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1.
继续社会化是人的社会化过程中的一个重要阶段。由于社会环境变化、技能失调是社会角色变换等原因，成人必须不断地进行继续社会化以适应社会变迁的需要。而成人教育的中心职能就是帮助人们进行继续社会化，成人教育是成人继续社会化过程能否顺利完成的重要保证，也是成人在其继续社会化过程中的自主选择。中国的成人教育事业要以“三个面向”为指导思想，以继续社会化为现实任务和具体内容，而成人教育的最终目标则是提升人的现代化水平，实现人的全面发展。 相似文献
2.
关于成人教育课程开发的社会学思考 总被引：4，自引：0，他引：4
在整个教育体系中，作为教育系统中子系统的成人教育与社会之间的关系最为密切，而成人教育课程与社会各子系统息息相关。本文就社会这个大系统中政治、经济、科技和文化等相关因素对成人教育课程的影响进行探讨，以期对成人教育课程的开发起到一定的指导作用，进而开发适应社会发展的成人教育课程，使成人教育不被社会所排斥和淘汰。 相似文献
3.
高志敏 《河北师范大学学报(教育科学版)》2004,6(4):71-79
成人教育的首要意义在于促进人到成年持续不断的社会化过程。因此,在成人教育社会学研究视野中,应关注继续社会化及其与成人教育之间的关系。 相似文献
4.
由于认识上的偏狭，成人社会化这一重要课题往往为人们所忽视。鉴于此，本文试对成人社会化的概念和特点、成人社会化与成人教育的关系以及成人教育影响成人社会化的因素等问题进行了初步探讨。 相似文献
5.
由于认识上的偏狭，成人社会化这一重要课题往往为人们所忽视。鉴于此，本文试对成人社会化的概念和特点、成人社会化与成人教育的关系以及成人教育影响成人社会化的因素等问题进行了初步探讨。 相似文献
6.
二战以来，发达国家无不根据新的形势要求对成人教育管理体制进行改革。由于各国经济发展水平的不同以及社会化背景的差异，其成人教育改革的出发点也不尽相同，改革举措各具特色。尽管如此，发达国家在成人教育管理体制方面却都呈现法制化、民主化、均权化、专业化和科学化之势。 相似文献
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8.
蒋达勇 《昭通师范高等专科学校学报》2001,23(1):79-81
随着网络时代的到来，青年社会化逐步呈现出了与传统时期青年社会化所不同的特征；同时，网络化也为青年社会化带来许多困扰；鉴于此，,积极探索，正确引导网络时代青年的社会化对于青年的成长乃至社会的发展都有着极大的现实意义。 相似文献
9.
知识社会呼唤成人教育结构性改革 总被引：6，自引：0，他引：6
胡凤英 《江苏广播电视大学学报》2002,13(2):33-38
知识社会要求国民整体素质的提高和广大劳动者的知识化 ,这对以终身教育为宗旨的成人教育提出了挑战。成人教育要顺应变革的时代 ,必须进行结构性改革。结构性改革是成人教育呼应知识社会进行制度创新的深刻内涵 ,是成人教育持续发展的本质力量。成人教育结构性改革要从转变传统观念和意识入手 ,依时之需变革成人教育体系 ,使成人教育朝着办学体制社会化、市场化 ,运行机制开放、灵活 ,教育功能的多重服务性 ,服务网络体系的立体性等方面发展 相似文献
10.
宋雁 《河北大学成人教育学院学报》2013,(4):44-48
社会化作为社会学的重要内容之一,一直以来都是研究者探讨的热点问题。随着成人教育社会学的发展,成人教育学界将成人社会化与成人教育问题联系起来并形成一系列研究成果。在系统地回顾近年来我国成人社会化与成人教育研究状况的基础上,展望其发展态势,有助于充实成人教育社会学学科体系。 相似文献
11.
Bhaskar Upadhyay Geoffrey Maruyama Nancy Albrecht 《International Journal of Science Education》2013,35(18):2528-2547
ABSTRACTIn this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students’ sociocultural experiences in learning science and choosing science activities. 相似文献
12.
《Journal of moral education》2012,41(2):151-162
In recent years, research within the sociocultural perspective on moral learning has contributed important knowledge about how individuals develop their moral ability by participating in sociocultural activities. To a lesser extent, sociocultural research has focused on the role of individual continuity in these processes. The purpose of this article is to contribute to the progress of the sociocultural perspective by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of moral meaning‐making, which also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey's transactional perspective on meaning‐making and Wittgenstein's first‐person perspective on language use. The article contains an empirical example that illustrates this approach. This analysis shows how prior experiences are re‐actualised in an event and thus participate in the process of moral meaning‐making, as well as contributing to the substance of the meanings made. 相似文献
13.
Nasser Mansour 《Research in Science Education》2013,43(1):347-369
A growing body of research argues that teachers’ beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. This paper argues that if this ‘black box’ of sociocultural contexts in which science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers’ pedagogical beliefs and practices. This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers’ pedagogical beliefs and practices. 相似文献
14.
