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1.
教育交往理论的发展与深化在很大程度上是建立在心理学基础之上的。追溯交往思想的心理学发展渊源 ,交往的人性假设理论是教育交往理论研究的内在基础 ;交往的价值理论为交往理论研究提供了坚实的直接的理论依据和准备。 相似文献
2.
《学记》教育思想二则 总被引：1，自引：0，他引：1
胡舒云 《北京教育学院学报》2003,17(1):52-55
“教学相长”语出《学记》 ,但是现在为教育界广泛使用的“教学相长” ,已非《学记》之原义 ;《学记》中的“时教必有正业 ,退息必有居学” ,论述的是课堂教学与课外学习的关系 ,但强调的是课外学习的作用。准确地阐释《学记》中的这些思想 ,古为今用 ,具有重要意义 相似文献
3.
This article explores Complexity Theory and applications of nonlinear dynamics in physical education (PE). The authors of this article discuss Complexity Theory and its applications to students and student learning. Additionally, there will be discussion of how the networking learning process associated with socio-coordinated mimicry creates a “movement conversation” between learners rooted in the relational complexity of students within a PE lesson. Finally, the authors discuss research opportunities within PE, allowing for a close collaboration between pedagogical researchers and biomechanists to examine the emergent qualities within the “movement conversations” between students. Overall, this article seeks to illustrate the possibilities of utilizing Complexity Theory within PE pedagogy and research. 相似文献
4.
Kathleen Clayton Heidi Smith Janet Dyment 《Asia-Pacific Journal of Teacher Education》2014,42(2):167-185
Understanding theory–practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory–practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service teachers. The investigation, a qualitative case study, examined the views of the programme’s teacher educators (authors) using an analytical lens informed by two similar theoretical models.
The article focuses on elements that were found to be central to pedagogical approaches within the programme: self-awareness, experience, reflexivity, and a “community of learners.” While the approaches represent a departure from “theory application” and “theory–practice integration” approaches, and a move towards praxis development, the study highlighted challenges and issues including the need for teacher educators to scrutinise theory–practice relationships in their own teaching and discourse. Implications and possibilities for future practice are considered. 相似文献
5.
立德树人是高校的立身之本,课程思政是实现高校立德树人根本任务的途径.将课程思政融入课程建设,需要将思想政治内容贯穿于课程目标设计、教学活动安排和教学评价等各个重要环节.一致性建构理论是以学生为中心的课程设计方法,课程设计需要遵循预期学习成效、教学活动、评价任务和成绩评定四个步骤.基于一致性建构理论,遵循其四个步骤探讨了... 相似文献
6.
Nihad Bunar 《Scandinavian Journal of Educational Research》2013,57(4):423-438
The question of what role free schools should perform in the Swedish educational system has been a contested subject between three ideological, theoretical, political and policy tenets. The first, “contribution to pedagogical diversity in a controlled school market” reflects a traditional social democratic view. The second, “contribution to a better education on a competitive school market” reflects a neo‐liberal approach. The third tenet, “contribution to the maintenance of groups' and individuals' cultural and religious identity” reflects a multicultural view insisting on the thesis that a family's cultural and religious identity should be a steering motive for the school choice. The aim of this article is to take a closer look at what the three tenets that constitute the “riddle” contain—including their claims, responses to critics, arguments and empirical evidence—and to discuss some of their practical impacts on the shaping of educational policy. 相似文献
7.
Ronnie Prevost 《Religious education (Chicago, Ill.)》2013,108(3):313-319
This article gives an overview of “practical theology” as an emerging paradigm, and discusses problems and possibilities in using the paradigm for religious education of “Generation X” in a postmodern context. The article posits that a postmodern sensibility does not imply the cognitive capacity for a truly postmodern style of meaning‐making. Drawing on Robert Kegan and the author's teaching experience with young adults, the article raises the caution that Generation X may not be prepared developmentally for postmodern educational approaches. Possibilities for using practical theological elements such as story, playfulness, and making connections are raised in relation to this age‐group. 相似文献
8.
Barbara Kameniar 《Religious education (Chicago, Ill.)》2013,108(4):403-418
This article offers an analysis of religious education practice through the literature that informs it. It engages Derrida's critique of the “metaphysics of presence” (1982a) to develop a theoretical framework for a new look at the ways in which different approaches to religious education represent religion and racial difference. The article specifically examines literature that has impacted mainstream Christian and “secular” religious education in South Australia from the 1970s until today. The article concludes by proposing a new approach to racial, cultural, and religious difference in religious education—one that begins to understand religious education's engagement with Others in terms of ethical questions, deliberation, and a radical openness to what is unforeseeable. It argues for the need for religious educators to begin to actively and deliberatively engage with “who” and “what” has traditionally been absent from multireligious approaches to religious education. 相似文献
9.
