The Practical Path of Labor Curriculum in Compulsory Education in China from the Perspective of Overlapping Influence Domain Theory

Since the new curriculum reform,labor education has gradually shed its marginalized position in the“five educations,”and the labor curriculum has become an independent course officially separated from comprehensive practical activity courses.Exploring the practical path of labor curriculum in compulsory education in China has become the primary task of labor education in China.Based on the practical situation of labor curriculum in compulsory education in China,drawing on the theory of overlapping influence domains,and from the perspective of collaborative education among family,school,and community,this paper proposes a curriculum practical path of“school-led”family-school-community collaboration and a curriculum practical path guided by“student-centered”sentiment,in order to provide references for the practice of labor curriculum in compulsory education in China.

Research Summary （2004-2014） on College English Teaching from the Perspective of Dynamic Foreign Language Curriculum Theory

From the perspective of dynamic foreign language curriculum theory, this paper combs, summarizes and reviews the number, contents and topics of the College English Teaching research in China from 2004 to 2014. On the basis of the research above, this paper puts forward the proposal that college curriculum planning, implementation and evaluation should be put into China＇s social, political, economic and cultural backgrounds, and the dynamic ecological system of College English Teaching should be established by using information technology so as to cultivate high-end foreign language talents.

Strategies on Curriculum Reform of Hotel Management by Integrating Theory and Practice into Teaching

Integrating theory and practice into teaching is an advanced pedagogy, particularly suitable for the cultivation of applied talents in higher vocational colleges. In this paper, the author first discusses the connotation of the teaching method as integration of theory and practice and illustrates the background and significance of employing this teaching method in the curriculum reform of hotel management in higher vocational colleges. After that, the teaching content, methods as well as evaluation system are elaborated for implementing the integration of theory and practice teaching, and finally, some countermeasures are put forward for improving this teaching method.

A Philosophic Idea of Being "ALIVE" in Living Educational Theory——Talking about the Character Education in the New Curriculum

This paper is mainly discussing about the significance of the Living Educational Theory Action Research raised by Dr. Jack Whitehead, also it gives a clear distinction between traditional AR Theory and that in the LETAR. Because of the distinctive features like "individual", "living" and "practical" characteristics been embodied in the Living Educational Theory, it can be very well applied in the character education of improvement in the individual and group practice, therefore, implementation of the "New Curriculum" as a case to prove what has been discussed.

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.

Research on the Integration Path of Postgraduate Professional Courses into the Construction of Curriculum Ideology and Politics

The curriculum ideology and politics play an important role in cultivating students’correct worldview,outlook on life,and values.In recent years,universities and colleges have begun to pay attention to the cultivation of postgraduates’moral education and the construction of postgraduates’curriculum ideology and politics.This paper takes the course“Theory of Software Engineering”of Anqing Normal University as an example,discusses the paths of integrating postgraduate professional courses into the construction of curriculum ideology and politics,and puts forward the paths of feeding back from scientific research,connecting with practice and summarizing and condensing,which are aimed at improving postgraduates’comprehensive quality and innovation ability,and have positive significance for cultivating high-level applied scientific and technological talents who are both moral and talented.

Discussion on the Misconceptions of Curriculum Ideological and Political Education

Curriculum ideological and political education,an educational guideline that encourages the integration of ideological and political education in all subjects and courses,is being widely adopted in Chinese universities.It aims to cultivate the comprehensive abilities of students with moral,intellectual,physical,and aesthetical grounding,instead of focusing on the acquisition of knowledge only.Misconceptions of this concept are still commonly seen,however,and they are hindering the effective implementation of the guideline.This paper attempts to discuss three common misconceptions and provide insights that hopefully will clear up some confusion.Some practical approaches are also proposed in the end for teachers to follow.

Learners’motivational response to the Science,PE,&Me!curriculum:A situational interest perspective

Background:The Science,PE,&Me!(SPEM)curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences.The purpose of this study was to evaluate students’motivational response to the SPEM curriculum from the situational interest perspective.Methods:The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition.Although all students in the 3rd,4th,and 5th grades in the targeted schools were eligible to participate in the study,a random sample of students from the experimental(n=1749;15 schools)and comparison groups(n=1985;15 schools)provided data.Students’motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary.Data were analyzed using structural mean modeling.Results:The results demonstrated that the experimental group(as reference group)showed significantly higher enjoyment(z=-2.01),challenge(z=-6.54),exploration(z=-12.195),novelty(z=-8.80),and attention demand(z=-7.90)than the comparison group.Conclusion:The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.

