共查询到20条相似文献，搜索用时 578 毫秒
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Daniel Cho 《Teaching Education》2013,24(2):103-115
In this paper, the author discusses pedagogy and strategy within the current climate set by the “War on Terror”. Deploying Lacanian psychoanalysis in a critique of standardized knowledge, the author develops a theory of “abject pedagogy” that seeks to subvert the current “regimes of truth” while providing educators with a viable pedagogy during this “state of emergency”. 相似文献
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《Journal of Teaching in Social Work》2013,33(1-2):193-215
The author operationalized five principles of feminist pedagogy in a social work methods course. This article discusses the principles of feminist pedagogy, the application of feminism to a classroom setting, and specific teaching techniques that are informed by feminist pedagogy. The author describes methods utilized to apply feminist pedagogical theory to the planning, implementation, and evaluation of a social work practice with groups course. Results from students' pre-course assessments and post-course evaluations, the master-teacher's evaluation, and the instructor's self-evaluation indicate that the application of feminist pedagogy in this course resulted in an enhanced learning environment. 相似文献
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赵儒彬 《太原教育学院学报》2004,22(2):1-4
教育学的逻辑起点和逻辑结构是当前确立教育学科学地住所迫切需要的。通过应用信息论和现象学对教育学的逻辑起点加以研究，可给出教育的三个定律，为进一步建立教育学的逻辑结构和理论体系做了有益的铺垫。 相似文献
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20世纪上半叶中国学者对教育学学科独立性的研究 总被引：6，自引：0，他引：6
本文就 2 0世纪上半叶中国学者关于教育学学科独立性的探讨进行了比较全面的回顾与反思 ,不仅考察了教育学是不是一门独立的学科的认识状况 ,而且对教育学的学科基础以及如何运用相关学科的成果去进行教育学学科建设的认识状况进行了具体的考察。作者指出 ,教育学要真正成为独立之学 ,必须形成自己独特的研究领域和范式 ,直面教育实践 ,从单纯的学科基础扩展到生活基础 相似文献
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Claudie Solar 《Educational Studies in Mathematics》1995,28(3):311-333
In this article, the author discusses characteristics in feminist pedagogy literature and situates them with respect to four dialectical aspects. These characteristics are then combined with non-discriminatory classroom practices to develop a frame of reference for an inclusive pedagogy in mathematics education. 相似文献
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Jeong-Gil Woo 《Asia Pacific Education Review》2014,15(1):79-88
In this paper, the author investigates what kind of challenges contemporary pedagogy has confronted, focusing on the question of knowability of radical otherness of the educated and the makability of the human being through education. Starting from two different narratives reflecting on their personal educational relationships and their identity as an educator, the author sketches the contrasting development in the history of pedagogy from Comenius via Kant and Buber and expands on the pedagogical reception of the philosophy of the Other by Lévinas. Differing from the ego- and subject-centeredness of modern pedagogy, Lévinas proposes a rather humble concept of a subject who is always and already responsive to and responsible for the Other. Based on this contrast, the author suggests that modern educators can be freed from an all-knowing and almighty complex and get to a more sympathetic, sensitive, and ethical dimension for their pedagogical practice. 相似文献
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周金华 《吉林广播电视大学学报》2011,(8):140-142
本文是对英语专业本科阶段口译笔记教学方法的一次探索。首先讨论了口译笔记的必要性和传统的口译笔记教学方法,然后结合作者的教学实践提出了笔记模仿教学法,并借用心理学家班杜拉的模仿学习理论,为笔记模仿在口译笔记教学中的应用提供了理论依据。同时,通过实验设计,检验笔记模仿在教学中的适用性和有效性。实验结果证明笔记模仿教学法是一种切实有效的训练方法,收到了明显的教学效果。 相似文献
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杜丽霞 《安阳师范学院学报》2011,(4):93-96
本文就英美文学教学的现状、国内外研究性教学理论的发展、英美文学课程研究性教学的目标、理论基础、教学实施及资源库的建设等方面进行了深入探讨,旨在说明研究性教学论引入英美文学教学,可以更好地贯彻以学生为中心的教学理念,激发学生英美文学的学习兴趣,进而提高英语专业学生的中西文化素养、审美能力及创新能力。 相似文献
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Prof. Colleen McLaughlin Ph. D. 《Zeitschrift für Erziehungswissenschaft》2012,15(3):517-533
