On Developing Chinese Didactics:A Perspective from the German Didaktik Tradition

Over the last century,the development of didactics(教学论)in China has been profoundly influenced by Kairov’s theory of pedagogics.The German Didaktik tradition,which can date back to Comenius and Herbart,remains largely unknown to educational scholars in China while they possess basic knowledge of Comenius and Herbart.This article expounds three basic tenets of the German Didaktik tradition-(1)the concept of Bildung,(2)a theory of educational content,and(3)the idea of teaching as a learner-content encounter-and discusses the implications for developing Chinese didactics.It argues for a rethinking of the purposes,content,and practice of teaching with respect to the subjectification aim of education(i.e.,the becoming of unique individuals,with autonomy,critical thinking,and creativity).

Using Didactic Games in Teaching Mathematic

This article aims to examine the effect of the use of didactic games in mathematics teaching on students’achievements and knowledge accumulation in the classroom.The study also assessed the students’perceptions of these learning games.The study was carried out with the experimental pre-test-post-test control group design.The research team of this study is five.The class consists of 64 students.Two groups of fifth grade students were randomly assigned as experimental and control groups.According to the results,it is shown that didactic games increase students’academic achievements and are an effective tool for lecturing.

LanguageSciencesInEducation

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Experimental Analysis on the Development of Cognitive Processes in Childhood Through Body Experience

This study aims at comparing the effect of an innovative educational approach,based on the continuous relationship between mind and body,to traditional methodologies;more in particular,it focuses on the cognitive processes of language and memory in childhood.Previous studies showed that the Embodiment Theory of Conceptual Representations considers the extent to which the concepts are embodied,i.e.,the way their conceptual features are represented in sensory and motor brain areas in an experience-dependent way.Similarly,the Motor Theory of Language suggests considering phonetic gestures,made by the speaker to produce them as language perception objects,reproduced in the brain as real invariant motor commands.This longitudinal research analyzed the impact of a museum-based education on the memory and language process of children aged 3-6 years,with the purpose of building links between the evolutionary dimension and the didactic dimension.In a wider perspective,these aspects assume great importance for educators that aim to train qualified students,ethically informed and trained as world citizens,starting from neuroscientific discoveries.

Means of Choice for Interactive Management of Dynamic Geometry Problems Based on Instrumented Behaviour

Our paper presents a project that involves two research questions: does the choice of a related problem by the tutorial system allow the problem solving process which is blocked for the student to be restarted? What information about learning do related problems returned by the system provide us? We answer the first question according to the didactic engineering, whose mode of validation is internal and based on the confrontation between an a priori analysis and an a posteriori analysis that relies on data from experiments in schools. We consider the student as a subject whose adaptation processes are conditioned by the problem and the possible interactions with the computer environment, and also by his knowledge, usually implicit, of the institutional norms that condition his relationship with geometry. Choosing a set of good problems within the system is therefore an essential element of the learning model. Since the source of a problem depends on the student’s actions with the computer tool, it is necessary to wait and see what are the related to problems that are returned to him before being able to identify patterns and assess the learning. With the simultaneity of collecting and analysing interactions in each class, we answer the second question according to a grounded theory analysis. By approaching the problems posed by the system and the designs in play at learning blockages, our analysis links the characteristics of problems to the design components in order to theorize on the decisional, epistemological, representational, didactic and instrumental aspects of the subject-milieu system in interaction.

Cultural Specificities and Didactic Perspectives in the Moroccan School

To what extent do culture and tradition influence learning at school?What are the difficulties encountered by Moroccan learners?How to handle this gap between teaching culture and learning culture?Student attitudes are linked to education and to the background they come from.Our aim is to understand the behaviors of Moroccan learners and teachers,to update them,in order to propose solutions,for to adapt teaching,pedagogy and learning to the cultural context of the learners.To do this,firstly using class observations,we will try to analyze the language behavior of Moroccan learners,as well as non-verbal and para-verbal language.All this,with a single target:to develop appropriate suggestions or approaches,within a contextualized teaching/learning.

