The background of high-quality development provides a realistic basis for highlight-ing the importance of affection in education.Affection not only constitutes an important connotation of high-quality education,but also is the ethical cornerstone of building a community with a shared fu-ture for mankind in the era of globalization,providing a congenital possibility for people to continue their lifelong self-learning and development.The affectional turn of education means to re-examine the knowledge and ethical background of education,and to seek an education that aims to help peo-ple obtain the motivation,conditions and abilities to promote their own development in the sense of the whole person under the value concept of human development.It is profoundly manifested as the presence of people in educational theory and practice.Therefore,it is necessary to understand the re-lationship between affections and human cognition,morality,spirituality and potential,to seek the modes of infiltration and combination of affection in education,and to promote the development of whole persons marked by affectional turn through the cultivation of affections.
The integration of five dimensions of education answers the question of educational ontology such as"what kind of people to cultivate"and"how to cultivate people",which provides ideas and benchmarks for the evaluation reform of basic education.The integration of five educations is helpful to promote the transformation of basic education evaluation objects from"abstract person"to"concrete person",promote the transformation of basic education evaluation thinking from"linear thinking"to"complex thinking",and promote the transformation of basic education evaluation func-tion from"utilitarian"to"value-added".However,it is not easy to effectively promote it,and there are many difficulties,mainly including the contradiction dilemma in the design of basic education e-valuation index system,the lag dilemma in the implementation of evaluation programs,and the con-trol dilemma in the application of evaluation results.In order to solve the difficulties in practice,it is necessary to deepen the comprehensive research of the evaluational reform of basic education,im-prove the supporting system of the evaluation reform of basic education,build the resource sharing platform of the evaluational reform of basic education,and promote the effective implementation of the evaluational reform of basic education.
Unit teaching is one of the crucial orientations in classroom teaching reform and it is also an important way to achieve the goal of developing students'key competencies.In the process of historical development of unit teaching it serves as a method of organizing teaching content and has evolved over time,and meanwhile,the understanding and development of its connotation is the pro-cess of the unification of disciplinary logic and psychological logic.This paper examines the historical evolution of unit teaching by analyzing three value orientations:knowledge reduction orientation,knowledge application orientation,and knowledge generation orientation through tracing the histori-cal evolution theory,experience theory,and structural theory,the concept of unit teaching is ex-plored,and at the same time,the dialectical unity between disciplinary logic and psychological logic has been sorted out.The current trend emphasizes the integration of disciplinary logic and psycholog-ical logic through literacy development,enriching the connotation of unit teaching by combining holistic and developmental views.Additionally,the paper emphasizes the integration of knowledge,activities and cognitive processes with key competencies as the main line,aiming to reconstruct"In-tegrated Competency Unit".
China has a long tradition of rural teachers'serving as rural elites.In view of the scarcity of rural intellectuals at present,it is urgent to revitalize the advantages of rural teachers'human resources and encourage them to act as"new rural elites"in the process of rural revitaliza-tion.However,the professional quality of rural teachers is still relatively low,China still lacks rele-vant laws,regulations and management systems to support rural teachers'serving as new rural elites,which will inevitably face institutional,management,identity and professional dilemmas.In order to explicit rural teachers'identity limits,task limits,time limits and revenue limits,relevant laws and regulations must be amended,authoritative guidelines must also be formulated,and then the limits of doing things as rural elite teachers should be clarified and defined.In order to ensure the quality of rural teachers'serving as"township virtuous",the supporting mechanisms such as leadership,daily management,application and approval,multiple incentive,supervision and as-sessment as well as dispute resolution must be constructed on the basis of referring to the relevant laws and regulations of civil servants'part-time work management.
