Deliberate practice plays a central role in high-quality music learning, yet the motivational and technology-related factors associated with sustained deliberate music practice remain insufficiently understood. Drawing on social cognitive theory, achievement goal theory, and the literature on artificial intelligence (AI) literacy, this study examined the relationships among music learning self-efficacy, achievement goal orientation, AI literacy, and deliberate music practice. A total of 458 music students from a teacher-training university in Liaoning Province, China, completed measures of the four constructs. Music learning self-efficacy was positively associated with deliberate music practice. Achievement goal orientation also showed a significant indirect association between music learning self-efficacy and deliberate music practice, such that students with higher self-efficacy reported stronger achievement goal orientations, which in turn were associated with greater engagement in deliberate music practice. AI literacy further moderated the association between achievement goal orientation and deliberate music practice, with this positive relationship being stronger among students reporting higher levels of AI literacy. These findings suggest that deliberate music practice is associated with both learners’ motivational beliefs and their self-reported AI literacy.

Student engagement in music classrooms is important because it reflects students' active participation in listening, performing, and creative activities and is associated with academic, social, and psychological outcomes. Although teacher support has been widely linked to student engagement, the indirect association between perceived teacher support, music learning motivation, and engagement in music education remains underexplored, especially in general school settings. This mixed-methods study examined associations among students' perceived teacher support, music learning motivation, and engagement in junior high school music classrooms. Survey data were collected from 568 junior high school students in urban and rural areas of Liaoning Province, Northeast China. Quantitative analyses examined associations among perceived teacher support, music learning motivation, and student engagement, and the SPSS PROCESS macro with 5,000 bootstrap samples was used to estimate the statistical indirect association. Semi-structured interviews with 15 students were analyzed through a three-level coding procedure to explain students' learning experiences. The results showed significant positive associations among perceived teacher support, music learning motivation, and student engagement. Music learning motivation was statistically associated with the link between perceived teacher support and student engagement, and the bootstrap confidence interval for the indirect association did not include zero. Qualitative findings indicated that encouragement, emotional care, clear explanation, interactive support, and content aligned with students' interests and abilities helped explain how students translated supportive classroom experiences into confidence, interest, and willingness to participate. Because the study used cross-sectional self-report data, the findings should be interpreted as associational rather than causal.

A persistent challenge in teacher education is that intern teachers often struggle to effectively apply theoretical knowledge to classroom practice. While constructing practical knowledge is key to bridging this gap, current research has paid insufficient attention to the dynamic processes and triggering mechanisms through which such knowledge develops among Chinese as a Foreign Language (CFL) intern teachers during the internship stage. This study focuses on the “key events” encountered by 7 CFL intern teachers participating in an online internship program at a teacher education institution in Northeast China, through 83 class observations and semi-structured interviews. Using qualitative analysis methods, it explores the content, influencing factors, and mechanisms of practical knowledge construction. The results show that CFL intern teachers generated seven types of practical knowledge. Among them, teaching belief knowledge was the most frequently coded category (20.5%), while teaching context knowledge was the least frequently constructed (6.7%)—a pattern largely attributable to the online teaching environment in which all internships were conducted. Negative key events outnumber positive events in terms of quantity, depth of reflection, and persistence of impact. Reflection is the core mediating mechanism connecting key events and knowledge construction, but the “reflection-in-action” ability of intern teachers is weaker than that of expert teachers. This study reveals the dynamics and cross-cultural particularity of practical knowledge construction for CFL intern teachers, providing empirical evidence for optimizing teacher education internship training.

