四川省高等学校人文社会科学重点研究基地

生态化教育研究中心2024年研究成果（论文）

[1]胡丽，余春莲，柳菲.乡村振兴视域下农村成人教育产教融合生态系统构建研究[J].湖北开放大学学报，2024（01）：3-8+29.

摘要：产教融合是乡村振兴对新时期农村成人教育发展提出的必然要求，是立足“三农”、服务“三农”的有效途径，但面临着供需结构性矛盾突出、产教脱节等现实困境，不能满足农业农村现代化发展需要。从教育生态学视角出发，分析农村成人教育产教融合现状，针对产教融合障碍和问题，构建农村成人教育产教融合生态系统，创新完善动力生成聚合机制、动态平衡调节机制、评价监督反馈机制等长效运行机制，形成农村成人教育产教融合生态系统建设路径：建立健全政策保障，优化产教融合生态环境；协同各方价值理念，打造产教一体化利益共同体；深化人才培养改革，强化教育链与产业链衔接，进而推动农村成人教育产教深度融合和可持续发展，助力乡村振兴。

[2]彭玉发，郭吉茂.高校校园环境生态化的变革与体现——以新加坡南洋理工大学为例[J].现代园艺，2024（18）：170-171+174.

摘要：校园环境是高校不可或缺的情境工程，更是学生学习必备条件之一。自然环境会影响学生获取知识效率和成长速度及师生心理健康，对现代教育管理发展起着重要作用，因此，营造生态化的校园环境对于学校教育功能的发挥至关重要。分析了当前高校校园环境存在的弊端和校园环境生态化建设中面临的困境，并以新加坡南洋理工大学为例，从自然性、合理性、建筑融合性3个方面，探讨了高校校园环境生态化的变革与体现，以供参考。

[3]崔永红.生态化教育的培养理念和策略[J].科技风艺，2024（30）：163-165.

摘要：生态化教育的培养理念和策略是推动生态文明建设和可持续发展的重要手段。培养理念包括尊重生命、整体性、多样性、可持续性和和谐共生，旨在培养具有生态文明观念的高素质人才。培养策略包括转变教学价值观、改善师生关系、创新教学方式、拓展教育内容、培养自主学习能力等，旨在实现教育目标并促进受教育者的全面发展。正确的培养理念和策略对提高教育质量、推动教育系统的变革和发展具有重要意义。

[4]崔永红.地方本科院校教师队伍生态化发展的困境与对策[J].科教导刊，2024（07）：70-73.

摘要：地方本科院校已成为我国高等教育生态体系的重要组成部分，其师资队伍水平高低决定了地方本科院校能否高质量发展和能否培养出合格的人才。文章针对地方本科院校教师队伍生态化发展所面临的困境进行了深入探讨，分析了资源有限、观念陈旧、管理不善、团队合作与交流不足以及外部环境压力等主要困境，并提出了相应的对策建议。旨在为地方本科院校解决教师队伍生态化发展问题提供参考，以推动高等教育事业的可持续发展。

[5]Wang Chuan, Lyu Jia Jia (2024, August). The Exploration of Preschoolers' Development of Interpersonal Etiquette Behaviors. Journal of Innovation and Development, 48-50.

Abstract: The interpersonal etiquette refers to the common behavior norms and moral principles that have been formed in human social interactions, which mainly consist of etiquette, politeness, ceremonies, and appearance. The behavior of interpersonal etiquette as an important content of preschool morality education is not only the concentrated expression of children's interpersonal ability and moral level development, but also the comprehensive representation of the moral and spiritual style of a nation in the future. The development of children's interpersonal etiquette behavior has the characteristics of stage, difference, and gradual progress. In order to promote the development of children's interpersonal etiquette behavior, kindergartens should establish a scientific preschool etiquette curriculum system, provide preschoolers with a prepared environment for etiquette behavior development, parents should establish a correct etiquette education concept and master scientific etiquette education methods, and society should vigorously promote the social atmosphere of respecting etiquette and culture, helping children internalize the behavior norms and social norms, enhancing their cognition of interpersonal rules, cultivating their awareness of civilized interpersonal communication, enhancing their ability of behavior self-discipline, and promoting the development of children's interpersonal etiquette behavior.

[6]RongYu Dan Zhang , Zhijin Hu .Research On The Construction And Optimization Of  The Teaching Model Of Kindergartenen Vironment Creation Practice Based On Virtual Simulation Technology[J].Applied Mathematics And Nonlinear Sciences.2024，（1）.EI收录.