The identity of rural teachers is related to the construction of rural teachers and the high-quality development of rural education,and the construction of identity needs truly touch the spiritual and cultural aspects of people,and so it is necessary to examine the identity of teachers from a cultural perspective.From the perspective of cultural studies,the identity of rural teachers is the unity of the triple attributes of self-identity,social identity and value identity.In the process of pursuing modernization,based on the contradiction between modernity and tradition,rural teachers'identity encounters the cultural separation of urban and rural duality,which is correspondingly re-flected in the hollow self-identity under the resistance of material culture,the ambiguous profession-al identity under the disorder of institutional culture,and the loss of value identity under multicul-tural conflict.To break through this dilemma,it is necessary to use cultural consciousness as the cultural guide of rural teachers'identity,realize the inconsistency of self-identity through the inte-gration of material culture;use the correction of institutional culture to solve the professional identity of teachers;and stimulate the leading role of value identity with the harmonious coexistence of spiri-tual culture.
Teaching space is an important part of the school field,which is closely related to the growth of children.The materiality,spirituality and sociality of teaching space are an inseparable whole.From the child-friendly perspective,we re-examine the three-dimensional space of teaching,and find that children are facing three kinds of dilemmas:the boundary in material space,the barrier in spiritual space and the estrangement in social space.To reshape the teaching space,we should improve the material space and guarantee the priority of children;Create a spiritual space and en-courage children to participate;Reconstruct the social space and safeguard children's equality.
The reform of rural education evaluation is an important part of deepening the reform of education evaluation in the new era,and also an important part of the modernization of Chinese rural education.At present,the reform of rural education evaluation still lacks a deep exploration,however,the reform of rural education evaluation is of the time value of activating the endogenous driving force of rural education,boosting the high-quality development of rural education,and pro-moting the modernization of Chinese-style rural education.However,in the process of deepening the reform of rural education evaluation,we should be vigilant against the potential risks of evaluation,such as excessive evaluation of others owing to the rampant worship,the rationalization of instrumen-tal evaluation because of the arrogation of technological governance,the utilitarianism of performance evaluation due to the pursuit of efficiency,and the heterogeneous evaluation of characteristics as a result of pursuiting personality.On this occasion,to avoid potential evaluation risks,we should pay attention to optimizing the evaluation standards,establish an appropriate evaluation reference sys-tem,rationally use the evaluation tools,adhere to the evaluation position of educating people,ex-amine and distinguish the evaluation scale,uphold the evaluation view of validity as the core,scien-tifically grasp the evaluation principles,and follow the rural evaluation consensus,and so as to build risk prevention and control measures.
The era of artificial intelligence in art production has arrived.In terms of human aes-thetic activities,artificial intelligence can be used to provide technical support enhance aesthetic perception,promote aesthetic understanding,and support aesthetic creation.Based on this,artificial intelligence can provide comprehensive empowerment in the concepts,scenarios,resources,condi-tions,and evaluations of aesthetic education.However,due to the dual nature of technology,aes-thetic education in the AI era also faces certain risks and challenges:the vulgarity and mediocrity of aesthetic orientation,the form and emptiness of aesthetic creation,the dissociation and narrowness of aesthetic experience,and the loss and concealment of aesthetic personality.Based on the oppor-tunities and challenges faced by aesthetic education in the AI era,efforts can be made in the future from four aspects:"upholding students'aesthetic orientation,optimizing students'aesthetic cre-ation,enriching students'aesthetic experience,and showcasing students'aesthetic personality",in order to achieve the healthy development of aesthetic education.
There is a subjective problem in the discourse and practice of current educational modernization,which is manifested in the lack of discourse power,value differences,and silence of micro educational subjects such as teachers and parents.The discourse dilemma and instrumental fate of micro educational subjects in the process of educational modernization are not only the modernity dilemma of macro educational modernization discourse practice,but also the modernity dilemma of individual survival in modern society.The path of educational modernization from the perspective of micro educational subjects is both a process for micro subjects to acquire moderniza-tion literacy,and a localized educational practice for macro subjects.The macro education subject and micro education subject should ultimately form a practical community of educational moderniza-tion in the daily educational practice of"dialogue-participation-action".
