Erros ortográficos no presente em professores do futuro relação (im)provável?

Application and Practice of MOOCs in the Teaching of Primary and Middle Schools

Strengthening the ideological and political work in secondary schools during the new period is an important task shared by high school politics teachers, Youth League cadres, and class masters. And improving politics courses in secondary schools serves as a vital link in the endeavor effectively to carry out ideological and political work during the new period; it will lay the groundwork for the scientification and systematization of secondary school ideological and political work. Therefore, improving and strengthening the politics courses in secondary schools is what the broad masses of secondary school League cadres are concerned about and long for. We would like to join with the vast number of politics teachers to discuss how to improve the politics courses in secondary schools. We propose to offer some simple opinions on this issue, as follows: To improve the politics courses in secondary schools, one very important requirement, we believe, is adherence to the principle of seeking truth from facts.

The aim of this study is to make a comparison between history topics in Social Sciences course, Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and History of Kazakhstan and World History courses in secondary schools in Kazakhstan. This study that has adopted qualitative research methods is a comparative educational research. Data has been collected through data analysis method. In the study, the curriculum of Social Sciences course and Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and the curriculum of History of Kazakhstan and World History courses in secondary schools in Kazakhstan have been compared in terms of objectives, content and weekly course schedule.<br />Findings show that subject that is based on historical content take place as units in 5th, 6th and 7th grade Social Sciences course. Social Sciences course is three hours per week for 5th and 6th graders. History topics in Social Sciences course include first states in Anatolia, Huns that is the first Turkish state, Turkish states founded in Central Asia, Turks' migration to Anatolia, foundation and development of Ottoman states, science, art and economic structure. Additionally, the rise of Islam, states founded by Muslims, conversion of the Turks to Islam, development of science and art are among the history topics, as well. In 8th grade, for Ataturk's Principles and History of Turkish Revolution course, students attend two hours of lecture per week. This course covers foundation of the Republic of Turkey, Ataturk's life, Ataturk's Principles and political developments of the related period. In Turkish secondary schools, there is not a course on world history. On the other hand, in Kazakhstan, for the History of Kazakhstan, 5th grade students attend one hour of lecture while 6th, 7th and 8th grade students attend two hours of lecture per week. In the curriculum of the History of Kazakhstan, Turkish states founded in Kazakhstan starts with the Sakas and it covers Turkish states in history, their foundation, development and improvements in science, art and economy. Additionally, 6th, 7th and 8th grade students attend one hour of lecture for the World History course. This course includes topics such as states founded in Asia, Europe, America and Africa, foundation and development of Ottoman Empire and the Republic of Turkey that are among states founded by Turks in Anatolia and developments in science, art and economic structure of the related states.

Today there is no need to introduce secondary school students to computer technology, but in the early 1980s, the situation was quite different. In Australia in the late 1970s and early 1980s considerable importance was put on the introduction of Computer Awareness courses in secondary schools. The justification for such courses was the perceived need for children to be prepared for living in a society which was fast becoming dependant on the widespread application of computer technology, and that few people then understood the use and implications of this technology. Unlike in parts of the United States, no distinction was made in Australia between Computer Awareness and Computer Literacy, with the Australian curricula involving elements of each. This paper outlines the reasons for the development of Computer Awareness courses in Australia and describes their content. It discusses the consequences of these courses and why they were prominent in the 1980s.KeywordsEducation DepartmentSecondary School StudentComputer LiteracyAustralian CurriculumNational Advisory CommitteeThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Due to increased need of professionals on the future labour market with competence in programming, many countries have integrated programming in kindergarten to grade 12 (K-12) education. In 2017, programming was integrated in Swedish primary and secondary school curriculum and the courses of Mathematics and Technology. Research has highlighted challenges in integrating programming and other new technologies, and the need for better teacher support. The aim of the study was to examine what programming affords secondary school courses in Mathematics and Technology according to teachers that use programming in these two courses. The study was conducted with a qualitative approach and collected data through interviews with 19 teachers that use programming in secondary school courses of Mathematics and/or Technology. Thematic analysis with inductive-deductive approach was used to analyse the collected data. Theory of Affordances was used to identify themes of interests in the collected material and group these into categories. Ten programming affordances are identified in this study: 1) flexibility, 2) creativity, 3) efficiency, 4) visualisation, 5) fun, 6) curiosity, 7) play, 8) holistic views, 9) fearlessness, and 10) interdisciplinary collaborations. Through discussion and comparison with previous research, these programming affordances are found to relate to three aspects of teaching and learning in secondary school Mathematics and Technology: A) support course content and learning, B) facilitate engagement and motivation, and C) foster developmental skills. The study concludes with a suggestion for a conceptual model on what programming can afford school courses in Mathematics and Technology, based on the findings of the study. Findings can be used by teachers, policymakers and other stakeholders in the integration and design of programming in secondary education.