This study investigated the relations between teachers’ emotions in teaching and their approaches to teaching in individual
courses. It is derived from two fields of study that have hitherto been largely unconnected in higher education. While the
research literature shows (a) a range of variables are related to the teaching approaches that teachers adopt and that these
approaches are related to the quality of their students’ learning, and (b) that the emotional experience of teachers is an
important factor in teaching, no studies have been reported on the connections between emotions and approaches in teaching
in higher education. Two self-report questionnaires: the Approach to Teaching Inventory-Revised and the Emotions in Teaching
Inventory, were completed by a sample of 175 Australian higher education teachers. The results suggest that there are significant
relations between the ways teachers emotionally experience the context of teaching and the ways they approach their teaching,
with positive emotions being associated with student-focused teaching approaches and negative emotions with transmission approaches.
The relations help explain why new teaching strategies may not be successful or not even adopted. 相似文献
10.
"专题理论讲授,分组实践活动"这一教学模式是将传统的理论教学与分组实践活动结合起来的一种新型的教学模式。文章借鉴管理学过程控制理论,探析了高校思想政治理论课"专题理论讲授,分组实践活动"教学模式过程控制的特点、意义以及过程控制的结构设计。实现对该教学模式过程的有效控制是教学的基本任务,同时也有助于思想政治理论课教学实践效果的提高,从而优化教学过程,提高教学质量。 相似文献
11.
Sean Steel 《Interchange》2018,49(4):417-431
This article concerns the relationship between classroom assessments that are aligned with “competencies-based” teaching in Teacher Education programs on the one hand, and on the other hand, the challenge of offering authentic “philosophy of education,” “education theory,” or “education foundations” courses for student–teachers who are enrolled in a professional degree and on the way towards certification. Briefly, administrative and accreditation concerns with developing and demonstrating core “competencies” when teaching is considered strictly as a “profession” do not align with more ancient understandings of teaching as a “way of life”—especially when that life is led in some relation to philosophy, or “the pursuit of wisdom.” This article examines the disjunction between these two conceptualizations of teaching; it encourages readers to think about how this disjunction problematizes their pedagogy as “philosophers of education.” 相似文献
12.
Phan Le Ha 《Asia-Pacific Journal of Teacher Education》2014,42(4):392-405
“Learner-centred” and “teacher as facilitator,” among the most influential concepts (re)shaping education over the past decades, are often represented as bringing democratic participation, equality, and empowerment to learners and helping transform and liberate societies. At the same time, these concepts are constructed in binary terms with “teacher-centred” and “teacher as authority” projecting the two ends as being mutually exclusive. Drawing on data collected through interviews and scholarly works from teachers teaching Humanities and Teaching English to Speakers of Other Languages (TESOL) in Asian and English-speaking Western universities, this article examines their positionings, mode, and form of critique/criticality of learner-centred education. It demonstrates in what ways equality as the starting point (Ranciere) is not embedded in how learner-centred education has largely been promoted in these contexts. As well, while Ranciere’s concepts of equality and dissensus may empower those seen as marginalised and disadvantaged, these concepts fail to acknowledge the multiplicities and dynamics of positions of those presupposed to be “powerful” and “privileged.” 相似文献
13.
Anat Zohar 《International Journal of Science Education》2013,35(13):1579-1599
While the traditional meaning of connected knowledge is valuable in some school subjects, it does not address the main activities of knowledge acquisition in subjects such as physics and mathematics. The goal of this article is to analyze the relationships between the concepts “learning for understanding” and “connected knowledge”, a central theme in feminist epistemology. In learning for understanding, the learner forms multiple, intricate connections among the concepts she is studying in school, between school concepts and her everyday concepts, and between school concepts and their wider context. Viewing connected knowledge as tightly related to understanding has several important implications. It brings connected knowledge into the central learning activities that take place in school science and mathematics, and gives it a high status. It contributes to our understanding of gender‐related patterns in thinking; and it may form a unifying theoretical framework for many studies and projects in the field of gender fair education. 相似文献
14.