Vygotsky has become an authority, but the authority has more to do with justifying a sociocultural relativism than it has with his Marxist objectivist approach to psychology and pedagogy. This paper is an attempt to understand Vygotsky's perspective in relation to Marxist epistemology, and will critically examine the sociocultural interpretation of Vygotsky but within the light of his own perspective. It will be shown that the relativism of the sociocultural school not only takes Vygotsky's zone of proximal development out of its social and historical context, but as a consequence downplays the zone of proximal development as a dynamic research methodology. As an extension of the discussion of the zone of proximal development, this paper will also examine the sociocultural interpretation of Vygotsky's relation between scientific and everyday concepts, and the pedagogical consequences of such an interpretation. 相似文献
15.
周舒怡 《南昌教育学院学报》2011,26(2):123-124
维果斯基的社会文化观自提出以来,对外语教学的观念和实践产生了巨大的冲击和影响。近年来,以社会文化观为理论基础和指导的外语教学方法层出不穷,其中支架式语言教学就是其中最具影响力的一类。本文将就支架式语言教学的来由、概念、步骤和注意事项做一介绍。 相似文献
16.
WHOSE DEVELOPMENT? SALVAGING THE CONCEPT OF DEVELOPMENT WITHIN A SOCIOCULTURAL APPROACH TO EDUCATION
A bstract . The concept of development is currently under revision in education and psychology. In this essay, Eugene Matusov, Renée DePalma, and Stephanie Drye examine a traditional notion of development and provide an alternative sociocultural view. As educators working within a sociocultural approach to learning, development, and education, the authors see psychological phenomena as rooted in participation in sociocultural activities, practices, and communities. They critique how the traditional notion of development essentializes this process, assuming development to be independent of the observer. Using a case where a child of color develops a "sitting disability" within the institutional context of schooling, they illustrate the need for introducing a sociocultural notion of development, arguing that development is a social construction emerging in communities of practice and that it is necessary to consider the role of the observer in both defining and guiding this process in a professional discourse of cases. 相似文献
17.
Janet C. Harris 《Quest (Human Kinetics)》2013,65(2):185-190
Enhancement of “social vision and moral understanding” is currently an important agenda for professional education in higher education. Furthermore, sociocultural studies of sport, exercise, and the body have gained academic respectability in the last two decades, and presently numerous scholars in the traditional social science and humanities disciplines are engaged in research focusing on these phenomena. Sport, exercise, and the body are of central concern to physical education. Furthermore, one of physical education's goals is the preparation of professionals to provide services centered on exercise and sport. Given this trend in higher education and the focus of our field, it seems important to consider devoting increased attention to sociocultural studies of sport, exercise, and the body within physical education. Maintenance of a small but excellent cadre of sociocultural scholars in physical education is called for, and an exchange system for outstanding sociocultural graduate students is suggested as a means of assuring continuation of such a cadre. 相似文献
18.
《Parenting, science and practice》2013,13(1):25-50
Objective. This study analyzes culturally formed parenting styles during infancy, as related to the sociocultural orientations of independence and interdependence. Design. Free-play situations between mothers and 3-month-old infants were videotaped in 5 cultural communities that differ according to their sociocultural orientations: cultural communities in West Africa (N = 26), Gujarat in India (N = 39), Costa Rica (N = 21), Greece (N = 51), and Germany (N = 56). The videotapes were analyzed using coding systems that operationalize the component model of parenting with a focus on 4 parenting systems, including body contact, body stimulation, object stimulation, and face-to-face contact. Results. 2 styles of parenting (distal and proximal) can be related to the sociocultural orientations of independence and interdependence. It is apparent that they express parenting priorities in particular ecocultural environments. Conclusions. Infants participate, from birth on, in sociocultural activities that are committed to cultural goals and values which inform parenting behaviors. 相似文献
19.
Sukkyung You Michael Furlong Erika Felix Meagan O'Malley 《Psychology in the schools》2015,52(4):349-362
Social‐emotional health influences youth developmental trajectories and there is growing interest among educators to measure the social‐emotional health of the students they serve. This study replicated the psychometric characteristics of the Social Emotional Health Survey (SEHS) with a diverse sample of high school students (Grades 9–12; N = 14,171), and determined whether the factor structure was invariant across sociocultural and gender groups. A confirmatory factor analysis (CFA) tested the fit of the previously known factor structure, and then structural equation modeling was used to test invariance across sociocultural and gender groups through multigroup CFAs. Results supported the SEHS measurement model, with full invariance of the SEHS higher‐order structure for all five sociocultural groups. There were no moderate effect size or higher group differences on the overall index for sociocultural or gender groups, which lends support to the eventual development of common norms and universal interpretation guidelines. 相似文献
20.
《校园英语(教研版)》2014,(19):4-6
Communicative Language Teaching(CLT)plays a vital role in foreign language teaching.Learners may improve their communicative language profi ciency under CLT mode.Many researches on Vygotsky’s sociocultural theory show that learning as a social and cultural rather than individual phenomenon takes place through meaningful interaction with people,and thus the people in the environment are essential to the development of new knowledge.This paper mainly analyses Vygotsky’s sociocultural theory in CLT mode.The conclusions in this paper may help the readers gain an insight into the relations between the Vygotsky’s sociocultural theory and CLT as well as awaken the awareness of designing the activities for teaching. 相似文献