近年来，教育学系特别注重研究生培养的国际化水平，积极鼓励研究生参加国际学术会议，锻炼其参与国际学术交流的能力。仅2018年以来，教育学系研究生参加国际学术会议人数近20人，会议涉及哲学、比较教育、教育史、教育政策、教育人类学等多个学科领域。
罗艺
会议名称
第24届世界哲学大会：学以成人
The XXIV World Congress of Philosophy：Learning to Be Human
论文题目
教育过程中的科学性与艺术性——基于杜威美学的思考
Scientific and Artistic in the Education Process——Based on Dewey's Aesthetics
摘要
杜威美学思想分析了经验与审美经验、科学与艺术的区别，这对于理解教育过程中科学性与艺术性的问题有新的启示。教育是经验的改组和改造，但不同经验的教育效果并不相同。“做”与“经受”关系的性质决定了在主体与外部环境的相互作用中所获得结果的性质，也区分出普通经验和审美经验。审美经验无论是在其深刻性、强烈性、清晰性和完整性方面都优于普通经验，也更深刻的改变了一个人的经验构造，具有更好的教育效果。审美经验，或者说意义的获得，需要综合科学的陈述模式与艺术的表现模式。科学作为寻找意义的指导，是一种普遍化、客观化的陈述模式。艺术则直接呈现意义，是一种个性化、主观化的表现模式。教育过程需要融通科学性与艺术性，即在指导审美经验获得步骤、方式或程序的陈述模式中，导向活动间的相互关联，促成个体意义的呈现。
Dewey's aesthetic analyzes the differences between experience and aesthetic experience, science and art, which has new implications for understanding the scientific and artistic issues in the education process. Although education is the reorganization and reconstruction of experience, different experiences show different effects. The nature of the relationship between "doing" and "experience" determines the nature of the results obtained in the interaction between the subject and the external environment. It also distinguishes between ordinary experience and aesthetic experience. Aesthetic experience is superior to ordinary experience in terms of its depth, intensity, clarity, and completeness. The acquisition of aesthetic experience or meaning requires a comprehensive scientific presentation and artistic expression. Science, as a guide for finding meaning, is a generalized and objective presentation mode. Art directly expresses meaning, which is a personalized and subjective mode of expression. The education process needs to guide the interrelationships between activities in the statement mode that guides the steps, methods, or procedures of obtaining aesthetic experience, and promote the presentation of individual meaning.
杨晓莹
会议名称
比较教育与欧洲研究法中研讨会
A French-Chinese seminar on comparative education and European Studies
论文题目
教育治理视野下小学参与机制研究
The Participation Mechanism in primary school in the perspective of Educational Governance
摘要
教育治理的重要性日渐提升。国家和政府出台了相应的政策和文件来促进与推动教育治理。十八届三中全会中指出全面深化改革的总目标是完善和发展中国特色社会主义制度，实现国家治理体制和治理能力的现代化。这是国家改革与各个领域改革的目标，在教育领域中，尤其是学校治理应得到重视。本研究的目的旨在对多主体的参与方式、参与状态、参与问题参与机制的探索。本研究采用了文本研究法、访谈调查法以观察法开展对于参与机制的研究,最后得出了教师参与积极性较高，从被动参与到主动参与发生转变；教师参与学校治理的途径多样；年轻教师对参与与学习有着强烈的意愿；校长对于教育治理的理解尤为重要。
The importance of education governance has been raised gradually. Our government has proposed and formulated relevant policies to promote the educational governance such as, the Third Plenary Session of the Eighteenth points out that the overall goal of deepening the reform in an all-round way is to improve and develop the socialist system with Chinese characteristics and modernize the national governance system and capabilities. This is the goal of country reform and the requirements of every field, especially in education field, school governance should be paid more attention. This paper aims at focusing at the different objectives’ participation methods, situation, problems, exploring the mechanism of teachers’ participation.it has adopted several research methods, text analysis, interviewing method, observation method to do this investigation to make conclusions about the mechanism of participation. The researcher finally has concluded that the degree of teachers' participation is very high, it shows a trend from being passive to active, there are so many participation opportunities in school governance, young teachers have a strong desire for learning and participation and so on.
