Exploring the Path of Implementing the Home-School Co-education Model from the Perspective of Moral Education Field

As a social psychological field derived from the concept of physical field,the moral education field plays a very important role in guiding the construction of a home-school co-education model.In this paper,by analyzing the internal power system of the moral education field,with a policy oriented approach and combined with contemporary factors,it aims to empower the traditional home-school co-education model.Only by combining home education and school education,supplemented by social policy guidance,strengthening the construction of the"trinity"community,creating a harmonious and stable ecological interactive moral education field,expanding the path of home-school cooperation,strengthening the boundary of home and school responsibility,and innovating the form of home-school co-education,can it support the bright future of education.

Research on the Negative Implications of Shadow Education for Primary School Students

In today’s era,shadow education is becoming an important form of education in the education system.The pursuit of shadow education among parents and the dependence of students on it heightens its value.However,with the continuous development of shadow education,its profit-seeking nature has begun to appear,and many educational problems are surfacing in the development process.This paper studies shadow education on the basis of Marx’s educational theories,such as the theory of all-round development and game theory.It analyzes the implications of shadow education which are not conducive to social or personal development,in order to continuously improve shadow education,provide better assistance for mainstream school education,and promote the comprehensive development of primary school students.

Geospatial-Based Analysis of Balance in Elementary Education—Taking Elementary Schools in Changsha Five Core Districts as Examples

The balanced development of the elementary education sector has been a long goal pursued by the education departments of various places, and is also an outcome expected by the people. Based on a study of the equilibrium of the spatial distribution of the capacity saturation models of all the primary schools in Changsha’s (China) five core districts, the results show that the overall geographical distribution of the primary schools in Changsha is relatively balanced, based on the natural characteristics of Changsha, such as human geography, and the moderate gradient between the central urban area and the primary schools in the suburbs and outer suburbs. Then the Theil index model was introduced, and the results of the model analysis show that the differences between elementary schools in Changsha urban area are relatively small, and the main differences originate from between districts rather than within districts, and subtle differences among regions mainly reflect in the teacher strength.

The Study on First-Aid Education of Disaster for Primary School Student in China

Objective:To investigate current status of school disaster education of primary school students and analyze potential causes and discuss how to establish a corresponding education mode. Methods:The questionnaires of disaster knowledge for Primary and middle school students were used in this study and a random sampling method was adopted for the research. Results:The primary school students maintained the high rate of disaster attention. 73% primary school students had pay attention to the occurrence of disasters;more than 75% primary school students were lack of knowledge on disaster prevention and mitigation and 58.5% students were not satisfied with school disaster education work. Conclusions:There was dislocation between the way and mode of school disaster education.It might improve the quality of the disaster education and expand the disaster education to promote the development of disaster education.

Analysis on the Way of Integrating Educational Drama into Patriotism Education for Primary School Students

In the process of patriotism education for primary school students,educational drama can play a very important role.However,the premise is that educational drama should be successfully integrated into the process of patriotism education of primary school students,instead of simply and mechanically stuffing educational drama into patriotism education of primary school students.As far as the integration mode of educational drama is concerned,educational drama can be divided into three kinds,namely,discipline-oriented drama education,infiltration-oriented drama education and activity-oriented drama.Therefore,the integration methods are also divided into three categories,namely,setting up educational drama courses,using educational drama to infiltrate patriotic education into other disciplines and carrying out activity-oriented drama education.

中国5省小学健康教育现状、需求及其影响因素

目的了解中国5省小学健康教育现状及需求,并对其影响因素进行分析,为小学健康教育开展相关工作提供参考。方法采用分层随机抽样方法,选取浙江、广东、江西、四川、贵州5省1103名小学生进行健康教育现状及需求问卷调查。结果有93.0%的小学生希望在学校开展健康教育活动,有98.2%的小学生愿意将健康知识分享给父母;78.3%学生表示每月上2次及以上的健康教育课;获取健康知识主要来源排名前3位的是老师(82.6%)、书本(77.2%)、父母(74.3%);最想了解的健康知识排名前3位的是健康生活方式(70.4%)、火灾逃生(64.5%)、基本急救技能(61.7%);喜欢的健康教育形式排名前3位的是健康主题游戏(59.5%)、健康教育课(55.2%)、健康知识竞赛(43.2%)。多因素logistic回归分析结果显示,具有健康素养(OR=4.28,95%CI:2.31~7.94)、城市(OR=1.98,95%CI:1.15~3.39)、每年参加健康体检(OR=2.36,95%CI:1.31~3.90)、获得学校发放健康知识材料(OR=2.04,95%CI:1.18~3.54)的小学生健康需求更高(P值均<0.05)。结论小学生对从学校获取健康知识有积极的意愿,应根据不同地区小学生的健康教育需求开展针对性的学校健康教育。