Promoting the high-quality and balanced development of compulsory education is the only way to realize educational equity and improve the quality of education,which is of great practi-cal significance to speeding up the construction of a strong educational country.In the historical pro-cess of moving from"basic balance"to"high-quality balance",the compulsory education follows the basic logic of development from distributive justice to relationship justice,from fair opportunity to fair results,and from resource balance to quality balance.However,in reality,there are still prob-lems such as the deviation of policy implementation effect,the lack of promoting force at the county level,the continuous loss of rural teachers and students,the dilution of high-quality resources,and the imperfect monitoring system.To improve the system design,we should strive to ensure the effec-tiveness of policy implementation,break the barriers of resource allocation between counties,narrow the quality gap between urban and rural teachers,improve the co-construction and sharing mecha-nism of high-quality resources,and optimize the monitoring and evaluation system.
高质量作业构建须坚守教育的育人价值,引导学生走向思维发展的卓越和价值追求的崇高,从而更好地服务人的全面而自由发展.审视今日作业之异化现象,高质量作业建构中存在着诸种误区,其主要表现为:目标的功利性;方法的工具化以及内容的狭窄化.超越这些误区,高质量作业须重回育人的优先性与基础性,坚持高质量作业的认知性规范和价值性规范之统一,综合处理教育教学中诸多因素.发展高质量作业不仅是一种具体的实践、一种视域的转变,而且是一种完整性的审视与高质量的思维.
高质量作业研究之缺憾在于:研究目的的单一与方法的极化,使人们对高质量作业的思考局限于功利化、效率化、技术性操作之维度,忽视了对何为好的、高质量作业的全面思考,缺乏对作业和教育的统一关系的重视.重新思考高质量作业,需要厘清何为高质量作业,又何以谈之.高质量作业问询是对好作业的问询,必须贯注并体现出对人类学习之特征及其对美好价值的理解与向往,并能够成为学生探究美好生活的方式.高质量作业与教育性学习具有内在一致性.高质量作业回归教育性学习,意味着思想观念和行动策略的革新.就前者而言,高质量作业必须坚持育人价值的基础性和本体性;就后者而言,高质量作业指向一种更加复杂的统合与辩证.
在"双减"背景下,高质量作业作为减少学生作业负担的重要突破口,是教育改革的重要抓手.但高质量作业能否有助于减负,关键取决于教师、学生和家长等主体对作业的认知和把握.欲通过高质量作业实现减负之目的,要求着眼于一种全局性作业观.高质量作业依托完整的作业系统发挥作用.在此基础上,教师需要依据学生主体特征和需求合理设计作业内容;最为根本的是,要培养学生正确的学习认知与独立学习能力,增强其学习内在驱动力和自我实现的能力.借助高质量作业的工具价值,最终实现育人价值.
迈入智能时代,人工智能技术将不断助力教师传授知识的内容和手段,也会重置教师与学习者之间的关系.ChatGPT技术助推了教育工具理性的批判与超越,促进了教育价值理性的解蔽与启发.其较强的自主性给教师带来了前所未有的机遇:ChatGPT技术下更高效的知识生产方式,促使教师角色由注重知识的单向传递转向注重知识的双向自主建构;更软化的知识形态,推动教师角色由注重线性思维的"教"转变向注重关系思维的"学";更灵活的知识传播环境,让教师角色由注重"墨守成规"转变为"纳新革新";教师在创新示范的引领能力、共情共学的主导能力、数据运用的实践能力等方面也遇到巨大挑战.当代教师需以人工智能为镜,以立德树人的创新示范研究者、人机协同的共情共学主导者和与时俱进的数据智慧实践者作为角色转型,以期在"百舸争流"的ChatGPT技术时代下保持角色的充盈与生命张力.
乡村"外扶"模式在落地过程中,裹挟了城市教育的强势价值目标,有意无意对乡村教育价值构成湮灭.当前,乡村教育存在"向城"价值体系导致的"他期待"、教育政策的效率与质量博弈产生的乡村独特性缺失,教育实践的资源"外灌"所裹挟的发展惰性,以发展名义进行乡村教育改革造成的"逆向偏差"等现实问题.乡村教育振兴的内生逻辑核心是通过对乡村教育内部结构、动力机制、参与主体能动性的激发,实现传统与现代交织的乡村教育价值内生,历史与现实交织的乡村教育结构内生、传承与发展交织的乡村教育内容内生、乡村民众自觉与主体性发挥的动力内生,进而形成相互支撑的内生循环.要构建乡村教育振兴的内生模式,需要引导乡村现代化内生动力转向乡村教育体系,建构乡村教育内生价值,形成乡村教育内生制度,完善乡村教育内生内容,推动与乡村教育内生适配的教学与评价改革.
