借助可视化软件CiteSpace6.4 R1对2014~2024年中国知网(CNKI)数据库中有关英语教师课堂话语研究的332篇中文期刊文献绘制科学知识图谱,分别对研究趋势、研究热点和研究前沿进行计量分析。研究发现:国内英语教师课堂话语研究在2014~2024...借助可视化软件CiteSpace6.4 R1对2014~2024年中国知网(CNKI)数据库中有关英语教师课堂话语研究的332篇中文期刊文献绘制科学知识图谱,分别对研究趋势、研究热点和研究前沿进行计量分析。研究发现:国内英语教师课堂话语研究在2014~2024年发展呈成熟态势,研究机构以外语类和师范类高等院校为主、跨学科合作度较低,研究主题聚焦于英语教师课堂话语的功能和特点、教学效果、提问方式以及不同学段的教师课堂话语;研究热点集中在“反馈语”、“课堂互动”、“多模态”、“二语习得”上,优化策略、课堂教学、课程思政、翻转课堂等话题则为研究前沿。未来该领域的研究应该选取多元化研究对象、加强科学实验研究方法构建本土外语教学理论体系、丰富跨学科研究路径。Using visualization software CiteSpace 6.4 R1, a scientific knowledge graph was drawn on 332 Chinese journal articles related to English teacher classroom discourse research in the China National Knowledge Infrastructure (CNKI) database from 2014 to 2024. The research trends, hotspots, and frontiers were quantitatively analyzed. The findings are as follows: The study of classroom discourse among English teachers in China has shown a mature trend from 2014 to 2024. The institutions with a high volume of publications are mainly foreign language and teacher education institutions, with low interdisciplinary cooperation. The research topics focus on the functions and characteristics of English teacher classroom discourse, teaching effectiveness, questioning methods, and research at different stages of learning. The research hotspots focus on “feedback language”, “classroom interaction”, “multimodality”, and “second language acquisition”, while topics such as optimization strategies, classroom teaching, curriculum ideology and politics, and flipped classroom are at the forefront of research. In the future, research in this field should select diversified research objects, enrich interdisciplinary research paths, strengthen scientific experimental research methods, build a scientific education system, and construct local teacher classroom discourse.展开更多
运用可视化软件CiteSpace6.4 R1对中国知网中数字化教育资源相关的364篇中文期刊文献绘制科学知识图谱,从研究趋势、研究热点、研究前沿三方面分析当前我国数字化教育资源研究现状。研究发现:国内数字化教育资源研究发文量呈波动上行,...运用可视化软件CiteSpace6.4 R1对中国知网中数字化教育资源相关的364篇中文期刊文献绘制科学知识图谱,从研究趋势、研究热点、研究前沿三方面分析当前我国数字化教育资源研究现状。研究发现:国内数字化教育资源研究发文量呈波动上行,研究热度增加;研究主题聚焦于数字化教育资源技术、数字化研究与策略、教育资源共享与机制、教育类型与研究领域、教育目标与价值五方面,研究机构以师范院校和高校研究所(院)为主,研究作者呈独立研究为主、合作研究为辅,尚未形成核心研究队伍和核心研究作者群;研究热点集中在教育基础、技术应用、资源合作共享三方面。“云计算”、“教育公平”、“乡村振兴”等话题则为研究前沿。未来该领域研究应整合技术资源实现资源共享优先发展、推进教育公平进行数字化优势转型、创新师生数字素养培养方案、加强合作研究推进数字化教育系统发展。With the help of visualization software CiteSpace6.4R1, the scientific knowledge map of 364 Chinese journal literatures related to the research of digital educational resources on the knowledge network was drawn, and the research trend, research hotspot and research frontier were analyzed quantitatively. The findings are as follows: The number of research papers on domestic digital educational resources is mainly on the rise, and the research popularity continues to increase. The research topics focus on digital educational resources, education digitalization, and resource sharing. The research institutions are dominated by universities, the degree of cooperation is low, and the research authors are mainly independent and cooperative. The research focuses on “cloud computing”, “resource construction” and “regional”. Topics such as “cloud computing”, “educational equity” and “rural revitalization” are at the forefront of research. In the future, research in this field should integrate technical resources to achieve priority development of resource sharing, promote educational equity, carry out digital advantage transformation, and innovate digital literacy training programs for teachers and students.展开更多
