The Essence and Implementation of Ideological and Political Education within College English Curricula: A Grounded Theory Analysis

This study adopts the grounded theory approach to critically examine the essence and implementation of Ideological and Political Education(IPE)within college English curricula at Chinese Universities.We analyzed a corpus of 80 award-winning lesson plans from the“Teaching Star Competition”held by the Foreign Language Teaching and Research Press to establish specific constituents that comprise IPE and identify the instructional methodologies incorporated in the teaching process.The research shows that IPE strategically merges language proficiency training with civic education,aiming to cultivate a strong national identity,solid cultural pride,and global competencies.To be more detailed,the core categories of IPE encapsulate critical thinking,professional ethics,and cross-cultural communication skills,which are based on the innovative use of technological resources and adaptive pedagogical strategies.IPE has also elaborated on the comprehensive assessment mechanisms to measure cognitive and affective outcomes,making it a multidimensional activity.Following a three-stage coding process,this study aims to contribute to this discussion regarding ideological and political education integrated into Chinese higher education institutions.The finding and conclusion in this study drawn for future curriculum developments and reformulation of educational policy suggest ways IPE could better serve in fostering well-rounded individuals capable of contributing to national and global contexts.

The Application of Multiple Intelligences Theory in High School Education and Its Relationship with Students’Individualized Development

The integration of Howard Gardner’s Theory of Multiple Intelligences(MI)into high school education presents a transformative approach to student learning and development.This paper explores the application of MI theory in shaping individualized learning pathways,enhancing student self-awareness,and fostering social and emotional development.Challenges such as professional development needs,curriculum adaptation,and resource allocation are discussed alongside future trends including technological integration,interdisciplinary learning,and inclusive education models.Empirical data,although hypothetical,illustrate the potential benefits of MI-tailored education on student performance and engagement.The paper concludes with a call for collaborative efforts among educators,policymakers,and researchers to realize the potential of MI theory in creating personalized and effective educational experiences for all students.

The Role of Teacher Professional Development in Improving Teaching Quality and Student Learning Outcomes

This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.

Periodical Development Trend of Vertical Greening

The research reviewed the development trend of vertical greening industry and divided it into four stages as follows： demand exploring phase, theory and technology development and application phases, and ripening phase of vertical greening system. The characteristics in different phases were detailed, providing ref- erences for development of vertical greening industry in future.

Relationship among Teacher,Students and Teaching Material based on Balance Theory

Balance theory holds that when the subject is in the unbalanced state,there is two basic way to eliminate this situation.One is to change his attitude on the cognitive object;the other is to change the subject's attitude on reference person.To ex plain the relationship among teacher,students and teaching material by applying the Balance theory can help us find and solve problems during the education.It can generate motivation to restore a new balance to promote the development of education.

基于教育理论发展下民办高校office hour制度实施路径分析

为提高民办高校在教育市场的地位,改善民办高校不受重视的现状,该文基于教育理论的发展,对民办高校office hour制度实施路径展开研究。分析民办高校发展现状与民办高校教学制度实施现状,把握当下教育体制中存在的不足。因此,在落实制度过程中,教师应做到对学生发展情况与个性的动态监测,充分地发挥自身的教育职能,履行自身作为一名教师的监督义务。同时,在时间允许的条件下,可为每名学生适当增加课下辅导的时间,对于学生的个人发展与升学进行有针对性的指导。此外,定期实施心理干预与疏导教育行为,制定有一定弹性的教育指导方案,避免学生在学习中出现压力过大的问题,为学生提供更好的学习环境的同时,提供更加全面的教育教学指导。

Will Special-Contracted Teachers Promote the Development of Rural Students?From the Perspective of the New Human Capital Theory

The Special-Contracted Teacher Scheme,a supplement to the traditional mode of teacher supply,has been implemented for 17 years and the teaching quality of those teachers has gained a lot of attention.Using data of teachers and students from the sample counties in four central and western provincial-level administrative units,this paper studies how special-contracted teachers have affected students’academic performance and non-cognitive ability according to the student development framework of the new human capital theory,and how those effects vary among different teacher groups.Results show that while special-contracted teachers have helped improve the academic performance of rural students,their role is limited in improving students’non-cognitive ability.At the same time,female special-contracted teachers and those without a normal major play an obviously bigger role in raising students’academic performance.The conclusion is that special-contracted teachers can to some extent help narrow the urban-rural gap in academic performance,but more research needs to be done to better understand their effects on students’non-cognitive ability.

