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张廷凯 《课程.教材.教法》2012,(5):3-7
课程资源的利用与开发和教学形成了相互需求、相互支撑的关系,课程资源的开发需要以有效教学目标为基本定位,有效教学研究也需要扩展到课程资源的开发以获得新的动力。从教学的需要出发去关切课程资源,以教学任务为中心,需要关注学生主体、学科客体和教师的需要和特点。有效的教学需要突破教科书内容和难度的制约,跨越一本教材的教与学,跨越课堂教学的时空限制,从课堂内延伸到课堂之外,从有限的教学空间拓展到无限的自然社会,传统的教科书等课堂媒介也要拓展到现代的信息媒介。 相似文献
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Is in-depth political learning possible in college-preparatory courses known for curricular breadth at an accelerated pace plus a high-stakes exam? A multidisciplinary research team conducted design-based implementation research (DBIR) for seven years across three school systems for the purpose of achieving deeper learning in an ‘advanced’ high school government and politics course. This article reports findings from the final year of research and development. The design centres on cyclical learning, projects (simulated political processes) and strategic use of texts as resources for learning the curriculum. Quantitative analysis shows comparable achievement to students in traditional classrooms on the high-stakes summative assessment despite the dramatic departure from test-prep instruction. Qualitative analyses focus on two of the design elements: learning from simulations and learning from text. The first allowed students to ‘experience’ political beliefs, institutions, and conflict, although simulated; the second required students to learn subject matter not only from simulations and teacher lectures but from texts, too. The discussion shows how these two in combination with cyclical learning required skilful attention to content selection. We conclude that when deeper learning is the goal, content selection cannot be elided or presumed, particularly with respect to the articulation of depth and breadth in curriculum and instruction. 相似文献
3.
Sing Chai Ching Teo Timothy Huang Fang Chiu Thomas K. F. Xing wei Wang 《Educational technology research and development : ETR & D》2022,70(3):765-782
As Artificial Intelligence (AI) is rapidly integrated into existing technologies which has brought forth the fourth industrial and learning revolution, designing curriculum for AI education has become an important strategic development for education authorities throughout the world. Framed broadly from the Theory of Planned Behavior, this study examined a structural equational model to establish the interrelationships of students’ perceived usefulness, attitude towards using AI, subjective norms to learn about AI, basic literacy about AI and their behavioral intention to learn about AI. In addition, it examines the moderation effects of readiness, social good, and optimism on the research model. The findings confirm the hypothesized model. In addition, various moderation effects were found among students’ perception of readiness, social good, and optimism for AI. The implications of the study point towards the need to consider these factors in designing AI curriculum to foster students’ behavioral intention to learn AI.
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AI教师与真人教师联袂执教的双师课堂课程开发已成为重要课题。从缘起、主题与方法三个层面进行考察发现,当前国内外双师课堂课程开发活动,主要聚焦于“AI教师的选用与开发”“双师课堂课程开发”和“双师课堂课程开发的学习效应”三大主题。文章创新性地采纳超学科哲学范式,采取整体主义行动研究方法论,采用融通性混合方法,结合逻辑分析、技术建模、行动研究、量化方法和质性深描技术等,系统地探索与建构AI教师的选用模型、AI教师开发的关键技术、双师课堂深度学习模型、双师课堂课程开发整体模式、AI整合性课目学习知识研究方式、双师课堂课程开发促进深度学习的效应以及双师课堂课程开发促进深度学习的内在机理,以期为双师课堂课程的适切开发提供新思路。 相似文献
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医学专业教育现状与人才培养需求对接中的问题推动了专业课程思政改革。以“诊断学”课程思政改革为例,分析了课程思政改革的原因,明确了育人目标。基于三全育人理念提出“强化教师团队课程思政意识是前提、重视课程思政资源建设为基础、创设多元化隐性育人课程教学过程做平台”的“三课育人”模式教学改革,将三全育人理念指导下的临床医学课程思政实践落脚点定位为注重知与行、师与生、教与学三种关系的平衡与处理,为医学院校课程思政体系提供了可供借鉴的经验模式。 相似文献
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John Elliott 《Educational Action Research》2015,23(1):4-21
Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action. 相似文献
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Ora W. Y. Kwo 《Teachers and Teaching》2013,19(2):273-298
Abstract This paper addresses the nature of reflective classroom practice in a setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross‐case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of one year. The results contribute to the understanding of reflective classroom practice by highlighting first student teachers’ perceptions about learning to teach and second their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice‐expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn. 相似文献
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Heather E. Prince 《Journal of Adventure Education & Outdoor Learning》2013,13(4):329-342
ABSTRACTOutdoor learning provides memorably relevant learning and authentic, contextualised opportunities to extend classroom-based education. This research draws on empirical data from surveys involving teachers in primary schools in England in 1995 and 2017 (n=61 and n=40 respectively). The evidence illustrates that schools are continuing to use their playgrounds and day visits as locations for practice. Teacher expertise had decreased by 2017 but the major challenges and barriers to implementation of time and expense remain similar in both years. Teachers no longer see outdoor ‘education’ as a subject in its own right but within the physical education curriculum although Early Years Foundation Stage practitioners report an enabling curriculum for outdoor learning. The research identifies the strength of teachers’ values and beliefs, an open approach to curriculum interpretation, the importance of suitable locations, a culture of risk benefit and positive initiatives as key ingredients for successful outdoor learning in primary schools. 相似文献
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Brendan Mccormack Elizabeth Henderson Christine Boomer Ita Collin David Robinson 《Action Learning: Research and Practice》2008,5(1):5-19
Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few systematic and/or evaluative accounts of the experience of participating in action learning for potential action learning participants to draw upon. This paper attempts to address this agenda. The paper presents an interpretive evaluation of the experience of nurses participating in action learning as the learning strategy underpinning a 3-year emancipatory practice development/practitioner research programme. In particular, the paper focuses on the experience of ‘joining a learning set’. This focus has been adopted as the theory of action learning emphasises the principle of ‘voluntariness’, but yet action learning is increasingly being pre-prescribed as a component of development and research programmes. Such was the case with the programme reported on in this paper. The paper describes an approach used to evaluate learning that was adopted in this programme and in particular the initial evaluation stage that focuses on participants' feelings about joining an action learning set. The data collection and analysis processes are described and the key themes arising from the analysis (‘self-preservation’ versus ‘development of self’) discussed. It is concluded that working with principles of enlightenment is essential to successful action learning and the transformation of workplace cultures. 相似文献
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《Journal of Further & Higher Education》2012,36(3):235-246
Within the Third Annual Cycle of the Joint Information Systems Committee (JISC) User Behaviour Monitoring and Evaluation Framework, six small‐scale action research interventions were undertaken in further education (FE) institutions. The aims of these interventions were two‐fold: (i) to develop understanding of the facilitators and barriers to the use of digital information resources by students in FE; (ii) to test the value of the action research approach in facilitating change and developing transferable knowledge in this context. The objectives for each intervention were developed in collaboration with the FE college site staff and students. The process generally involved identification and elaboration of the problem situation, development of an intervention that might help to overcome some of the barriers to more effective use of electronic information services and evaluation of the outcomes of the intervention. Both practical–deliberative and participatory action research methods were used, with interviews and focus groups used to determine the problem and assess the effectiveness of interventions. Six interventions are reported. These included: a database implementation, the development of a subject guide, training sessions, a major change project and a web site. The main findings on the use of digital information resources in FE were: (i) interventions can make the students more aware of resources available, but the immediate impact may be low; (ii) FE students are often part‐time and work in subject/cohort groups in the FE college, therefore targeted initiatives which are aimed at ‘their’ group are likely to be most effective; (iii) incorporation of the use of specialized digital resources in assignments is constrained by student preference for books and/or the Internet, a lack of new products aimed at the FE student market and physical information technology (IT) problems or the perceived lack of IT support. The action research methodology offers benefits not available through survey‐based methodologies. The challenges that arise from the integration of learning from different action research projects need to be balanced against the benefits accruing from embedding learning and knowledge creation in innovation and using research to promote change, rather than simply to measure it. 相似文献
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Kirin Sahasewiyon 《Educational Action Research》2013,21(4):493-514
Abstract This article investigates the dynamic overall picture concerning the development of local curriculum in Thailand through action research conducted by 27 Thai elementary school teachers in three private schools in Fang District, Chiang Mai Province. This was the teachers' first experience with action research. The article examines the following questions: ‘How do teachers develop local curriculum through action research?’ and ‘What is the impact of action research on the professional learning of teachers?’ The field research methodology was primarily based on participant observation and informal interviews. The findings illustrate the various factors impacting on the development of local curriculum in Thailand through the action research of the teachers. They also shed light on the main role of the researcher in monitoring the progress of the project and acting as facilitator. The article also discusses the positive impact of the action research process on the professional learning of the teachers and reveals the unique cycle form of the action research process of Thai teachers. 相似文献
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共建教师发展的开放学习环境--探索以网络为中介的研究型课程的教师教育模式 总被引：3，自引：3，他引：0
在上海市二期课改的进行中,增设了拓展型与研究型（探究型）课程等新的课程模式,相应地对教师提出了新的要求.如何帮助教师尽快地理解改革的新理念,适应改革的需要,承担起改革的重任,已成为教师教育的当务之急.本项目研究正是从当前新形势下教师教育面临的新问题出发,试图利用学习科学的研究成果,从共建教师发展的开放学习环境着手,探索一种新的学习型、参与型的教师教育模式.该模式的主要特点是立足真实活动,在教师与学生共同参与的过程中,在与社会的积极交往中,在整合各种形式的资源中,以主题性网络为中介,帮助教师学会学习,在学习中成长,在学习中发展. 相似文献
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Hairon Salleh 《Asia Pacific Journal of Education》2016,36(2):285-300
AbstractProfessional Learning Community (PLC) has steadily grown in importance over the last decade. The growing importance of PLCs lies in its potential to act as a lever for school-based curriculum development and innovation so as to provide diverse learning experiences to satisfy broader learning outcomes beyond academic achievements (e.g., the twenty-first century skills). The growth in PLCs implies greater time investment for teachers to come together to develop new curricula that engage students to meet these broadened set of learning outcomes. However, this also implies that new competencies need to be acquired to productively participate in PLCs. One essential competency is facilitating PLC conversations. This paper describes key findings drawn from participant observations with three Grade 5 PLC facilitators’ involvement in an intervention to explore how PLC facilitators can support teachers’ collective learning with one another on matters of teaching and learning. The findings from the study served to aid in generating a proposed intervention framework consisting of processes, principles, and practices that facilitators can use in PLC conversations. 相似文献