STEM教师教育是各国培养高质量创新型人才的重要举措。近十年Web of Science数据库的计量学分析发现,虽然STEM教师教育研究数量逐年上升,但并未形成核心作者群体,作者之间的合作关系略显稀疏。发达国家的贡献度相对较大,且基础夯实的高...STEM教师教育是各国培养高质量创新型人才的重要举措。近十年Web of Science数据库的计量学分析发现,虽然STEM教师教育研究数量逐年上升,但并未形成核心作者群体,作者之间的合作关系略显稀疏。发达国家的贡献度相对较大,且基础夯实的高校为研究重镇,我国成为此领域的研究新星。研究热点聚焦于教师信念、STEM教学法、教师专业身份、实践技能等子领域。未来需要在跨民族、跨种族的STEM教师教育内容,以及新STEM教师教育素养评价领域加强研究。展开更多
文章以CNKI数据库收录的2014年至今有关大概念教育的研究的文献为数据来源,借助CiteSpace软件进行数据的计量分析和内容分析。研究发现:大概念的研究经历初步探索、稳步拓展、蓬勃发展三个阶段;研究机构多是师范类院校或综合类高校;内...文章以CNKI数据库收录的2014年至今有关大概念教育的研究的文献为数据来源,借助CiteSpace软件进行数据的计量分析和内容分析。研究发现:大概念的研究经历初步探索、稳步拓展、蓬勃发展三个阶段;研究机构多是师范类院校或综合类高校;内涵界定、特征属性、价值意蕴、教学设计是主要研究内容;近年来研究聚焦围绕大概念进行逆向教学设计和大单元教学设计。后续研究将加强大概念跨学科融合;把握教学实践应用;加强研究主体的多方联动;注重大概念教学效果的检验。This paper collected the literature on big idea teaching through CNKI database from 2014 to now is used as the data source, and the data is analyzed by CiteSpace software. The findings are as follows: the research of the big idea goes through three stages: initial exploration, steady expansion and vigorous development;Most of the research institutions are normal colleges or comprehensive colleges. Connotation definition, characteristic attribute, value implication and teaching design are the main research contents. In recent years, the research focuses on the reverse instructional design and the large unit instructional design around the big idea. Follow-up research will strengthen the interdisciplinary integration of big concepts;Grasp the teaching practice application;Strengthen the multi-party interaction of research subjects;Pay attention to the test of the teaching effect of big idea.展开更多
文摘借助可视化软件CiteSpace6.4 R1对2014~2024年中国知网(CNKI)数据库中有关英语教师课堂话语研究的332篇中文期刊文献绘制科学知识图谱,分别对研究趋势、研究热点和研究前沿进行计量分析。研究发现:国内英语教师课堂话语研究在2014~2024年发展呈成熟态势,研究机构以外语类和师范类高等院校为主、跨学科合作度较低,研究主题聚焦于英语教师课堂话语的功能和特点、教学效果、提问方式以及不同学段的教师课堂话语;研究热点集中在“反馈语”、“课堂互动”、“多模态”、“二语习得”上,优化策略、课堂教学、课程思政、翻转课堂等话题则为研究前沿。未来该领域的研究应该选取多元化研究对象、加强科学实验研究方法构建本土外语教学理论体系、丰富跨学科研究路径。Using visualization software CiteSpace 6.4 R1, a scientific knowledge graph was drawn on 332 Chinese journal articles related to English teacher classroom discourse research in the China National Knowledge Infrastructure (CNKI) database from 2014 to 2024. The research trends, hotspots, and frontiers were quantitatively analyzed. The findings are as follows: The study of classroom discourse among English teachers in China has shown a mature trend from 2014 to 2024. The institutions with a high volume of publications are mainly foreign language and teacher education institutions, with low interdisciplinary cooperation. The research topics focus on the functions and characteristics of English teacher classroom discourse, teaching effectiveness, questioning methods, and research at different stages of learning. The research hotspots focus on “feedback language”, “classroom interaction”, “multimodality”, and “second language acquisition”, while topics such as optimization strategies, classroom teaching, curriculum ideology and politics, and flipped classroom are at the forefront of research. In the future, research in this field should select diversified research objects, enrich interdisciplinary research paths, strengthen scientific experimental research methods, build a scientific education system, and construct local teacher classroom discourse.