博弈论视域下体教融合的现实困境、选择逻辑及实施路径

体教融合是促进青少年健康发展的重要途径和历史选择。运用文献资料等方法,梳理出体教融合发展中体育系统和教育系统所处的现实困境,从博弈论的视角分析体教融合合作中“体教双方”的选择逻辑,找到造成体教融合困境的原因,提出解决问题的方法及路径。从博弈论的视域分析,长期以来“体教”融合发展的困境一直未能解决,其成因囿于体育系统和教育系统的利益诉求差异而形成的“非合作博弈(纳什均衡)”。要突破这种困境,需要体教双方从非合作博弈转入合作博弈,从而达到“帕累托最优”解。体教融合的实施路径主要包括:统一思想、调整目标,达成体教融合的最优策略共识;加强顶层设计,形成具有约束力的体教融合合作协议;建构科学的合作利益分配方式,形成体教融合激励相容机制。

高等学校继续教育高质量发展理论与实践研究

继续教育的课程教学质量不仅意味着会降低培养人才的效率,还会直接影响实现继续教育人才培养的目标。随着社会发展,各高等院校也在利用现代化技术不断提升教学手段、调整教学内容,让继续教育能够得到提升。高等学校是将教学、科技研究以及产业于一身的人才培养基地,是开展继续教育的重要力量来源,因此,可以通过深入了解:高等学校继续教育的发展意义;了解局势:清晰了解继续教育创新的重要性;创新理念:明确继续教育发展战略目标;完善机制:革新继续教育教学服务模式;创新技术:信息化推动学校继续教育转型等方法,确定继续教育的定位,让其为社会发展服务,并培养出适应社会的应用型人才。

嵌入性理论下县域职业教育高质量发展的逻辑与路径

县域职业教育高质量发展是指在县域范围内,通过改革创新提高职业教育质量,以满足县域经济社会发展和个人发展的需求。根据嵌入性理论中“文化—政治—结构—认知嵌入性”分析框架,细化构建了“价值取向—县域文化—国家战略—县域治理—社会经济—个体发展—本质认知—表象认知嵌入性”分析框架,分析认为,文化嵌入性、政治嵌入性、结构嵌入性和认知嵌入性是县域职业教育高质量发展的内在逻辑。据此得出县域职业教育高质量发展的实践路径:以县域内文化现象为切入点,为职业教育注入文化底蕴和动能;以优化县域政治实践为重点,引领职业教育内涵式发展;以职业教育改革创新为动力,提高县域职业教育多元适应性;以改变县域职教偏见为痛点,多方合力弥补社会结构性缺陷。

协同理论视域下体教融合内涵再解读及其发展对策探究

为推动我国体教融合的不断深化,规划学校体育与竞技体育后备人才培养的全新布局,构建学校体育与竞技体育人才培养的一体化发展体系,实现促进青少年健康发展以及竞技体育后备人才辈出的发展目标,以协同理论为基础,采用文献资料法阐述了协同理论与体教融合之间的契合性;解读了协同理论视域下体教融合的内涵,以此为依据对体教融合的基础框架进行设计。并结合我国学校体育的具体实际以及发展特征提出发展对策:夯实学校体育发展基础,践行“健康第一”的学校体育工作核心,构建完善的青少年体育赛事体系,强化体教融合背景下的体育师资队伍建设。

基于CLIL理论的中医院校留学生教育双语师资发展体系构建探索

双语师资短缺已成为制约高等中医院校留学生教育的瓶颈问题。基于内容与语言融合式教学(Content and language integrated learning,CLIL),构建包括培训目标、课程内容模块、教材和教师、教学方法与考核方式的中医留学教育双语师资发展体系,旨在提高参训老师的中医药学科知识、英语语言技能和中医英语教学能力。

基于扎根理论的职教教师专业发展标准模型构建

职教教师专业发展是提高职教师资队伍建设、推动职业教育快速发展的有力抓手。在人工智能快速发展和社会转型的新时代背景下,构建职教教师专业发展标准模型具有重要的时代意义。文章通过行为事件访谈和扎根理论研究的方式,确定职教教师专业发展标准模型构建的核心编码在于内容要素。由此对职教教师专业发展标准的内容要素进行了归纳、提取和更新,构建了以条件性知识和实践性知识为核心的综合性专业知识、以终身学习能力为核心的复合型专业能力、以个体品格为引领的正向情感教育和以自主反思为核心的多维度专业意识四大维度为主轴的理论模型,并进一步提炼出15个二级子维度和112个三级子维度,构建了职教教师专业发展标准模型。

共同体理论下产教融合质量评价指标体系的构建研究

产教融合是提升职业教育办学水平、提高人才培养质量、激发企业创新活力的有效举措,是优化职业教育类型定位的必由路径。产教融合涉及多元主体,对其质量评价体系的建构要从政府、企业、院校等多个主体维度进行系统性思考,致力形成利益共享、责任共担、多方共赢的共同体。基于共同体理论内涵的共同利益、集体责任、公共精神三个维度内容,构建并具体分析了包含上述内容的产教融合质量评价指标体系,根据这一指标体系,可对职业院校产教融合质量情况进行有效分析及评价。

