高等学校课程:走向“学生课程”

"国家课程"与"学校课程"都是"预期的"、"未完成的课程"。只有高等学校课程成为"学生课程",实现了大学生的"自我扬弃"和"自我超越",它才成为"完成的课程"。当高等学校课程成为"学生课程",每一个大学生都不仅仅有自己的学科与专业,更重要的是有了属于自己的独特的课程体系,有了自己独特的知识结构、技能结构、文化视界、科学与人文精神、个人修养等。

教育实习:建构职前教师专业身份的实践课程——美国南印第安纳大学“学生教学”课程考究

文章以美国南印第安纳大学"学生教学"课程为范例,探讨提高我国职前教师实习质量的策略,具体阐述了基于身份社会建构理论,实施合作教学模式;基于身份建构阶段论,创建灵活的教学过程;基于身份建构内容特质,实施发展性评价,进而总结了美国南印第安纳大学"学生教学"课程对我国教育实习的启示。

研发五级课程 培养持久学力

南京市北京东路小学基于'促进学生终生发展'的育人理念和区域课堂研究的'新三学'理念,致力于'五级课程'研发,通过国家课程校本化实施,借助教师课程、学生课程、家长课程的有益补充,使得校本课程彰显特色,为支持学生学习、提升学力方面做出了有益探索。

“五育融合”视域下的少先队实践活动探索

“五育融合”视域下,我校少先队结合区本德育课程“学生幸福课程”理念开发校本特色实践活动。本文通过分析与反思本校少先队实践活动体系和取得的成果,积极探索少先队员参与实践活动的新路径,使队员们真正在少先队实践活动中养成良好行为习惯,形成健全人格,实现“五育并举”发展目标。

变“官方的课程”为“教师的课程”——以“新中国成立初期的外交方针与政策”为例

＂官方的课程＂忽视课程的亲历性、自主性和方法性,过分强调知识经验的普遍接受和共同感觉,忽视个体经验、感受的差异性,因此是间接的、外在的和客观的,远离教师和学生的生活.教学实践中,教师应想方设法使抽象化了的内容生动起来,简化了的内容丰满起来,统一的内容个别化起来.

Adjustment to affective factors in English learning by using Internet English Curriculum Resource

The new curriculum standard points out that affection is one of the most important goals of fundamental education. The non-target language environment is easier to cause the affective change of middle school students who are changeable in their affective state. Based on the affective filter hypothesis, this paper deals with the adjustment to affective factors in English learning by using Internet English Curriculum Resource, such as attitude and motivation, anxiety and inhibition, self-esteem and self-confidence. At last, some suggestions are offered to judge Internet English Curriculum Resource.

Developing a Business Ethics Curriculum for the Bachelor of Science in Accountancy （BSA） Students of De La Salle University （DLSU）-Manila

In a constantly changing environment, accountants must not only acquire technical accounting knowledge and skills, but also acquire integrity, objectivity and the skills that enable them to take a firm stand in difficult situations. The purpose of this study is to know how to effectively incorporate business ethics in the Bachelor of Science in Accountancy （BSA） curriculum at De La Salle University （DLSU）, Manila. Discussions in this paper focused on the responses of the students on what teaching strategies may prove to be effective when teaching business ethics subjects. Results of this study revealed that students ranked as the most effective the teaching strategy sub-group learning through ethical discussion and collaborative learning followed by the lecture method. Role playing and/or film viewing was ranked third. Inviting guest speaker for practitioner participation, case study method, personal value journals, and service learning were ranked fourth, fifth, sixth and seventh respectively. It is interesting to note that students ranked last/eighth the teaching strategy using the technology-enhanced learning or E-learning when teaching business ethics. This can give us an idea that even though the current generations of students are adept in using the computer and the Internet, they would still prefer actual classroom experiences in learning ethics courses.

A Comparison of Libyan and Australian Students＇ Perceptions of Empowerment in Accounting Courses

The concept of empowerment was introduced into the accounting education research by Zraa, Imran, Kavanagh, and Morgan （2011）. The authors＇ purpose is to compare Libyan and Australian students＇ perceptions of empowerment in accounting courses and to investigate their relationships with classroom instruction. This study involves a survey of 409 students, who are studying the first-year business degree at institutions in Libya and Australia. Observations and interviews are also conducted. Data are analyzed using reliability tests, factor analysis, t-tests, and correlations. The results indicate that Australian students are more empowered than Libyan students. In addition, the result reveals that classroom instruction methods influence students＇ empowerment.

