教育学专业英语教程_董晓波，孙茂华主编_9787512122017

　　《教育学专业英语教程/21世纪高等学校专业英语系列规划教材》在内容编排上力图反映当代教育学的发展趋势与新特征，注重教育学专业知识与英语学习的有机结合，所包括的课文涉及当代教育学的主要方面，不仅注重英语能力的培养，也强调教育学专业知识的传授和技能的训练。
　　《教育学专业英语教程/21世纪高等学校专业英语系列规划教材》除适合高等师范院校本科生、研究生使用外，也可供各级各类教育学院教育学、教育心理学、英语教学法等专业的本科生和研究生学习教育学专业英语之用。此外，对于大、中、小学教师了解教育学理论知识，提高教育学专业英语水平也是难得的参考书。

　　《教育学专业英语教程/21世纪高等学校专业英语系列规划教材》：
　　The aim of the essay is to prove that the implementation of a program for moral education through the use of new technologies enhances the social values for the coexistence of adolescents in secondary education classrooms. In order to confirm the hypothesis,a quasi-experimental methodology has been set out,with the design of non-equivalent groups,and with a pre-and post-test assessment. A manipulation and control of variables through the assignation of an experimental and a control group has been carried out. Likewise,interfering variables that could affect the studied dependents will be considered to prove the impact of the program,diverse instruments of assessment were applied.ln this paper,we present the results obtained in the questionnaire on socio-personal values.
　　We worked with a total of 50 students,of which 12 belong to the experimental group that was selected by the punctuations that had been granted to them as they participated in the different activities of the program.
　　The implemented program is called VES（values in situation, " Valores En Situaci6n"）. Its starting point is the everyday life of the secondary school and the acknowledgement through an express congratulation in a blog because of having performed actions or positive conducts that reflect one of the values. Taking these actions into account,we put forward the theory about that value and questions to encourage the reflection and participation in the comments on the blog. The duration was 9 weeks, working in each one of them with a different value.
　　Participants expressed a more favorable opinion in the post-test about the suggested statements.ln this way, people who were more involved in the program show results denoting that they had a greater capacity to recognize their own success. On the other hand,a person who is grateful for a favor done is somebody that has developed empathy,being this one of the most worked values in the program. The capacity to give thanks, kindness, education and good manners were favored. Moreover, a positive influence of the program on the perception of the value of "justice" is observed. Finally, the sense of respect and solidarity was stressed and the students interiorized these values. This is made obvious,because those who were more involved in the program agreed more in that helping others is satisfactory and that respecting others avoids problems and makes life nicer.
　　Prior results have allowed US to state that the application of specific programs in order to improve coexistence through the development of socio-personal values offers indications of positive results in compulsory secondary school students.
　　Studying school coexistence to find models of intervention and consolidated research constitutes an important challenge due to that it is a field of research relatively new and is of great concern in present-day society. As stated by Ortega（2006） ,it has been studied in Spain for barely 20 years. This previous research made it possible to structure some of the approaches,methods and strategies implemented nowadays to deal with this problem.
　　In this sense,we chose moral education as strategy to enhance coexistence. It is complex to visualize " moral education" from the perspective of intervention as we place ourselves in a field dealt with by literature,philosophy,and even politics.ln spite of this, a psico-pedagogic approach has tried to be developed,so as to allow implementing a program of educational intervention.
　　To contextualize this intervention in our present society,we introduced the strategy and medium given by ICTs. In a society of knowledge and information,and working with adolescents,we find that ICTs not only offer a great motivational potential but also are structuring the thought and learning of the students,as well as transmitting knowledge in an attractive and creative way. These characteristics positively influence the attitudes and the feelings of the subjects in whose personality,when they do not forget the pedagogic objectives,knowledge is more easily integrated.
　　After the application of the program,we can conclude that reflection and moral learning has been encouraged to achieve the improvement of coexistence,even when statistically significant differences were not obtained in the coexistence variable,as they were obtained in that of socio-personal values. This data allow us to consider that the objectives of the program referred to moral education were achieved. Possibly,if a more extensive program were developed,with a greater implication of the whole education community,the results would be promoted as well.
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