朱园园
会议名称
第十七届世界比较教育大会：教育的未来
XVII WORLD CONGRESS OF COMPARATIVE EDUCATION SOCIETIES: THE FUTURE OF EDUCATION
论文题目
多主体教研活动中教师话语权与价值抉择的叙事研究
A Narrative Study of Teacher's Discourse Rights and Value Choices in Multi-agent Teaching Research Activities
摘要
在我国，相同或相似学科成立教研组是教师专业发展的一种常见方式。这种集体协作模式被认为对教师发展有积极的影响。近年来，随着教师发展中对文化氛围、专业背景和共同体的重视，高校、地区教育行政部门与学校不同学科间的教研活动逐渐盛行。显然，这些合作主体不仅以专业身份进行合作，而且以权力身份进行合作。那么，教师会选择接受专业指导还是来自权力的干预？当不同权力主体之间存在冲突时，教师会做出怎样的选择?不同的权力主体在教研活动中扮演着什么样的角色?他们在教师发展中都起到了积极作用吗?在这个过程中，教师的话语权会被忽视或被剥夺吗?这些都是本研究希望探索的问题。
In China, the formation of a teaching research group with the same or similar subjects is a common way for teacher professional development. In recent years, with the emphasis on cultural atmosphere, professional background and community relations in teachers' development, teaching research activities involving different subjects from universities, regional educational administrations and schools gradually prevailed. Then, do teachers choose to receive professional guidance or accept power intervention? What choices does the teacher make when there are conflicts between different powers? What are the roles played by different power subjects in teaching research activities? Is the teacher's discourse power ignored or deprived? Those are the questions that this study hopes to explore.
蔡心心
会议名称
第十七届世界比较教育大会：教育的未来
XVII WORLD CONGRESS OF COMPARATIVE EDUCATION SOCIETIES: THE FUTURE OF EDUCATION
论文题目
面向未来的教师教育
Aspects that Should be Emphasized by Teacher Education in the Future
摘要
高质量的教师教育对于社会的健康发展有着重要的影响。人工智能的应用已经开始大规模地渗透到学校教育中，学生获取知识的途径较以往传统方式发生了巨大的变化。为适应到来智能化社会，教师教育的方向应做当调整。教师教育除培养教师具备基本知识和教学技能外，还应考虑以下几个方面。第一，教师教育应重视教育技术教育。由于智能化教学辅助设备更新速度快，教师应掌握相应的教学设备使用能力，使之适用于创新教学；同时帮助学生更好地适应信息化教学方法；利用教学技术更好地实现教育公平。第二，强调师德教育，重视学生的心理发展。人工智能时代更应该重视人文关怀和言传身教的影响。第三。加强创新课堂教学能力的培养。系统的知识传递很大程度上将被人工智能所取代。学生创新思维的发展在很大程度上决定了他们在社会上的竞争力。
High quality teacher education has an important impact on the healthy development of society. Artificial intelligence has begun to penetrate into school education on a large scale nowadays. The ways to obtain knowledge are greatly expanded. Thus, the direction of teacher education should also be adjusted appropriately in the upcoming intelligent society. In addition to the basic knowledge and teaching skills, teachers' education should also consider the following aspects in the future. Firstly, pay attention to the education in educational technology. Secondly, developing teachers’ morals and helping teachers to understand students' psychological features. Thirdly, enhancing the ability of creative classroom teaching. Systematic knowledge transferring will be replaced by artificial intelligence.
