Traditional teacher interpersonal communication training is often limited to face-to-face formats, offering few opportunities for practice and relying on fixed role-play scenarios. Artificial intelligence (AI) presents a solution to these limitations. In this study, we developed a ChatGPT-4.0-based platform for pre-service teachers to practice and enhance their interpersonal communication skills. A total of 29 pre-service teachers par-ticipated in a one-month training program on the platform, where they could repeatedly simulate real-world communication dilemmas and receive iterative feedback from generative AI. The results demonstrated that the training significantly improved the teachers' interpersonal communication skills and teaching efficacy. This study highlights the potential of AI to empower teacher professional development.

Polyacrylonitrile (PAN) and thermoplastic polyurethane (TPU) were used as sacrificial polymer chaperone adhesives to prepare porous flexible free-standing electrodes. The prepared electrode has excellent flexibility, and the surface porous structure realizes porous channels for electrolyte, which fully ensures the infiltration of electrolyte in the electrode, so that the electrochemical performance is comparable to that of a conventional coated electrode. Ketjen black carbon (abbreviated KB) and carbon nanofibers (CNF) offer a good electronic conductive network in this electrode, while PAN forms a free-standing skeleton and TPU provides flexible components and sacrificial templates. The method utilized is universal for commercial electrode materials and has excellent practical value. The prepared electrode has an area density of more than 10 mg cm- 2 (20 mg cm-2 can be achieved by adjusting the slurry ratio), which is equivalent to the area density of current commercial coating electrodes. The electrode with NCM523 as active material exhibits the same electrochemical performance as traditional coated electrodes, deliver a high charge capacity 150.0 mAh g- 1 (10.0 mg cm- 2 ) after 100 cycles at 0.2 C.

AI-enabled personalization in STEM education is a transformative paradigm in pedagogical approaches, offering students a learning experience that is dynamically responsive to their nuanced requisites. Owing to the rapid development of AI-enabled personalized STEM education, there is a need for more systematic meta-analyses synthesizing its implementation in K-12 schools and examining its effects on improving educational outcomes. To examine the effect of AI technologies on personalized K-12 STEM education under different conditions, a meta-analysis was conducted by synthesizing 99 effect sizes extracted from 32 randomized controlled trial studies. The screening process followed the PRISMA flow diagram. In the coding process, the PICO tool was adapted as a coding sheet to extract pertinent details of each study. The analysis reveals a medium effect of AI technologies in personalized K-12 STEM education, indicating potential advantages over traditional non-AI methods. Six moderators were examined, with four (i.e., school levels, AI application types, personalized learning model types, and subjects) found to be significant in improving educational outcomes. Specifically, AI-enabled STEM education is more effective in junior and senior high school. Secondly, AR or VR tools show the most significant impact on students’ learning outcomes. Furthermore, learning models combined with classroom use exert more significant effects. Moreover, AI technology demonstrates the most important effects in comprehensive courses. Finally, observed items and GAI usage show no significant moderating effects. This paper advocates for an evidence-based and pedagogically aligned integration of AI-enabled personalized STEM education.

Gel polymer electrolytes are viewed as one of the highly ideal substitutes for commercial liquid electrolytes due to their excellent properties of non‐flowing, non‐volatile, high burning point, and compatibility with industrial systems, which collectively contribute to enhanced safety characteristics of batteries. However, the interfacial compatibility issues arising from the unreacted monomers pose significant challenges, leading to poor interfacial compatibility, parasitic reactions, and a subsequent deterioration in battery safety. Herein, a non‐flammable gel polymer electrolyte has been designed by in situ polymerization of Poly (ethylene glycol) diacrylate (PEDGA) with the interfacial reinforcement of Ethoxy (pentafluoro) cyclotriphosphazene (PFPN), to improve the interfacial compatibility and further enhance the safety properties. The gel polymer electrolyte not only forms a stable interface uniformly to resist against the unreactive monomers but also delays the contact reactions and mitigates the chemical crosstalk. The thermal performances with various electrolytes are evaluated comprehensively, and the mechanism for high safety has also been revealed. The incubation time of thermal runaway has been effectively put off from 10.78 to 36.34 h, and the maximum temperature rise (d T /dt) max been reduced in half from 612.0 to 388.2 °C s −1 . This work provides an effective strategy for designing efficient polymer electrolytes for high‐safety batteries.