코로나19로 인한 대면접촉이 제한된 상황에서 교육부는 학습결손을 방지하기 위해 온라인 개학을 시행하여 전국의 초·중·고등학생들에게 원격수업을 통해 정규수업을 제공하였다. 특히, 원격수업 수업 유형 중 하나인 실시간 쌍방향 원격수업은 높은 잠재적 효과에도 불구하고 해당 수업 유형에 대한 낯섦과 설계자원의 부족이라는 한계로 인해. 코로나19 상황에서 교사들의 활용에 어려움이 있다. 하지만 실시간 쌍방향 원격수업이 가진 장점(실시간 피드백, 상호작용 촉진, 높은 교육효과성 등)으로 활용에 대한 요구 또한 높아지고 있는 상황이다. 이 연구의 목적은 교사들의 실시간 쌍방향 원격수업 활용을 지원하기 위한 교수자원을 제공하는 데 있다. 이 연구는 실제 원격수업 사례로부터 교수자원을 도출하기 위해 전국 시·도교육청이 공개하고 있는 코로나19 상황에서의 실시간 쌍방향 원격수업 사례를 수집하였다. 수집된 사례를 분석한 결과 사례별 다른 구성항목, 낮은 접근성과 내용 구체성 문제 등으로 개별 사례로는 기존 수업사례가 수행하던 교수자원으로서의 활용이 어렵다는 것을 확인하였다. 이에 연구자들은 수집된 사례들로부터 교사들이 실시간 쌍방향 원격수업 설계 및 운영에 활용할 수 있는 유의미한 교수자원을 도출하기 위해 의미연결망 분석을 진행하였다. 이 연구는 자연어 처리기법을 활용하여, 총 57개의 사례에 대한 텍스트마이닝을 수행하고 이어서 의미연결망 분석을 진행하였다. 의미연결망 분석 외에도 원격수업 전문성을 가진 연구자들이 분석 결과에 대한 질적 해석을 통해 실시간 쌍방향 원격수업의 활용을 위한 정보를 제시하고자 하였다. 이 연구는 원격수업 활용을 위한 교수자원 제공뿐만 아니라 코로나19 상황에서 실시간 쌍방항 원격수업의 활용 현황과 수준을 질적연구적 시각에서 설명한다. 또한 이 연구는 분석 결과에 근거하여 실시간 쌍방향 원격수업 활용의 시사점을 제언한다.This qualitative study conducted semantic network analysis to illustrate the key features of instructional resources for synchronous online courses. Recently, the Korean government decided to run full online classes for the current semester to prevent learning disruption of students amid COVID-19. Although the government encourages in-service teachers to design and implement synchronous online courses during the semester, both teachers’ unfamiliarity and a lack of relevant templates on synchronous online courses limit its integration in schools. However, the needs of synchronous online courses is growing due to its benefits (e.g. prompt feedback, high interaction, and robust effectiveness on learning). Considering such needs, this study is aimed to present the instructional resources that support synchronous online courses for secondary schools. The researchers gathered a total of 57 sample cases that demonstrate the current integration of synchronous online courses in secondary schools. To resolve several data-handling issues from the sampled cases (i.e. low data accessibility and concreteness, unorganized formats of cases), using natural language processing techniques, the researchers implemented semantic network analysis to visualize keywords from individual case into a network model. The goal of semantic network analysis is to better extract meaningful instructional resources for designing and implementing synchronous online courses. To corroborate the results of semantic network analysis, expert reviewers carefully reviewed the networks and then presented those qualitative findings. Also, this study findings suggest several implications for use of synchronous online courses in secondary schools.

CHAPTER 6 - Higher and Adult Education

It is very important to offer politics courses in secondary school. Whether in wartime or during the period of socialist construction, our party offered politics courses in secondary school, a program which has played a gigantic role. Why do we say that it is an important subject? Because the politics course addresses itself to the problem of people's political orientation, world view, and goal of endeavor. At the same time, it provides the younger generation with the necessary weapons in their pursuit of studies and work. It is a major course that plays a dominant role in one's life. Our young people today have not experienced the hardships of old society; in addition, they are victims of the poison of Lin Biao and the Gang of Four. Therefore, we must pay full attention to conducting political education among them. Offering a successful politics course will have special importance for them.

