教育学部师生近期重要学术论文推介:第六十八期

本站原创   |   2018-05-26  |   浏览次数: 1,799 views

孙妍妍:《Learning outside of classroom: Exploring the active part of an informal online English learning community in China》

This study explored how the GRE Analytical Writing Section Discussion Forum, an informal online language learning community in China, functioned to support its members to improve their English writing proficiency. The Community of Inquiry (CoI) model was used as the theoretical framework to explore the existence of teaching presence, cognitive presence and social presence in the GRE Analytical Writing Section Discussion Forum. The transcript analysis of postings in the GRE Analytical Writing Section Discussion Forum was used to find the existence of teaching, cognitive presence and social presence, and an adapted CoI survey was sent to members to measure their perceived teaching, cognitive and social presences. The results showed strong evidences of teaching presence, cognitive presence and social presence, and high levels of perceived teaching, cognitive and social presences in the GRE Analytical Writing Section Discussion Forum. The well-designed technological environment, distributed teaching presence shared by moderators and members, and extensive evidences of social presence in the discussion forum worked together to support learning in the GRE Analytical Writing Section Discussion Forum.

https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12340

徐国兴:《大学生资助体系完善策略探析》

当前,我国大学生资助体系急需完善,根据变化的资助对象和资助目标,有三类可能的发展策略:同质增量、结构嬗变和核心位移。同质增量基本不改变原有体系的属性,以结构和规模近似同比地扩张。结构嬗变强化附带非经济义务,尤其是专业课程学习成绩要求,是自我属性的合理进化。核心位移逐渐以专业课程学习支持为新核,把资助体系融入大学生综合支持体系中。上述策略各自包含三项具体的侧面或措施,其实施难度依次增加。完善策略选择应立足国情,虑及时势,对上述策略和措施加以优化组合。

http://kns.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFQ&dbname=CJFDLAST2018&filename=SHGJ201801007&uid=WEEvREcwSlJHSldRa1Fhb09jSnZqRXN0dXNPdTJVck16bWc1WnlsVXpaYz0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4ggI8Fm4gTkoUKaID8j8gFw!!&v=MTk0MDFYMUx1eFlTN0RoMVQzcVRyV00xRnJDVVJMS2ZZdVJwRnlIbFU3N0pOaVhNWkxHNEg5bk1ybzlGWTRSOGU=

李栋:《张力与限界:教育教学场域中儿童管理的误读与重构》

层出不穷的“虐童案”与屡见不鲜的“辱师门”投射出儿童管理的“钟摆现象”及其误读之后的“教育悖论”与“思维桎梏”,儿童管理的“被遮蔽”亟待其本真意涵的“自还原”。明晰儿童管理内外之维的张力与限界是准确理解儿童管理的逻辑起点,消除其“钟摆现象”则需要“教育常识”的回归,为此应澄明“惩罚与体罚”“严格与严苛”“权威与专制”的“名”“实”之辨“破”“立”之径和“扬”“弃”之道。儿童管理的最终归旨在于实现“管理的消失”,逐渐从虚无专制过渡到身份认同再到制度契约,最后走向精神契约的自由与独立。

http://kns.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFQ&dbname=CJFDTEMP&filename=XQJY201802006&uid=WEEvREcwSlJHSldRa1Fhb09jSnZqRXN0dXNPdTJVck16bWc1WnlsVXpaYz0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4ggI8Fm4gTkoUKaID8j8gFw!!&v=MjU3MjZLZll1UnBGeUhsVTd2QVBUekJkN0c0SDluTXJZOUZZb1I4ZVgxTHV4WVM3RGgxVDNxVHJXTTFGckNVUkw=

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