Abstract:Virtual simulation technology is used to construct a teaching model for kindergarten ring creation based on this paper.Virtual simulation technology uses the classical K-Means clustering algorithm to confirm information on kindergarten  teaching  resources.  Using  a  particle  swarm  optimization  algorithm,  weights  are  calculated  for  kindergarten  and  preschool education resource categories to determine the similarity of usage frequency. To improve the efficiency of preschool education resources scheduling, to verify the feasibility of the teaching model, the results show that the mean  value of student-teacher  interaction  with  virtual  simulation  technology  is  2.180,  and  the  highest  mean  value  of student-teacher interaction is 2.220. It proves that the teaching model constructed using virtual reality technology can effectively improve the quality of teaching conducted in early childhood circumvention practices.

[7] RONG YU, TONG YAO, AND FAN BAI.Educational Big Data Analytics For Futuristic Smartlearning Using Deep Learning Techniques[J].Scalable Computing: Practice and Experience.2024,（4）.EI收录.

Abstract:The goal is to use the massive amounts of data created by digital education systems to develop intelligent and adapt- able learning environments that are particularly suited to each student’s requirements.  The rapid digitization of education systems has led to the proliferation of educational big data, presenting unprecedented opportunities to reshape learning environments into  intelligent, responsive spaces that adapt to the needs of individual learners.  This paper explores the integration of advanced deep  learning techniques with educational big data analytics to forge the path towards futuristic smart learning ecosystems.  By lever- aging robust datasets derived from a myriad of educational interactions, ranging from student performance metrics to engagement  patterns in digital learning platforms, we propose a multi-tiered analytical framework that harnesses the predictive power of deep  learning.  We commence by elucidating the scope and scale of educational big data, highlighting its potential to provide granular  insights into student learning processes.  The paper then delineates the architecture of a deep learning-based analytical model de- signed to process complex, multidimensional educational datasets.  This model applies state-of-the-art algorithms to perform tasks  such as predictive analytics for student performance, personalized content recommendation, and real-time engagement monitoring. Central to our discussion is the application of convolutional neural networks (CNNs), recurrent neural networks (RNNs), and deep  belief networks  (DBNs) in deciphering patterns and trends that escape traditional analytical methodologies.  We emphasize the  capacity of these techniques to capture the subtleties of learner behavior and to facilitate the development of adaptive learning  pathways.  Furthermore, we address the challenges of integrating deep learning with educational big data, including issues of data  privacy, computational demands, and the need for robust model interpretation.  The paper presents a series of case studies that  demonstrate the successful application of our proposed framework in various educational settings, from K-12 to higher education  and continuous professional development.

[8]韩春宇.幼儿园课程生态化的现状及策略研究[J].国际教育论坛（国际期刊），2024（08）：58-60.

摘要：为响应教学改革的国家号召，幼儿园在课程中融入生态教育，打造课程生态化模式，提升幼儿的综合素养。本研究通过明确核心概念，简析相关理论，针对幼儿园课程的生态化实施现状，分析课程生态化的问题及原因，提出幼儿园课程生态化的实施策略，希望帮助幼儿园教师形成正确的认知理念，高效发挥生态教育优势，引导幼儿在与自然和谐相处中健康成长。

[9]韩春宇.基于 Steam 教育理念的幼儿园种植活动研究[J].智慧教育（国际期刊）， 2024（04）：5-7.

摘要：基于 Steam 教育理念的幼儿园生态教育对于幼儿的发展具有重要意义，特别是生态教育中的种植活动，它是幼儿园能够为幼儿提供的最具开放性与操作性的活动场地，通过种植活动既能够丰富幼儿的头脑又能够锻炼幼儿的动手能力。本研究明确了相关概念，简析基于 Steam 教育理念的幼儿园种植活动的意义，剖析了当前幼儿园种植活动实施困境，并提出开展种植活动策略，为开发幼儿园种植活动的最大价值奠定基础。

[10]李娟，黄敏.生态学视域下高校教师师德建设的出场逻辑、模型构建与机制探索[J].职业教育发展（国际期刊），2024（06）：2122-2126.

摘要：高校教师师德建设是一项系统工程，基于生态学理论推进高校教师师德建设符合加强和改进新时代师德师风建设的应有之义。生态学视域下高校教师师德建设，是由实践主体、信息主体以及管理主体组成的主体要素，内容资源、实践样态以及传播载体组成的介体要素，以及权威型约束环境、协作型养成环境组成的环体要素共同构成的生态系统。从生态平衡观出发，要以系统关联的内在机理，协调适应的运行机制以及动态平衡的间性关系，构建高校教师师德建设的生态格局。