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1.
Dorit Barchana‐Lorand 《The International Journal of Art & Design Education》2020,39(3):498-508
What happens to art education when the national school curriculum in Israel follows a ‘core subjects’ policy? Allocating only two hours for all five art subjects (visual arts, music, drama, dance and cinematic arts) that remain outside the core curriculum increases the social‐economic gap between children whose parents can fund their art education privately and children whose parents cannot afford this. This also has worrying consequences for art teachers (most of them women) deprived of job security. 相似文献
2.
以郴州市8所中学的1560名学生为对象,调查了他们的闲暇活动.结果表明:调查对象在闲暇时间以听音乐、体育锻炼为主,学生最喜欢从事的活动是听音乐,其次是体育锻炼,并且有半数以上的学生对目前所在学校组织和安排的校内课外体育活动感到不太满意.因此,呼吁中学各级领导和所有教育工作者,在素质教育和健康教育快速发展的今天,应重视学校体育的重要组成部分———课外体育锻炼的工作. 相似文献
3.
王耀鹤 《宁波教育学院学报》2013,15(3):80-83
鄞州五乡中学积极探索普高的多元化办学道路,促进学校"多样化"、"特色化"的发展。通过硬件投入与师资引进并重,校内培训与与校外学习同步,特色班级与特色学校联动和特色展示与文化普及互动等实践,在体艺特色创建和学校品牌提升方面取得了一定的成绩。 相似文献
4.
Rankings of school subject preferences were obtained from 321 male and 327 female pupils aged 11‐12 years, and 245 male and 240 female pupils aged 15‐16 years, from both single sex and co‐educational secondary schools. Overall rank orders showed an effect of school type for younger pupils only, in which evidence for less gender stereotyping of school subjects in single sex schools was found. The rankings of the older pupils, while not affected by school type, did show a clear effect of gender, with higher rankings being given to mathematics, science and physical education by boys and to art by girls. 相似文献
5.
Track recommendations provided to students in the final grade of primary education lead the allocation to specific school tracks in secondary education in the Netherlands. Where the results of a standardised test indicate that students are able to go to a higher track level, primary schools are required to reconsider and potentially adjust the track recommendation to a higher level. The current research aimed to (1) investigate trends in the level of track recommendations, double track recommendations and reconsiderations over the years 2014–2015 to 2018–2019, (2) explore the variation in (trends of) track recommendations between Dutch primary schools and their school boards, and (3) assess the association between track recommendations and the school level variables degree of urbanisation and type of primary education. We used multilevel growth curve modelling for continuous and count data based on publicly available school-level population data regarding track recommendations and school leavers tests from 2014–2015 to 2018–2019. The number of double track recommendations has increased over the cohorts, with a slightly decreasing gap between schools in rural and urban areas. The number of reconsiderations first decreased and then increased. The differences in reconsiderations between rural and urban areas are increasing over time. An initial trend towards higher average recommendations stabilising in the later cohorts appeared with no clear pattern for degree of urbanisation. The current study adds to the existing knowledge by assessing longitudinal trends instead of cross-sectional analyses and including multiple stakeholders and factors simultaneously. 相似文献
6.
Outcome-oriented evaluation of school effectiveness is often based on student test scores in certain critical examinations. This study provides another method of evaluation—value-added—which is based on student achievement progress. This paper introduces the method of estimating the value-added score of schools in multi-level models. Based on longitudinal student achievement data, two measures of school effectiveness in one local education authority in China are compared. It is found that the between-school difference in both test-score and value-added is large comparable with that of Western countries. The results of the two measures of school effectiveness are highly different. The value-added measures lack consistency across different subject areas within schools while the test score measures are highly correlated between subjects. Teachers show their preference for value-added measures over test-score measures of education quality. It is suggested that value-added measures of school effectiveness should be used as a complement to rather than a substitute for test-score measures. The shortcomings of value-added approach are also discussed. 相似文献
7.
