A Discussion on the Pedagogical Concepts in Confucian Analects from the View of the Pedagogy of Performed Culture Approach

Confucian Analects contains many pedagogical concepts and viewpoints that have a significant influence on China’s culture and history.Many of the concepts can be interpreted and understood from the perspective of the pedagogy of Performed Culture Approach.This paper investigates the meanings of some Confucian pedagogical discussions and thoughts,such as communicating with other social members,the relationship between language and behavior,multiple procedures in learning,and how social contexts affect one’s language and performance in the Analects,which is mainly from the perspective of the relationship between language and Performed Culture Approach.

The Emergence of Loving Pedagogy in the L2 Affective Domain:How Affective Pedagogy Accounts for Chinese EFL Teachers’Professional Success and Job Satisfaction?

The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.

Hybrid Architecture:A Studio-Based Pedagogical Framework for Digital Architectural Design

This article intends to bring a new perspective to the discussion of how studio-based education in architectural studies can improve its quality by embedding meta-tools as paradigmatic frameworks as a learning/teaching strategy.The newly emerging creative and collaborative digital design tools and systems led to the re-shaping and re-definition of the traditional studio-based teaching/learning processes.The shift does not only comprise of a newly gained ability of using“design toolkits”,but also has substantial cognitive and pedagogical implications.The paper presents,describes and discusses the application of a new pedagogical approach through the application of a novel knowledge framework,that has been used in the teaching of DAD(Digital Architectural Design)in the context of a master’s level course.

A Study on the Application of Task-Driven Teaching Method in High School Mathematics Teaching: Taking “The Determination of Vertical Line and Plane” as an Example

The“Ordinary High School Mathematics Curriculum Standards(2017 Edition,2020 Revision)”clearly stated in“Teaching Suggestions”that“teaching activities based on the core literacy of mathematics should grasp the essence of mathematics,create appropriate teaching situations,put forward appropriate mathematical questions,stimulate students to think and communicate,and form and develop the core literacy of mathematics.”The task-driven teaching model is a new type of teaching method that takes tasks as the main line,teachers as the guide,and students as the main body,which can enable students to engage deeply in classroom discussions and think actively.Based on the characteristics and principles of the task-driven teaching method,this paper designs a high school mathematics classroom teaching based on the task-driven teaching method,hoping to provide a reference for the majority of front-line teachers.

我国现代职业教育赋能新质生产力的作用方式与实践项目——基于新质生产力属性的分析

研究“新质生产力与我国现代职业教育的辩证关系”这一具有较大理论张力与实践空间的主题,需借助马克思主义教育学的经典解释框架。在建立“考察维度—新质生产力属性—当前生产发展问题—发展旨归—职教现代化命题”思维链条的基础上,通过不同属性与发展旨归的分析,既为把握新质生产力的本质提供了抓手,也发现了新质生产力的提出为近年来我国职业教育多个时代发展命题提供了高位依据与底层动力。在理论层,立足“教育与生产劳动相融合”,结合新质生产力要素与我国现代职业教育的基本工作范畴与运行维度,厘清了赋能的具体作用方式。在实践层,围绕推进职业本科教育、完善产教融合载体、建设高职院校技术学科、实施职校可持续发展教育以及理顺现代职业教育生产关系,提出了五个赋能的具体实践项目。

体育科学新学科“Sport Pedagogy”的溯源及再认识

体育教育学"sport pedagogy"是国际认同的体育科学中年轻的分支学科。国内该学科的发展现状为"有名无实",20多年来几乎处于停滞状态。为了更好地同国际接轨,取得实质性的学科进展,通过文献资料调研,对sport pedagogy的语源学分析和国内外学科发展脉络的梳理,研究认为:1)广义化的sport和内涵丰富的pedagogy揭示了体育教育学试图囊括所有同身体活动相关的教育、训练和指导问题;2)体育教育学已经历了萌芽和国际化阶段,现处于学科初步形成阶段;3)国内学科定义不够深刻,发展方向模糊,没有具体的研究框架,研究内容集中于学校体育教育。研究重新定义了学科概念,明确了"三维一核"的学科框架,并根据国内外研究现状和社会发展需要总结了未来学科的发展方向。现阶段体育教育学应该尽快健全学会组织,搭建学术交流平台,完善学科建设机制。

为了儿童的解放和自由——麦克莱伦(Peter McLaren)《反抗教育学》(Pedagogy of insurrection)的价值意蕴

《反抗教育学》沿袭着麦克莱伦批判教育学的研究传统,是麦克莱伦对自身思想的一次自我提升和阶段性总结,其核心价值为儿童的解放和自由。在这本书中,麦克莱伦深刻阐述了资本主义社会中主导儿童的教育制度(政策)在意识形态层面的偏狭,市场经济条件下因利益撕扯而影响了儿童的生存,而现存的教育学解释框架又难以有效探寻儿童不自由的内在根源。为此,麦克莱伦在"回归马克思"、力主"社会正义"、澄清"价值观与文化资本"的基础上构建了反抗教育学,以期从理论上促进儿童发展。

Integration of Critical Reading Pedagogy and English Teaching

Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagogy, as it is discussed, will improve the teaching of English reading to some extent.

