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1.
Nigel Foreman Stephen Boyd-Davis Magnus Moar Liliya Korallo Emma Chappell 《Instructional Science》2008,36(2):155-173
Historical time and chronological sequence are usually conveyed to pupils via the presentation of semantic information on printed worksheets, events being rote-memorised according to date. We explored the use of virtual environments in which successive historical events were depicted as “places” in time–space, encountered sequentially in a fly-through. Testing was via “Which came first, X or Y?” questions and picture-ordering. University undergraduates experiencing the history of an imaginary planet performed better after a VE than after viewing a “washing line” of sequential images, or captions alone, especially for items in intermediate list positions. However, secondary children 11–14 years remembered no more about successive events in feudal England when they were presented virtually compared with either paper picture or 2-D computer graphic conditions. Primary children 7–9 years learned more about historical sequence after studying a series of paper images, compared with either VE or computer graphic conditions, remembering more in early/intermediate list positions. Reasons for the discrepant results are discussed and future possible uses of VEs in the teaching of chronology assessed. 相似文献
2.
Jackie Marsh 《English in Education》1998,32(1):10-18
This paper is concerned with how young children as writers perceive the needs of their audience, when that audience is children of the opposite gender. There are documented discussions about what girls and boys like to read and write. Their stories written for girls by boys, and by boys for girls are illustrated and discussed. 相似文献
3.
郑春元 《十堰职业技术学院学报》2005,18(4):46-49
伍家沟村中流传多篇家庭生活故事,这些故事有丰富的伦理内涵,倡扬了下层劳动人民理想的家庭伦理观念,主要有对父母要尽孝,夫妻间要忠贞,丈夫对妻子要尊重、信任。父母对子女要尽责,要用正确的教育方法及时教育子女,后母要善待前妻子女,兄弟姐妹间有难要救助等。伍家沟民间故事所表现的家庭伦理道德也有些落后的东西。 相似文献
4.
Preschool‐aged children are exposed to fantasy stories with the expectation that they will learn messages in those stories that are applied to real‐world situations. We examined children’s transfer from fantastical and real stories. Over the course of 2 studies, 3½‐ to 5½‐year‐old children were less likely to transfer problem solutions from stories about fantasy characters than stories about real people. A combined analysis of the participants in the 2 studies revealed that the factors predicting transfer differed for the fantasy and real stories. These findings are discussed within the context of their implications for preschoolers’ developing boundaries between fantasy and real worlds. 相似文献
5.
Leticia Gallegos-Cázares Fernando Flores-Camacho Elena Calderón-Canales Elvia Perrusquía-Máximo Beatriz García-Rivera 《Research in Science Education》2014,44(5):699-725
This paper presents the development and structure of indigenous children’s ideas about mixing colours as well as their ideas about each colour, derived from their traditions. The children were interviewed both at school and outside it, and an educational proposal was implemented. Ideas expressed in the school context were analysed using the partial possible model, which states that the inferences and explanations used to describe a subject consist of constricting ideas, rules of correspondence, and a set of phenomenological inferences about processes. After identifying these components in the children’s ideas, we developed models to describe their conceptions about mixing colours. We employed a different approach to analyse children’s ideas related to their cultural context. The results showed that children change from a conception that focuses on colours as entities that do not change and as properties of objects (model 1) to the idea that colour represents a quality of substances or objects that can be modified by mixing colours (model 2). Cultural context analysis showed that stories are independent from one another and that they are not connected to colour mixing processes, only to the actions of colour on people. We concluded that students generate independent constructions between school and cultural knowledge. 相似文献
6.
吴伟斌 《南京广播电视大学学报》2005,(1):21-25,32
本文共列举《元稹年谱》误编、漏编以及编年不确的编年诗文计约29首,在标示《年谱》编年疏误诗文之后,先全面引述《年谱》编年理由,然后笔者扼要指出《年谱》编年疏误所在,列举笔者的编年异议及其理由.从而比较客观地表述了元稹诗文创作的本来面貌,为准确理解元稹诗文原意提供可信的材料和依据. 相似文献
7.
《Early childhood research quarterly》2004,19(1):159-166
Big Math for Little Kids, a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the mathematical ideas in a coherent, carefully sequenced fashion, and are designed to promote curiosity and excitement about learning and doing mathematics. The program produces playful but purposeful learning of deep mathematical ideas, and encourages children to think about and express their mathematical thinking. Throughout the program, great emphasis is placed on the development of mathematical and mathematics-related language. Our observations suggest two broad questions for future research: What kinds of competence can children develop in the context of a rich mathematics environment? In what ways can mathematics learning promote language and literacy? 相似文献
8.