文摘运用可视化软件CiteSpace6.4 R1对中国知网中数字化教育资源相关的364篇中文期刊文献绘制科学知识图谱,从研究趋势、研究热点、研究前沿三方面分析当前我国数字化教育资源研究现状。研究发现:国内数字化教育资源研究发文量呈波动上行,研究热度增加;研究主题聚焦于数字化教育资源技术、数字化研究与策略、教育资源共享与机制、教育类型与研究领域、教育目标与价值五方面,研究机构以师范院校和高校研究所(院)为主,研究作者呈独立研究为主、合作研究为辅,尚未形成核心研究队伍和核心研究作者群;研究热点集中在教育基础、技术应用、资源合作共享三方面。“云计算”、“教育公平”、“乡村振兴”等话题则为研究前沿。未来该领域研究应整合技术资源实现资源共享优先发展、推进教育公平进行数字化优势转型、创新师生数字素养培养方案、加强合作研究推进数字化教育系统发展。With the help of visualization software CiteSpace6.4R1, the scientific knowledge map of 364 Chinese journal literatures related to the research of digital educational resources on the knowledge network was drawn, and the research trend, research hotspot and research frontier were analyzed quantitatively. The findings are as follows: The number of research papers on domestic digital educational resources is mainly on the rise, and the research popularity continues to increase. The research topics focus on digital educational resources, education digitalization, and resource sharing. The research institutions are dominated by universities, the degree of cooperation is low, and the research authors are mainly independent and cooperative. The research focuses on “cloud computing”, “resource construction” and “regional”. Topics such as “cloud computing”, “educational equity” and “rural revitalization” are at the forefront of research. In the future, research in this field should integrate technical resources to achieve priority development of resource sharing, promote educational equity, carry out digital advantage transformation, and innovate digital literacy training programs for teachers and students.
文摘STEM教师教育是各国培养高质量创新型人才的重要举措。近十年Web of Science数据库的计量学分析发现,虽然STEM教师教育研究数量逐年上升,但并未形成核心作者群体,作者之间的合作关系略显稀疏。发达国家的贡献度相对较大,且基础夯实的高校为研究重镇,我国成为此领域的研究新星。研究热点聚焦于教师信念、STEM教学法、教师专业身份、实践技能等子领域。未来需要在跨民族、跨种族的STEM教师教育内容,以及新STEM教师教育素养评价领域加强研究。
文摘文章以CNKI数据库收录的2014年至今有关大概念教育的研究的文献为数据来源,借助CiteSpace软件进行数据的计量分析和内容分析。研究发现:大概念的研究经历初步探索、稳步拓展、蓬勃发展三个阶段;研究机构多是师范类院校或综合类高校;内涵界定、特征属性、价值意蕴、教学设计是主要研究内容;近年来研究聚焦围绕大概念进行逆向教学设计和大单元教学设计。后续研究将加强大概念跨学科融合;把握教学实践应用;加强研究主体的多方联动;注重大概念教学效果的检验。This paper collected the literature on big idea teaching through CNKI database from 2014 to now is used as the data source, and the data is analyzed by CiteSpace software. The findings are as follows: the research of the big idea goes through three stages: initial exploration, steady expansion and vigorous development;Most of the research institutions are normal colleges or comprehensive colleges. Connotation definition, characteristic attribute, value implication and teaching design are the main research contents. In recent years, the research focuses on the reverse instructional design and the large unit instructional design around the big idea. Follow-up research will strengthen the interdisciplinary integration of big concepts;Grasp the teaching practice application;Strengthen the multi-party interaction of research subjects;Pay attention to the test of the teaching effect of big idea.
