Relationship among Teacher,Students and Teaching Material based on Balance Theory

Balance theory holds that when the subject is in the unbalanced state,there is two basic way to eliminate this situation.One is to change his attitude on the cognitive object;the other is to change the subject's attitude on reference person.To ex plain the relationship among teacher,students and teaching material by applying the Balance theory can help us find and solve problems during the education.It can generate motivation to restore a new balance to promote the development of education.

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.

Swimming with the Tide-A living Theory Approach to Religious Education

The theoretical framework of this paper is based on the living theory of practice developed by Jack Whitehead. Whitehead holds the view that theory is an outcome of practice and that the practitioner, being an expert of her or his practice, is capable of improving practice by systematically acting, observing, reflecting, evaluating and theorizing about practice. In this research spiral activity, the main question is： How do I improve what I am doing？ By introducing teacher students to action research and living theories in the process of becoming religious education teachers, they are empowered to investigate and to analyse their practice right from the beginning of their life as practitioners. In this process their personal values and the values emerging from the variety of RE themes will inform their critical reflection about to what extent they are able to mirror these values in their actions in the classroom, particularly in their interactions with pupils. Theses purposeful activities will advance their knowledge about what they are doing and inform their evaluation of the quality of teaching and learning constructed in their practices. Teachers or practitioner -- researchers who are able to systematically observe their practice, are in the position of minimizing the gap between values and actions and to give scholarly and informed explanations for what they are doing in the RE classroom.

Research on the Three Forms of Education Philosophy and Its Enlightenment

Educational philosophy exists in three forms： philosophy of professional education, philosophy of public education, and philosophy of personal education, which are interrelated with their own unique features. Enlightenment： this knowledge helps avoid misunderstanding of educational philosophy, which is not only a type of theoretical philosophy, but also a practical philosophy; teachers need to construct a proper philosophy of personal education of their own and enhance their professionalism and specialism while improving their humanistic quality and professional sentiment; great efforts should be made to create an educational community to exert the influence of philosophy of public education, and to promote the healthy development of educational activities.

The Relation between Early Childhood Teachers’ Conceptualization of “Play” and Their Practice:Implication for the Process of Learning to Teach

For centuries,educators and psychologists have advocated“play”as the ideal activity for the development of young children.Actually,play has been found currently to be the central pedagogy in the learning of young children in 21 countries in the world.However,the quality of play-based pedagogy is becoming a key concern across countries.Scholars found that play is either too loosely framed to result in children’s optimal development;or it is too“teacherly”and looses the essence of play.The recent report released by OECD highlighted its concern about play in early childhood education and,urged international researchers and educators to make efforts to bridge the gap.Hong Kong is not an exception on the issue of play enactment.Though resources have been put in for the professional upgrading of early education teachers in the last two decades,the learning and teaching style is still didactic and there appears to be a misinterpretation of play-based pedagogy.The present paper attempts to explore the issue through early childhood teachers’conceptualization of“learning and teaching through play”with the aim of understanding the problem and shedding light for better ways to prepare teachers in this sector.

“产教融合、校企合作、多位一体”的应用化学专业实践教学体系构建

“产教融合,校企合作”是高校培养新时代所需人才的重要途径之一,牵引着人才培养的发展方向。为顺应时代对人才的需求,并结合我院应用化学专业人才培养目标,本文针对我院应用化学专业提出构建“产教融合、校企合作、多位一体、虚实结合”的创新人才培养实践教学体系。以培养学生的实践创新能力为核心,通过搭建校企合作实践教学平台,设置“基础实验-综合训练-创新设计”三个层次的实验,推进多位一体、虚实结合的实践教学模式,对学生实行个性化培养,使培养的人才与社会需求相适应,并服务于经济社会的发展。

Integral Thinking and its application to Integral Education

After the exploration of different kind of thinking skills oriented to dis-cerning complex issues and phenomena,this article argues about the need to use a new modality of thinking,defined as integral thinking.Based on the holonic theory and on the proprieties of the holons and their part-whole relationships,the paper proposes and characterizes integral think-ing,a kind of thinking that is holistic but also has span and profundity,going beyond conventional Aristotelian epistemic-inspired ways.Integral thinking joins in a single model the assets of premodern,modern and postmodern thinking systems;and helps in going beyond the nowadays syncretism of many perspectives.Integral thinking is the kind of thinking appropriated to the contemporary need to think integrally in science,cul-ture,professions,and arts or about the evolution of personal conscious-ness.It’s useful also to be applied in the diverse professional fields,espe-cially when comprehensive approaches are needed.Integral thinking can be used in holistic education and pedagogies.The use of integral thinking in the educational actuality can help to characterize the integral education practice and agenda.