This paper uses the methodology of cross-case analysis to clarify connections and differences between two specific conceptual frameworks, multimodal social semiotics and constructionism, in particular in the ways they each deal with the idea of representation. It builds especially upon the idea of “distance” of digital representations with respect to usual representations, stressing the multidimensionality of this notion and possibilities for progress towards a shared framework for research about representations. The paper focuses on the cross-case analysis study of a “middle distance” dynamic digital artefact, MoPiX, by two teams sharing a common reference framework (constructionism), but with distinct views with regard to representations. The research yielded a distinction in the ways connections between representations are valued by the two approaches and their respective interpretations of meaning generation. 相似文献
15.
Michael P. A. Murphy 《Educational Philosophy and Theory》2013,45(1):66-78
Beginning in earnest in the late 1990s, educational researchers devoted increasing attention to the study of “active learning,” leading to a robust literature on the topic in the scholarship of teaching and learning. Meanwhile, during largely the same period, political theorists discovered the radical philosophy of Giorgio Agamben, which soon after began to ripple through more radical forms of philosophy of education. While both the SoTL works on active learning and writings of “Agambenian” philosophers of education have offered new insights into their respective fields, active learning has not yet received a systematic philosophical reflection and the community of Agambenian philosophy of education has not yet been systematized. This article addresses both gaps, first through an outline of existing Agambenian approaches to the philosophy of education and second by theorizing active learning as a form of “destituent potential.” The systematic reflection on the three threads of Agambenian philosophy of education—whatever, potentiality, and study—offers an introduction to less familiar readers, and the second section offers a model for how philosophical concepts can become theoretical tools for SoTL analysis. 相似文献
16.
This article will have as its focus a problem described by Anderson, namely, the quality of the construction and reporting of research that contains “homemade” achievement tests. The current status of homemade achievement tests was examined in this study. Research reports in two science education journals were analyzed, using Anderson's eight categories of information that a high quality research report should include. The journals examined were Journal of Research in Science Teaching and Science Education from January 1975 to January 1980. The findings indicate that reliability estimates and the procedures for selecting test items were mentioned more frequently in the science education journals than in Anderson's study. However, there was little or no improvement in describing the relation of test items to instruction. These findings should be of interest both to researchers who are utilizing “homemade” achievement tests in their studies and to journal panels who are reviewing studies for publication. 相似文献
17.
Victoria Wyszynski Thoresen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):915-934
Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm – despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners’ ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner’s understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the “magic synergy of creative caring” can result in the emergence of individuals who are willing and able to move from “business as usual” towards more socially just, economically equitable, and environmentally sensitive behaviour. 相似文献
18.
CHILDREN'S SPIRITUALITY AND “THE GOOD SHEPHERD EXPERIENCE” 总被引：1，自引：1，他引：0
Brendan Hyde 《Religious education (Chicago, Ill.)》2013,108(2):137-150
This article aims to explore the connections between a religious education curriculum's methodology in the Catholic Archdiocese of Melbourne, Australia and some contemporary theories about children's spirituality. “The Good Shepherd Experience” curriculum is intended for use with 5- and 6-year-old children in the first years of formal schooling. It forms a part of the To Know, Worship and Love religious education text based curriculum, directed for use by schools in the Archdiocese of Melbourne as a key text in the religious education curricula. In exploring connections with children's spirituality, this article analyzes “The Good Shepherd Experience” in terms of wonder (mystery-sensing, contingency, and dependability), play and imagination, and the ability to use religious language and concepts. 相似文献
19.
Erik de Vreede 《欧洲师范教育杂志》1980,3(3):109-117
Vreede, E. de. “On the importance of special didactics in teacher education,” Revue ATEE Journal 1980 (3) 109‐117.
Teaching is occasioning learning to the extent that the motives used in this occasioning are derived from the learning content. On the basis of this definition a distinction is made between general and special didactics. The article is a plea for a careful distinction between the two, which would be beneficial to both disciplines and particularly for special didactics. For various reasons, some of which are discussed, this distinction is scarcely implemented in teacher education, much to the disadvantage of future teachers and their students. 相似文献
20.
Federico Hewson 《Teaching Artist Journal》2017,15(1):9-16
“Teaching Flowers” reflects on humanity's deep connections to horticulture by gathering varied thoughts from seminal writers in the field. In addition, this visual article draws attention to labor issues within the U.S. floral industry by documenting the author's exploration of flowers as social sculpture in New York City. 相似文献