我们需要的变革:COVID-19后的教育

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Change Pub Date : 2021-01-01 Epub Date: 2021-02-18 DOI:10.1007/s10833-021-09417-3

Yong Zhao, Jim Watterston

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引用次数: 0

摘要

COVID-19 大流行给教育带来了前所未有的混乱和巨大变化。然而，随着学校的恢复，这些变化可能会消失。此外，并非所有的变化都是我们想要的教育变革。在本文中，我们认为大流行病为教育变革创造了一个独特的机会，这些变革在 COVID-19 之前就已提出，但从未完全实现。我们提出了 COVID 之后教育应该进行的三大变革：发展性、个性化和不断发展的课程；以学生为中心、以探究为基础、真实和有目的的教学法；充分利用同步和异步学习优势的授课方式。

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The changes we need: Education post COVID-19.

The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.

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来源期刊

Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

7.10%

发文量

期刊介绍： The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.