This article explores current debates about the development of teaching and learning in the UK. The author examines how these debates are mirrored in discussions about teacher education and notions of professionalism and professional development. There is an account of the history of thinking about pedagogy in the UK, with a particular focus on the work of Lawrence Stenhouse and his ??teacher as researcher?? conception of curriculum and teacher development. The author argues that this is a strong and useful model for the development of pedagogy. The ??teacher as researcher?? model is offered as a framework that integrates many different perspectives. The article concludes with a discussion of the blocks and facilitators to this vision of the teacher as researcher being adopted. 相似文献
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批判与反思:实践哲学视野中的中国教育学 总被引：3，自引：0，他引：3
教育学在诞生之初就与实践哲学结下了不解之缘。日后的教育学因遗忘了实践哲学而走入了迷惘之境,同时也因实践哲学的复兴而走向新生。面对西方实践哲学的复兴,当下的我们该如何让教育学说中国话？为此,本文在阐述中国哲学和“教育学”的实践特质的基础上,从实践哲学的视角对中国的教育学进行了批判反思,以为中国教育学的未来发展寻找新的价值坐标。 相似文献
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Teacher preparation in science and mathematics will be best served, says the author of this roundup, by improvements both in the pedagogy and content of the undergraduate science and mathematics courses required of future teachers and in the reform of required science and mathematics methods courses. In a review of the history and politics of teacher education, the author underscores the twin goals of achieving program coherence and higher standards. She compares the place of mathematics education in mathematics departments with that of science education in science departments and recommends the replacement of bare bones methods courses with those combining pedagogy and content. Included is a selective bibliography. 相似文献
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本从高师体育专业课程体系中教育课程现状研究入手，系统分析了教育课程存在的问题，根据教育课程改革的指导思想，构建了以教育理论课程层次、教育技能课程层次和体育实践课程层次的三个相互关联、互相促进，目标明确的新课程体系。 相似文献
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面向西部山区农村基础教育实际高师教育学科课程教学改革的研究与实践 总被引：2，自引：0，他引：2
对面向西部山区农村基础教育实际，进行教育学科课程教学改革的意义、历史及现状、实践探索以及效果做了综合研究，提出构建高师院校教育学科理论教学与西部山区农村基础教育实际整合化的新型教学模式。 相似文献
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Alyssa Niccolini 《Gender and education》2016,28(2):230-249
ABSTRACTThis paper argues that affect bears a potent teaching capacity. To do so, it explores the intensities that built around a student-teacher's dismissal from a US school placement. In this incident, the topic of homophobia in a poetry lesson elicited a buzz among students that enacted a pedagogy that exceeded the speaking subject. It was these animating capacities of affect, the author argues, that were deemed particularly threatening by the school. Affect as pedagogy puts pressure on legacies that position the human, usually the teacher, as the sole locus of pedagogy in the classroom and that privilege telos-driven notions of curricular ‘progress’. The paper concludes by drawing connections between the animating capacities of affect and larger debates around trigger warnings on curricular materials. The author suggests that, rather than seeking to foreclose intensities in classrooms, educators might pay more attention to how affect offers richly generative, but often overlooked, sites of pedagogical force. 相似文献
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姜艳 《中国教育技术装备》2012,(18):51-52
由于中学和大学管理体制差距较大,很多学生仍然习惯于教师的灌输,缺乏自主学习能力.结合教学实践,在许算机基础课程的教学中采用任务驱动教学法探素促进学生进行自主学习的有效途径,并在既基础上提出自己的看法和认识. 相似文献
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William C. Korfmacher 《College Teaching》2013,61(4):219-220
Transformative pedagogy encourages students to critically examine their assumptions, grapple with social issues, and engage in social action. The author extends literature in this area by describing ways faculty members who teach online courses can effectively use transformative pedagogy, including (1) creating a safe environment; (2) encouraging students to think about their experiences, beliefs, and biases; (3) using teaching strategies that promote student engagement and participation; (4) posing real-world problems that address societal inequalities; and (5) helping students implement action-oriented solutions. 相似文献
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成人教育学专业招收硕士研究生已有多年的历程,文章对近10年来其硕士研究生毕业论文的选题展开研究,通过归类分析,发现其选题具有以下特点：选题内容比较丰富,涵盖范围比较广;选题热点突出,亮点彰显;选题既有宏观研究,又有微观设计;既体现传统研究方法,又闪耀着新的研究方法的光芒。在此基础上,进一步展望了其努力方向：选题应更加聚焦、增强问题意识、扩展研究范围、彰显和体现成人教育特色、“回归”和“走进”成人世界。 相似文献
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Beth Sondel 《The Educational forum》2016,80(2):171-188
AbstractDrawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices. 相似文献