Applying MUSIC Model to Explore Students＇ Academic Motivation in an ESP Course

Students＇ academic motivation in a course is one of the most important factors to evaluate the success of the course. Measuring such a type of motivation has been proven to be complicated and open for debate. In this study, MUSIC Model of academic motivation developed by Jones （2009） was employed to conduct a survey on 214 third-year students of a police university after their Medical English course. Given five major components in the MUSIC Model derived from research and theory that are critical to student engagement in academic settings, including empowerment, usefulness, success, interest, and caring, the study reveals interesting results for considering the effectiveness of an ESP course. Some implications for instructors about how to engage students in a course have been also drawn out. It is believed to be practically helpful for those delivering ESP courses in non-English major universities in Vietnam.

Dreaming a Possible Dream： Getting Thai Students to Speak in English in a Public Speaking Class

The paper is an analysis of how much success Thai teachers of English have had throughout four decades of teaching English as a Foreign Language （TEFL） and the future direction to take. Thai teachers are aware that their students are not confident of their speaking abilities. That is why they try to avoid making mistakes in pronunciation and connected speech making as mistakes are taken as signs of inability. It is a common sight in an English class that Thai students prefer to remain in their comfort zone of using the Thai language. Speaking is a productive skill; teaching someone to speak cannot be successfully done through listening to the ＂how to＂ lecture. The author proposes that to dream a possible dream, the teachers need to change their course design to adopt the goals of English for communication and enhancement of soft skills such as networking skill, teamwork skill, self-management skill, creativity, and work attitude. An example of a course design used is discussed with the underlining learning theories for the course, the course organization, and the fruits of this endeavor. This course is adopting the ＂Teach Less and Learn More＂ approach, a route to take for real learning.

Nursing undergraduates’experiences of a simulation-centred educational program in hospice care in Macao:A qualitative research

Objectives:The study aimed to explore the experiences of nursing undergraduates participating in a simulation-centred educational program in hospice care in Macao,China.Methods:This descriptive qualitative study was based on the data collected through semi-structured individual interviews.Seventeen nursing undergraduates in Macao,China who attended the simulation-centred program in hospice care participated in this qualitative from November to December 2020.This program included three parts:introduction to hospice care(2 h),management of terminal symptoms(10 h),and hospice situation simulations(6 h).The interview data were analyzed using qualitative content analysis.Results:This study revealed two themes and six sub-themes.Theme 1 was developing competencies in caring for dying patients and their families,which included four subcategories of sensitivity to patients’needs,knowledge of hospice care,skills of symptom control and comfort supply,and communication skills.Theme 2 was improving the ability to self-care and support colleagues,which included two subcategories of reflection on life and death and sharing and supporting among colleagues.Conclusion:This program improved the competency of nursing undergraduates in hospice care and participants’learning experience was good.

Teaching Programming Concepts to K-12 Teachers With Scratch

This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.

Application of Experience-based Teaching to College Students＇ Career Planning Course

It is common in China that the employment consciousness of the college students is weak, the professional orientation is not clear and vocational skills are deficient. The gradates lack of cognition about career, and there are many students changing other jobs frequently, which not only influences personal development, but also is a waste for the company and the country, Under the situation, the colleges should strengthen the college students to understand career planning and plan the lifetime rationally. The paper tries to find out the breakthrough point from the teaching ways and methods of career planning course for college students, proposes experience-based-based-based teaching, blends the second-classroom teaching model in it, and combines the qualities of science and engineering students in western universities, for solving the problems of the existing classroom teaching.

The Effect of Using L1 （Arabic Language） in the L2 （English Language） Classroom on the Achievement in General English of Foundation Year Students in King Abdulaziz University

This study aims at investigating the effect of using L 1 （Arabic Language） while teaching a target language （English Language） on the achievement in General English of foundation year students in King Abdulaziz University. To achieve the purpose of the study, the researcher used an experimental design： an experimental group and a control group. The independent variable is using L1 while teaching English in very limited and specified areas. The dependent variable is students＇ achievement in general English. The statistics used is the t-test. The population of the study was all students enrolled in the foundation year 1431/1432 in the ELI （English Language Institute） at King Abdulaziz University. The sample of the study consisted of 50 students taking North Star in the sections A and B as a university requirement in the foundation year 1431/1432 in King Abdulaziz University. The results of the study were in favor of banning Arabic in the English language classroom as shown in the mean scores of the control and experimental groups in the tables. It is recommended that teachers and instructors should be trained to use teaching strategies that help them use English only in the English language classroom.