吴陈兵
会议名称
第十七届世界比较教育大会：教育的未来
XVII WORLD CONGRESS OF COMPARATIVE EDUCATION SOCIETIES: THE FUTURE OF EDUCATION
论文题目
乡村教师教育科研扶贫的问题及路径探究
Problems and Path Exploration of Rural Teacher Education-research Poverty Alleviation
摘要
扶贫既是一种伦理道德，也是一种社会责任感。当前我国乡村教师教育科研能力低，自我效能感弱，而乡村教师教育科研扶贫，却存在扶贫主体缺位、扶贫需求失衡等问题，极大的影响了乡村教师专业发展。振兴乡村教育，必须提升乡村教师的教育科研能力，增强乡村教育的内生力。为了有效促进乡村教师教育科研能力的提升，政府、教育学者以及社会各界人士分别可以通过项目式、一体式以及多元式的扶贫方式，提高乡村教师的教育科研能力，增强乡村教师教育科研的自我效能感。
Poverty alleviation is not an ethnic, but also a responsibility and mission. Nowadays, the rural teacher education-research in China is insufficient ability and low self-efficacy, while the poverty alleviation of rural teacher education-research also exists some problems, such as lack of main body of poverty alleviation and imbalance of poverty alleviation demand and so on，which greatly hinder the professional development of rural teacher. To revitalize rural education, we must enhance the ability of rural teacher education-research, and promote the endogenous force of rural education. In order to implement the the poverty alleviation of rural teacher education-research, the government, scholars and social person can help the rural teachers to improve their ability and confidence of teacher education-research by the models of project-based, integrated and diversified.
吕珂漪
会议名称
第十七届世界比较教育大会：教育的未来
XVII WORLD CONGRESS OF COMPARATIVE EDUCATION SOCIETIES: THE FUTURE OF EDUCATION
论文题目
探索“事实·行动·反思”的教育研究逻辑
Explore the education research logic of fact, action and reflection
摘要
教育研究致力于教育事实的说理与论证，目的是在真实的行动中推进教育实践的发展与变革。2019 “你好，寒假!”项目研究在此前提下展开，形成了以“事实·行动·反思”循环进行教育研究的逻辑。项目研究的起点是寒假与学期初生活的事实，其在真实的行动中发展与推进，并在多主体的反思中不断地延续并自我超越。
Education research pursuit the clarification and illustration of education fact, aiming to develop and shape education practice within real action. Reasoning, demonstrating and practicing should be integrated in a complete set of logic, which have been widely accepted by education researchers and actors. However, education theory and practice are always divided into two independent areas, where people hold their own aims, create their own discourse system and follow their own practice logic.
刘秀霞
会议名称
2019年度加拿大人文与社会科学大会
Congress 2019 of the Humanities and Social Sciences
论文题目
继往圣绝学，扬圣贤之道——国学教师自我认同的叙事探究
Inheriting Traditional Chinese Classics and Carrying Forward the Tao of Ancient Sages: A Narrative Inquiry into the Self-identity of Sinology Teachers
摘要
在学为人师、行为世范的过程中，一些私立教育机构的国学教师形成了强烈的自我认同。文章通过叙事研究的方法探索国学教师自我认同建构的轨迹，建构过程和达成自我认同状态的主要特点，以及国学教师自我认同建构过程中的主要影响因素。并进一步反思了叙事探究的优点与不足，探讨了未来进行国学教师自我认同探究的可能方向。
When learning to be excellent teachers, some Sinology teachers who work in the private Sinology educational institutions construct strong self-identities. This paper uses narrative inquiry to explore the constructing trajectory of the Sinology teachers’ self-identity, the main characteristics of the process of arriving at the relevant stable self-identity, and the influential factors of Sinology teachers’ self-identity. Reflections on the narrative inquiry and Sinology teachers’ self-identity will be discussed for future research.
罗文钘
会议名称
教育、教育政策、领导和管理国际会议
ResearchLink International Conference on Education, Educational Policy, Leadership & Management
论文题目
审美在科学教育中值得关注——从席勒理论出发
Aesthetics Deserves Attention in Science Education: Starting from Friedrich Schiller's Theory
摘要
科学教育对知识和技能传授的过于重视可能会导致人性的异化，其最终落脚点应该是教育。在这个问题上，强调塑造人的完整人格的席勒美育思想具有指导意义。本文旨在从席勒关于人本性的讨论出发，以感性和理性得到充分但不过度的发展为科学教育的目标，探讨审美维度在科学教育中的意义。
Science education that pays too much attention to delivering knowledge and skills may lead to alienation of human nature. The ultimate goal of science education should be back to education rather than science. On this issue, with the main purpose of shaping complete personality of human, Friedrich Schiller's theory of aesthetic education can be instructive. Starting from Schiller's theory that human nature is composed of sensibility and rationality, this article aims to discuss the aesthetic dimension and promote its significance in science education. Beauty as the object of aesthetic enables sensibility and rationality to fully but not excessively develop. Therefore, aesthetics has its educational effect on balancing the development of sensibility and rationality and it deserves attention in science education. Considering that both continuity and distinctions in aesthetics exist between scientific field and everyday life, the aesthetics of science need to be constructed carefully in science class.