The Basic Competences Can Be Developed Through the Dual Modality in a High Vulnerability Professional Technical License

In the context of professional technical education,dual modality has been a commitment of the Chilean Ministry of Education to improve professional technical training in high school.The change has involved a curricular innovation around the development of basic competences where,in addition to the teacher and the traditional classroom,other agents and other scenarios that share the work of teaching concur.In this context,the research consigned,according to its objectives and methodological formulation,describes the characteristics of the dual professional technical training of the administration specialty of the Monseñor Guillermo Carlos Hartl Educational Complex of the Pitrufquén Commune,in Chile.It is intended to investigate the effectiveness of the integrated curriculum through the assessment of achievement of the basic competencies of students who are in the 4th middle year of said specialty(with dual mode),in direct relation to the required graduate and professional profile and in contrast,with that of students of the specialty of“electricity”,without the dual modality.

Efficacies of Different Methods of Teaching Transcultural Nursing Practice in China

Purpose： This study assessed the effectiveness of three teaching methods for developing cultural competency based upon Leininger＇s theoretical framework with nursing students in China： case studies, traditional didactic learning, and self-directed learning. These methods were used in tran- scultural nursing teaching practices to identify the method that resulted in the greatest improve- ments in the nursing student＇s understanding and clinical application of transcultural nursing. Methods： The Transcultural Nursing Questionnaire（TNQ） was used for pre-and post-test comparisons of all participants in four areas of cultural knowledge and the Evaluation of Transcultural Nursing Competency（ETNC） was applied via role-play to evaluate the cultural competency of 120 of the 305 participants from three general hospitals in the PuDong New District, Shanghai, China. Individual transcultural nursing courses that focused on case study, traditional didactic or self-di- rected methods persisted for four months in three hospitals. Results： Statistical analyses of the cognitive scores of the participants in the transcultural nursing courses revealed a significant difference（P〈0.01） between scores collected before and after the teaching with the three methods. Comparisons of the three hospitals revealed that the scores for transcultural nursing cognition and simulating service assessment were significantly different（P〈0.01） for the case study nursing students. The scores of the students who were taught with the traditional didactic and self-directed methods were not significantly different across the three hospitals（P〉0.05）. Conclusion： The results revealed that the case study, traditional didactic and self-directed method effectively improved the transcultural nursing cognitive levels of the nursing students. The case study method appeared to be the most effective approach based upon the TNQ pre-and post-tests and the ETNC cultural competency scores.

Resident Learning Styles: Are We Maximizing Learning Opportunities for Today’s Resident Learner?

Medical education is in constant evolution. It is important to continuously evaluate how residents are being taught in order to improve, and to maximize didactic time while improving standardized test scores. The aim of this study is to assess how residents prefer to learn, which factors preclude residents from studying, the prevalence of certain teaching methods at our institutions, and how this affects standardized exam scores. In order to gather this data, residents across the three Mayo Clinic campuses were anonymously surveyed regarding their preferred study habits, factors that affect their ability to study, how they are most frequently taught within their program, and their most recent in training exam (ITE) scores. Residents are frequently encountering didactic lessons that are consistent with their preferred study methods. However, there seems to be a number of preferred study methods that may not be represented by standard didactic sessions. There are many other factors that affect a resident’s ability to study and those should be taken into consideration by the department when deciding how to teach their residents.

中国、意大利、西班牙国际运作管理课程通用教学平台建设经验(英文)

This paper is intended to describe an ongoing initiative that is being carried out among three Chinese and two European universities.The aim of the International Operations Management Project is to create and offer a common didactical offer for both Chinese and European students either at under and post graduate level.According to the partners' beliefs,the internationalization of the Operations Management topic needs to be properly addressed at those levels.In this work,the authors outline main managerial and technological decisions taken when they needed to harmonize such heterogeneous working teams.The proposed IOM Didactical Platform architecture,which is described here,is a result of a deep analysis of the described scenario which has allowed us to properly achieve both project's goals and partner's expected flexibility.By means of a Moodle-based architecture,contents' creation and accessibility is already available for all the partners who need them in order to arrange their specific didactical offer,according their particular environmental needs.

