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1.
陶行知先生的“六大解放”“生活教育”等思想为小学课程教学指引了方向,彰显了学生的学习主体地位,促进了学生的自主探究式学习。在数学课堂教学中融入陶行知教育思想,可以促进学生投入多种感官进行协作式学习,解放学生的大脑,引发学生走进深度学习。 相似文献
2.
郑桂仁 《语数外学习(高中版)》2014,(12):11-11
传统高中英语课堂教学以高考为目的,更多的是通过教师的讲授向学生传递考试所需的知识,强调单向式的传授与接受的关系,不利于学生英语应用技能和创造力的培养。我国伟大教育家陶行知先生在创立生活教育的同时提出了“解放”思想,提倡在教育教学过程中要解放学生的眼、口、手、脑,并提倡课堂教学要从封闭空间走向开放环境,要多给学生活动的时间。 相似文献
3.
弗莱雷的解放教育思想,以培养批判意识、解放人性为目的,是当今世界最具影响力的一种教育思潮。弗莱雷在《被压迫者教育学》中提出,践行解放教育要以人性化为核心价值,以文化行动理论为指导,通过“生成主题”调查的方法开发课程内容,以“提问式教育”开展课堂教学,着力构建人性化的对话式教育。基于弗莱雷的解放教育思想,当前教育改革应从课程、教学、学习、教师四个方面重新加以认识与革新,将沟通与对话贯穿课程开发与课堂教学全过程,充分尊重学生的主体地位,开展批判与反思的深度学习,培养具有批判意识的教师。 相似文献
4.
<正>教学包含四个要素:教师、学生、知识和环境(教室)。传统的教学方式是,老师在教室里把知识传授给学生;但课改后的教学是:教师创设一种宽松和谐的氛围,在教师的主导下,让学生积极主动地汲取知识,达到共同进步的目的。巴西教育家弗莱雷在《弗莱雷解放教育与实践》一书中很好的诠释了主导和主体的平等、合作的关系,他提倡提问式、对话式教学,对话式教学就是指老师和学生在共建的环境支撑下,利用知识这个媒介进行民主、平等的对话,它 相似文献
5.
教学包含四个要素:教师、学生、知识和环境(教室)。传统的教学方式是,老师在教室里把知识传授给学生;但课改后的教学是:教师创设一种宽松和谐的氛围,在教师的主导下,让学生积极主动地汲取知识,达到共同进步的目的。巴西教育家弗莱雷在《弗莱雷解放教育与实践》一书中很好的诠释了主导和主体的平等、合作的关系,他提倡提问式、对话式教学,对话式教学就是指老师和学生在共建的环境支撑下,利用知识这个媒介进行民主、平等的对话,它 相似文献
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"以人为本"的主体性教育是现代教育的主旋律,素质教育是现代教育的最高追求目标,小学语文立体型作业设计的研究与探索对现代语文教学如何落实学生主体性教育和素质教育的时代要求。通过作业设计使之适合小学中低年级儿童特点,真正地体现学生的自主性,更好地解放学生的时间、空间。训练学生创造性意识、自主性,老师怎样发掘教材内涵是实施"自主式"作业的关键。笔者就从以下三方面做了有效果的探讨:拓展交替型、实践操作型、运用旧知型。 相似文献
8.
合作教育学的一个基本主张是:解放教师,解放学生。解放学生就是要让学生做主人,发挥、发展学生的主体性(详见拙文《解放学生》,载本刊1993年第3期)。解放学生离不开解放教师,没有教师的解放,学生的解放是不可想象的。因此,怎样解放教师,是非常关键的问题。探讨这个问题,于我国教育、教学的改革与实验,都有积极的借鉴意义和启发作用。 一、为什么要解放教师 合作教育学要求解放教师,其含义是多层次的,但最基本的精神,就是发挥教师的教育创造性,不断完善教师的教育主体性。解放教师,是合作教育学的特色,是合作教育学的灵魂。他们为什么如此关注解放教师呢?这就得从理论与实践两方面去寻求其内在的根据了。 相似文献
9.