教育高质量发展背景下中小学教师专业能力提升意愿、需求及建议

教育强国建设与高质量教育体系建设对我国中小学教师专业能力提升提出了更高要求。调查研究发现,当前我国中小学教师专业能力提升意愿整体比较强烈,其中重点关注提升引导学生心理健康、促进学生全面发展的能力。同时,教师对专业发展保障的需求整体比较强烈,其中对保障集体教研和备课、健全考核评价制度、完善职称评审制度和薪酬待遇等保障制度的需求更为强烈。建议建立健全高质量的教师专业发展支持体系,完善教师考核评价、职称评审等激励保障制度,抓紧研制出台配套的待遇保障政策,引导全社会进一步理解尊重和支持教师。

论基于儿童立场的中小学德育教材建构

虽然儿童中心论对于儿童立场的确立具有重要意义,但二者不能等同。儿童立场承认儿童拥有“人”的权利,尊重儿童的特殊性,并强调儿童是发展中的人。儿童立场与学科立场、儿童立场与国家立场、儿童的全面发展和个性发展之间不是对立的,而是辩证统一的。坚守儿童立场,有利于教材激发儿童学习的真正兴趣,建立与儿童生活的联系,并实现学科的融合互动。前人的初步探索表明,中小学德育教材坚守儿童立场是可行的。基于儿童立场,中小学德育教材的编写目的要基于儿童又超越儿童中心;教材要成为激活儿童发展的“活性因子”;教材内容既要重视儿童经验,也要重视人类知识,并对后者进行心理学化处理;教材要重视学习活动的设计,实现“利学易教”;教材语言要溢满童趣且符合儿童年龄。

大中小学思政课教师一体化建设的核心要义、现实挑战及推进策略

习近平总书记强调,“要把统筹推进大中小学思政课一体化建设作为一项重要工程”。作为大中小学思政课一体化建设的重要抓手和关键环节,大中小学思政课教师一体化建设应被高度重视、全面理解和科学把握。在核心要义方面,大中小学思政课教师一体化建设注重恪守立德树人的价值导向,遵循协同育人的理念指导,强调“六要素养”的队伍锻造。就其面临的现实挑战而言,当前存在一些思政课教师一体化建设意识不够、教师配备不足、教师素质能力不齐、教师培训和协同不强等问题。推进大中小学思政课教师一体化建设,要在打通各学段思政课教师队伍意识、配备、素质、培训、协同、管理之间的环节上下功夫、见实效。

中小学课后服务的发展脉络、核心议题与实践走向

中小学课后服务是中小学校在放学后为学生提供的看护、管理和教育等方面的服务.中小学课后服务大致经历了“需求导向”的起步与初创期、“双向互动”的探索与发展期以及“多元协同”的深化与完善期三个阶段.我国中小学课后服务主要围绕着四个核心议题展开:以秉持教育公平理念为应有之义、以促进学生全面发展为根本指向、以实现师生协同成长为内在追求、以构建良好生态为基本立场.未来我国中小学课后服务的提质发展应遵循以下路径:强调实践育人,完善课后服务课程体系;家校社协同参与,充实课后服务师资队伍;强化公益属性,健全保障体机制.

音乐课程标准“以美育人”的价值取向及实现路径

“以美育人”是《义务教育艺术课程标准(2022年版)》开宗明义强调的课程理念。音乐课程将美育贯穿育人的全过程,体现在音乐课程标准的价值内涵、价值特征及价值功能等维度。音乐课程育人价值呈现由学科本位到素养本位、由学科价值到育人价值的两个转向。审美教育是音乐课程实现“以美育人”任务的重要途径,全面理解和掌握音乐课程标准的核心要义需从艺术体验、学科综合与跨学科主题学习等方面探寻课程标准落实的有效实现路径,进而发挥音乐课程应有的育人价值以实现音乐课程“以美育人”的目标追求。

中国式学校体育现代化中的“五育并举”

历经四个发展阶段,党的教育方针从德、智、体“三育全面发展”拓展成德、智、体、美、劳“五育并举”,这是中国教育在新时代面对人才培养的现实主题,是应对新征程中国教育的发展要求而进行的目标拓展和改革举措。研究发现,从中国式学校体育现代化的视角来看,“五育”中的体育是一个极具特殊性的教育和学科,它在功能上与德育、智育、美育及劳动教育有着深刻内在的结构性联系,因此它具有与其他“四育”可以深入融合共育的广泛可能性。鉴于推进“五育并举”过程中会遇到的结构性障碍与困难,分别提出了体育与其他“四育”并举并进的途径与方法,推进体育成为“五育并举”的主渠道、主战场和主力军。