The Triadic Dimension of The Communist Manifesto:Its Implications for Scientific Education in a New Era’s Youth Talent

The Communist Manifesto,as the initial comprehensive exposition of scientific socialist theory,encapsulates the scientific spirit of Marxism.As socialism with Chinese characteristics enters a new epoch,and the world is in the throes of an unprecedented century-long transformation,the importance of young talent in bolstering national scientific and technological progress grows ever more apparent.It is of paramount significance to profoundly understand and elucidate the theoretical heritage,practical guidance,and directional leadership that The Communist Manifesto provides to scientific education for the young talent of this new era from three perspectives:theory,practice,and history.This understanding is vital for young talents to further deepen their accurate comprehension of the governing laws of the Communist Party,the construction laws of socialism,and the development laws of human society.The nurturing of scientific spirit and scientific literacy in young talents has critical implications for providing talent support in building a world scientific and technological powerhouse.

“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。

着眼未来教育家的教育博士培养模式构建

教育博士专业学位的设立是我国博士学位制度的一项重大创新,是培养造就未来教育家的重要途径,对建设教育强国具有先导性、基础性、战略性作用。构建一个既符合教育博士类别要求又能彰显教育博士规格质量的培养模式,是一个重大的理论与实践课题。本文结合东北师范大学的实践探索,从教育博士培养改革的时代之需、他山之石、理论之基、实践之径四个方面,阐释“目标导向、理实互构、三维协同”教育博士培养模式的理论内涵与实践路径,以期能为建构具有中国特色的教育博士培养模式提供参考和借鉴。

Research on the Reform of“Traditional Chinese Medicine Nursing”Teaching Based on the Concept of Outcome-Based Education

Continuously evolving teaching concepts and the adoption of diverse teaching methods have led to outcome-oriented education becoming a fundamental focus of teaching reform in colleges and universities.In this article,the“Traditional Chinese Medicine Nursing”course is used as an example to discuss the reform of education based on the concept of outcome-based education,with the purpose of improving students'learning outcomes and practical skills.

职业教育理论与实践“双断点”:价值审思、问题观照与融合进路

理论与实践是职业教育发展的重要范畴,两者有机统一。理论是行动的先导,能够指导实践,而实践是实现的方式,实现理论的自我完善。而在职业教育发展过程中职业教育理论与实践彼此割裂、双向脱嵌,表现为职业教育理论滞后实践与实践拒斥理论、理论“去实践化”与实践“去理论化”、理论失灵和实践失灵等“双断点”问题。职业教育理论与实践的融合发展需要厘清理论与实践融合的逻辑之本,把握理论和实践失灵“双断点”的破解之策,打通理论实践化与实践理论化的整合之道,从而创生职业教育高质量发展的新格局。

思政课教学与管理育人协同的逻辑依据与实践进路

从理论上看,实践与认识的辩证关系原理、系统组分协同理论、内化与外化的统一规律、显性教育与隐性教育的互补性是思政课教学与管理育人协同的内在依据。从现实上看,思政课教学与管理育人协同是消解知行分离、育人冲突现象与解决由实际问题引发的学生思想问题的必然选择。实践中,推动思政课教学与管理育人协同,应促进思政课教师与管理者的角色交叉,搭建思政课教学与管理育人的协同平台,构建思政课教学与管理育人的联动机制。