With the rapid development of network technology, cross-regional on-line higher education is becoming one of the mainstream directions of distance education development. The effectiveness of on-line studying is significantly influenced by the level of learning engagement, and research on this topic can help learners by providing them with process-oriented learning support and targeted teaching interventions. Using the example of on-line Science and Technology Chinese Course for preparatory international students at four universities in China, this study collected self-reported data from 463 students using a survey method. The questionnaire was divided into two parts: the on-line studying engagement scale and the factors influencing on-line studying engagement. Descriptive statistical analysis and differential testing were conducted on the data using SPSS software, and the structural validity of the questionnaire was tested using AMOS software. With the assistance of Smart PLS, a model of the influencing factors of on-line studying engagement was constructed to explore the relationship between on-line studying engagement and its influencing factors. The study found that: The overall level of engagement in on line studying for preparatory international students is above average. In demographic factors, apart from gender, all other variables have a significant impact on on-line studying. Student-level factors will have a more significant positive impact on the degree of on-line studying engagement of preparatory international students. Among them, academic self-efficacy, basic psychological needs satisfaction, the difficulty of the on-line course, and completion of the assignment have a significant positive effect. The influence of teacher-level factors on behavioral engagement and emotional engagement is stronger than that of student-level factors. However, the emotional support of teacher-level factors, the on-line environment of environmental-level factors, and the perceived usefulness of technology of teacher-level factors have a certain negative impact on engagement in online studying. According to the research results, this paper puts forward the optimization strategies of accelerating the update frequency of Chinese learning materials, strengthening the input of on-line emotional support, and holding language learning activities with cultural characteristics. This study makes an in-depth analysis of the influencing factors of preparatory international students’ on-line Chinese studying engagement, and puts forward the optimization strategies to improve the quality of on-line studying, to provide theoretical and practical reference for the development of cross-regional on-line higher education.

奥苏贝尔的有意义学习理论对生活数学教学具有深远的意义和影响.基于有意义学习的生活数学教学,应以学生已有知识与经验为教学起点,做到四维目标的分列与融合,做好课堂教学的预设与实施,以及注重前测、中测、后测相结合,从而让学生更好地掌握数学的基础知识、基本技能,获得充分发展.

因囿于缺乏理论基础,我国物理概念教学一直滞留于经验层面,制约着物理教学的整体发展.高中物理课程标准提出了物理学科核心素养的概念,并指出以发展学生核心素养为总目标指导教学改革与实践,这为中学物理概念教学发展带来了新的机遇和挑战.研究认为,基于物理学科核心素养内涵和物理概念形成与发展规律,建构物理概念教学理论框架,是学科核心素养发展的关键环节.进而解构出探查前概念以强化情境教学,基于学习进阶发展核心概念,深挖文本信息以促进深度学习,显化科学方法促进知能协同发展等教学策略,是学科核心素养落地和物理概念教学改革的有效路径.

主题情境教学主张将政治认同核心素养与某一特定主题情境相融合,设置问题链和活动链,在层层递进、环环相扣的情境推演中,引导学生不断加强对社会主义和中华民族的高度认同感与归属感,培养学生建设家乡和祖国的责任担当与使命意识.

2022年4月21日，教育部颁布了新修订的义务教育课程方案和课程标准（2022年版）。按照教育部的总体安排，义务教育课程方案与课程标准在2022年秋季学期开始执行。课程改革进入实施阶段，才是进入最艰难并具有挑战性的阶段，也是最具有创新潜力的阶段。学校、课堂是课程实施的终端。教师怎样理解课程标准的变化，怎样规划自己的课堂教学，怎样在课堂上实施新的课程标准，这些都是保障课程改革的关键。本次修订，义务教育课程方案和课程标准都有很多变化，需要学校校长、教师先研究再实践。这些课程改革的重点、难点问题包括：素养导向的课程体系如何在不同学科的课堂中落实？如何理解和落实学科课程内容的结构化？如何设计基于课程内容结构化的学科大概念与教学单元？如何开展基于核心素养发展水平的学业质量测评？如何实现教学评的一致？如何加强学段衔接，减少课程缝隙？新设立的劳动课程如何实施与评价，也是课程实施的关键点。这些变化是课程设计者顺应时代发展，基于对课程性质、学习本质等不断深入研究后的课程改进。但与此同时，这些变化也对教师、学校等课程实施主体提出了更高的要求。需要校长、教师先理解变化的缘由，再创新实践。为此，我们组织东北师范大学教育学科的多位专家，以义务教育数学、化学、地理、劳动等多学科为视角，笔谈讨论从课程标准出发，变革的课程如何在学校、在课堂中实施的问题，以期与同行研究者讨论，为一线中小学教师提供行动参考。

