共查询到10条相似文献，搜索用时 156 毫秒
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《英语大王(小学)》2005,(12)
.姗翻昌，肖尹尸 臀The’ 蔼护 now 15 COld.The trGe feels danCe in the wind. 3 12300 浙江省绍兴县华舍实验学校陈刚 黯叛 欺 丁L_ ，，尸 very cold!The snow hangs on ehildren sing and dance on the Pl They have a very good time. 226600江苏省海安县南莫 犷 One win 相似文献
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《校园英语(教研版)》2016,(19)
<正>一、教材分析本节课的教学内容为《牛津小学英语》(译林版)1A Unit 7I can dance(story time部分)。本节课的对话围绕-I can…-Great/Wow…使学生在学习的过程中能运用这些话语和新授词汇draw,cook,sing,dance等词汇向周围的老师,同学和朋友展示自己的能力,并且能用Great/Wow向其他勇于用英文展示自己 相似文献
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汤力群 《江西教育学院学报》2007,28(1):74-78
以英语单词“dance”和汉语字“舞”的共同义项为出发点,探讨了英语、汉语词义的网络体系特点和衍生轨迹,并结合当前中小学英语教学的方法提出了一些意见。 相似文献
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Bal Chandra Luitel Elisabeth Settelmaier Les Pereira Paula Joyce Emilia Nhalevilo Alberto Cupane Peter Charles Taylor 《Cultural Studies of Science Education》2009,4(3):529-552
In focusing on the Kincheloe and Tobin paper, ‘The Much Exaggerated Death of Positivism,’ this forum explores the hegemony of positivism in the professional practices of a group of educators whose research expertise lies in the fields of science education, mathematics education and leadership education. Responding to the first question, ‘What is your personal/professional experience of the hegemony of positivism?’, four key issues arise: is positivism part of the external world or is it within us (and thus what is our agency)?, the role of positivism as a driver of Western cultural imperialism, dualism as the chief logic of positivism, and the difficulty of responding to positivism from a pluralist perspective. The second question, ‘Is rapprochement between positivism and other paradigms possible and/or desirable without being re-colonised?’, raises a number of key issues that, although relatively new to science education, are of increasing interest to cultural studies researchers keen to embrace alternative research paradigms with which to create culturally inclusive science curricula. The discussants reveal their personal experiences of being marginalised by the hegemony of positivism and give voice to a range of opinions about how best to respond. The integral perspective of spiral dynamics is proposed as a model of paradigm evolution, our fundamental assumptions about modern progress are questioned, and the non-dualist logic of dialectics is explored as a more inclusive rationality for researchers. In the spirit of counter-hegemonic cultural studies, the discussants draw on their personal Buddhist and Hindu perspectives to open new doorways into complex ontological systems lying beyond the simplistic materialism of crypto-positivism. We are given a glimpse of powerful means of generating new insights into the emergent universe (within and without) that an evolving science endeavours to explain. 相似文献
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Ingrid Pramling Samuelsson Maj Asplund Carlsson Bengt Olsson Niklas Pramling Cecilia Wallerstedt 《International Journal of Early Years Education》2009,17(2):119-135
In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the arts. The domains of art focused on are music, poetry and dance/aesthetic movement. Through empirical examples from a large‐scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance and poetry. More specifically, we will analyse: (a) the important role of the teacher in children’s learning within the arts; (b) the importance of conversing when learning the arts; (c) what constitutes the knowledge, what we refer to as ‘learning objects’, to be appropriated within the three domains of art focused on; and (d) how to conceive of progression in children’s knowing within the arts. 相似文献
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This article investigates (i) how the structuring practices and meanings associated with dance classes at an inner‐city American high school operated as institutional spaces (re)producing ‘dividing practices’ that supported racial and classed hierarchies; (ii) how these racist structures were created and maintained relative to dominant notions of embodiment, ‘race’, social class, femininity, and dance; and (iii) the way these dominant practices and hierarchies were managed by two ‘black’ young women at the high school in order to construct particular modes of self‐governance. The analysis suggests that educators be attuned to the role that spaces play in creating particular types of ‘docile’ bodies and the strategies enacted by young people to create alternative embodied practices and subjectivities. 相似文献
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Christine Mayer 《History of education》2018,47(4):523-543
Late 19th-century Germany was shaped by industrialisation, technological progress, and urbanisation. Crises of modernisation resulted in a widespread criticism of civilisation that provided ground for the rise of numerous reform movements in various social contexts. They reacted to crises of their time by questioning established conventions, aiming at an overthrow of everything old in the name of the new and created enormous artistic and intellectual potential. This contribution explores the development of two avantgardist streams, the education reform movement and the gymnastics and dance movement, and points out the link that connected modern forms of body education and dance to education reform visions using Hamburg as an example. The willingness to experiment that came with Hamburg’s dedication to radical reform visions was evident not only in the public school system, but also in the emerging arts and culture scene that brought forth new forms of dance and movement. 相似文献
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Hillevi Lenz Taguchi Anna Palmer Lovisa Gustafsson 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):705-716
ABSTRACTWhat are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1–2 years with Claire Colebrook's theorizing on ‘the war on norms’. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways. 相似文献