Wai-Chung Ho 《Asia Pacific Journal of Education》2016,36(1):145-164
Since the 1980s, the establishment of a socialist market economy has quickened the pace of China's economic development; at the same time, increased modernization and globalization have influenced, to varying degrees, the development of music and music education. With reference to 12 secondary schools in Beijing, this empirical study examines Chinese students' preferences for popular music in their daily lives, and in what ways and to what extent they prefer to learn popular music in school. Data were drawn from survey questionnaires completed by 2,423 secondary students in the 12 schools, together with follow-up interviews with 55 of these students, between March and May 2012. This study provides empirical data that both supplements and challenges existing literature on popular music and music education in a Chinese context. It also highlights a discussion on the complex relationships between students and teachers and between Chinese authorities and teachers regarding the introduction of popular music into school music education. 相似文献
8.
在新课程标准下,中学音乐教育发生着一系列的变化。音乐教育作为"学校实施美育的重要环节"更应该从学生的发展需要来思考全新的教育模式。加强教材与社会生活的联系,激发学生的学习兴趣;注重音乐教育与音乐文化市场的结合,让教育不脱离时代和学生的需要;拓展教学空间,让中学生的音乐课"动"起来;重视学科综合,引导学生在课堂内外实施探究性学习。 相似文献
9.
我国有相当部分的中学生在学校过得并不开心,中学生幸福感缺失的原因为：社会上存在过度功利主义的价值取向;学校里信仰教育缺失,评价方式过于单一,传统的教学方式依然大量存在,部分教师的职业素养有待提高;家庭中问题家庭增多,给中学生带来负面影响。增强中学生幸福感的策略为：让中学生尽可能多地体验到成功的快乐;创设快乐的情景,组织... 相似文献
10.
当前中职学校公共艺术教育的边缘化现状令人堪忧,中职学校重专业教育而轻艺术教育是违背素质教育的做法。其实,公共艺术教育的作用与意义是显而易见的,不但不妨碍各专业课的教学,反而有助于单一、枯燥的专业课的学习。公共艺术教育课程的设置以音乐、美术欣赏课为主,基础绘画技巧、乐理知识、观摩活动等为辅。要加强中等职业学校公共艺术教育、完善中职课程结构。学校培育创新人才,必须进一步深化艺术教育,严肃认真地组织实施《中等职业学校公共艺术课程教学大纲》,切实满足学生日益增长的精神文化需求。 相似文献
11.
学堂乐歌是近代中国随着新式学堂的建立而兴起的一种新音乐形式。以此开展的音乐教育．成为中国近代新音乐教育标志的学堂乐歌教育。在效仿西方音乐文化的实践中,它开创了中国近代音乐教育发展的新局面。与中国传统音乐教育相比。以学堂乐歌教育为代表的新音乐教育在音乐创作手法与乐器使用、教学机构与科目西化、专业音乐教育家培养等“硬件方面”的发展更具时代性。对清末民初新音乐教育形式——学堂乐歌教育在产生与“硬件方面”创新之处的研究,影射出中国近代音乐教育在教育制度、教育思想、教育作用等“软件方面”的新变化。 相似文献
12.
张胜环 《集美大学学报(教育科学版》2011,12(2):92-95
为了解福建省中学音乐教育的现状及存在问题,采用问卷调查、个别座谈和专家访谈等方法对福州市中学音乐教育现状进行了调查,研究表明:通过对中学A和中学B学生学习态度、学习内容和方式、欣赏趣向等方面调查结果的对比分析,存在对新课程理念和思想的传达和阐述不到位、对新课程改革的思想理解不到位、对音乐课程的重视程度不够等问题.应增加... 相似文献
13.
Anneke C. Timmermans Roel J. Bosker Inge F. de Wolf Simone Doolaard Margaretha P. C. van der Werf 《British Educational Research Journal》2014,40(6):1057-1082
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio‐economic status and prior achievement. The phenomena of differential school effects for socio‐economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling. 相似文献
14.