(1977). Choice of Science Courses in Secondary School: Trends and Explanations. Studies in Science Education: Vol. 4, No. 1, pp. 63-82.

The ideological and political course in primary and secondary schools is the key course of comprehensive education and the "integration" construction of the ideological and political course in the new times is an important way to solve the problem of the culture how to train and cultivate the fundamental problem. At the same time it also helps to form the construction pattern of the cultural development in the ideological and political class of the middle and primary schools in the new era. In the course of the "integration" construction of the ideological and political course of the primary and secondary schools the course of the construction of the "integration" course of the ideological and political course of the primary and secondary schools still faces the separation of the rational and political rupture of the curriculum system the communication and cooperation of the teaching staff, the separation of the course theory and the practice, and the "integrated" of the "systematize" of the ideological and political course in the new era needs to be Course Mode "unification" and the like The path achieves a breakthrough. It provides a useful attempt to better grasp and understand the "integration" construction of ideological and political course in primary and secondary schools in the new era.

The article examines the current issues of the relationship between chemistry education in secondary schools and universities. The discrepancy between the expectations of universities and the knowledge of high school graduates is introduced into the context, and key problems preventing the successful continuity of educational programs are identified. The current state of the content of the chemistry course at school and the requirements of universities for the level of training in this subject are analyzed. The authors analyze the current situation in educational programs, identifying contradictions between the requirements of universities and the level of training of high school graduates in the field of chemistry. The article examines in detail the key factors influencing the continuity of learning, such as differences in curricula, teaching methodology and evaluation criteria. The authors also offer an overview of existing methods and mechanisms for ensuring continuity and evaluate their effectiveness. The article highlights the roles of teachers, educational institutions and students in improving the coherence of educational programs, as well as provides specific recommendations for solving these problems. The article also provides an overview of the existing mechanisms for ensuring continuity and their effectiveness. Based on the study, specific recommendations are proposed to improve coordination between educational levels. The roles of teachers, educational authorities and universities in solving these problems are highlighted. In conclusion, the importance of joint efforts of all participants in the educational process to ensure high-quality training of future specialists in the field of chemistry is emphasized.

A Study of Certain Biology and Biotechnology Concepts in Secondary School and High School Course Books in Terms of Scientific Competency

The paper explores the potential impact of studying the 20th century philosophical adventure fiction on educational process. In spite of the well-recognized idea of M. M. Bakhtin about the equality of classical and grotesque-fantastic aesthetic traditions, the former still predominates in the secondary and higher school curricula. The research aims to demonstrate the educational opportunities of the philosophical adventure fantasy; the content of the given concept being defined along with its specific features: unconditional world description, experimental plot type, discrepancy between the fantastic world created by the author and the real laws of nature, the hero’s experience in the alien world, related moral and philosophical problems. The author substantiates the idea of incorporating the number of philosophical adventure novels into the Literature course in secondary schools, and the Theory and History of Literature course in the higher schools of the humanities profile to facilitate the detailed and in-depth comprehension of theoretical topics concerning literary genres, types of literary heroes, grotesque adventure traditions, fantasy types, etc.

It is an important project to promote the integration construction of courses in universities, primary and secondary schools. In order to summarize the model of integrating ideological and political courses between universities and primary and secondary schools in Yichang City, this study adopts literature analysis and field investigation methods to deeply explore the inheritance and development of Qu Yuan's patriotic spirit in Yichang City, and summarizes the experience of integrating patriotic spirit between universities and primary and secondary schools. This article forms the integrated construction model of ideological and political courses at Yichang University, which will be promoted nationwide, contribute Yichang's wisdom, promote the integrated construction of ideological and political courses in universities, primary and secondary schools, and promote the common development of ideological and political course construction.

Upper secondary education shapes gender segregation in higher education and the labor market. This study shows gendered elective course enrollment patterns in Chilean upper secondary education across seven subjects, examines their consistency across socioeconomic contexts, and identifies school-level moderators. Using national administrative data from 2012–2021 and multilevel models, we find that students make gender-stereotypical choices regardless of their prior achievement. Notably, in higher-socioeconomic-status schools, gender differences in enrollment are larger, suggesting that socioeconomic context amplifies gendered choices. Additionally, the gender culture of schools moderates segregation in field-of-study choices, indicating that the school environment plays an important role in shaping students’ educational trajectories. These findings highlight the need for targeted policies to address gender and socioeconomic disparities in education.