Oksana Lushchevska 《Children‘s Literature in Education》2014,45(1):60-73
Viewing Tolstoy’s works from psychological and intellectual perspectives demonstrates his approach to children’s literacy and especially the development of reasoning, which he presents in his writing for children and the stories he includes in his New ABC book (1875a) and four Readers (1875b). This article examines Tolstoy’s reasoning approach in education and its application in his real happening stories for children. Some of Tolstoy’s ideas about upbringing that are expressed in his stories are similar to ideas of Jean-Jacques Rousseau (1712–1778) and a Swiss developmental physiologist contemporary to Tolstoy, Jean Piaget (1896–1980). Tolstoy’s real happening stories treat situations that a child might actually experience; they propose and teach scenarios that might influence a child’s or an adult’s thinking about ways to obtain an education. Thus, in Tolstoy’s approach to children’s education, reasoning becomes a pedagogical tool, used to develop knowledge, experience and critical thinking ability. 相似文献
9.
Dominic Cheetham 《Children‘s Literature in Education》2014,45(1):17-32
The impetus for the incredible variety found in the modern literary dragon is commonly seen to stem from the creative genius of either E. Nesbit or Kenneth Grahame. However, examination of dragon stories in the late nineteenth century shows that several different authors, on both sides of the Atlantic, were producing similar stories at about the same time, suggesting that the change was part of a general literary and cultural development rather than simply inspired storytelling. This study examines dragon stories of the late nineteenth century and argues that the rediscovery of the Scandinavian dragon, the discovery of the Chinese and Japanese dragons, and possibly the nineteenth-century publication of folktales parodying traditional dragon stories, gave authors new ways of looking at dragons. Traditional St George type dragon stories had already shifted into children’s literature, making books for children the natural environment for the development of the dragon, and it is argued that the combined pressures of the new ideas about dragons, the parody, and the enormous cultural changes of the late Victorian period, were sufficient to stimulate the great change in the literary dragon, which has continued and diversified ever since. 相似文献
10.
Rebekah Willett 《Literacy》2005,39(3):142-148
When teachers allow students to write stories that include elements of popular media, we must ask what to do with these media elements once they have entered the classroom. This article relates findings from a classroom study focusing on children's media‐based story writing. The study looks at children as producers of new media texts and describes their activities as a form of ‘media education’. The data show that through their production of media‐based stories, the children are reflecting on their consumption of media. Furthermore, the children's media‐based stories make explicit some of their implicit knowledge of new media forms. Lastly, the children's stories provide ample opportunities for teachers to engage in important discussions about media within the framework of existing writing programmes. 相似文献
11.
马亚琼 《昆明师范高等专科学校学报》2010,32(4):9-12,16
同样是对云南民族文化、自然风景的诗意呈现,吴（然）偏爱民俗、山水,乔（传藻）则钟情民风、森林;同样是追求自由灵动的行文特色,吴借助诗歌和童话的创作手法写景抒情,乔则融合了戏剧和小说的手法叙事达意;同样是儿童情理趣的融合,吴宏观显趣、隐性表理、景中见情,乔则微观表趣,显性讲理、事中抒情。他们交融互补,突显了云南儿童散文创作鲜明的地域色彩和民族特色,丰富了儿童散文的美学特征和多样化创作。 相似文献
12.
Technological devices are widely used in various forms and for various purposes with educational systems. Teachers are required to not only use technology with the utmost efficiency, but to also act as role models for students in terms of appropriate use of technology. However, many teacher candidates are not aware of the educational use of technology classroom; hence, technology must be especially integrated into undergraduate teacher training programs through courses and field experience. Various methods, techniques, tools, and equipment are utilized in order to improve the efficiency of teaching and learning processes in the classroom, of which digital storytelling is one of them. The use of digital stories in education is beneficial both for teachers and students. For this reason, this research investigates the use of digital stories in mathematics education as well as the opinions and experiences of mathematics teacher candidates about creating, using, and evaluating digital stories. Data of the study were collected via semistructured interviews, transcribed, and content analyzed. The results of the study showed that prospective math teachers preferred GoAnimate program to create digital stories due to its ease of use, design, and the characters and visuals it suggests. Furthermore, the prospective teachers were found to aspire to use digital stories in their future careers. 相似文献
13.
14.