An Analysis of Teachers’Reflections on Schiro’s Classification of Curriculum Ideologies

This research was carried out to determine which ideology teachers are closer to,by evaluating teachers’opinions on curriculum in terms of the"scholar academic ideology,"social efficiency ideology","learner-centered ideology",and"social reconstruction ideology".It is a qualitative research.The sample of the research consists of 15 teachers working in primary,secondary,and high schools.The research data were obtained from nine open-ended questions supported by sub-questions added to each.It has been observed that the teachers define the purpose of education,the source of knowledge,the definition of learning,the purpose of teaching,the purpose of student assessment,the evaluation of the program,the understanding of formative and summative evaluation of curriculum according to the"social efficiency ideology"from Schiro’s ideological classification.Teachers have also defined the source of knowledge,the definition of learning,and the purpose of teaching and student assessment according to"scholar academic ideology".In the results of the research,it was seen that the opinions of the teachers were influenced,albeit slightly,by the"learner-centered ideology"in evaluating students and determining the needs of the program.In light of these results,it is evident that teachers’philosophical opinions need to be strengthened.

Thinking on Practical Curriculum in Normal Education

In the forefi＇ont of education reform issues, teacher training has got unprecedented attention. College students are the main force future teachers, especially whose professional skill level improvement is the one of the current problems to be solved. The key to solve the problems lies in the rational development of practical education courses. Practical curriculum is a theory of practice, whose law of development expressed as a paradigm of action research. Practical Curriculum development is a prospective co-development law practice combined with theory.

Critical Analysis of Tyler’s Rationale and Schwab’s Practical Theory

Two major curriculum theories have been receiving much attention since they were introduced to the educational field. Tylor’s rationale, which is well-known to most educators and posed a great influence on the shape of today’s curriculum practice, has been receiving criticism during the past few decades. The practical approach, which is proposed by Schwab, has been gaining more attention and consequently playing increasing role in the shaping of today’s curriculum. In this essay, both of the two theories are discussed under the lens of critical analysis. It is hoped that, by discussing and analyzing these two theories, teachers would obtain a broader understanding of curriculum and thus help update their curriculum design in daily teaching.

A Brief Discussion on the Chinese College English Language Curriculum for the Non-English Major Learners

Chinese college English Language Curriculum is a complicated teaching system combined with a variety of teaching modes and teaching methodologies. It is guided by foreign language teaching theories and takes the English language knowledge and application skills, cross-cultural communication and learning strategies as its main content. In addition, as the main basis of English education for non-English major undergraduates in colleges and universities, this curriculum helps to cultivate students' English comprehensive application ability, especially for their listening and speaking skills while improving their abilities of selfeducation. It can also strengthen learners' comprehensive cultural quality in order to meet the need of social development and international communication.

化学课程与教学论专业课程思政教学探讨——以化学发展史研究专题课程为例

“大思政”背景下研究生课程思政是落实“立德树人”根本任务的战略举措,是培养高质量创新型人才的重要途径。针对当前化学课程与教学论专业研究生课程思政建设存在的问题,以化学发展史研究专题课程为例,构建化学发展史课程思政元素,基于成果导向教育理念,明确课程思政“三位一体”育人目标体系、设计并实施融入思政的教学过程和教学评价。问卷调查显示,该专业课程思政教育具有启智增慧和价值引领的作用,验证该实施路径和方法的有效性,为研究生专业课程思政教育提供一定的参考。

“实用仪器分析理论”课程思政建设探索与实践

为了贯彻落实习近平总书记的研究生教育工作会议讲话精神,将“全程育人、全方位育人”作为研究生“实用仪器分析理论”课的建设目标。课程将理论联系实际、培养学生严谨治学态度、树立家国情怀等思政元素深度融合到教学过程中。通过教学过程中实践、反馈、提升的循环探索,将对研究生教育理想信念层面的精神指引融入到“润物细无声”的知识教学中。

现代物理化学课程教学改革与实践

现代物理化学是化学及其相关学科研究生的重要基础课。作者结合多年来的教学实践经验和本学科特点组织现代物理化学课程的教学内容,以本科物理化学课程中重要理论为切入点,进一步深化统计力学、量子理论及催化化学3个分支学科领域的专业理论;立足相关学科发展前沿,拓展理论知识应用口径。为实现新时代人才培养和落实立德树人根本任务,将思政因素有机融入专业教学过程中,不断体现现代物理化学课程教学内容与时俱进的特点。