乡村教师的自主教学力是提升乡村教育质量、助力乡村振兴的关键.其中蕴含着自主教学的融入力、驱动力、认同力、体悟力与决策力.然而,"异在地性""角色退行""先赋印象""权力规制""以偏概全"等表象正使乡村教师身陷自主教学力失落的种种困境中.本文通过重构"在地化"自主教学力,重拾"进取化"自主教学力,重塑"双通道"自主教学力,重温"互促型"自主教学力,重建"数据化"自主教学力五个层面致力于促成乡村教师自主教学力的理性回归.
智能技术具有双面效应,它通过提高信息呈现效率、强化多重感官刺激和提升评价反馈效果在教学中发挥着正向价值.同时,技术实践理性的缺位也易产生价值异化,遮蔽教学的生成性、朴素性和能动性.智能教学技术运用的逻辑起点、价值过程和终级诉求都指向"人"的生命效能,而生命效能的彰显也呼唤技术加持,智能技术的"认知外包""族群共享"和"结构深化"等功能可以激发生命活力,提升主体生存效力.因此,智能教学要探寻技术之"器"与生命之"道"的融合路径,通过明确任务类型和把握伦理尺度,划定教学技术使用准线,捍卫自然生命的自在本性;通过教学内容、实施与评价等环节的人机协同性建构,营造主体与外物的共生生态,增强社会生命的自为效能;通过丰盈技术感情与精神,提升智能教学的人性温度和主体性意识,涵育精神生命的自觉意志.
2022年版新课程标准特别彰显了以跨学科主题学习为典型的综合学习.这对中小学提出了跨学科教学的新要求,更对教师的跨学科意识与能力提出了新挑战.在此背景下,教师自身迫切需要开展跨界学习.教师在跨界学习过程中存在着意愿薄弱、知识视野狭窄、跨界融合存在挑战等困境.我们从培养跨界意识和思维、拓宽教师知识眼界、践行跨界学习多种策略、充分重视持续学习与反思等方面提出了破解策略.
新高考"综合评价、多元录取"的考试招生模式取得了较大成效,但仍面临公平困境和效率困境.高考制度改革中存在多元主体间的利益冲突与博弈——中央和地方教育之间的考试权力分割、国家权威与高校自主权之间的边界划分、制度安排与个人选择之间的博弈.多元主体的利益博弈既是发生冲突的根源也是解决问题的药方,"多元录取"的关键在于建构多元利益整合的平衡机制.高考制度中的多元利益相关者的博弈整体上具有非对抗性和可整合性特点,是利益整合的基础.要实现多元主体的利益均衡,必须完善考试治理结构,准确定位四方主体权责:政府应通过全国统一高考确定分数的权威性,高校应充分行使招生自主权,高中享有更大程度的教学自主权,社会及考生享有质询考试制度和监督制度实施的参与权.在此基础上,未来高考改革的趋势应是采取全国统一考试形式,并广泛运用"高考成绩、高中成绩、高校面试成绩"相结合的三位一体考核机制,通过优化顶层设计和扩大高校招生自主权等利益均衡机制提升考试选拔人才的效率.
作为一个教育与戏剧交叉融合的研究与应用领域,现代意义上肇始于西方的教育戏剧,发展至今已经百年有余.随着泛娱乐时代的来临,最初作为方法引入我国的教育戏剧被曲解乃至浅薄化应用,苦药糖衣式工具论大行其道.为了打破"教育为体,戏剧为用"的割裂式观念,论文辨析了纯粹娱乐与创造娱乐、高台教化与主体教化两组对立性功能概念,重新反思教育戏剧的信念传统与立场,进而试图唤醒与定位我国新时期教育戏剧探索的方法自觉、理念自觉与行动自觉.
