Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the ...Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.展开更多
This paper conducts analysis on the educational evaluation standard value based on the normative perspective. Systematic evaluation refers to the determination of the nature and state of a system by means of an effect...This paper conducts analysis on the educational evaluation standard value based on the normative perspective. Systematic evaluation refers to the determination of the nature and state of a system by means of an effective standard, based on the clear system objective, structure, and system properties, and then compares it with a set of evaluation criteria and makes a judgment. The evaluation result is also the interaction of the product. The education evaluation which is constructed with the dialogue thinking is democratic, friendly, open, win-win, and the evaluation of creation. Educational evaluation is not a party to the other party as superior, judgment, conclusion, one-way row order, but both sides of the equality. Under this basis, this paper proposes the educational evaluation standard value based on the normative perspective. In the future, we will apply proposed method into the general applications to verify the effectiveness and systematic effectiveness.展开更多
The reform of ideological and political education in science and engineering courses continues to deepen,and the establishment of a practical teaching evaluation system is the main goal.Combining the relevant requirem...The reform of ideological and political education in science and engineering courses continues to deepen,and the establishment of a practical teaching evaluation system is the main goal.Combining the relevant requirements of the ideological and political education in science and engineering courses,establishing a teaching evaluation system needs to follow the corresponding principles to ensure that the teaching content is reasonable and the teaching objectives are clear.The selected teaching method is flexible and effective,which facilitates the improvement of teaching quality and feedback of teaching situation.In this regard,the paper mainly analyzes the principles and standards of ideological and political teaching evaluation for science and engineering courses,and chooses reasonable and operable measures in-line with actual requirements to apply them in practice,and strive to serve as a reference for subsequent related research.展开更多
文摘Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.
文摘This paper conducts analysis on the educational evaluation standard value based on the normative perspective. Systematic evaluation refers to the determination of the nature and state of a system by means of an effective standard, based on the clear system objective, structure, and system properties, and then compares it with a set of evaluation criteria and makes a judgment. The evaluation result is also the interaction of the product. The education evaluation which is constructed with the dialogue thinking is democratic, friendly, open, win-win, and the evaluation of creation. Educational evaluation is not a party to the other party as superior, judgment, conclusion, one-way row order, but both sides of the equality. Under this basis, this paper proposes the educational evaluation standard value based on the normative perspective. In the future, we will apply proposed method into the general applications to verify the effectiveness and systematic effectiveness.
基金Heilongjiang Philosophy and Social Research Planning Project"Research on Joint Education of Ideological and Political Work in Colleges and Universities from the Perspective of Big Data"(Project No.20SZB09)Harbin University of Commerce Educational Reform Project"Research on the Integration of Ideological and Political Education and Professional Teaching——Taking Programming Courses as an Example"(Project No.HSDJY202021)。
文摘The reform of ideological and political education in science and engineering courses continues to deepen,and the establishment of a practical teaching evaluation system is the main goal.Combining the relevant requirements of the ideological and political education in science and engineering courses,establishing a teaching evaluation system needs to follow the corresponding principles to ensure that the teaching content is reasonable and the teaching objectives are clear.The selected teaching method is flexible and effective,which facilitates the improvement of teaching quality and feedback of teaching situation.In this regard,the paper mainly analyzes the principles and standards of ideological and political teaching evaluation for science and engineering courses,and chooses reasonable and operable measures in-line with actual requirements to apply them in practice,and strive to serve as a reference for subsequent related research.
