共查询到20条相似文献，搜索用时 78 毫秒
1.
论大学课堂教学中师生交互关系 总被引：13，自引：0，他引：13
构建大学课堂师生交互关系要做到:树立正确的观念是前提,相互理解是基础,相互对话是突破口,相互沟通是关键,交互吸引是最终目的。 相似文献
2.
Rachel Lambert 《International Journal of Inclusive Education》2017,21(5):521-531
Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics. 相似文献
3.
Gilli Shama 《Educational Studies in Mathematics》1998,35(3):255-281
This paper presents a two phase investigation of how Israeli students (grades 3 to 12) understand the concept of periodicity. Qualitative study, including classroom observations, as well as interviews with students and with teachers, was performed as a first phase. Quantitative study, including a survey of 895 eleventh grade students, was performed as a second phase. Students' errors in relating to non-periodic phenomena and to non-periodic function as periodic, as well as their period preferment, were revealed in both phases and were classified. The evidence supports the claim that students understand periodicity as a process. The students' errors and preferences are discussed with reference to two frameworks: (1) the understanding of periodicity as a process, (2) the Gestalt theory. 相似文献
4.
Valarie L. Akerson Khemmawadee Pongsanon Ingrid S. Weiland Vanashri Nargund-Joshi 《International Journal of Science Education》2013,35(12):2055-2082
This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities. 相似文献
5.
传统诗经学经历了先秦、汉唐、宋元、明清等各具特色的不同阶段。这是一个漫长的由文化《诗经》到文学《诗经》的过程,即由经学语境生成文学语境的过程。本文用布迪厄的场域理论,把《诗三百》由“经”而“诗”的现象放到文化生产场即文学场中去作整体考察和审视,以探寻经学和文学生成的过程及合法性。 相似文献
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7.
A Caring Teacher: Explorations into primary school teachers' professional identity and ethic of care 总被引：2，自引：2，他引：2
Franziska Vogt 《Gender and education》2002,14(3):251-264
This article explores primary school teachers' conceptions of caring within teaching and discusses the relevance of an ethic of care for teaching. Thirty-two Swiss and English primary school teachers participated in this exploratory study. The methodology included semi-structured interviews as well as image-based approaches employing photographs and drawings. Caring within teaching can be understood in a range of ways: caring as commitment, caring as relatedness, caring as physical care, caring as expressing affection, such as giving a cuddle, caring as parenting and caring as mothering. The author suggests that these definitions of caring within teaching can be placed along a continuum. Caring understood as mothering at one end of this continuum is distinctly associated with traditional Western notions of femininities whereas caring as commitment is non-gender-specific. Caring as relatedness can be linked with the concept of ethic of care, which has been conceptualised as a moral perspective more often held by women. The findings of this study challenge this view, as an ethic of care understood as responsibility for and relatedness to their pupils emerged amongst men as well as women. 相似文献
8.
9.
Despina A. Stylianou 《Journal of Mathematics Teacher Education》2010,13(4):325-343
Current reform efforts call for an emphasis on the use of representation in the mathematics classroom across levels and topics.
The aim of the study was to examine teachers’ conceptions of representation as a process in doing mathematics, and their perspectives
on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle
school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have
developed working definitions of the term primarily as a product in problem solving. However, teachers’ conception of representation
as a process and a mathematical practice appears to be less developed, and, as a result, representations may have a peripheral
role in their instruction as well. Further, the data suggested that representation is viewed as a topic of study rather than
as a general process, and as a goal for the learning of only a minority of the students—the high-performing ones. Implications
for mathematics teacher education, prospective and practicing, are discussed. 相似文献
10.
高等教育学的学科合法化，一直处于学科研究人员和高等教育研究人员的“视野之外”和“盲点之中”，结果造成高等教育学学科建设的研究表面繁荣，而其学科合法化地位一直未得到确认的不良状况和倒置局面。高等教育学要想在人文、社会和自然科学圈中确立自己的学科合法化地位，必须科学解析合法化、学科合法化与高等教育学学科合法化的内涵和外延，从而确立高等教育学学科合法化基础，推进高等教育学作为一门学科的学科合法化和科学化进程。 相似文献
11.
彭汉庆 《孝感职业技术学院学报》2002,5(1):5-8
进入新世纪的高等职教要切实走内涵式发展道路,以观念转轨为前提,以评估验收为手段,以正常 投入为途径,以专业建设和质量建设为龙头,以师资建设为根本,实现可持续的稳步发展。 相似文献
12.
大学生开展课题研究的问题与引导对策 总被引：1，自引：0，他引：1
研究性学习是大学生学习的主要形式,课题研究是研究性学习的重要内容。目前大学生开展课题研究的意识普遍淡薄,缺乏科学、严谨的研究态度,而且开展科学研究的基础知识和基本能力还需要进一步提高。因此,应以转变观念为出发点,以教师榜样示范为突破口,以课堂教学为核心,以课外活动为重点,以研究性评价为手段,提高大学生开展课题研究的能力。 相似文献
13.