By reviewing 82 empirical research papers on improving teachers’ occupational well-being published between 2000 and 2022, this review found that most researchers have focused only on teachers’ affective well-being, with particular attention paid to stress and emotional depletion, while less research has been conducted on other dimensions such as social well-being. Most interventions focused on the cognitive restructuring category and faced insufficient incorporation of technology. Based on the review results, we suggest understanding the diversity of teachers’ occupational well-being and finding technological methods to optimize the effectiveness of interventions.

Technologies have the potential to support and enable teacher professional development (TPD) programs for inclusive and equitable quality education and lifelong learning for all (United Nations, 2023). This paper reviews the technology-enabled TPD programs that took place during the COVID-19 pandemic and investigated their effectiveness on teachers’ learning and professional growth. Drawing on the TPD@Scale model, we systematically analyzed the quality, equity, and efficiency dimensions of 37 technology-enabled TPD programs implemented during the pandemic. The findings demonstrate that technology-enabled TPD programs could develop teachers’ knowledge and skills critical to quality teaching during the pandemic and create environments that foster active learning and collaboration among teachers. However, there needs to be significant improvements in using technology to provide expert support and facilitate feedback and reflections. Furthermore, equity and efficiency were not specifically discussed in these TPD programs. Lessons learned from the present study have allowed us to provide recommendations to researchers, policymakers, practitioners, and educators.

Over the past two years, online synchronous video class has been the mainstream of higher education in China. However, college students had less trust in cameras and were reluctant to switch them on. This study employs grounded theory to describe students’ emotional experience and behavioural discipline on cameras, and offers an explanatory understanding based on medium theory and Foucault’s analysis from Discipline and Punish to build a model of camera shyness of college students in online class. The qualitative data results indicated, college students’ attitudes toward cameras are primarily influenced by social factors, characters of curriculum and personal factors. Students are prone to being nervous, worried, distracted on cameras, as well as constantly self-examining and peeping at others. Writing-centered behaviours are shaped by the online synchronous class scene and transformed into screen-centered and lens-centered behaviours. This paper provides a benchmark for improving the future application of online instruction in higher education.

教师专业视觉是教师在课堂上注意和解释重要现象和关键交互的能力.基于眼动数据的收集与分析,对于教师专业性的研究具有低推断性、高客观性,也可以发现一些习以为常或者不易发现的问题.基于真实教学情境,收集了3位新手和3位专家教师课堂教学的眼动数据.研究发现,专家教师比新手教师对学生的"注意"更具效率.教师对于学生的注视分布都不是太平均,教室桌椅排列的位置影响教师的注意分布,专家教师对于综合成绩较差的学生关注度更高.专家教师对学生的课堂练习状况关注更为普遍.对于新手教师的专业发展提供了一些启示.

教学视频作为在线课程的核心,其质量的高低很大程度上决定了在线课程的好坏.本研究以中国大学MOOC设计类103门在线课程为例,基于在线课程和教学视频相关研究成果构建了设计类在线课程教学视频分析框架,聚焦分析视频界面类型、字幕、内嵌测试题,以及教师形象中的表情、眼神/目光、手势、服装和视频中的背景音乐这些要素的呈现,针对当前设计类在线课程存在的问题,提出了优化策略,为后续设计类在线课程教学视频的制作和优化提供参考.

