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Akademický článek

「互為主體師生關係」的教育學實踐：以東南亞移工自我敘事紀錄片教學為例 The Practice of the Pedagogy Based on the Intersubjective Teacher-Student Relationship: A Case Study on the Selfnarrative Documentary Filming With Southeast-Asian Migrant Workers

Autor: 柯妧青 Wan-Ching Ke

Publikováno v: 臺灣教育社會學研究, Vol 23, Iss 2, Pp 49-100 (2023)

研究者基於個人核心關懷及影像培力教學的反思，參與一項東南亞移工拍片教學行動，嘗試透過結合批判教育學、多元文化教育與女性主義理論的交融教育學（engaged pedagogy）理念，教導移�

Externí odkaz: https://doaj.org/article/b47181afb3fd44f89f5a1ba86a691162

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Akademický článek

批判教育學視角的課程反思與實踐：以三位國文科社群教師為例 Curriculum Reflections and Practice From the Perspective of Critical Pedagogy: Taking Three Mandarin Teachers of a Professional Learning Community as an Example

Autor: 洪郁婷, 卯靜儒

Publikováno v: Journal of Research in Education Sciences, Vol 68, Iss 2, Pp 173-202 (2023)

本研究從批判教育學的視角，探究三位國文科教師於社群中，藉由備課、觀課與議課的對話所進行的課程反思與實踐。此為期2年的研究以某國中教師社群其中三位國文科教師為個案，並採課

Externí odkaz: https://doaj.org/article/30088614744b4f938ca6fa427cb87f8f

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Akademický článek

解構新移民子女教育研究中的缺陷思維論述 Deconstructing the Discourse of Deficit Thinking in Research on the Education of New Immigrants’ Children

Autor: 楊巧玲 Chiao-Ling Yang

Publikováno v: 臺灣教育社會學研究, Vol 20, Iss 2, Pp 39-90 (2020)

本研究旨在反省教育學門的知識生產權力關係，聚焦於「新移民子女」教育議題期刊論文，立基於傅柯學派的觀點，針對說什麼／做什麼、誰被說／由誰說、怎麼說／怎麼做展開論述分析，�

Externí odkaz: https://doaj.org/article/d2198a546f884b13bcb396230fd0675f

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Guent er Slotta and the Genesis of Modern Pedagogy ＆ Didactics after Nazi Regime（ Ⅲ）－ the case of one reformative pedagogue named G. Slotta in Univ. Goettingen and his Research about 'die paedagogische Tatsachenforschung'（ 1962） by Peter Petersen for the' Realistic Pedagogy'－

Publikováno v: 関西福祉大学研究紀要 = The journal of Kansai University of Social Welfare. 26:1-13

1920-30 年代ドイツでは，教育学論議は「子どもから」の教育学に代表される教育改革の理念論議から，実験学校の教育，教授・授業の改革論へ移っていった．だが同時代後半にあたる1930

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=jairo_______::51e4bfa24d06c671169a70d352080ae7
http://id.nii.ac.jp/1068/00000694/

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Was verstehen wir unter der Wissenschaftlichkeit der Pädagogik ? : Rekonstrukution der systematischen Pädagogik Diltheys

Publikováno v: 大阪教育大学紀要. 総合教育科学. 71:1-19

本研究は、現代教育学の「科学性」(学問的性格)とは何かを考えるために、ディルタイの教育学の体系的構想を再考する。そのために、(1)彼の教育学の国民教育論的特徴、(2)彼の教育学�

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=jairo_______::1176fbb0576cb13f6c4a622f16922506
http://ir.lib.osaka-kyoiku.ac.jp/dspace/handle/123456789/32502

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An Educational Perspective on Machine Learning as a Metaphor in the Context of English Language Teaching : Exploring the Implications

Publikováno v: 神戸大学国際コミュニケーションセンター論集. 19:50-56

This paper examines the implications of machine learning results for human learning and presents three perspectives (foreign language proficiency, effort and hard work, and forgetting) that highlight the differences between machine learning and human

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=jairo_______::8993c01cfd0d6e5c42c278fda84324db
https://hdl.handle.net/20.500.14094/0100479347

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MEDIATING BETWEEN POLITICS : AND LIVES BY POETICS

Publikováno v: 國士舘大學政經論叢 = SEIKEI-RONSO = THE REVIEW OF POLITICS AND ECONOMICS. 191:57-96

目次はじめに1．近代化の難問──政教分離と国民的絆の問題2．ルネサンスと文学3．小学校令へ──特別な地位を占める科目4．政治と民衆の媒介をめぐって──倫理か、文学かおわり�

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=jairo_______::8ef8191e11cbfbbfcf8a6f8b0d19df86
http://id.nii.ac.jp/1410/00015840/

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The task and role of Japan’s National University in region

Publikováno v: 商学討究. 73(4):7-24

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=jairo_______::24ca74174b2041bbc399c114c79412aa
http://hdl.handle.net/10252/00006183

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A Collective Memory Perspective on 'Openness toward Society' − Discourses on Experiential Education and 'Public' −

Autor: Ito, Toshiko

Publikováno v: 三重大学教育学部研究紀要自然科学・人文科学・社会科学・教育科学・教育実践 = Bulletin of the Faculty of Education, Mie University. Natural Science, Humanities, Social Science, Education, Educational Practice. 74(2):109-120

This paper examines the ideal of “openness toward society” as promoted by the Japanese Curriculum Guidelines of 2018, placing it in the context of experiential education and collective memory. According to the Guidelines, “openness toward socie

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=jairo_______::2d64afaf35569a2a25d46aafb5691269
http://hdl.handle.net/10076/00021102

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