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1.
Dr. Pauline Lipman 《The Urban Review》1996,28(1):41-62
This article addresses the role of exemplary teachers of students of color in educational reform. Using an ethnographic study
of two urban junior high schools in the beginning stages of restructuring, I describe threeculturally relevant teachers who create empowering educational experiences for low-achieving African American students. Despite their exemplary
practice and their enthusiasm for educational change, thewisdom of practice of these teachers was largely discounted in the restructuring process. They were marginalized by ideological and political
contexts which suppressed racial issues and advocacy for African American students and which supported a deficit model of
low-achieving African American students. Restructuring fostered little examination of policies, practices, and beliefs which
tended to marginalize African American students. This research suggests that professional dialogue and collaboration are mediated
by teachers' ideologies and by relations of power in schools and communities. If exemplary teachers of children of color are
to influence educational change, reformers need to legitimize their knowledge and sponsor their leadership. Also, reforms
that benefit marginalized children of color may require the mobilization and participation of parents and communities of color
as well as their teacher-advocates.
Even though I'm not doing the Mentoring and Counseling Program any more, I can't reject them. They know I care about them.
They know when you're not pretending. You don't turn off realness. Paulette
I find them where they are. I say, “You've told stories. When you say, ‘The way I see it,’ that's point of view.” I just do
it like that. When kids believe you think they can learn, they will. Samuel
We have to challenge these students. When we don't give them an opportunity, we're taking something away from them. Helen 相似文献
2.
Mary Renck Jalongo 《Early Childhood Education Journal》1996,23(4):187-189
Conclusion When you think about it, many of the things we do are expressly designed to maintain a sense of wonder because once it is
lost, childhood is lost. I still vividly recall a class discussion with one of my teachers about the existence of Santa Claus
when I was 10 years old. By that time, nobody in the class was a believer. Sister Christopher told us that she still believed
in Santa until she was 13. When we asked her how she could have been so gullible, she said that just about the time she was
beginning to question the myth, her father (she later found out) climbed up on the roof in the middle of the night to make
“reindeer tracks” and lines from the runners of the sleigh. Now that was a man who really wanted to keep the wonder alive!
If you reflect on all of the people you know and love, I'll wager that most of them are individuals who have managed to keep
some sense of awe intact despite its erosion throughout life. Early childhood practitioners are fortunate because we have
the best possible role models of wonder to follow. Being in the company of young children whose sense of wonder is at a lifetime
high helps to keep us from becoming jaded and disaffected. For if we allow children to show us the way, they can lead us back
to wonder. 相似文献
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疑是思之始,学之端。只有学有所疑,才会学有所思,学有所得,才会产生学习兴趣,形成学习动力。在数学课堂中培养学生的问题意识,不但有利于帮助学生掌握所学内容,加深学生对数学重难点及关键知识的理解,更有利于学生逐渐养成独立思考、自主探究的良好学习习惯。文章以数学教学中学生问题意识缺失的主要原因为切入点,对数学教学中培养学生问题意识的有效策略进行探研,以期促进学生的全面综合发展。 相似文献
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Keith Weber 《Educational Studies in Mathematics》2001,48(1):101-119
The ability to construct proofs is an important skill for all mathematicians. Despite its importance, students have great
difficulty with this task. In this paper, I first demonstrate that undergraduates often are aware of and able to apply the
facts required to prove a statement but still fail to prove it. They thus fail to construct a proof because they could not
use the syntactic knowledge that they had. By comparing doctoral students and undergraduates constructing proofs in abstract
algebra, I have hypothesized four types of `strategic knowledge' – knowledge of how to choose which facts and theorems to
apply – which the doctoral students appeared to possess and undergraduates did not. The doctoral students appeared to know
the powerful proof techniques in abstract algebra, which theorems are most important, when particular facts and theorems are
likely to be useful, and when one should or should not try and prove theorems using symbol manipulation.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
7.
《数据结构》是计算机及相关专业的一门专业基础课程,在众多的计算机系统软件和应用软件中都要用到各种数据结构,要想有效地使用计算机,必须学习数据结构的有关知识。然而,该课程理论性和实践性强,内容抽象,是学生学习的一大难题。作为教师,如何改进教学方法,充分调动学生的学习主动性,把《数据结构》教活、教好是十分重要的,也是十分必要的。 相似文献
8.
《海外英语》2007,(1):24-25
"Listen," I said slapping my hand down on the desk in front of me. "I really need that book today. The computer says you still have it. The essay is due in tomorrow; please could you tell me where it is?" I had been in the library since about noon. The shadows were beginning to lengthen and my patience beginning to run out as the librarian stared up at me with all the sentient comprehension of a lobotomised teletubby. 相似文献
9.