吕珂漪
会议名称
欧洲家长教育参与研究联盟年会
Europe research network about parent in education, ERNAPE
论文题目
积极参与模式下父母参与对农民工家庭文化资本的贡献：基于中国上海一所随迁子女学校的案例研究
Active-participation Model Parental Involvement Contributes on Family Cultural Capital of the Rural-urban Migrant: based on a case study in a migrant school in Shanghai, China
摘要
在城市化背景下，城市外来人口的发展已成为当今中国不可回避的话题。许多研究表明，农民工的家庭文化资本不足，对子女的发展产生了消极影响。本研究主要探讨家长参与与家庭文化资本之间的关系。本研究以上海市进城务工随迁子女桃苑小学的6个家庭为个案，采用访谈法、问卷调查法和观察法，了解家庭文化资本在家长参与过程中的改变。研究主要有两点发现。第一，在两年多的家校关系改革中，家长参与模式由自我淘汰向主动参与转变。第二，主动参与对家庭静态文化资本（包括书籍的数量和质量、家长的教育知识、父亲的教育角色、对农村文化资本的认同和信心）与动态文化资本（包括家庭教育行为、语言能力和家庭文化生活）均产生有益影响。
Under the urbanization, the development problem of the migrant in cities become an inevitable topic in China today. Many studies reveal that the family cultural capital of the migrant works is insufficient, which exerts passive effects on the development of their children. The study focuses on exploring the relationship between parental involvement and family cultural capital (FCC). The authors selected Taoyuan migrant as a case which has conducted home-school reformation for more than two years, using the methods of interview, questionnaire and observation to get two mains findings. First, the model of parental involvement has changed from self-elimination to active-participation, in which process that Taoyuan played a very important role. Besides, the active-participation made contributions on: (1) static FCC, including the books quality and quantity, parents’ education knowledge, fathers’ educational roles, the recognition and confidence in the rural cultural capital; and (2) operational FCC, including the family educational behavior, language ability and family cultural life.
朱园园
会议名称
第六届东西方教育互惠学习国际会议
The 6th Annual International Conference on West-East Reciprocal Learning in Education
论文题目
孔子会对杜威说什么？——基于“中加互惠学习”项目的研究
What will Confucius say to Dewey?—Research Based on "China-Canada Reciprocal Learning" Project
许李萌
会议名称
澳大利亚人类学年会
Australian Anthropological Society
论文题目
“勤奋”：中国研究生的德性转型与话语实践
Doing Diligence (qinfen): A virtue-in-transition and discourse practice among Chinese postgraduates
摘要
在中国传统文化中，“勤奋”是一种积极的民族性格和个人品质。时过境迁，“勤奋”的语境发生了变化。为了探究“勤奋”的中国特色和现代意蕴，本研究围绕“勤奋”一词进行深入分析。通过半结构式访谈和实物分析的方法，本文考察了中国的研究生是如何理解“勤奋”的，以及他们在学校进行着怎样的“勤奋”实践。当面访谈和电话访谈了来自中国东部和西部两所高校的七位研究生，其中四名女生，三名男生。微信朋友圈的数据用于分析关于“勤奋”的公共话语实践和人际互动。
A stereotype of Chinese students is that they are extremely diligent because many see hard-working as a critical virtue. In contemporary Chinese society, diligence (qinfen) is not only a widely disseminated social discourse, but also what Chinese students ‘do’ to explore and construct themselves. However, little is known about the everyday practice of ‘doing diligence’ among Chinese students. To fulfill this knowledge gap, this paper examines how the discourse of diligence has been imagined, reconstructed, manipulated, and subjectified by a group of Chinese postgraduates.
