the Learning Progressions in Science (LeaPS). Conference, June 2009, Iowa City, IA-1.
  • 9James W Pellegrino, Naomi Chudowsky, Robert Gla- ser (Eds). Committee on the Foundations of Assess- ment [M] // National Research Council. Knowing what students know:The science and design of edu- cational assessment. Washington, D C: National A- cademies Press, 2001.
  • 10Shawn Y Stevens, Ce'sar Delgado, Joseph S Krajeik. Developkng a Hypothetical Multidimensional Leaming Pro- gresion for the Nature of Matter [J]. Journal of Reaearch in Science Teaching, 2010, 47 (6): 688.

共引文献306

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部