共查询到20条相似文献，搜索用时 109 毫秒
1.
美国教育家哈钦斯最早明确提出了＂学习化社会＂的概念,《学会生存》中把＂学习化社会＂的构建作为未来社会的基本形态正式推出,学习化社会思想的提出有着一定的社会条件和理论基础,其所蕴含的教育特征等对成人教育的理论与实践有重要的启示。在构建以终身教育、全民学习为主要特征的学习化社会的进程中,电大要抓住机遇、树立为终身教育服务的理念,发挥优势、在大力发展现代远程教育的基础上努力创建开放大学,更新思路、积极发展各种非学历性教育,改革课程与教学、以人为本、促进学习者学会学习。 相似文献
2.
Post-secondary educational institutions are characterized by their seemingly inherent resistance to the nontraditional. Understanding ways of thinking about the future, however, will help the educator who has nontraditional ideas to plan and implement these ideas more effectively. This article presents different orientations to thinking about the future and employs futures analysis techniques for discussing some of the major ideas in the previous articles in this special journal issue. 相似文献
3.
A significant component of design pedagogy is the need to foster critical design thinking and to support students in understanding links between educational exercises and their potential application in professional design practice. Problem solving is central to design so it is also essential that students understand that there can be multiple solutions to a design brief, and are supported in creative experimentation and in generating imaginative outcomes. This article examines some innovative approaches to addressing these pedagogical needs. It investigates the effectiveness of pedagogical design incorporating the Immerse Lab, a three‐wall projection room at an Australian university, as a learning context for design practice, for generating ideas and for supporting learning involving the comparative display of design outcomes. Anonymous student survey results revealed that the majority of students found learning in the Immerse Lab to be beneficial; comparative review more effective than in standard tutorial rooms; that the activity generated new ideas; it encouraged students to think differently about their designs; and it inspired students to develop their existing designs or create new ones. The project demonstrated that curricula involving immersive spaces can be effective in supporting engaging and relevant design pedagogy. 相似文献
4.
随着地方普通高校的普遍升本以及招生数量的扩大,加之农村职业教育基础设施、教育理念、课程设置、专业建设等不能与现代市场经济完全接轨,使农村职业教育面临着前所未有的生存困境。如何摆脱这一困境,一方面要更新教育理念,提高自身专业水平,努力建设一支专家级的师资队伍;另一方面要多渠道办学,坚持“以生为本”的原则,努力为学生营造一个良好的育人环境,开设实用的技术技能课程,努力搭建创业就业的平台。 相似文献
5.
6.
创建高职学习型辅导员队伍的设想 总被引：1，自引：0，他引：1
陈建波 《襄樊职业技术学院学报》2010,9(3):85-87
学习型组织理论是20世纪90年代以来,在管理理论与实践中发展起来的一种新的管理理念。运用这一理念,创建学习型辅导员队伍,对新形势下学生思想政治工作的创新具有重大的现实意义。学习型辅导员队伍应具有先进的教育理念,倡导自我超越,注重学习,形成共同愿望并强调系统思考。创建学习型辅导员队伍,必须营造人人、时时、处处学习的组织氛围,构建各种性质的学习组织,建立健全学习的激励和保障制度,创新学习方式,并逐步形成自主管理的运行机制。 相似文献
7.
Recently, a few buildings within the Espacio para la memoria in Buenos Aires have been designated as a UNESCO Centre where, amongst other educational activities, evidentiary materials of the past repression are to be stored and displayed. Another building in the complex houses a Community Centre operated by the Mothers of the Plaza de Mayo, where the mandate is to learn about and continue the revolutionary ideals of those disappeared during the repression. Amid these commemorative projects, designating a space for exhibiting art presents a significant opportunity for posing difficult questions, which go beyond the terms of information and idealization. Through a close reading of Diana Dowek's art exhibit, ‘A Long March’, the paper invites us to consider how art can draw out a particular haunting temporality that holds the present open to provocative questions that are difficult to pose and sustain amid the strictures of this commemorative site. 相似文献
8.