中小学教师跨学科素养测评模型的构建研究

新课程改革对跨学科教学提出了更高的要求,教师跨学科素养培养迫在眉睫。研究者对访谈资料进行编码分析,提炼出中小学教师跨学科素养的组成要素,构建了中小学教师跨学科素养测评的模型,并利用该模型测评了6931名中小学教师的跨学科素养水平。结果发现,我国中小学教师跨学科素养整体水平良好,但跨学科知识和跨学科能力两项指标水平较低,教龄、任教学段和是否参加相关培训显著影响教师的跨学科素养水平。基于以上发现,研究认为,提升教师跨学科素养水平需要从强化教师的跨学科意识和内生动力,增加跨学科综合规训,构建多样化教师跨学科共同体等方面发力。

以医史佐助为载体构建中医基础理论课程思政教学的研究

中医基础理论课程是中医学理论体系的入门课程,习近平总书记强调要把思政课程融入人才教育培养体系,紧抓高校课程思政建设,提高高校人才培养质量,要在课程教学中注重加强医德医风教育,那么如何有效发掘中医基础理论课程中的思政元素并将其融入课程,起到润物无声的教育效果是当务之急。文章以“医史佐助”为载体,将中医医史文化、经典名医名家事迹等融入中医基础理论课程是一条有效途径。

共生理论视域下粤港澳大湾区国家认同教育课程建构

粤港澳大湾区国家认同教育课程建构,是增强港澳青少年回归祖国向心力、推动大湾区国家认同教育一体化发展的重要支撑。共生视域下,粤港澳大湾区国家认同教育共生系统要以课程共生为重要抓手,稳固大湾区国家认同教育课程共生单元,构建多维立体的国家认同教育课程体系,促使所有课程共同服务于“一个中国”价值目标;建立大湾区国家认同教育课程共生模式,树立课程共生目标,保持国家认同教育主体构成张力,通过内容共创、多元活动、即时评估课程教学,贯彻落实国家认同课程共生目标;优化大湾区国家认同教育课程共生环境,需要强化各级学科课程标准建设,推进大湾区课程治理交流与合作,协同多元文化与课程教学的关系,推动大湾区国家认同教育课程文化共生。

提升高职生学习参与度的护理学基础课程混合式教学设计与实践

目的探讨护理学基础中的混合式教学活动设计对提升高职护理专业学生学习参与度的效果。方法基于探究社区理论设计一系列混合式教学活动,线上活动包括“案”“言”“赞”“图”;线下活动包括“境”“问”“比”“评”。在114名护理高职生中开展护理学基础课程教学,并应用混合式教学活动。课程结束后评价学生线上、线下学习参与度,以及期末成绩的及格率和优秀率;应用中文版探究社区量表调查学生的学习体验,并进行教学改革前后比较。结果教学任务完成率为76.3%~100%;视频观看时长782.7~1028.7(851.6±100.7)min;发表讨论话题73个,回复4210个;图表作业发布32个,回复3019个;教师回复448个,点赞2430次。线下课堂记录显示,96%的学生主动提出了问题,小组汇报平均3~5次。教学改革后的线上参与度、线下参与度、期末成绩的及格率和优秀率均高于教学改革前(P<0.05)。教学改革后学生的探究社区量表总分及各维度得分均高于教学改革前(P<0.05)。结论本研究设计的混合式教学活动可以提高学生对护理学基础课程教学的学习参与度,加速个人知识建构,提高学生学习专注度。

课程思政的语义透视与内涵研究

为强化高校立德树人使命,全面、深入、系统厘清课程思政的本质意涵与核心要义,从“课程思政”文本出发,立足语词语义组合之维揭示课程思政的精神实质,进而在分角度透视与系统综合的基础上进一步明晰课程思政的价值指向和实现路径。首先,透过偏正短语释义探析课程思政的内在逻辑,重点分析“课程”与“思政”的限定项与中心项关系,锁定育人与育才相结合的人才培养目标定位。其次,透过主谓短语释义把握课程思政的系统框架,强化“课程”是课程思政的主体和基础,“思政”是课程思政的客体和上层建筑,二者统一于“课程思政”这个过程性整体当中。再次,透过并列短语释义澄清课程思政的角色功能,强调“课程”指向高校开设的各类课程,“思政”则指向专门开设的思想政治理论课程,由此跳出专业课程的狭隘视野,立足大思政格局认识课程思政与思政课程的关系。