劳动教育是学生全面发展教育体系的重要组成部分,是国家落实立德树人根本任务、实现学生核心素养培养的重要途径.新时代以来,国家出台了一系列政策文件,对我国劳动教育目标、内容及实施路径提出了清晰的规划方案.2022年4月,《义务教育劳动课程标准(2022年版)》(以下简称《标准》)颁布,正式确立了课程作为劳动教育实施的最重要途径.《关于全面加强新时代大中小学劳动教育的意见》《深化新时代教育评价改革总体方案》强调要"加强劳动教育评价".《标准》对劳动课程评价也提出了明确的建议.因此,建构完善的课程评价体系,就成为确保理想的劳动课程方案走向现实的学校教育实践的关键一环.

深度学习作为推动课程改革的重要抓手和学科教学中落实核心素养的主要途径,为提高物理概念教学质量提供了良好契机.然而,实践场域中尚存课堂参与表面化、概念理解模糊化、体系建构同质化、实践运用浅层化和自我反馈缺少化等问题,其主要根源在于主体地位虚化、应试倾向凸显、教学过程僵化、教学情境固化、题海战术驱使等因素.结合深度学习的内涵与特征,应从基于深度参与强化学生主体地位、基于深度理解明确物理概念本质、基于深度整合建构个体概念图式、基于深度迁移解决真实情境问题、基于深度反思引导学生学会学习等路径,予以突破.

介绍了东北师范大学改革教育博士生培养模式的背景,阐述了学校基于新知识生产理论和混合课程理论,构建并实施的"杏坛名家工作站"教育博士生培养新模式,说明了该模式在提高教育博士生培养质量,提升教师专业发展水平,服务区域教育发展战略等方面取得的良好教育效果和社会效益,期望能为深化教育博士生培养综合改革、推进教育博士生培养模式创新、建构专业学位产教融合育人机制提供有益的实践参考.

学科核心素养作为推动课程改革的重要抓手,已成为我国教育领域理论研究与实践探索的热点,为提高复习教学质量提供了良好契机.当前,我国高中物理复习教学实践仍然存在素养发生的主体浅层参与、素养载体的知识线性累积、科学方法的理解只知其然、科学思维的培养缺少发散、素养生成的情境教学固化、学习过程的反思浮于表面等问题,可通过以有效对话促进深度参与、以概念体系推动深度关联、以自主整合强化深度理解、以深度发散鼓励质疑创新、以深度迁移凸显情境应用、以深度反思引导学会学习等路径予以破解.

博物馆作为一种学习场馆,不仅可以辅助学生进行知识学习,还能够帮助学生建构内在经验.成都七中初中学校通过博物馆校本课程的开发,拟定体现学生核心素养发展的目标,依据学生需要选择适宜的课程内容,按照由近及远、由浅入深、由表及里的原则优化课程组织.在课程实施过程中形成了以讲解输入为导向的参观学习、以动手操作为导向的体验学习、以任务驱动为导向的拓展学习和以科学探究为导向的发现式学习四种学习模式以及多元的课程评价体系.

The literature has shown that teacher leaders' self-identity is a crucial aspect of teacher leadership development. However, less is known about the factors that influence the development of teacher leadership identity in the Chinese education context. By conducting semi-structured interviews with 23 secondary school teachers and administrators, this study aimed to answer two questions: What are the factors influencing teacher leadership identity development, and how do these factors influence teacher leadership identity development in the Chinese education context? Research identifies diverse factors that can influence teacher leadership identity. The personal factors comprised a sense of responsibility, the teachers' personality, personal working experience, beliefs about leadership capacity. The organizational-level factors included the relationship among organization members, the role of principals, the formal selection mechanism for teacher leaders, personal working capacity, time, and energy, opportunities for the emergence of leadership, the nature of teachers' work, and the atmosphere of the school. At the societal level, national cultural values also influenced teacher leadership identity. This article provides practical experience of developing teacher leadership identity in the Chinese context and tries to supply the cross-culture understanding of education administration from the perspective of improving teacher leadership identity.

