Dostoevsky's Christianity

The article refutes the widespread view that Dostoevsky's Christian beliefs were strictly Orthodox. It is proved that Dostoevsky's religious and philosophical searches' central tendency is the criticism of historical, ecclesiastical Christianity as a false, distorted form of the teaching of Jesus Christ and the desire to restore this teaching in its original purity. Modern researchers of the history of early Christianity find more and more arguments in favor of the fact that the actual teaching of Jesus Christ is contained in that religious movement, which the church called the Gnostic heresy. The exact philosophical expression of the teaching of Christ was received in the later works of J.G. Fichte, whose ideas had a strong influence on the Russian writer. Like Fichte, Dostoevsky understands Christ as the first person who showed the possibility of revealing God in himself and gaining divine omnipotence and eternal life directly in earthly reality. In this sense, every person can become like Christ. Dostoevsky's main characters walk the path of Christ and show how difficult this path is. The article shows that Dostoevsky used in his work not only the philosophical version of true (Gnostic) Christianity developed by German philosophy (Fichte, Schelling, Hegel), but also the key motives of the Gnostic myth, primarily the idea that our world, filled with evil and suffering, is created not by the supreme, good God-Father, but by the evil Demiurge, the Devil (in this sense, it is hell).

Application of Bullseye Diagram in Teaching of “Variance”

Variance and standard deviation, as a kind of discrete function, are an important content in high school teaching, and they are widely used in data statistics. For high school students, they have difficulty understanding abstract concepts such as stability, volatility, and degree of dispersion when they are first exposed to discrete functions. In actual teaching, you can apply “bullseye chart” to “variance” teaching, and use abstract concept diagrams. Demonstration helps high school students to intuitively understand the concept of “variance” and the nature of dispersion.

Utilizing Applied Drama in Clinical Ethics Education

"We examine the significance and necessity of introducing applied drama into clinical ethics education to build ethics competency. Case-based clinical ethics, distant from abstract theory-based discursive ethics, pays close attention to emotions of persons involved in a given case, and of participants in deliberation. Some authors have sensibly emphasized this point. For example, CURA, a reflective method puts forward the crucial step to become aware of own emotions and physical reactions to each difficult situation. These suggest that we should not stay just in rational reasoning to resolve moral problems in clinical settings. Such a stream seems to lead us to the next stage of clinical ethics education. Applied drama is an umbrella term for the various ways to use theatrical elements, outside of theaters, in educational settings. The basic conception is playing. It includes two meanings: gaming and acting. Generally, we stop playing when we grow up. Applied drama encourages us to play again. Playing promotes communications in verbal and physical. In acting like an acting person, we are to put ourselves in another person’s standpoint. Through acting a role, we may live her life and feel vividly his emotion but by imagination. Thus, applied drama has great potentiality to change the mode of discussion – or deliberation-based clinical ethics. As applied drama comprises various ways such as improvisation, forum theatre, and so on. We will explore their features and application in actual teaching settings. "

The Path of Promoting the Innovation of Teachers' Teaching Idea in School-based Teaching Research

In the basic teaching reform, school-based teaching research belongs to a very important topic, so how can we integrate the new curriculum reform idea with the teachers' teaching idea reform and set up new teaching requirements and objectives? This is the most typical problem confronted by the majority of teachers in the actual teaching at this stage. In order to solve the problem effectively, it is necessary to carry out diversified teaching activities with "school-based teaching research" as the starting point, so as to set up a new teaching mechanism with rich connotation and various forms and realize the overall improvement of teaching quality. In this paper, the author conduct initial discussion on the characteristics and significance of school-based teaching research, and then think about the ways to promote teachers' teaching idea innovation in school-based teaching research, hoping to comprehensively improve the teaching level of China.