Art educators have been promoting Community‐Based Art Education (CBAE) in schools in order to enhance students’ sense of socio‐cultural identity and contextual learning about local art and culture. It cannot only bridge the gap between the students’ daily lives and the communities and art, but can also enhance their inquiry, discovery and meaning‐making abilities. In China, the community‐based approach plays a significant role in the National Standards for Visual Arts, and Chinese art educators have been applying CBAE in school art education for decades. However, Western art educators are still unfamiliar with the issues, practices and challenges related to CBAE in China owing to language constraints. In light of the above, this article aims to initiate a dialogue between Western and Chinese CBAE researchers through discourse and discussions on the main issues related to CBAE in Chinese art education. It outlines current practices of, and issues related to, CBAE from the perspective of Chinese art education. It also discusses the three major challenges to the implementation of CBAE in China, namely the conflict between indigenous knowledge and official knowledge in the school art curriculum, lack of motivation among teachers, and neglect of context in the practice of local art in schools. It is hoped that this article it will enrich our overall knowledge of CBAE and contribute to the understanding of CBAE from a global perspective. 相似文献
15.
Cultures of performativity in English primary schools refer to systems and relationships of: target‐setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers ‘perform’ and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers’ work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of ‘creativity’ policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers’ work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching. 相似文献
16.
随着社会发展和教育水平的不断提高,学校和社会除了看重学生的学习成绩以外,也越来越重视学生的身心健康。为了不断提高中小学生的身体素质,促进学生德智体美劳的全面发展,学校以大课间作为着力点,开展多项活动,尤其是以长跑活动为主要内容,有效地推动了中小学生的身心健康发展。 相似文献
17.
张容舟 《湖南第一师范学报》2007,7(2):76-77
美术教育在农村小学全科型教师培养中具有独特的作用.在美术教育中应构筑多元化开放式的人才培养途径,培养一代既能教美术,又能教其他学科的农村小学全科型教师. 相似文献
18.
Despite the rhetoric of failure inherent in the long‐lasting debates over school music instruction in Russia, the practice of school singing teaching in Russian schools, especially those serving peasants and the urban lower classes, satisfied to a large degree the needs of the community. However, the limited role for school music and singing instruction offered under this model did not satisfy the needs of the nascent music profession. Musical pedagogues attempted to increase the legitimacy of music and singing in the school curriculum by improving the status of both the subject and of its teachers. These efforts met with limited success. Although the state was willing to acknowledge the importance of music for the moral and aesthetic education of children, both the public and school officials tended to maintain, rather than modify, their belief that music instruction was peripheral to the main objectives of schooling. Whatever the flaws of school music instruction, when well taught the subject met the needs of the community, if not always the needs of professional musicians and specialist pedagogues. 相似文献
19.
贵州苗族音乐的学校教育传播萌芽于上世纪50年代,"文革"时期曾一度中断,上世纪80年代初期,贵州部分学校再度将苗族音乐引入学校,开始了苗族音乐学校教育传播的真正创建。进入90年代以后,苗族音乐的学校教育传播逐步扩大,新世纪之交,贵州苗族音乐学校教育传播进入理论探析和反思阶段,并在此基础上开拓前行。贵州苗族音乐学校教育传播的萌芽、创建、扩大和反思,与近半个世纪社会文化背景、教育文化背景以及音乐教育研究的变迁密切相关。 相似文献
20.
日本学校音乐教育发展脉络及其特点 总被引：1，自引：0，他引：1
从历时性的角度,分析日本学校音乐教育的发展脉络及其特点,了解日本学校音乐教育发展概况,从中汲取借鉴某些对我国学校音乐教育改革发展有益的经验。日本中小学音乐课对音乐实践活动极为重视,在音乐课中始终贯穿着充分发挥学生个性发展的指导思想,重视团体主义意识的集体性音乐活动,高校音乐教育专业的课程设置充分体现了面向中小学音乐教育的方针,重视音乐教育类课程的开设,重视音乐教师职后进修。 相似文献