Growing and developing as a university researcher 总被引：1，自引：0，他引：1
Gerlese S. Åkerlind 《Higher Education》2008,55(2):241-254
While there is a substantial body of literature on academics’ development as teachers, investigation of their development
as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth
and development as a university researcher. Four qualitatively different ways of understanding research development emerged:
(1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher;
and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early
stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later
stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career
stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways
of understanding their growth and development as a university researcher and as a university teacher are also presented. 相似文献
14.
李明军 《海南师范大学学报(社会科学版)》2007,20(5):39-44
大众文艺在中国20世纪90年代以来已经成为当代文化的一个鲜明的特征,它比较充分地体现出了后现代主义的某些特征。主要表现在:向现代性的严肃文学艺术和主流叙事挑战;反省/检讨、质疑/追问"现代性";厌倦那种大胆的历险与尝试、创造新潮的姿态,而回归一种对世俗日常生活的兴趣和温馨、柔美的文化絮语情调;坚持直觉原则,对理性进行质疑和挑战,藐视权威和权力角逐,追求个性张扬或物质利益最大化。 相似文献
15.
知识生产力是人类社会生产力演化的新阶段,是一种新形态的生产力。知识生产力的形成经历了一个很长的历史过程,是人类物质生产力充分发展、需要结构变化、环境的约束、知识商品化以及信息技术发展等因素综合作用的结果。知识生产力是以知识为基础的生产力,它意味着知识不仅成为生产力的主导因素、增长的主要源泉,而且成为生产力发展的先导因素。知识生产力是知识的生产、传播和使用的过程,是以信息化的充分发展为基础,具有全球性的、以人为本的、可持续发展特性的生产力。 相似文献
16.
《Studying Teacher Education》2013,9(2):217-227
We explore the possibility of understanding teaching as a discipline in its own right, rather than as a domain that is ancillary to the many academic disciplines. While teaching looks easy and is widely regarded as easy, the image of teaching as transmission and the perspective of technical rationality mask the many ways in which challenging and engaging teaching represents a highly disciplined view. When extended to teacher education, the perspective of teaching as a discipline sheds powerful light on longstanding frustrations reported by those learning to teach. We argue for the conclusion that teaching is a discipline and that teacher education is the home of that discipline, with self-study as one of the central methodologies for making explicit the knowledge inherent in teaching seen as a discipline. 相似文献
17.
《论语》是研究孔子的重要文献,但不是研究孔子的唯一文献依据。孔子本人首先是一个礼学家,然后才是一个道德教育家,他的道德教育是为重建礼制秩序服务的。孔子毕生为之奋斗的目标是重建“君君,臣臣,父父,子子”的政治伦理秩序,为此他开门授徒,对弟子讲述礼仪,阐述礼义,最终形成了以重建礼制秩序为核心内容、以礼乐刑政为施政纲领、以心性道德修养为立国基础、以畏天命远鬼神敬亡亲为宗教态度、以“中”“和”为思想方法、以优先发展教育为治国要务、以文献古籍为制礼依据的一套完整的礼学治国思想体系。现存的孔子研究文献主要有《论语》《礼记》《大戴礼记》《孝经》《仪礼》以及上博简中的七十子作品等等,这些都可以视为礼学文献,其中《仪礼》和大小戴《礼记》中那些记载礼仪的篇章居于主干地位,而《论语》《孝经》、大小戴《礼记》中讲述礼义的文献以及近年出土的孔子师徒文献都是礼学传记。从这个角度来看,《论语》只是孔子礼学的重要传记。《论语》所记载的主要是孔子的伦理道德思想,仅凭一部《论语》来研究孔子是远远不够的。 相似文献
18.
白淑霞 《信阳师范学院学报(哲学社会科学版)》2005,25(2):84-86
排比结构作为一种句法结构,除了具有一定的修辞效果外,同时也是一种语篇现象。作为一种信息重组的语用手段,排比结构在语篇建构中具有如下语篇功能:话题导入功能、话题展开功能、话题小结功能、语篇衔接与连贯功能、焦点凸显功能和焦点对比功能等。排比结构的这些功能通常共同作用于语篇建构,从而保证语篇成为一个统一的语义整体。 相似文献
19.
我国心理咨询职业化是从低起点入手的。目前从业者的水平和素质还不能适应社会的急切需要，客观要求从业人员在全面了解执业要求的基础上，通过有效途径尽快提高自身素质。笔者认为：一位好的心理咨询员，具备咨询所需要的知识技能是最起码的要求。人格因素至关重要，综合素质是做好心理咨询的充分条件。而自身素质的提高。则主要通过接受系统培训。拥有岗位实践，勤与同行交流，聘请专家督导，重视外部支持等途径来实现。 相似文献