从美国高等教育的特点看创新型人才培养 总被引：2，自引：0，他引：2
通过对美国高等教育发展状况的介绍,深入分析了美国高等教育的主要特点:高等教育系统的多样化特征;教育体制的灵活性特点;教育模式的特色性;特点鲜明的评估认证体系;先进的研究生培养体系和创新型人才培养模式。对如何借鉴美国先进的教育理念和经验,深化高等教育改革,提高创新型人才培养质量提出5点思考:创新教育理念,以先进的教育理念引领教育改革;创新高校管理体制,创造有利于拔尖创新人才脱颖而出的宽松学术环境和氛围;创新研究生培养体系,提高创新型人才培养质量;创新教学模式,实行开放性办学;创新师资队伍管理模式,建设高水平教师队伍。 相似文献
9.
This paper describes how a number of unlikely publishing partners unexpectedly found themselves exploring eLearning as a medium for teacher and pupil learning. Blackrock Education Centre supports teachers through professional development programmes and the publication of educational resources under the auspices of the Department of Education and Science (DES) in the Republic of Ireland. This paper describes how the intention to create a standard primary school classroom resource by the Education Centre has been unexpectedly transformed in ways which have enabled us to explore eLearning in partnership with a local Institute of Technology, IADT. In doing so, we have ourselves become learners in unexpected ways with our teachers and students. The paper describes how intentions emerge in conversation in processes of local interaction and that the strategic direction of an organisation (in our case, our unexpected involvement in eLearning) is best understood in retrospect. It is about how our identity is transformed in our learning and how strategy can be viewed as an emergent property of relationships. The learning resource is entitled Something Fishy, a humorous play on an English expression meaning something a little suspicious, even subversive. Somethnig Fishy can be viewed at www.somethingfishy.ie 相似文献
10.
建设有中国特色的社会主义，不仅要大胆吸收和借鉴世界各国所创造的一切文明成果，而且也需要总结和继承我们中华民族所创造的优秀历史文化。孙中山先生在上世纪初所提出的民生主义的社会改革纲领，对于我们这样一个脱胎于半殖民地半封建社会的东方大国如何实现强国富民进行了积极有益的探索，研究并继承他的这些科学合理的思想，对于我们建设有中国特色的社会主义有着深刻的理论与实践意义。 相似文献
11.
Mi Jeong Kim Seo Ryeung Ju Lina Lee 《The International Journal of Art & Design Education》2015,34(1):102-120
A design studio is a critical venue for design students, as they are educated to develop design thinking and other skills through studio courses. This article introduces a design studio project in which Korean and Malaysian students worked jointly for one semester to design affordable urban housing. The Korean students were interior design majors and the Malaysian students were architecture majors; thus it was thought that the students' areas of expertise were likely to differ. It was also anticipated that the students would display cultural differences in terms of housing and planning practices. The motive for starting the joint design studio was the idea that a cross‐cultural collaborative working setting could redefine students' thinking styles and stimulate students to obtain non‐routine perspectives on the design of buildings and spaces. Through observation and interviews, we explored how students tackled affordable housing problems within the context of cross‐cultural and interdisciplinary design education. Collaborative learning in a joint studio situation supplemented students' expertise, re‐orienting approaches to design and opening up a holistic approach to the design issues of affordability, sustainability and community. Overall, the practical learning in the joint studio project validated the importance of exploring alternative solutions based on varied levels of information, and input of those from different educational and cultural backgrounds. The cross‐cultural and interdisciplinary collaboration allowed for a previously unavailable enhancement of design education by encouraging students to obtain divergent thinking for innovative design ideas. 相似文献
12.
13.
In this paper we present the findings of an investigation into the ways in which the discourses and practices of school design produce educational spaces which influence the discourses and practices of teaching and learning when the building is occupied. It expands notions of post occupancy evaluation (POE) research by exploring how the objects/motives of an educational vision which informed an initial school design, those of the final build, and those of the people who occupy that building interact in a way which influences experiences of the end users. Crucially we looked at the social interactions that arose within a building as it was used over time. The focus is on the changing relationships between design and practice through time. 相似文献
14.
April Luehmann Yang Zhang Heather Boyle Eve Tulbert Gena Merliss Kyle Sullivan 《科学教学研究杂志》2024,61(2):319-357
We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work. 相似文献
15.