欧洲全校园心理健康促进综合框架探析及启示

心理健康教育是中小学校保障学生心理健康的重要途经。依托于生态系统理论,欧洲委员会提出了全校园心理健康促进综合框架。综合框架以促进学生心理健康发展为目标,由全校教师、家长以及当地社区和社会专业人员和机构协作推行,从课堂、学校和跨部门协作三个层面开展工作。综合框架实施以来取得了显著成效,但也存在教育部门重视不够、师资和经费不足、学校心理健康干预措施有待优化等问题。鉴于此,我国在开展学校心理健康促进工作过程中,应从政策制定、系统课程建设、师资培训、全体教师积极参与实施和跨部门协作机制等方面着手予以改进。

中小学生科技创新竞赛中的虚假问题及对策

中小学生科技创新竞赛中的弄虚作假问题,严重伤害了学生、家庭和社会的教育“健康”,根本原因在于科创竞赛的“教育目的”被“功利目的”所取代。科创竞赛的“主战场”应回归到校园内,让学生与教师一起享受探究过程的乐趣。相关部门要通力合作,加大执法力度,守住科技活动的诚信底线。

幼儿园教师幼小衔接教育观调查研究——以安徽省合肥市为例

采用教师幼小衔接教育观调查量表,以合肥市232名幼儿园教师为被试进行调查研究,从教育观念出发分析幼儿园教师的幼小衔接教育观及其影响因素。研究发现:幼儿园教师幼小衔接教育观总体水平较高,但对教育期望和师生关系两个维度的认识水平相对偏低,各维度在岗位、年龄、婚育情况、教龄、带大班的次数、职称6个人口学变量上存在不同程度的显著差异;其次,人类发展生态四大系统与幼儿园教师幼小衔接教育观呈现显著正相关,宏观系统和微观系统能够正向预测幼儿园教师的幼小衔接教育观,外层系统能够负向预测幼儿园教师的幼小衔接教育观。

新时代大中小学思政课一体化建设长效机制探索

新时代构建大中小学思政课一体化建设长效机制,是做强思政课一体化的关键环节,旨在实现贯彻立德树人这一根本任务。但为提升思政课一体化建设的有效性、实效性,学校就必须坚持建设实效、建设有序、建设协同等原则,通过整合各类学科资源,持续推进共享平台建设、师资队伍建设及技术创新,将立德树人这一根本任务贯穿到学生培育的全国成。为此文章结合思政课提一体化建设长效机制的科学内涵及建设原则,探索出科学合理的长效机制建构策略。

上海市青浦区小学生不良饮食行为现状及家庭因素调查

目的了解上海市青浦区小学生的饮食行为现状及家庭相关因素,为本区小学生的健康饮食行为干预提供科学依据。方法采用随机整群抽样的方法,整群抽取青浦区3所小学三、四年级的2个班级,对全部学生及学生家长进行问卷调查。结果小学生就餐时间过快或过慢、食用西式快餐频次>2次/月、喝含糖饮料频次>2次/周、吃油炸食物频次>2次/周的发生率分别为22.4%、8.4%、34.0%和15.5%。随着学生年龄的增长,不良就餐时间的发生率逐渐降低(P<0.05);仅父母作为看护人的小学生不良食用西式快餐行为的发生率低于祖父母辈参与看护的小学生(P<0.05),但不良摄入含糖饮料行为的发生率更高(P<0.05)。小学生无不良饮食行为、仅有1种不良饮食行为、同时有2种及以上不良饮食行为的占比分别为45.0%、35.1%和19.2%。导致小学生不良饮食行为的家长行为发生率较高。结论小学生的不良饮食行为发生率仍然较高。家长应在提高营养知识的同时,在行为上为子女做出榜样,共同养成良好的饮食习惯。

韶关市中小学体育教师专业发展评估及培训需求

为提升体育教师的专业水平,做好相关培训服务,通过问卷调查和实地走访获取韶关市381名教师的调研资料,发现体育教师有工作量饱满、科研水平低、信息技术应用能力弱、开展健康知识教学能力不足,缺乏教学创新和学生教育能力等工作特征,呈现“高级职称者少、科研团队未形成、自我规划行动力低”的状态,而工作量大、职称晋升困难、培训机会少、校领导对体育的重视不足等是影响其职业倦怠和专业发展的主要因素。教师们参加培训的意愿强烈,期待骨干教师、学科带头人担任授课教师,开展以教学示范和交流学习等形式为主,注重教学实践与科研融合的培训。