Development and Validation of an Instrument for Assessing Perceived Competences in Didactic Activity

In the context of teacher competences’association with student performance,assessment of didactic competences is an important concern for educational professionals.The current study aims to develop and validate a tool for assessing perceived competences in didactic activity for a group of Romanian teachers.The study examined 160 teachers from 15 schools in Bucharest,Romania,aged 20-60 years old.In the process of development and validation of the instrument(Assessment of perceived competences in didactic activity),the recommended steps were followed.Exploratory factorial analysis indicated the existence of three factors:effective communication of the teacher,development of students’critical thinking,and use of auxiliary resources.Reliability analysis showed high reliability coefficients,indicating good psychometric qualities of the scale.The correlations between the three factors were high,so the scale has acceptable convergent validity.Confirmatory factor analysis showed that the three factor model has indicators of good fit,also indicating good psychometric properties.The main practical implication is that the proposed instrument can be successfully used in identifying development needs of teachers resulting from the evaluation process.Based on the results derived from self-assessment of teaching competencies,customized professional development programs can be created for each teacher,aiming at developing skills and,implicitly,improving performance at the workplace.

The Use of the Cuisenaire Rule in the Classroom

This pedagogical proposal was implemented in the curricular space of mathematics,in the first year of the basic cycle of the pluricurso in IPEM 116“Manuel Belgrano”Rural Annex Punta del Agua,with Orientation Agro Ambiente,Department Third Arriba,province of Córdoba,República Argentina.It was developed according to the difficulties shown by students in not being able to establish the relationship that exists between natural,fractional,decimal and percentage numbers.Faced with this situation,it is proposed to develop the Cuisenaire Rule as a teaching resource in order to stimulate and develop the logical capacities in students within the framework of thoughtful and operational mathematical thinking by applying it in the resolution of specific learning situations.The construction and application of this resource allowed them to develop the understanding and assimilation of concepts in which they presented difficulties promoted learning and taking of.

Education[Bildung]-Literality-Competence:On Competing Tasks of Public Schools and the Need for New Links Between Teaching and Educational Research

Instead of replacing traditional input control with output measurements,it is important to link teaching and educational research in such a way that competence measurements not only measure the levels of demands achieved by learners but also the quality and effectiveness of teaching.Originality/Value:The train of thought overcomes the juxtaposition of philosophy of education and empirical research and shows how the two can cooperate theoretically and empirically.

Relationship between Science Teaching Practices and Students’Achievement in Singapore,Chinese Taipei,and the US:An Analysis Using TIMSS 2011 Data

The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries.However,the empirical relationship between these two kinds of science teaching and student science performance is not soundly established,which is worth a careful examination.Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy,using a two-level hierarchical linear modeling(HLM)approach and simultaneous multiple regression,this study examines the above relationship using the Trends in International Mathematics and Science Study(TIMSS)20118th grade dataset from Singapore,Chinese Taipei,and the US.The study found that for the low-performing students,none of the inquiry-based teaching practice items measured had a significant relationship with the science achievements at any performance levels of students in any country/region except for the case of two inquiry-based teaching practice items that were positively related to Chinese Taipei students’achievements.No didactic teaching practice items were associated with the Singapore students’science achievement,three of these practice items were found negatively related to Chinese Taipei students’science achievement,and one traditional didactic teaching practice was negatively related to the science achievement of U.S.students.However,for medium-and high-performing students,none of these inquiry-based or traditional didactic science-teaching practices were found to be positive predictors of science performance in all three countries/regions.However,in the case of Chinese Taipei,one didactic teaching practice item was negatively related with the medium level performing students’achievement and two didactic teaching practices were found to hinder high-performing students’science achievements.

Li Ang＇s Gendered Dissent in ＂The Devil in a Chastity Belt＂

Through a close reading, this article explores a few aspects of gendered dissent in Li Ang＇s story, ＂The Devil in a Chastity Belt,＂ which reveals the ambivalence and irony of a woman＇s participation in the Taiwan Residents opposition movement. Instead of writing a stereotypical work of political fiction for the opposition movement that she supports, Li Ang interrogates the problematic intersection of gender and politics, while reclaiming some of the neglected aspects of oppositional history. While recognizing the inevitability of historical contingency, she nevertheless questions the politically-motivated choice of asceticism, heroism, and sacrifice over individual and familial well-being. Li juxtaposes seemingly trivial and disorderly details of ordinary life against the apparently important and grandiose arena of national politics, creating tension through their interaction and contention. She employs images--including the Devil, the female body, and sensory feelings--to perform gendered dissent. While the lyrical and trivial discourse gradually disrupts the political and didactic, the story＇s open-ended conclusion inspires complex interpretations of the enigmatic symbol： the Devil wearing a chastity belt.