教学包含四个要素:教师、学生、知识和环境(教室).传统的教学方式是,老师在教室里把知识传授给学生;但课改后的教学是:教师创设一种宽松和谐的氛围,在教师的主导下,让学生积极主动地汲取知识,达到共同进步的目的.巴西教育家弗莱雷在《弗莱雷解放教育与实践》一书中很好的诠释了主导和主体的平等、合作的关系,他提倡提问式、对话式教学,对话式教学就是指老师和学生在共建的环境支撑下,利用知识这个媒介进行民主、平等的对话,它体现的是师生之间民主、平等的双向式交流. 相似文献
10.
当前,护理教育的策略已成为众多研究的重点。研究表明,护理教育大体上有两种类型:一是讲授式,另一是以实践为基础。French曾对1961～1982年期间英国发表的有关护理教育的文献进行了分析,结果表明,在过去几十年中,护理教育基本上是以教师为中心,学生是被动地接受知识的灌输,其结果是:学生难以把所学到的知识应用到临床实践中去,学生缺乏批判思考和在实践中作出决策的能力。美国护理联合会对美国的护理教育制度也表示了类似的关心,并正在探索各种形式的改革。 以问题为基础的学习(PBL)已成为全世界医学院校一种公认的方法,它得到了世界医学教育联合会和WHO等国际组织的高度 相似文献
11.
Irida Tsevreni 《Environmental Education Research》2018,24(1):67-79
This paper presents an attempt to apply Jacques Rancière’s emancipatory pedagogy of ‘the ignorant schoolmaster’ to environmental education, which emphasises environmental ethics. The paper tells the story of a philosophy of nature project in the framework of an environmental adult education course at a Second Chance School in Greece, where adult students researched ancient Greek philosophy of nature, discovered and adopted environmental values and taught their schoolmates. The paper presents the findings of this pedagogical experiment and evaluates the benefits and the skills that students can acquire through emancipatory pedagogy and through peer teaching and learning. Α cross-disciplinary combination of emancipatory pedagogy, environmental education, philosophy of nature and environmental ethics that can empower students and strengthen their environmental conscience with emphasis in ecocentric and ecojustice values is proposed. Τhe role of the teacher as a student, who continues to investigate and learn, trusting the intelligence and the abilities of his/her students is also examined. Furthermore, it is argued that there is a need to focus on the role of philosophy of nature and environmental ethics in environmental education and, because of its wealth and subtlety, ancient Greek philosophy can contribute to this emancipatory, environmental education paradigm. 相似文献
12.
The populist turn has produced contrasting conceptions of education. Research has suggested that individuals educated to university level are unlikely to support populist discourses. Meanwhile, populism is often understood as a social illness or disease that needs to be cured through education. This article argues that both populist and anti-populist discourses are fantasies in which education comprises an ideological grip. In the populist fantasy, education is perceived as being ideologically controlled by the elite. In the anti-populist fantasy, education is seen as being inherently emancipatory, liberating us from irrationalism and economic inequality. The article concludes not by showing how these ideological alternatives might be reconciled, but by suggesting that we can only proceed by creating new discursive landscapes where emancipatory education can be understood differently. 相似文献
13.
Sarah Galloway 《Educational theory》2012,62(2):163-184
In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Rancière. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues that that the two theorists hold a common model for theorizing oppression and emancipation as educational processes, distinguished by the differing assumptions they each make about humanity, but that their theories ultimately have opposing implications for educational practices. Galloway further maintains that Freire and Rancière raise similar educational problems and concerns, both theorizing that the character of the relations among teachers, students, and educational materials is crucial to an emancipatory education. Galloway's approach allows discussion of some of the criticisms that have been raised historically about Freire's theory and how these might be addressed to some degree by Rancière's work. Taking the two theories together, she argues that the possibility for an emancipatory education cannot be ignored if education is to be considered as more than merely a process of passing down the skills and knowledge necessary in order to socialize people into current society. 相似文献
14.
Olof Franck 《Educational theory》2020,70(1):73-88
In this article Olof Franck examines some prerequisites for the development of an emancipatory ethics education in pluralist contexts. He first formulates a platform for the examination with regard to Gert Biesta's educational philosophy, particularly with reference to perspectives on education, subjectification, and democracy, and then discusses the concepts of unexpectedness and risk, as these are approached and elaborated by Biesta, with reference to possible challenges when ethics is taught in pluralist contexts. Next, he poses the question: How can such an education contribute to the development of democratic dialogue and democratic relations as well as to students' subjectification — and emancipation? Franck closes with a discussion of an answer to this question that seems to follow from Biesta's approach; in it, he raises certain critical considerations with respect to that approach and also offers some suggestions for how to find ways to meet challenges to the development of democratic, emancipatory ethics education. 相似文献
15.