现代媒体是学生开展居家学习的重要工具,可以让学生在疫情期间全身心地投入到学习中,取得理想的学习效果。文章分析现代媒体在疫情期间对学生学习生活的影响,指出教师要转变观念,构建现代媒体思维方式;借助现代媒体,实现学生学习行为的生活化;借助现代媒体,在教学中做到“对症下药”。 相似文献
16.
Teresa Cerratto-Pargman Sanna M. Järvelä Marcelo Milrad 《The Internet and Higher Education》2012,15(4):227-230
The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled “Designing Nordic technology-enhanced learning (TEL)”, presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning.The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries. 相似文献
17.
终身教育已逐渐为当今国际社会和教育界普遍认同和接受,并且转化为实际的行动;构建终身学习体系、建设学习型社会,也进一步成为各国教育改革与发展的重要目标。对此,我们在调研分析的基础上,认为应该进一步深化认识,通过社区教育,满足不同群体的教育需求,通过远程教育逐步构建终身学习的环境和条件,以政府为主导,全社会参与配合,全面推进我省终身教育体系的构建。 相似文献
18.
世界开放大学的办学理念以服务大众终身学习需求为基础,其教育目标是使学习者无论何时何地都能够获取知识、发展技能、提升能力。在经济体制发生深刻变革、教育技术不断更新的时代,终身学习正在逐步从理想变为现实。我们在探讨终身学习战略发展的同时,通过研究世界一些典型开放大学多年的教育实践活动,重申开放大学的历史使命,并坚持认为开放大学应继续在促进终身学习过程中发挥重要作用。无论在管理体制、运行机制上,还是在教学内容和教学方法上,开放大学都始终在探索服务大众终身学习的方式和渠道。然而,终身学习作为民族振兴的基本国策,还需在实践探索中不断完善其体系构建。开放大学在促进终身学习体系构建的实践探索中,还需不断了解和分析各类学习群体对终身学习的需求,在资源获取、技术应用和制度建立等方面还需进一步为学习者提供优质的服务,要在与普通高校、企业、行业等机构的合作中,逐步建立起终身学习的立交桥,实现学分转换、资格认证、学历教育与非学历教育的互通。开放大学要在参与构建终身学习体系的实践探索过程中形成更加成熟的思考,并付诸行动。 相似文献
19.
Organising teaching of a topic around a small number of ‘big ideas’ has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different activities and to be framed in ways that provide perceived relevance and routes into engagement. However it is our view that, at present, the significance of big ideas in classroom practice is underappreciated while their implementation in teaching is perceived as ‘unproblematic’. In this paper we address these issues; while we draw on the experiences of two major research projects focusing on teachers’ pedagogical reasoning, we attempt to investigate big ideas from a conceptual stance. While the domain is important, we argue that the source of big ideas should include reflection on issues of student learning and engagement as well as the domain. Moreover, big ideas should be framed in ways that are richer, more generative of teaching ideas and more pedagogically powerful than topic headings. This means framing them as a sentence, with a verb, that provides direction and ideas for teachers. We posit three different kinds of big ideas: big ideas about content, big ideas about learning and big ideas about the domain; the last two result in teachers having parallel agendas to their content agendas. In addition to discussing how pedagogically powerful big ideas can be constructed, we draw on data from highly skilled teachers to extend thinking about how teachers can use big ideas. 相似文献
20.
As teacher-educators, we designed and implemented a small study that mapped teacher-education students' understandings of
their own identities and how they made sense of ethnicity and class differences among their secondary students while on teaching
rounds. While we didn't set out to ‘teach’ our research participants, it was during the analysis of data from the research
project, that we began to realise the potential of research to create opportunities for learning. In this paper we speculate
on the ‘conditions’ of knowledge production and suggest that the dialogic nature of interviews and focus group discussions
can offer pedagogical spaces for learning. Research designs that incorporate opportunities for participants to re-tell narratives
over periods of time, may position participants as experts in knowledge production and may reposition them and researchers
in more equitable power relations. We present an example of one participant's narrative together with our interpretations
to explore how research potentially offers ‘evidence’ of learning. While this is tentative only, we suggest there is a need
to create spaces for pedagogy in the design and execution of educational research. 相似文献