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This paper reports on an exploration into the professional practice of a lecturer using the appreciative inquiry (AI) approach. This facilitated inquiry intentionally sought to apply the AI approach to the practice of an individual, an application that is different to its predominant usage with groups. The context for this research was the professional practice of a lecturer within an innovative narrative curriculum for midwifery. Evidence was gathered through the re-telling of moments of peak performance. The AI process starts from actual practice and returns to the implications for practice. In the process, the inquiry explores questions such as, when am I at my ‘best’ as a lecturer? What patterns and themes exist across the stories of peak performance? How can my future practice be influenced by these themes. An important aspect of this research was the facilitation of the process which supported the movement of the research process and the critical reflection that is integral to such an inquiry. Such facilitation is particularly critical to the development of provocative propositions and an action plan for future practice. The experience and findings of this research suggest that the AI approach is well suited to a holistic consideration of an individual's professional practice. 相似文献
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Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized ‘top down’ curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This study analysed official curriculum documents published in 14 different countries to identify how the sociocultural component to Teaching English as a Foreign Language is reflected in the document. To date, there is scarce research on the place of culture in English as a Foreign Language curricula; hence, the present study aims at filling in a gap in this area. The study points to the following findings: curricula state the importance of culture in language learning and promote an integrative view of teaching language and culture; cultural objectives focus on appreciating cultural diversity, raising cultural awareness and reinforcing students’ positive cultural identity; teachers are portrayed as facilitators (rather than transmitters) of cultural knowledge yet, learners are described as acquiring (rather than discovering) cultural knowledge; curriculum documents focus on cultural knowledge and attitudes towards foreign cultures, rather than on the skills needed for successful interaction. These findings are elaborated and discussed, with potential implications for practice. 相似文献
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双语课程资源匮乏是影响当前我国少数民族双语教育发展的重要因素。开发双语课程资源是解决我国少数民族双语教育质量不高、发展缓慢的有效途径。具体包括通过发挥双语专家的才能,加强双语课程文本资源建设;加强双语教师队伍建设,发挥好双语教师作为双语课程实施最重要的资源优势;充分发挥网络传递快、支持自主学习的特点,加强网络双语课程资源建设等几个方面。还应该通过突破体制机制的壁垒,最大限度地释放双语课程开发的人才的活力;在国家层面的少数民族教育研究项目方面重点关注双语课程开发问题;加强双语课程开发的资金保障,设立双语课程开发的专门经费等政策措施鼓励和引导我国少数民族双语课程资源开发。 相似文献
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In Flanders, action research as a means of enhancing quality in initial teacher training and in teaching practice is not as widespread as in some of the neighbouring countries. In this article the authors argue for trainees and qualified teachers setting up and conducting research in their teaching practice. Rather than perceiving this as an additional assignment for the parties involved, this is put forward as an inherent part of the profession, just as it is the general medical practitioner’s duty to keep up with the latest scientific developments, implement new approaches, and confer and exchange experiences with confreres. The authors suggest that such an approach could contribute to a stronger tie between theory and practice in teacher training itself, and to a reinforcement of the knowledge basis in the teacher training curriculum and the teaching profession. They discuss how research can be conceived in the teacher training curriculum and subsequent professional setting, and propose establishing a narrow link between action research and the learning cycle intrinsic to experiential learning. The article draws on the authors’ experiences at the Department of Teacher Training of the Vrije Universiteit Brussel (Free University of Brussels), where action research is a compulsory subject in the curriculum. 相似文献
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This article indicates how the application of a simplified version of the analytical abstraction method (AAM) was used in curriculum development for consumer learning at one higher education institution in South Africa. We used a case study design and qualitative research methodology to generate data through semi‐structured interviews with eight learning facilitators at the Cape Peninsula University of Technology. This data set forms the basis of the reported research. Application of basic‐ and higher‐level analysis resulted in the identification of patterns that confirmed the need for consumer learning and informed the situation analysis with regard to a ‘readiness climate’ at the institution. We also gained insight into aspects that need to be considered during curriculum development for consumer learning as the AAM has proved to be a useful guiding tool in developing a structured explanatory framework for curriculum development. The article concludes with the view that the promotion of consumer learning in university curricula has been under‐researched and that, despite current efforts, university curricula are slow to adopt consumer learning as a critical learning outcome. We suggest several possibilities that might assist in overcoming this inertia. 相似文献