Māori adults have earlier first memories than adults in any culture studied to date. To test the role of early memory socialization in this advantage, Māori (n= 15) and New Zealand European (or Pakeha, n= 17) mothers told birth stories and stories of shared past events to their children (3-4 or 7-8 years). Compared to Pakeha mothers, Māori mothers elaborated more in the birth stories, relative to their elaborations in stories about shared past events, and included more references to relational time and internal states in their birth stories. These data provide the first empirical evidence that Māori children experience a richer narrative environment than Pakeha children for significant events in their past. 相似文献
15.
Research on memory for time has been limited by the difficulty of disentangling several of the fundamentally different processes that contribute to a chronological sense of the past. This study used a developmental approach to isolate one of these processes, impressions of distances in the past. Large samples of children between 3 and 12 years were asked to judge which was longer ago, their birthday or Christmas (and, in one study, Halloween and Thanksgiving). Even children under 6 years of age were able to discriminate the recency of their birthday and Christmas with great accuracy when the events were widely separated and one was within the past several months. The ability to discriminate recency on these scales appears to be a basic property of human memory that changes little with development. Other information about the locations of the events and their relative times of occurrence could only be interpreted correctly by children older than 9 years. 相似文献
16.
Māori adults have earlier first memories than adults in any culture studied to date. To test the role of early memory socialization in this advantage, Māori ( n = 15) and New Zealand European (or Pakeha, n = 17) mothers told birth stories and stories of shared past events to their children (3–4 or 7–8 years). Compared to Pakeha mothers, Māori mothers elaborated more in the birth stories, relative to their elaborations in stories about shared past events, and included more references to relational time and internal states in their birth stories. These data provide the first empirical evidence that Māori children experience a richer narrative environment than Pakeha children for significant events in their past. 相似文献
17.
Are children’s judgments about what can happen in dreams and stories constrained by their beliefs about reality? This question was explored across three experiments, in which four hundred and sixty-nine 4- to 7-year-olds judged whether improbable and impossible events could occur in a dream, a story, or reality. In Experiment 1, children judged events more possible in dreams than in reality. In Experiment 2, children also judged events more possible in dreams than in stories. Both experiments also suggested that children’s beliefs about reality constrain their judgments about dreams and stories. Finally, in Experiment 3 children were asked about impossible events more typical of dreams and stories. In contrast with the other experiments, children now affirmed the events could happen in these worlds. 相似文献
18.
A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology 总被引：1，自引：0，他引：1
Young children's understanding of thehistorical past is often characterised by alack of temporal differentiation and a sense oftotal discontinuity with the present. Researchhas suggested that this situation may be causedin part by their formation of inappropriaterepresentations when solving problems ofchronology. To help children construct moreappropriate external representations forparticular tasks and reason more effectivelywith them about chronological concepts, weinvestigated the role that interactivemultimedia might play in scaffoldingteacher-led activities in the classroom. Inthis paper we report on our conceptual designand pedagogical approach to developingeffective dynamic, interactive representationsand activities at the computer interface, aimedat bridging the conceptual gap between concreteexperience and abstract concepts. Evaluationsof the software built using this frameworkshowed that the program was well received bychildren and teachers alike, and that it wasable to facilitate children's understanding of,and ability to reason about, chronology. 相似文献
19.
Cathy Burnett 《Literacy》2009,43(2):75-82
In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them. 相似文献
20.
Rowena Watts 《Literacy》2007,41(2):102-109
This paper explores one way that teachers can develop creativity within potentially limiting confines and pressures of curriculum guidelines. The researcher considers the inclusion of film as a creative, engaging and effective strategy for teaching reading using data from a small‐scale research project. Hypotheses are based on analysis of activities that use moving image as an alternative text to printed books. During the project's teaching sequence, children are familiarised with film as a moving image, ideas are captured, the teacher demonstrates the use of techniques in meaning making, before the children finally show their understanding through their work. In this instance, the children were involved in making their own films, acting as directors, film crew, sound technicians, illustrators and narrators. As the partial purpose of the study was to explore the practical logistics of developing a creative teaching style within a structured curriculum, tight timings were an essential aspect of the validity of the work. All the teaching was completed within the normal hourly lesson for literacy, and the basic structure of lessons was maintained – an introduction with whole‐class work, followed by individual/paired or group work and concluded with a plenary. The researcher values the creative use of film as a powerful experience in itself and the study aimed to substantiate these beliefs by exploring both the accessibility and the results of harnessing the power of film within literacy teaching. 相似文献