Cross-Cultural Bioethics at an International University in Japan

Ritsumeikan Asia Pacific University （APU） in Beppu city, Japan has a large body of students from well over 90 countries, especially from the Asia Pacific region, including Japanese, Korean, Chinese, Thai, Vietnamese, and Indonesian students. To improve analytical thinking skills among college students, a course on ＂bioethics＂ was introduced and offered in two consecutive semesters to undergraduate students for which 245 students registered at each semester. The course was taught in the form of 14 lecture and discussion sessions, each for 95 minutes based on the content of A Cross-Cultural Introduction to Bioethics （2006） edited by Darryl Macer, and reviewed a wide variety of ethical and bioethical issues. In the next semester, the students received a similar teaching content that was rearranged to reflect the 15 universal principles of bioethics and human rights covered in the Bioethics Core Curriculum （2008）. Case studies were also added to each unit of the Core Curriculum with the support of the UNESCO＇s Asia Pacific Regional Office, Bangkok （Case Studies for Bioethics 2010）. To evaluate the results of teaching and to compare the achieved objectives between the two groups of students, a short questionnaire was given to all students who finished the course and took up the final written examination. In the whole, 454 students （225 in group I and 229 in group 2） completed the course and took the final examination and 427 （218 in group 1 and 209 in group 2） responded to the questionnaire which inquired into their interest in the discussion of bioethical issues： why they believed they were important, and what they had learned through them. The results of the questionnaire have been examined and compared to evaluate the success of ＂bioethics＂ in stimulating the interest and thinking ability of the students and enriching their experience of a cross-cultural discussion over bioethical issues using universal principles as general guidance. The result of this examination was so impressive that from 2011 bioethics has been formalized into the reformed curriculum of our international school.

The Future Is Here： m-Learning in Higher Education

The way we learn has changed dramatically in the new millennium. The introduction of e-learning in higher education in the late 1990s has opened Pandora＇s Box, and brought radical changes in the way where undergraduate and postgraduate programs are designed and delivered. The rapid developments and popularity ofhandheld devices such as smart phones and tablet PCs using wireless networks and mobile Intemet have marked new developments in higher education, introducing the so-called mobile leaming （m-learning）. This means that university students can have access to their studies related content, anytime, anywhere in a personalized manner; this is what renders m-learning so popular and fashionable among university students globally. Nevertheless, instructors are now challenged as they have to adopt new pedagogies in learning and teaching. This paper discusses the concept of m-learning, as well as the current developments and challenges related to the major stakeholders （educators and students） in higher education.

Assessment on a Hybrid Master of Science Program in Mathematics

A fully online MS program in mathematical science using hybrid synchronous instruction developed at the University of West Florida （UWF） has been successfully implemented since fall 2009. Distance students are taught simultaneously with on-campus students in the same classes. The assessment results show that the developed model is flexible, cost efficient and benefits both groups of students. It also showed that the distance students do as well as the face-to-face students when this model is used.

Sandwich Courses in Higher Education： From Transmitting Knowledge to Building Regional Brand Lessons Learned From the Corsica-region University-sponsored Placements ＆ Careers Service （CFA UNIV） Experience

Long confined to early pre-tertiary school-leaver training and often synonymous with academic failure, sandwich training has experienced a remarkable turnaround, debunking common misconceptions and gaining ground in higher education. Sandwich training improves academic success rates and school-to-work transition prospects, making it both a pathway to excellence and a gateway into employment by keeping a clear tack in the face of social-economic headwinds---especially for young graduates. The factors involved are primarily education-driven （academic success, best-in-class graduates, and etc.）, but where sandwich training really floats is in the job market, by co-potentializing both school-to-work transition and employability. The Corsica-region University-sponsored Placements ＆ Apprenticeships Service （CFA UNIV）, as regional leader in post-secondary sandwich placement （65% of sandwich-placement students in Corsica）, is therefore structurally engaged as a facilitator of the island-wide economy, providing business and industry with a pipeline of core skill sets while readying them to rise to tomorrow＇s economic and human resources （HR） challenges. This paper attempts to highlight this very real trajectory by reporting the lessons learned from Corsica-region CFA UNIV experience.

＂Questionable＂ Behaviors and Practices in Academic Productivity in Postgraduate Studies in Mexico

This paper reports the results acquired in a research work about ＂questionable＂ practices and behaviors in the academic production of researches and postgraduate social sciences and humanities studies of the programs that are appointed by the National Program of Quality Postgraduate Studies （PNPC, by its acronym in Spanish） in Mexico. Through a qualitative methodology, the authors interpreted some of the arguments that explain and/or justify certain practices in relation to doubled production, authorship, and coauthorship of academic products. In this paper, the authors present and analyze the results that they obtained after reviewing documents produced by professors and students of six postgraduate programs that are taught in two Mexican public universities. At the same time, the authors examine some of the practices that take place within said programs, given the institutional demands of improving finished studies efficiency. One of the hypotheses of this work is the demands that are imposed by external evaluations of academic processes on professors and their programs in order to reach desirable rates with the purpose of maintaining or increasing the levels of productivity, gives way to certain practices that must be analyzed. This work＇s theoretic framework is constituted by the contributions of career sociology and professional ethics.