Educational Process as Something Dynamic

If we conceive the educational process as something dynamic,which basically combines what is given with what is emerging,we will understand that there are protagonists in it who have a fundamental role in this process,or perhaps we should say that,in this process,each and every one of the agents has a leading role.So,talking about curriculum implies that the subject can be approached from different perspectives,some more legitimate than others,some broader than others and,what is even more notorious,some more dynamic than others.It is in these differences where the essence of the educational process is conjugated,namely,in the conception of the curriculum,so it is worth asking:What are the educational units understanding by“development of their own curricular projects”?What are they actually doing?What curricular decisions do they make?Not only these questions arise,but many more,not to mention that it is also legitimate to doubt the capacity and preparation of teachers and educational units to undertake a process of conscious and responsible construction of an effective curriculum.It is interesting to approach the subject critically,not to reconsider the theoretical aspects,in which we find a wide range of postulates,but rather to revitalize the pedagogical practice in the place where it actually occurs,the classroom,and from there to enable discussion,and analysis of the problem,assuming that a paradigm change is urgent at all levels,otherwise,the entire society will suffer even more marked dehumanization.There are many challenges and requirements that fall on the educational task,and there are many who express their opinion,judge,and dare to formulate lapidary sentences on the subject of education,with no more foundation than that allowed by a fragmented look at reality.Therefore,a deeper look can shed light on why it has not yet been possible to reach a more optimal level in the quality indices,nor has equity been achieved,and what is worse,it seems that all that has been said is slipping away through the window of the classrooms to end up in the realm of abstraction,from which it will not be possible to bring what is real and everyday.Thus,this work will also be a proposal for educational agents,a proposal that should not be kept together with others,but rather,hand in hand with the contingent,could give way to a better understanding of the problem.

Physical and Biomechanical Bases of Construction of a Training and Training Process When Preparing Wrestlers of the Greek-Roman Style

The article outlines the growing competition in the world in sports,especially in the Olympic types of programs,describes the fundamental importance of success in the sports arenas of the planet-the organization of educational and training and competitive process in Greco-Roman wrestling.The content of the weekly cycle of the training camp is presented.Individual cards for accounting the effectiveness of attacking and defensive technical and tactical actions in the ground have been developed and tested.Concrete conclusions are made and proposals are made to wrestling Federations and sports organizations.

幼儿教师职前培养高等教育化的历史进程及未来展望

幼儿教师职前高等教育培养是提升幼儿教师质量,培养高素质卓越幼儿教师的必经环节。现如今,我国已基本形成了以本专科为主体的多元开放的幼儿教师培养体系,并越发规范化和专业化。纵观幼儿师范教育的发展,以1999年师范院校布局调整为界,前以中等层次教育后逐渐以高等层次教育为主力,通过对其高等教育化进程进行梳理,划分了开端、推进和发展三个较为明确的阶段。今后,在新时代国家及社会对人才的需求下,在《新时代基础教育强师计划》的指引下,幼儿教师职前培养高等教育化将通过建设国家级幼儿教师教育基地、构建现代幼儿教师教育体系、积极开展区域幼儿教师队伍建设改革试点工作以及建立幼教或学前教育专业协同创新平台来获得进一步的高位发展。

Development and Validation of an Instrument to Measure STEM Undergraduate Students’ Comprehensive Educational Process

This study reports the development and validation of an instrument,“Undergraduate STEM Educational Process Questionnaire”(USEPQ)to assess the learning experiences of STEM(science,technology,engineering and mathematics)-major undergraduates from the perspective of a conceptualized comprehensive STEM educational process framework that consists of key essentials such as course learning and instruction,educational environment,assessment methods,and unique STEM attributes.Exploration Factor Analysis and Confirmatory Factor Analysis performed on independent samples indicate that the finalized 9-factor,41-item USEPQ possesses a stable factor structure and sound psychometric properties.The factors of the validated scale are Classroom Instruction of Courses,Support from Faculty Members,Alternative Assessment Methods,Cooperative Learning,Resources and Service,Academic Competition,Cross-discipline Features of Program Courses,Connectedness of Program Courses,and Examination Difficulty.

黄炎培大职业教育主义思想的“四维向度”特点论析

黄炎培大职业教育主义思想是对黄炎培职业教育理论的不断丰富和创新发展,其理论深刻,内涵丰富,实践视域广阔。黄炎培大职业教育主义思想体现了“全社会职业教育”“全过程职业教育”“全民职业教育”“全面素养职业教育”的特点,具有科学性、时代性和开放性。加强对黄炎培大职业教育主义“四个全面”思想特点的研究对构建现代职业教育体系、实现职业教育现代化、培养高素质技术技能人才具有重要启示和借鉴价值。