Schemata are abstract structures that represent what one holds to be generally true about the world. What people know exists in schemata hierarchies and this prior knowledge is activated when they encounter new information. Schema theory asserts that reading is an interactive process between the text and the reader. Such interaction involves the readers’ prior knowledge of schemata and the actual information in the text. Only be constructing appropriate and meaningful schemata, can readers comprehend the text. 相似文献
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We previously reported that chimpanzees were unable to optimally select the smaller of two candy arrays in order to receive a larger reward. When Arabic numerals were substituted for the candy arrays, animals who had had prior training with numerical symbols showed an immediate and significant improvement in performance and were able to select reliably the smaller numeric representation in order to obtain a larger reward. Poor performance with candy arrays was interpreted as reflecting a response bias toward the intrinsic incentive and/or perceptual features of the larger array. In contrast, the Arabic numerals represent numerosity symbolically and appear to promote response choice on the basis of abstract processing of numerosity, with minimal interference from the inherent properties of the choice stimuli. The present study tested the hypothesis that, for mixed symbol-candy choice pairs, the requisite processing of the abstract numeral may foster a mode of numerical judgment that diminishes the interfering incentive/perceptual effects of the candy stimuli. The results were consistent with this hypothesis. Whereas performance on candy-candy arrays was significantly below chance levels, performance on numeral-candy choice pairs was significantly above chance and comparable with performance on numeral-numeral pairs. 相似文献
12.
Rachel Zupek 《海外英语》2009,(3)
There's no worse feeling than when you're in an interview and the interviewer asks you a question to which you don't know the answer. The best way to handle this dreaded debacle is to go into the interview prepared.Familiarize yourself with a few common difficult questions and arm yourself with answers prepared ahead of time. Check out these tough interview questions and some suggested responses in order to avoid an interview disaster: 相似文献
13.
Martin Loeve 《Action Learning: Research and Practice》2007,4(2):211-218
Imagine you are Thai and a member of a management team from a European company that acts in an Asian emerging market. Imagine you are a European expat with the assignment to double the turnover from that Asian company in a few years. Imagine you are a Change Maker and they ask you to facilitate the (multinational) management team of that Asian company to develop a market strategy and translate it into a business plan, and you have to deal with cultural differences. How do you manage a small-scale change process based on the principles of action learning in that specific multinational context? That's the essence of this account of practice. 相似文献
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S. R. Madhu Rao 《Resonance》1999,4(12):31-40
When you take a look at anything close-by, your brain computes the position of the object you see by solving a lanky triangle
— namely the one formed with the object and your two eyes as its vertices. The brain may call other clues also into service
while figuring out positions, especially when the lanky triangles prove far too lanky to afford trigonometric solutions with
reasonable accuracy. These non-trigonometric alternatives can run into occasional pitfalls, though. Yet even the trigonometric
highway isn’t always foolproof, either. We shall see in what follows that the resulting consequences can be as instructive
as they are amusing. 相似文献
17.
你最喜欢什么颜色？你喜欢黄色，橙色和红色吗？倘若如此，你准是一个乐观的人，一个领导者，一个享受人生、乐于交往、容易激动、积极向上的人。你偏爱灰、蓝系列色彩吗？那么，你很可能缄默、羞怯，你宁愿被别人领导而不愿意领导别人。你有悲观者的倾向。至少，这是心理学家告诉我们的——心理学家应该是这方面的专家，因为他们一直在认认真真地研究色彩偏爱的意义以及各种色彩对人的不同影响。他们告诉我们许多东西，其中之一是我们并不是在成长过程中挑选自己偏爱的色彩——我们的这种偏爱与生俱来。假设你碰巧喜欢褐色，当初你一睁眼看到这个世界，或至少当你看清这个世界的时候，你就喜欢上褐色了。 相似文献
18.
查锦光 《语数外学习(初中版)》2009,(7):95-96
女儿出生时,我们给她取名叫迈尔斯,和我深爱的已过世的父亲同一个名字,尽管家人提醒这个名字太男性化了。
几年以后,我觉得迈尔斯已经长大,能够理解了。我对她解释说：“你的名字很特别。我给你取了一个和我爸爸一样的名字,因为我非常爱他。我相信他会为你而深感自豪的。” 相似文献
19.
The ability to make inferences about what one’s peers know is critical for social interaction and communication. Three experiments (n = 309) examined the curse of knowledge, the tendency to be biased by one’s knowledge when reasoning about others’ knowledge, in children’s estimates of their peers’ knowledge. Four- to 7-year-olds were taught the answers to factual questions and estimated how many peers would know the answers. When children learned familiar answers, they showed a curse of knowledge in their peer estimates. But, when children learned unfamiliar answers to the same questions, they did not show a curse of knowledge. These data shed light on the mechanisms underlying perspective taking, supporting a fluency misattribution account of the curse of knowledge. 相似文献
20.
《Chinese Education & Society》2013,46(2)
Mustering strength to run key schools successfully is one of the major tasks on the educational front. Many ordinary schools regard it as an unshirkable duty to supply key middle schools with junior high graduates who do well in their studies. Nevertheless, there are now some ordinary schools that, proceeding from selfish departmentalism, do not encourage their junior high graduates with better scholastic attainments to sign up for the entrance examination to senior grades of key middle schools. Instead, they caution the students, "If next semester you will continue to study at our school in senior grade one, we'll put you in the key class. If you apply for the entrance examination to a key school and return to our school when rejected, then it would be impossible for us to assign you to the key class." Some even warn, "You will not be accepted if you come back." In this way, a batch of students who do well in their studies are pressured not to sign up for the entrance examinations to key schools. They are afraid that they may have no opportunity to study at all if they fail in the entrance examinations. This practice is obviously wrong. If every school does things this way and every student with better scholastic aptitude does not apply for the key school, how can the key school recruit the better qualified? Where can the "better qualified" come from? 相似文献