中等师范院校教育学专业课堂教学面临的问题及建议

课堂教学可以说是整个教学活动重点和关键。笔者以中等师范学校为例,对中等师范院校教育学专业课堂教学面临的问题进行了分析,并提出了相关建议。     

“迷惘的教育学和教育学的迷惘”——有关教育学学科独立性的思考

本文主要是从教育学作为一门学科的尴尬的学科地位及现状入手,分析其成因,并阐述了什么是"真正独立的教育学"。作者认为,教育学要成为真正的独立之学,必须从根本上改变教育学观,实现教育研究从单纯的学科基础扩展到生活基础,同时明确教育学者的自由与责任。     

关于高师院校数学教学论课程建设的思考

"数学教学论"对中小学数学教师培养起着至关重要的作用。本文就高师数学教学论课程存在的问题、课程定位和课程内容设计进行了分析,并提出案例实践教学的建议。     

Integrating Global Poverty Into Mainstream Business Classrooms

Most of the products and services discussed in business curricula serve a small portion of humanity. But the great majority of economic growth over the next few decades is expected to occur in emerging and frontier markets. This emerging reality increases the urgency for including topics related to global poverty, unmet human needs, and emergence from poverty in conventional business curricula. This article describes several strategies the authors have employed to engage students' imaginations as well as their analytical capabilities to address the business challenges and opportunities inherent in addressing global poverty. It also offers possibilities for expanding students' concepts of themselves as business people and encouraging them to use their business skills to solve unmet human needs.     

浅谈英语趣味教学

传统的英语教学强调知识的传授和记忆,忽略学生兴趣的培养,造成学生被动接受知识,缺乏学习的积极性和主动性,使学生对英语渐渐失去兴趣,严重影响教学效果,要改变这种英语教学的现状,就需要我们采用启发式教学法、直观教学法、游戏法、创设情境教学法、课内外相结合法、多媒体教学法等兴趣教学方法来提高学生的学习兴趣。     

Moving Beyond the Masculine Neoclassical Classroom

In addition to critiques of the content and methodology of neoclassical economics, feminist economists have also offered constructive reflections on the way economics is taught. The "Voluntary Economics Content Standards for PreCollege Economics Education," developed in 1997 by the U.S. National Council of Economic Education, present yet another challenge to feminist economic educators. In this paper, we first review general methods for challenging and expanding these standards. Next, we select a specific content standard and explore how it might be reworked to reflect more accurately feminist economic scholarship and pedagogy. This reformulation of the standard will help broaden the pedagogy and content that are both implicit and explicit in all of the standards, allowing for a more inclusive classroom.     

Meta programmes for identifying thinking preferences and their impact on accounting students’ educational experience

Meta programmes are a way of indicating unconscious thinking preferences that influence how a person perceives the world, and how that person behaves and communicates with others. Meta programmes provide an easily understood language that can facilitate an understanding on the part of accounting students and faculty, of metacognitive processes, an important pre-requisite to developing the skill of learning to learn. This paper reports the results of an interview-based study which identifies 11 meta programmes important to the specific context of students’ educational experience. Meta programmes are found to affect the ability/inability of certain students to manage the educational process, a result that improves our understanding of why some students are better at coping with the demands of higher education than others. Since meta programmes are considered to operate at an unconscious or metacognitive level, raising awareness of their thinking and learning styles offers students the opportunity to influence, or change, their own cognitive processes involved in learning and therefore to enhance that learning. An increased understanding on the part of accounting faculty of their own and their students’ meta programmes offers potential for improving communication with students and designing more effective teaching and feedback strategies.     

Taking international business education programs and pedagogy to new heights: Fundamental questions for educators and students

As the dynamic global business environment continues to force organizations to be agile and adaptive, international business (IB) education pedagogy is transforming. Building on previous literature describing gaps in IB pedagogy, as well as unaddressed stakeholder needs, we first use our institution—the United States Air Force Academy—as an example of IB program development. In examining our program's evolution, we develop five questions that may provide insight regarding more generalizable IB pedagogy trends. To assess this possible generalizability, we explore questions related to the development of our program using self-reported, publically-available websites of the top full-time MBA programs throughout the United States. Our questions focus on the role of foreign languages, study abroad opportunities, integrative courses, capstone/thesis projects, and faculty development. Our exploration indicates that these five questions are important not only for educators developing future programs, but also for students examining potential IB programs. Additionally, our research examines a sixth question focused on the development of competitive positioning and program differentiation in IB programs. We hope to motivate future inquiry into IB pedagogy, which could inform more effective means of improving IB education.     

试论研究性学习的心理学教育学基础

研究性学习需要理性的引领。卢梭的自然主义教育观是研究性学习的思想基础;杜威的"五步教学法"使研究性学习从观念层面走向实践层面;罗杰斯的人本主义理论为研究性学习指明了出发点和归宿;布鲁纳的结构主义理论为研究性学习提供了所有的形式;苏霍姆林斯基的"让学生进行独立的脑力劳动"的观点揭示了研究性学习的本质内涵。     

《电子线路》的讲课艺术

高等教育教师来源多样化，非师范类高校毕业教师自身的科研能力、业务素质很强但未系统学习教育学和教育心理学而从事教育职业，是目前高校普遍存在的现状。作者从自身的教学经验出发，结合教学实践，论述了电子类的教学艺术和讲课思路一般方式方法，并以《电子线路》为例具体讲述了讲课的艺术，以此期望提高非师范类高校毕业教师的教学水平。