何梦蕊
会议名称
澳大利亚人类学年会
Australian Anthropological Society
论文题目
“不完整”身份：中国城市公办学校代课教师身份污名化研究
"Incomplete" identity: Stigmatization and substitute teachers’ everyday life in an urban public school in China
摘要
代课教师是中国教师队伍的一个特殊群体，是中国学校为了补充师资不足而聘请的没有编制的非正式教师，在学校的职场中处于一个尴尬的位置。本研究以戈夫曼的污名理论为基础，试图探究中国代课教师在学校日常生活中的这种“尴尬感”和“陌生感”。本文的论点是，中国城市公办学校代课教师身份污名化是一个被不断建构的现象，而代课教师群体的社会身份是不完整的。他们在难以直接解决社会身份受损的困境中，会开始转变自我期待，从怀疑反思中找到一条能让其处境稍显顺理成章的道路。
Substitute teachers in China are teachers who work in state-run schools without an authorized identity within the state system. These ‘teachers’ do not have a ‘complete’ (paper) identity that help them fit in and pursue professional development. Inspired by Goffman's stigma theory, my research looks at the ‘awkwardness’ and ‘strangeness’ of substitute teachers in everyday school life. This paper argues that the stigmatization toward substitute teachers is not only a social construct of hierarchical membership between different groups of teachers, but also a practice of normalized symbolic violence at work. The feelings of incompleteness is a constant construction of social identities.
李小叶
会议名称
澳大利亚人类学年会
Australian Anthropological Society
论文题目
情感劳动角度下初中教师职业认同感的研究
Teachers’ Professional Identity in China: A Case Study from the Perspective of Emotional Labor
摘要
自21世纪以来，中国基础教育改革的步伐不断加快，关于教师专业发展的问题也备受关注。教师职业认同在很大程度上影响着教师的实际教学、工作热情及职业发展水平。教育改革总是与教师的素质密切地联系在一起，教师职业认同感的建立既指一种过程，又是一种状态。西方对于教师情感的研究相对成熟，积累了大量的实证性数据与理论成果。相对国内，虽然已经意识到教师情感的重要性，但是基于教师情感的视角对教师职业认同感的分析以及对策建议缺少解释性的依据和翔实的落实效能。因此，本研究的研究问题将从教师情感的角度入手，主要采用文献法、访谈法和个案研究法，从中学教师的同辈氛围、教师个体自身的符号资本以及学校组织文化这三个维度，探寻教师们在教学实践中产生了怎样的个人情感因素，这些因素分别属于哪个维度。并且透过教师的情感自述，梳理了教师们存有怎样的情感困境与情感需求。并据研究结果提出建议，应如何疏导教师的消极情感，并通过培养教师的积极情感提升教师职业认同感，支持教师更有效能，更加幸福地教与学。
Since the 21st century, issues of teacher professional development have attracted intensive attention in China. Teacher professional identity greatly affects the teacher's teaching, attitudes, commitment and career development. Education reform is always closely related to the quality of teachers. The establishment of teachers' professional identity refers to both a process and a state.
Although the importance of teachers' emotions has been discussed in mainland China in recent years, the analysis of teachers' professional identity and the countermeasures and suggestions based on the teacher's emotional perspective lacks explanatory basis and detailed implementation efficiency. Therefore, the research questions in this study will start from the perspective of teachers' emotions, from three dimensions : the middle school teachers' peer atmosphere, the teacher's symbolic capital and the school organization culture, exploring the personal emotional factors that teachers have produced in teaching practice, and which dimension these factors belong to, mainly by way of documenting, interviewing and case study. through the emotional self-report of the teacher, this study sorts out the emotional dilemma and emotional needs of the teachers. According to the research results, suggestions should be made on how to guide teachers' negative emotions, and enhance teachers' professional identity by cultivating teachers' positive emotions, and support teachers to be more effective and teach and learn more happily.