THE FACTORS INFLUENCING THE PEDAGOGICAL ORIENTATIONS OF THE FINAL YEAR PHYSICAL SCIENCES PRE-SERVICE TEACHERS

Almost all pre-service teachers enter the profession of education with a strong belief that their efforts will make a positive contribution to society and the lives of individual learners. The statement above can be achieved or not achieved depending on different factors influencing pre-service teachers’ pedagogies. The purpose of this study was to establish and explain factors influencing Physical Sciences pre-service teachers’ pedagogical orientations. ‘Orientation’ refers to teachers’ knowledge and beliefs about teaching sciences. There are various classifications of pedagogical orientations and they can be classified into Direct Didactic, Direct Active, Guided Inquiry and Open Inquiry. A qualitative approach was adopted to establish factors influencing the Physical Sciences pre-service teachers’ pedagogical orientations. The data was collected through an existing instrument called the Pedagogy of Science Teaching Test (POSTT) and interviews. A POSTT was administered to final year undergraduate secondary school Physical Sciences pre-service teachers and is comprised of five items portraying an actual teaching scenario for a particular Physical Sciences topic. When responding to the POSTT, pre-service teachers were requested to select the most appropriate and the most inappropriate pedagogical orientation from the four options given and justify their selected option. Eight Physical Sciences pre-service teachers were purposefully selected for interviews. The interviews were part of the study to give pre-service teachers a chance to elaborate on their POSTT responses. The findings of this study revealed that the Physical Sciences preservice teachers’ pedagogical orientations were influenced by the following factors: time constraints, availability of resources, and curriculum goals to mention a few.

Project-based Learning: Connotation, Characteristics and Misunderstandings

As a kind of teaching mode, project-based learning starts from the driving problems in the real world, aiming to solve learning problems, improve students' innovation ability and practical ability, as well as promote students' deep learning. It makes a vital difference in solving the current difficulties in reading teaching, which is characterized by process, authenticity and development. Due to the reading teaching is still in exploration stage from the perspective of project-based learning, there are inevitable problems in the actual teaching process, including improper time arrangement and lack of planning. Besides, learning is a mere formality, lacking of effectiveness. So teachers need to be more careful to improve the teaching quality and efficiency of project-based learning.

The Influences of Organizational Structure in the Hidden Curriculum: Implications in School Practice

The school as a social variable is an important driver and agent of change. At its heart is the curriculum, which gears the school of different teaching-learning experiences as well as supporting activities that also contribute to the overall school experience. Curriculum, as a knowledge, equates to the stakeholders transmitting the content developed to the learners; as a process, involves the stakeholders in the actual teaching-learning practice; and as a product, is what the students have been equipped with— knowledge, skills, and values. All approaches underpin the involvement of various stakeholders in the school as an organization. The relationship between curriculum and stakeholders has been sought out, however, in the deeper context of the unseen curriculum, it is yet to be properly scrutinized. This paper attempts to review the hidden relationship between the school as an organization and the curriculum. An implication and future direction are drawn out from the existing pieces of literature.

Revisiting Grammar Teaching in a Saudi EFL Context: Teachers’ Perceptions and Practices

In language, meaning is conveyed and received through words and grammar. A phrase or a sentence is not a random collection of words. In the absence of grammar, words hang together without any real meaning. Thus, grammar plays an essential role in language teaching. With adequate grammar explanations in meaningful contexts and practice, some serious errors in learners' language can be avoided. This study aimed at examining the relationship between teachers’ perceptions of grammar teaching and their actual practices in a Saudi EFL context. Questionnaires and classroom observation checklists were used to gather information about teachers' perceptions of grammar teaching and to compare that with their practices. The paper sought to find answers to these questions: 1) What are teachers’ perceptions of grammar teaching? 2) Do teachers’ perceptions of grammar correlate with their actual teaching in EFL classes? 3) What are teachers’ perceptions of problems, if any, hindering their practice of grammar teaching? The sample consisted of 23 teachers who completed a questionnaire discussing their perceptions of grammar teaching and practice. Six of these teachers were observed teaching grammar in classes. The findings revealed that there was a negative correlation between teachers' perceptions of grammar teaching and their perceptions of their grammar classes. Also, there was a negative correlation between teachers' perceptions of grammar teaching and the observed classes. However, teachers' perceptions of their classes were mostly reflected in observation cards, and they were positively correlated. Further, the study revealed teachers' tendency towards traditional methods of teaching where the meaningful practice was overlooked.

The Exploration and Practice of Curriculum Ideological and Political Education in the MOOCs of Colleges and Universities

The COVID-19 epidemic has severely affected the global economy and social life, but in another aspect, it has brought opportunities for the development of online education. Via the varieties of network platforms and digital learning resources, more than 200 million students ranging from primary and secondary schools to colleges and universities across China have achieved the goal of “no class suspension”. Under such circumstances, the present study attempts to add ideological and political education into the online courses by modifying the existing online quality courses to some extent. It is mainly to try to carry out the localization reform in every aspect of the curriculum, and then to test whether such reformation can get the corresponding effect in the actual teaching process.