师范生专业素质的高低与其专业知识的多寡、深浅和结构特征密切相关.优化师范生的专业认知结构可从知识掌握程度调研的方向上发力,但更需要关注专业认知各要素的内在关联.研究采集了150名小学教育专业师范生在专业课上提交的写作文本,通过认知网络分析法从认知内容与认知技能两个角度对师范生的专业认知结构展开建模.研究发现,师范生群体对于儿童性有着更深刻和全面的认知,而对教育性的把握则稍逊一筹,此外,师范生的阐释式表达远高于运用和分析式表达;在性别对比中,不同性别师范生在认知内容与认知技能上各具优势;在成绩水平对比中,优秀组的专业认知网络则更为复杂与丰富.研究结果揭示了师范生群体与群体内部在专业认知结构上的特征和差异,建议师范院校优化师范生培养观念,注重课程思政的落实和学生实践能力的提升;师范生则需要关注自身高阶思维的培养和专业认知网络的丰富.

为了解近十年技术支持教师专业发展的研究现状及技术助力教师专业发展的实践领域,文章以教师专业发展的三种理论取向为研究框架,对2010—2020年国内外的技术支持教师专业发展研究文献进行了全面调研和系统梳理.研究发现,在不同的教师专业发展取向中,技术所起的作用分别为:(1)拓展知识获取机会;(2)提供反思工具;(3)促使多元主体跨越边界成长.研究也发现技术支持的教师专业发展研究聚焦于五大主题:(1)技术支持的教师专业发展模型研究;(2)技术环境中的教师学习活动设计研究;(3)支持教师教学的技术工具开发研究;(4)技术环境下教师学习适应性及其成效研究;(5)以技术环境为依托的教师专业发展特征研究.最后,对该领域的研究现状做了小结并指出了未来可能的发展方向.

技术赋能的教育革新为教师专业发展赋予了新的要求和内涵.为探索符合需求的教师专业发展模式,该文通过梳理技术赋能的教育革新与教师专业发展之间的内在联系,明确了当前教师专业发展存在的三个问题:(1)发展视角单一,缺乏多方协作;(2)缺乏对教师能动性及创新思维的培养;(3)培训模式相对保守和封闭.基于文化历史活动理论的变革实验室方法(Change Laboratory)能够为解决上述问题提供具有潜力的方法模型.为清晰呈现这一方法对促进教师专业发展的潜在价值,该文从变革实验室能够帮助教师发展新理念和素养,培养能动性及创新思维,增加专业发展的持续性和促进边界跨越三个方面进行了论述,并对应用变革实验室方法促进技术赋能时代教师专业发展的一般过程进行了阐述.

新冠疫情的突发使在线教育备受关注.文章以参与北京大学教育学院教育博士(Doctor of Education,Ed.D)在线同步教学课程的师生为研究对象,以探究共同体CoI为理论框架,采用质性访谈与资料分析方法,重点探究了同步直播教学对学生批判性思维形成的影响.通过分析师生对在线同步教学中的教学存在、社会存在和认知存在三方面的体验,文章发现:在CoI的三个维度上,在线同步教学对学生的批判性思维发展有较好的支持,获得了与课堂面授教学基本等同的教学效果;但是,技术环境、师生在线教与学的素养等也会在一定程度上制约学生批判性思维的发展.文章的研究对同步在线教学在高等教育中的未来应用具有参考价值.

传统教学中教师无法及时关注每个学生的知识掌握情况,对学生学习状况有更深入的了解,学生也无法准确对自己学习过程中出现的症状进行及时诊断.本研究以七年级数学为例,尝试进行学生数学知识点掌握程度的分析,并基于数学知识点掌握程度和成绩等级数据,采用决策树C5.0算法构建学习成绩预测模型并验证了模型的有效性.这对教师的教和学生的学,以及后续开展关于知识点和学习成绩的研究都有一定参考意义.