从创新教学法看国际教学创新的主流内容及变化趋势

英国开放大学主导发布的《创新教学报告》及创新教学法,体现出国际教学创新的最新动态。从“所属层次”“所关注的教育要素”“技术基础”“对教学环境的要求”四个维度,对《创新教学报告》(2012—2023年)中的全部创新教学法进行内容分析,并对其演进发展规律加以探究,以呈现国际教学创新的内容及趋势。研究发现:从学会学习、自我发展到人文关怀,教学理念与目标日益提升;从主动学习、全方位学习到学习场景重构,教学形式与场景得以重构;从趣味学习、行动学习到多模态教学,教学手段和方式不断改进;从学习分析、学习评价到适应性教学、循证教学,教学分析和评价发生迭代式革新;从技术应用、技术赋能到智慧教育,教学技术和环境正在进阶。

On Application of Integrated-skill Pedagogy in College EFL Teaching

The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

融合“五育”促进短视频育人的价值意蕴、现实困境与实践路径

短视频作为新兴的传播方式,以其精短、便捷、直观的特点,成为大学生记录生活和信息交互的主要渠道,为高校育人工作提供新的载体和路径。通过挖掘德育、智育、体育、美育和劳动教育在短视频中的价值意蕴,能有效促进大学生全面自由发展。然而,当前高校在融合“五育”促进短视频育人方面仍面临内容冗杂、教育面匮乏、教育深度欠缺等现实困境。为此,应当通过坚持思想引领、深耕精品内容,构建短视频矩阵、形成育人合力,健全制度建设、织牢“五育”融合“保障网”等实践路径,有效提升短视频育人的针对性和实效性,进而促进新时代青年的全面发展。

我国传统教学论话语的气韵美

我国传统教学论话语的气韵美是中国古代教育家借助语言表现出来的气质,这种教学审美体验的结果表现为文以载道的修辞美、意象融合的情境美、名副其实的逻辑美、异彩纷呈的风格美四种形态。我国传统教学论话语的气韵美,对于当今的教学论学者救治“西洋病”,养成汉语教学论好的文风是具有现实意义的。它对于建构中国特色社会主义教育理论和中国气派教学论的话语体系,是一笔宝贵的文化遗产。

戏剧教学法对法语专业本科生能力提升的实证研究

戏剧教学法是对法语教学模式创新的一种探索,可提高学生对法语的学习兴趣,和传统的法语课堂教学相配合可以有效提升教学的质量和效率。本文以大连外国语大学法语专业成立五十周年庆上的法语戏剧表演实践为研究对象,以实证研究的方法探讨和分析该教学法对法语专业本科生能力提升的各个维度,并从当今戏剧教学法的发展现状、该次戏剧实践的成果以及对参与者的调查等方面探讨戏剧教学法对于法语专业本科生能力提升效力。研究发现该教学法在提高综合能力、激发学习积极性、提升文化素养方面有积极作用。

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

This paper describes the kind of engagement and emergent learning that happened in three different sections of a graduate nursing course. Three nursing educators used an e-learning platform called Daagu that was developed by faculty guided by complexity pedagogy. A total of 43 students were enrolled in the full credit foundations course in theory and philosophy. Authors describe two specific instances of emergent learning: one was expressed by students in relation to a particular resource (article, TedTalk, YouTube, Poem) or discussion, and the second is in relation to specific “aha moments” or shifts in understanding that changed student attitudes and actions. Quotes of emergent learning provide a source of narrative data for conversing about and developing quality e-learning platforms for students and educators.

Evaluating Pedagogical Quality of Learning Activities Using Fuzzy Evaluation Mappings: The Case of Pedagogical Games of Mathematical Proof

This paper introduces a conceptual framework for developing pedagogical games of mathematical proof (PGMP) designed to help non-STEM students learn mathematical reasoning in a playful manner and without “fear”. Within the constructivist learning paradigm it develops an in-class learning activity where social science students learn the concept of mathematical deduction playfully using toys to construct tables from which formal proofs of propositions are derived without calculations. A PGMP pedagogy quality assurance evaluation method based on fuzzy evaluation mappings capturing learning effectiveness, learning efficiency, and learning satisfaction is introduced. Our results from an in-class experiment show that pedagogical games of mathematical proof help non-STEM students to effectively engage with mathematical reasoning playfully. The results are consistent according to a quality assurance consistency index.

Modern Pedagogy and the Ratio Studiorum

This presentation discusses the requests of modern pedagogy, and a possible bridging between the traditional teaching strategies drawn by the Ratio Studiorum of a unique and rare structure, and today＇s learning process. It will argue the practical application and philosophy of education widely accepted and recognized as a part of curricular activities within the learning environments, though with no recognition of its origin. This paper aims to examine the indisputable contributions of the educational methods of the Jesuits in our time, although, the discipline has developed new fundamental, and new concepts such as self-esteem, self-awareness, and self-determination among others,

Pronunciation in English Pedagogy in China

Teaching English pronunciation in SLA has been a challenge for almost every English teacher because students' local Chinese accents have been a major obstacle when they're learning English.This article is aiming to illustrate the phenomena and solutions of the pronunciation in English pedagogy.

The Implementation of Dewey's Pedagogical Ideas in Chinese Liberal Arts Education

It is hard for China to cultivate creative thinkers the present Chinese society needs,so the educational system has to reform.The paper analyses the dilemma in Chinese education,Dewey’s pedagogical ideas,and how Chinese educators can learn from Dewey’s ideas.Chinese higher education system and the examination system for admission to colleges and universities especially liberal arts colleges need to apply Dewey’s pedagogical ideas and reform themselves in order to conform to the whole society.

Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling

When the demographics in American public schools became more diverse,educators have faced the challenge of working with diverse student learners.In the education field,culturally relevant pedagogy has been widely recognized as an effective practice for teaching about diversity and is used across different school subject areas.This article discusses the four aspects in which teachers can implement culturally relevant pedagogy in TPRS language classrooms:a caring learning community,establishing meaning,story asking,and story reading.Teachers can include and empower students by validating them as learning subjects and engaging them in knowledge creation and representation in curriculum and instruction.The goal is to develop academic success,culture and identity,equity,and excellence for all student learners in a multicultural and global society.