高等学校继续教育高质量发展理论与实践研究

继续教育的课程教学质量不仅意味着会降低培养人才的效率,还会直接影响实现继续教育人才培养的目标。随着社会发展,各高等院校也在利用现代化技术不断提升教学手段、调整教学内容,让继续教育能够得到提升。高等学校是将教学、科技研究以及产业于一身的人才培养基地,是开展继续教育的重要力量来源,因此,可以通过深入了解:高等学校继续教育的发展意义;了解局势:清晰了解继续教育创新的重要性;创新理念:明确继续教育发展战略目标;完善机制:革新继续教育教学服务模式;创新技术:信息化推动学校继续教育转型等方法,确定继续教育的定位,让其为社会发展服务,并培养出适应社会的应用型人才。

本科助产综合实训课程思政的教学设计与实践

在新时代背景下,对助产人才的培养不仅需加强专业技能方面的学习,更要全方位提升学生的思政素养。为了贯彻落实教育部关于高校课程思政建设精神,我校结合实际开展了助产综合实训课程,并在其中融入课程思政的设计与实践,在见习、实训、虚拟仿真实验等环节有机融入思政元素,以实现树立助产专业信念,强化助产护理责任担当,感悟生命的可贵,培养人文关怀品质,传承大爱无疆的精神的育人目标。该文简要介绍课程思政融入本科助产综合实训课程的切入点和方法,为今后进一步开展其他相关课程思政改革教学活动提供参考。

我们究竟需要什么样的技术观

技术工具论是一种社会大众广为接受的技术观,也是当前教育中的主流技术观。工具论是主客二元认识论的产物,它强调技术功能,把技术看作一种价值中立的工具,但忽视了人和教育情境的因素。技术工具论的膨胀会消解教育活动的复杂性,引发教育活动的程序化,导致教育技术应用的低效。哲学研究范式的实践转向产生了新的技术观,实践理论阐述了人的实践具有日常性、关系性、过程性和微观性的特征,并能揭示教育技术“实际上是怎么样的”。教育技术实践观有助于我们展示“人—技术—教育”的教育技术关系,以及情境化、动态性和创造性的教育技术实践过程,从而能打开教育技术实践的黑箱。教育技术实践观能助力实现教育数字化转型逻辑转变,关注微观层面的教育技术活动,打通教育数字化转型的“最后一公里”,从而赋能教育和人的全面发展,有助于探索中国式教育数字化转型之路。

“三全育人”理念下电气工程专业课程改革的实践理论研究

现阶段,三全育人的新理念已经在各大院校广泛推行,但整体仍处在探索的阶段,很多专业落实课程思政工作不主动,改革创新缺少必要的抓手,造成三全育人的全新格局尚未建立。对此,具体分析电气工程专业课程改革的必要性,针对当前存在的不足,以三全育人为目标,探索改革的路径,为教育实践提供理论和行为上的借鉴,进而促进课程思政的建设。

场域建构、困境生成与社会工作实习教育制度调试

在中国式现代化发展新阶段,审视社会工作实习教育场域状态并探析实习困境的生成机制,进而提出完善实习教育制度的策略具有必要性。借助布迪厄社会实践理论的分析框架,以实习生为中心、以实习生与其他场域主体的互动关系为基础建构实习场域,进而揭示实习困境的生成机制。空间性困境与时间性困境的相互作用形塑了实习困境。在此基础上,提出通过分化督导职能并改革督导模式、完善实习教育考核机制、扩大专业教育实践比例的策略克服实习困境,进而调试社会工作实习教育制度。

基于情感教学理论的高职护理综合实训课程思政的设计与实践

为了切实落实立德树人根本任务,本研究以情感教学理论为依据,以护理综合实训课程思政方案的设计与实施为切入点,遵循情感态度价值观与认知、技能的相互促进规律,充分挖掘课程中蕴含的思政元素后有机融入到专业知识和技能学习中,同时采用线上线下混合式教学模式开展“课前感知体验情境-课中技能素养内化-课后践行知行合一”循序渐进的教学活动,以实现对学生情感价值观的引导、激发与延伸。基于情感教学理论的护理综合实训课程思政方案的实施,有效提升了课程思政的教学效果,有助于学生价值观的内化与践行,可以为医学类专业其他实训类课程思政的探索与创新提供参考。