基于场动力理论的巡回指导教师专业发展机制研究

巡回指导教师是特殊教育学校教师角色变革与转型的重要产物,对其专业发展的关注是推动我国融合教育高质量发展的必然要求。基于场动力理论,采用主题分析法,深描巡回指导教师专业发展的困境、动力与路径,构建其专业发展机制的逻辑解释框架。研究结果表明,巡回指导教师数量少,在专业发展中面临融合教育理念推进困难、外部教育环境复杂、多重角色冲突难协调等困境。因此,巡回指导教师需要形成基于职业认同、自我效能感及专业发展意愿的内生动力,并在外界环境的支持下,通过自主学习和反思、积极参与科研与实践形成专业发展的内部通路;通过积极接受培训、参与专业发展共同体等实践活动,形成专业发展的外部通路,进而实现其可持续发展。

从嵌入到共生:高考综合改革十年的发展图景

高考综合改革已推进十年之久,从局部试点逐步推广至全国,呈现出向纵深推进的发展势态。高考综合改革并不是一项单一的制度革新,而是融入于特定的政治、经济、社会、文化的宏观环境之中,与各种社会要素的发展相互作用、彼此联系。在社会诸要素嵌入的过程中,高考综合改革也存在制度失灵、价值观念冲突、组织治理“错位”、主体地位模糊等“脱嵌”情况。随着改革不断深入,社会各要素日益融入新高考制度,逐渐呈现从嵌入发展到共生发展的局面,最终实现融合共生、良性运行。

主体教育视域下我国学科教育论课程的历史发展和现实逻辑

随着我国学校课程改革的深度推进,学科教育论课程的重构正在成为基础教育现代化发展的一个重要的研究议题。基于对历史的尊重和对未来的观照,探索主体教育视域下学科教育论课程建设及其教学实践范式的构建,是推进我国高品质教育实施的重要内容。从时代转型分析和把握学科教育论在推进国家教育现代化发展中承担的责任,可以重新解读改革开放以来我国学科教育论课程发展的历史演进逻辑,揭示中国学科教育论课程体系基于主体教育视域实现研究转型的生成发展过程。通过全面梳理我国基础教育教学改革实践经验,沉淀出学科教育论课程实践中有待进一步完善的要素结构及其运作范式,继而通过学科教育论课程的重构,彰显主体教育视野下学科教育论的中国特色和当代形态。

职业教育理论与实践“双断点”:价值审思、问题观照与融合进路

理论与实践是职业教育发展的重要范畴,两者有机统一。理论是行动的先导,能够指导实践,而实践是实现的方式,实现理论的自我完善。而在职业教育发展过程中职业教育理论与实践彼此割裂、双向脱嵌,表现为职业教育理论滞后实践与实践拒斥理论、理论“去实践化”与实践“去理论化”、理论失灵和实践失灵等“双断点”问题。职业教育理论与实践的融合发展需要厘清理论与实践融合的逻辑之本,把握理论和实践失灵“双断点”的破解之策,打通理论实践化与实践理论化的整合之道,从而创生职业教育高质量发展的新格局。

扎根实践构建教育理论的方法论省思——走向经验为基的精致否证主义逻辑

“教育理论要回归实践”是教育学领域的共识。基于实践的教育理论构建亦需要从方法论的视角来加以关照,结合对否证主义立场以及经验视角的理解,回到事实经验层面不断否证的路径揭示了方法论建设中应持有的一种新逻辑,即经验为基的精致否证主义,其核心在于采取一种对已有理论和先入之见进行批判性审视的态度,并不断寻找新的事实去质疑。在经验为基的精致否证主义方法论逻辑下,无论哪一种研究方法都能从中寻找到扎根实践的理论构建可能,我们需要重新思考不同教育研究形式在设计和实施中的新原则,关注不同研究之间的对话,以促成扎根实践的教育理论的构建。

我国银龄教师计划的政策议程探析:基于多源流理论的分析框架

《国家银龄教师行动计划》是调动广大优秀退休教师继续投身教育事业的重要举措,已逐步上升为一种国家行动。运用多源流理论作为其政策议程分析框架,系统揭示了“深入挖掘老龄社会潜能”的运作逻辑:人口老龄化与教育高质量发展双重叠加的问题流,专家学者与人大代表的关注建言、地方政策探索汇聚的政策流,国家战略推进、领导重视、国民情绪等共鸣的政治流,三者耦合交汇,使该计划之窗开启。未来我们应利用好政策机遇,精准反馈问题流,充分吸收政策流,及时呼应政治流,最终实现人口老龄化背景下中国式教育现代化的美好愿景。