角色扮演型网络游戏对青少年参与者的负面影响及规范建议

当前,网络交往风行。在众多的网络交往媒体中,网络游戏这种新生的网络交往方式正吸引着越来越多的人参与其中。网络游戏根据其运作方式及其内容的设定可以划分为不同类型,这其中规模最大、影响也最广泛的当属角色扮演型游戏。角色扮演型网络游戏的互动性特点具有强粘合力,对网络游戏的玩家具有非常强的吸引力。角色扮演型网络游戏的主要对象是青少年群体,因此探讨当前角色扮演型网络游戏对青少年参与者社会化的负面影响,具有十分重要的意义。     

浅析教师形象的塑造

师生关系是教师和学生在教育实践活动中形成的一种人际关系。在影响师生关系的因素中,教师居于核心地位。本文从师生关系的构建入手,探讨了教师形象的重要性及如何塑造良好的教师形象,指出塑造教师形象的过程就是扮演教师角色的过程。     

浅论曾国藩伦理道德对公共道德建设的积极意义

中国现代化建设需要相应道德体系的支撑,需要对传统伦理道德的重构。曾国藩家训中道德思想以孝为基本核心,包含居家美德、个人道德修养、交接之道等,形成了自己独特的伦理道德体系,这有助于形成一个公平正义、诚信互爱、简朴清廉、忠义有孝的社会环境。对现代化进程中公共道德建设有着积极的作用。     

Do Online Discussion Groups Enhance Students’ Analytical Ability and Recall of Factual Knowledge?

This research examines whether online discussion groups enhance students’ ability to analyze political problems and recall factual knowledge. The study compares four sections of the author’s introductory world politics course—two that employed online discussion groups and two that did not. The results revealed little difference in the performance of the sections with and without the online groups. These findings suggest the need to pursue further research focusing on how learning is measured, how discussion group size affects outcomes, how providing students with a study guide detailing course objectives impacts learning, and whether alternative forms of active learning, such as research projects or problem solving exercises, might better develop the capacity for analysis.     

Who’s Afraid of the Big Bad Methods? Methodological Games and Role Play

In terms of gamification within political science, some fields—particularly international relations and American politics—have received more attention than others. One of the most underserved parts of the discipline is research methods; a course that, coincidentally, is frequently cited as one that instructors hate to teach and students hate to take. Given the well-documented merits of games in promoting student engagement and the key role of methods as a building block to student understanding of political science, this article attempts to rectify this oversight by introducing three games—Zendo, Murder Mystery, and the Archeologist’s Quandary— geared at teaching key concepts and approaches in research methods.     

Transforming Bloom’s Taxonomy into Classroom Practice: A Practical Yet Comprehensive Approach to Promote Critical Reading and Student Participation

This article presents the Critical Reading Topics approach, a pedagogical method employed to promote deep thinking in a variety of politics courses. Derived from principles articulated in active learning, critical thinking, backward design, and flipped classroom literature, this method utilizes Bloom’s Taxonomy as the scaffolding for students to create and evaluate pointed and relevant discussion topics written by themselves and their peers. By utilizing this method, faculty can increase students’ contemplation of the course texts, enhance students’ classroom contributions and quickly gauge the extent to which students understand the readings’ main ideas. This approach also enables students to gain authorship of the material, and it gives them additional in-class time to process the complex information they encounter. Evidence collected from six different political science courses is provided to document the approach’s effectiveness. Key findings include an improvement in the quality of relevant and focused discussion topics, a high percentage of students completing reading assignments with corresponding high quiz grades, and significant participation and recognition for all students, even those who are traditionally quiet in class.     

Does Reacting to the Past Increase Student Engagement? An Empirical Evaluation of the Use of Historical Simulations in Teaching Political Theory

Within the teaching of political theory, an assumption is emerging that Reacting to the Past simulations are an effective tool because they encourage greater student engagement with ideas and history. While previous studies have assessed the advantages of simulations in other political science subfields or offered anecdotal evidence of their effectiveness in political theory courses, less attention has been paid to the empirical assessment of simulations in political theory. This study uses data — in the form of presimulation and postsimulation surveys, as well as focus groups — collected from two political theory courses in order to gauge levels of student engagement inside and outside of the classroom. We ask if students’ levels of engagement increase during the simulation in their political theory courses. We also explore the mechanisms involved in driving higher levels of student engagement during the simulation. We conclude by arguing that it is the liminal nature of the Reacting to the Past simulations that most likely explains increased levels of student engagement.     

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the early transition from “novice” to “advanced beginner” in a learning process, where the student begins to leave behind rational rules in favor of an own situational experience. However, currently available IR simulations for teaching purposes are often high-cost/high-tech and especially time-intensive: if they do not require custom-made software packages with difficult interfaces and expensive licensing fees, they are often targeted at course-long or at least day-long activities that demand extensive preparation of both teachers and students, with book-length manuals, intricate rules, integrated assessment tools, and specific secondary literature, and conventionally target more experienced students. This article explains how teachers can create an easily accessible and class-long (50 minutes) interactive experience for undergraduate IR students to encourage theoretical linkage with own in-class experience at a very low cost. We do this by employing PowerPoint, specifically in-built features such as hyperlinks, interactive pathways, or audio or video integration that can be used interactively rather than passively (as in a standard presentation).