学校信息化建设是当前教育现代化发展的重要组成部分,需要政府、学校、受教育者以及社会团体的协同努力.从教育治理的理论视角出发,该文基于对北京市某教育大区6所基础教育学校的调研,发现三种学校信息化建设的治理模式,即综合—自主—发展型、牵制—矛盾—尝试型、孤立—依赖—受限型.结合质性资料分析发现,三种类型在信息化建设的主体、制度、行动、底线、归宿等五维度各有不同.从治理的视角出发,研究建议通过提升学校治理能力,夯实政府服务支撑,汇聚社会潜在能量等策略,学校信息化建设应以学校"自治发展"为主导,在政府"顶层设计"的根基上,在"多元参与"的助力下健康发展.

Taking a public junior high school as a case, this study showed the institutionalization process of integrating information technology with school teaching and school strategies on the system establishment and its diffusion. The action logic and characteristics of different stakeholders, such as school leaders, teachers, parents, educational departments and technological factors were also analyzed, as well as their interrelationships. The study found that in the promotion strategy, the form of grade promotion was easier to become institutionalized than the form of experimental class. Moreover, in the school context, the regulative-normative elements were more effective than culture-cognitive elements during the process of system establishment and diffusion. However, the conflict between schools and other external elements, such as parents and education authorities, is more intense under the overall promotion model.

In order to explore the development process and research hotspots of American learning sciences, a total of 436 learning sciences projects funded by National Science Foundation (NSF) from 2003 to 2017 were analyzed using the thematic analysis method. According to the results, research areas of these projects includes studies of learning foundation, design and development, practical application of learning sciences, and informal learning. Meanwhile, the change of research hotspots of American learning sciences during the past 14 years can be summarized from three aspects. Firstly, a shift of research focus from the cognitive neuroscience study to the learning culture. Secondly, a focus shift from formal learning situation to the learning environment development and the multidisplinary synergies. Thirdly, a shift from considering how to integrate technology into learning process to addressing the technology enhanced learning and learning performance. Related research objectives in this research involves elementary and secondary school students, undergraduate and postgraduate students, as well as members form special community, such as infants and disabled children.

One of the greatest ways to transform education systems is to develop community-centered professional supports for in-service teachers. Given the rise of distance learning platforms such as massive open online courses (MOOCs), there is a growing potential to deliver such supports at scale. The community of inquiry (CoI) framework models the asynchronous, text-based communication that defines educational experiences within such collaborative learning environments; however, methods of CoI transcript analysis must be improved. This paper uses the University of Helsinki's 2016 MOOC, Sustainable Energy in Education, as a case study on how the CoI framework can be used to characterize the educational experience of in-service teachers in distance learning environments. Using the CoI coding protocol, this paper employs a transcript analysis of the discussion forum posts on the MOOC (n = 78), and applies improved measures of reliability in order to understand the capacity of CoI transcript analysis to reliably define online learning experiences. The findings suggest that, while the CoI framework is able to characterize some elements of online learning communities, more work needs to be done to ensure the framework captures the more nuanced elements of such educational experiences, such as the effects of course design and the relative engagement of course participants.

This study explored what makes a MOOC work for teacher professional development. Fourteen MOOCs that had been rated highly were selected, and the comments made by teacher learners were analyzed in order to find out what kinds of design the teacher learners preferred. A group of characteristics, named PCAKE, was identified from the study.

Along with the improvement of the network infrastructure in schools, doing teaching research collaboratively online by different school teachers has been becoming an important approach of teachers’ professional development. Although the online teaching research groups of teachers are expected to be more and more popular in the future, these kind of online groups have to face the challenge of the physical distance among teachers which may course communication problems or even disintegration of the groups. Group cohesion can lay claim to being group dynamics’ most theoretically important concept. The cohesion is considered to improve the collective effcacy of the online teaching research group. This study explored the cohesion of online teaching research groups which were composed of teachers in difference schools. Using the journals written by the teachers, the study explored the group’s cohesiveness perceived by the teachers, and the factors which destroyed the cohesion. Some characteristics, which include individual development, interpersonal dependent, task-driven, socially organized structure and moderate group size, were concluded as the distinguishing qualities of online teaching research group cohesion.