包豪斯预备课程的建筑迂行——以拉兹洛·莫霍利-纳吉主持的课程为例

包豪斯设计教学改革的理念与实践传播到中国,深刻影响了20世纪中国现代建筑教育的发展进程。其中,包豪斯基础教学的引入,是最具历史意义的部分。本文聚焦拉兹洛·莫霍利-纳吉这位代表性人物,对他主持期间的包豪斯预备课程展开研究。从课程构建的多重训练方式出发,追溯其思想渊源,解析"完整的人"和"总体作品"这两个核心概念,透视预备课程在包豪斯教学体系整体架构中的基础作用,以剖析预备课程与建筑以及建筑师培养之间丰富而深刻的关联。同时,本文也检视莫霍利-纳吉教学探索中的视觉化倾向,揭示包豪斯内在矛盾性,为进一步反思包豪斯的中国影响提供关键性的视角。     

Augmented reality in language learning: A state-of-the-art review of 2014–2019

This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st-century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile-based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learning – for instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.     

作为设计教学战略的异常事物与惯例辩证法——1996～2007哈佛大学第一学年工作室课程

在教育刚开始的阶段,核心课程教育是本源。第一年的核心课程教学受着双重的束缚。问题来源于这样一个认识:今天最好的建筑师不是那些有着杰出的想法或是卓越技术之人,而是那些能在所拥有的各种想法和所掌握的技术手段之间产生神奇魔力之人。观念和技术的融合是难以传授的,也没有批评和论述的标准。因此,在建筑设计工作室里,主要的教学方式便是讲故事。积累起来的大量故事让人能通过类推的方式来表达那些难以直接描述的事情。教育的核心沿着两条平行的轨迹在运行:一条着眼于建筑和建造的类型学,另一条着眼于几何学和建构。不管是哪一个方面,那些自相矛盾和似是而非的问题总会扰乱在理论上协调一致的类型学或者事物的秩序,这种类型学或秩序作为一种手段将约定俗成的概念引入建筑学之中。意识到这个事实的建筑师必须完善他们固有的建筑观念,或者建立起与知识体系相协调的观念。总之,对问题的质疑成了建筑学中所有事情的主角,对问题的设计和如何敏锐感知这些问题成了设计教学的核心。     

开放教学的相关理论及教学方法

本文介绍了开放教学的基本概念以及相关理论。然后对教学方法进行了梳理,提炼整理了几种符合开放教学理念的现代教学方法,并进行了分析,得到一些有益的结论。     

高等教育教学的普遍性和特殊性——以教育学专业为例

高等教育的教学具有普遍性和特殊性,这种普遍性和特殊性直接决定着教育学的课程设置和课堂讲授的有效性。普遍性主要在教学对象及其所拥有的知识储备类型两个方面具有同一性;特殊性则在着眼于衔接和过渡的前提下,成为合理科学的设置课程的先决条件,并在此规范下要求课堂讲授必须最大程度地迁就学生,从而让理论的课堂焕发实践的活力。     

Policy impacts on pedagogical practice and ICT use: an exploration of the results from SITES 2006

The Second Information Technology in Education Study (SITES) 2006 results reveal that principals' perceived presence of lifelong learning‐related pedagogical activities in their schools had changed markedly since the same data was collected in 1998 in SITES‐M1. More intriguing was the fact that the directions of the changes were quite different depending on the education systems concerned – many of the Asian countries reported very high increases while some of the European countries reported large drops over the same 8‐year period. This paper reports statistical evidence that the observed ‘pendulum swing’ reflects actual changes in teaching practices in these countries. Exploratory multilevel analyses results consistently show that national means of principals' vision can be used as a system‐level indicator predicting national means of pedagogical orientations in schools several years later. These findings also indicate the possibility of the ‘pendulum effect’ being a consequence of system‐level policy differences in the countries participating in the two SITES studies.     

研究生的学习状况及其影响因素探究——基于某省教育学研究生学习倦怠状况的调查与分析

教育学研究生普遍存在着相当程度的学习倦怠。导师指导、学习认知、学术科研活动参与状况、学习压力和挫折、年龄、工作经历以及身体健康状况与研究生学习倦怠的关系密切。从根本上改善研究生的学习状况,需要多方面协调一致、相互配合、共同努力。     

大学英语听力教学之思考

我国大学生英语听力水平难以达标的主要原因是受教学设备、各种语音和学生心理素质等的影响。提高学生听力水平可从以下六个方面着手,即:提高学生的辨音能力,增加学生的背景知识,培养学生听前阅读的习惯,增强学生的反应能力,培养学生的预测能力,以及提高学生的概括能力等等。     

Assessing Pedagogy in Bioengineering Classrooms: Quantifying Elements of the “How People Learn” Model Using the VaNTH Observation System (VOS)

One goal of the VaNTH Engineering Research Center is to estimate the effects of the “value added” to bioengineering student learning as a result of “How People Learn” (HPL) framework interventions. A necessary step in that process is to assess pedagogical differences in both lecture‐based and HPL‐oriented courses. Data from 28 bioengineering courses, over five semesters, were analyzed using a newly developed HPL Index. This index, developed from the Classroom Interaction Observation portion of the VaNTH Observation System, reports levels of HPL‐inspired pedagogy, traditional pedagogy, and classroom organization within a class using codes for different types of faculty and student interactions assigned by an observer in real time. Results confirm the HPL Index's ability to distinguish pedagogical practices based on HPL principles and pedagogical practices based on traditional, non‐HPL pedagogy.