学科核心素养是学科课程育人价值的集中体现,新一轮课程改革强调通过学科课程的学习,培养学生的学科核心素养.然而,在当前的课程实施过程中,这种育人目标尚未得到有效的落实.我国习题教学尚存滞于模型习题、囿于升学压力、止于浅层学习等不足,应从习题选编、练习、讲解等角度提出要求,采用重视观念培养、强化自主探究等策略,更好地使学科核心素养在教学实践中落地.

Focusing on knowledge-based service relationships, this study examined knowledge-based service workers’ (i.e., school teachers) emotional labor process and the consequential outcomes for their well-being. The study also examined the roles of two antecedents, namely, teachers’ perceptions of display rules and self-monitoring tendencies. A sample of 1,656 school teachers participated in the study. The results showed that self-monitoring generally had stronger, though maladaptive, effects than display rule perceptions on individuals’ use of emotional labor strategies (ELS) (i.e., surface acting and deep acting) and well-being (i.e., anxiety, depression, contentment, and enthusiasm). Both self-monitoring and display rule perceptions were positively related to two ELS. There were relatively stronger relationships between self-monitoring and surface acting, and between display rule perceptions and deep acting. Surface acting was positively related to anxiety and depression and negatively related to contentment and enthusiasm. Deep acting was positively related to anxiety, contentment, and enthusiasm. The examination of indirect effects showed that self-monitoring was positively related to anxiety and depression and negatively related to enthusiasm and contentment. Display rule perceptions were weakly, but positively, related to anxiety and depression. These results suggest that self-monitoring may be less beneficial than previously thought. Knowledge-based service workers’ display rule perceptions and deep acting may not necessarily be harmful to their well-being, but reflect their role identification and commitment. Theoretical contributions and practical suggestions of this study were discussed.

办学理念是学校所有成员对教育工作及学校发展的理性认识和价值追求,决定学校整体的发展.目前一些学校的办学理念形同虚设,并未落实到实际的办学实践中.审视办学理念的价值,探讨办学理念对学校发展产生的显性与隐性影响,是完善办学实践的开端;审视办学理念的主体,由校长单一主体至校长、教师、学生、家长多主体,厘清各主体与办学理念的关系,是正确认识办学理念内涵的开端;审视办学理念的凝练过程,从分析办学资源、集体审议、清晰表述至回归实践的循环过程,是确立高效优质办学理念的开端.

提升教材质量是教材建设的核心任务.教材评价作为国家监控教材管理的重要手段,是提高教材质量的有效机制.当前,我国已初步形成中国特色、适应课程改革需要的教材体系,教材质量稳步提升.但教材评价体系建设依然面临着诸多困难和挑战.建立与完善教材管理机制,应以“评”促“建”,为教材体系建设提供有效的评价制度支撑.

全球素养是立足于全球化背景,强调学生的国际知识、国际技能、国际思维、国际理解以及国际执行力的素养要求.全球素养教育能够培养学生形成通过个人行动影响世界的意识,从多个角度解决世界问题的能力.当前,世界各国正在探索全球素养教育,在理念和目标、实施途径、课程内容领域建构、教学方法、学生评价体系等方面都有很大的突破.基于对各国全球素养教育经验的梳理,审视我国教育现状,规划我国未来全球素养教育发展路径:建构基于核心素养的全球素养目标层级体系;系统设计全球素养课程;探索多元全球素养教育实施方法;创造全球素养教育实施条件.

区域实践共同体作为一种学习型组织,是"以县为主"教育管理体制下农村小规模学校发展的重要路径.它可以改变小规模学校孤军奋战的发展状态,引领学校以实践作为主要生活方式,能够激发小规模学校的发展动力,为教师专业发展搭建平台.实践共同体在发展历程中对"领域""社团""实践"三个要素的处理会直接影响自身发展.基于此,在区域实践共同体的形成中要重视组织中的共同体;鉴别共同体发展的不同阶段并给予直接的支持;对共同体中关键人物的选择;区域内整体文化氛围的营造.