Fifteen years of action research for political and educational emancipation at a South African University 总被引：1，自引：1，他引：0
This article traces the origins and development of an action research Master's in Education programme, which was introduced in the Faculty of Education at the University of the Western Cape, South Africa in the mid-1980s. The programme began during a time of political and social repression, when the apartheid government was very much in control, and was explicitly located within an emancipatory approach to education. The article discusses the vision of emancipatory education that underpinned the programme, linking this to the political situation of domination and resistance in the educational sector. The origins of People's Education are described, as well as various initiatives in action research which were closely linked to the People's Education movement of the time. The article concludes by discussing some of the new challenges for action research and emancipatory education in the post-apartheid era. 相似文献
16.
Keith Morrison 《British Journal of Sociology of Education》1989,10(1):3-18
This paper argues for the theoretical and practical possibilities of applying a ‘critical theory’ of education to British primary schools. It traces the series of misconceptions and misinterpretations of progressive education which, coupled with the neglect of its own emancipatory potential, has allowed it to be discredited by right‐wing and left‐wing politics. Re‐establishing a fairer reading of its central tenets and coupling this with the developing concept of a ‘socially critical primary school’ provides for an emancipatory primary education which embraces critical theory. 相似文献
17.
Matthew Evans 《British Journal of Sociology of Education》2020,41(4):574-590
AbstractThis article reflects upon the neoliberalisation of higher education and its effects on teaching practice. It is argued that a neoliberal discourse of teaching excellence has the effect of working against, and potentially undermining, the emancipatory potential of higher education. The article reflects upon attempts to navigate disciplinary power in the neoliberal university and considers whether critical, emancipatory praxis is possible or if complicity in, and co-option by, neoliberalism is inevitable. Ultimately, it is concluded that individual teachers have some scope to pursue approaches which counter neoliberal dominance but that this is heavily constrained. A broader, collective, project will therefore be necessary if alternative (critical, emancipatory) visions of teaching and learning in higher education are to successfully challenge neoliberal hegemony and the negative effects of this in the academy. 相似文献
18.
Linda L. Bain 《Quest (Human Kinetics)》2013,65(2):96-106
This paper examines societal trends and their implications for physical education in higher education. Change is viewed not as a gradual linear process leading inevitably to progress but as a process of periodic major transformations. Proposals are made for the transformation of physical education into an integrated field that practices emancipatory education. 相似文献
19.
With the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a nine-week instructional unit we provided students six opportunities to rate their scholastic activities. High levels of behavioral engagement were sustained over the course of the instructional unit. On weeks when students rated the activities as higher in communal affordances, they also reported more behavioral engagement. Classroom observations facilitated our efforts to create state space grids that show when and how teachers used emancipatory pedagogies to support students’ learning. We used these state space grids, along with teacher interviews and student focus groups, to develop contextualized illustrations of two teachers of color as they successfully provided communal forms of motivational support over the span of six observations per teacher. These strategies differed based on three key factors: where the lesson was placed within the larger instructional unit, the way teachers interpreted and responded to their students’ engagement patterns, and how the demands of the larger school environment impacted classroom dynamics. 相似文献
20.
Anastasia Liasidou 《教育政策杂志》2013,28(5):483-500
The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitating the linguistic and, by implication, conceptual reinstatement of inclusion as a notion that unequivocally advocates the protection of the human rights of children with special educational needs (SEN). In the first section, the article concentrates on the theoretical perspectives of CDA within the context of inclusive education policymaking. For illustration purposes, CDA is used here to expose the power/knowledge grid and its subjugating attributes, enshrined in two official legislative documents. The aim is to answer the following questions: (1) In what ways does the legislative document construct and sustain asymmetrical power relations? (2) In what ways are children with SEN constructed and positioned? and (3) In what ways are children’s human rights silenced? The next section is given over to the criticisms of CDA, whilst the final section raises some issues and identifies some problems in relation to the value of CDA as an emancipatory research tool. 相似文献