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1.
随着读图时代的到来,视觉素养教育越来越引起人们的重视。国外将思维导图、聚类、思维描绘等作为培养策略引入到儿童视觉素养教学当中。文章借鉴国外相关的研究,选择概念图培养儿童的视觉素养,对所选取的个案进行前后测实验,最后得出概念图有助于培养儿童发散思维,理清思路,加强对整体视觉的掌握等结论。 相似文献
2.
Ralf St. Clair 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,40(1):565-579
The aim of this article is to make initial suggestions as to how certain aspects of adult literacy and numeracy education
would benefit from research resources. The author identifies several issues affecting literacy research, such as limited research
capacity and lack of a shared international forum. He then discusses four aspects in more detail: models of literacy, the
benefits of literacy education, instructional practices, and the effects of diverse settings for practice. In all of these
areas, he argues, it is important that attention is paid to the distinction between research about and research in literacy and numeracy education, as these two types of research serve different purposes using different strategies. The
article closes with a call for more reliable research-based information in order to inform and enrich the professional judgement
of educators. 相似文献
3.
视觉素养的研究和实践在国际上已有很大发展,但国内尚没有得到足够的重视。视觉素养的营建不仅是视觉能力的培养,更在于其根基和归趋的奠定、视觉思维结构的和谐及视觉性的内置,在于本民族传统文化精神的滋养和浸润。此种哲学维度的省思和文化血脉的根植,使人们在视觉文化的生存中、在视觉素养的建构中获得性灵的提升及生命的意义呈现。 相似文献
4.
信息素养教育研究述评 总被引：10，自引：1，他引：10
张洪洋 《山西师大学报(社会科学版)》2005,32(5):135-139
信息素养是建构在知识背景之上并能够充分掌握信息的检索、筛选、存储、传输、加工和利用等多种能力的总和,其内涵的丰富性和教育的重要性已引起了世界各国专家和学者的普遍关注。世界各国在信息素养教育过程中主要采用以下三种策略和途径:通过建立信息素养标准以促进信息素养教育的规范化;开发信息素养课程并实施信息素养认证;通过信息技术和课程的整合有效促进信息素养教育的实施。 相似文献
5.
科学素养是培养促进社会和谐发展的高素质国民的重要基础,是个人发展核心素养的关键成分。本文以我国学生发展核心素养框架为指导,通过对科学素养内涵与结构的历史梳理及国际比较研究,提炼出核心素养视域下科学素养内涵的整体性、发展性、情境性、时代性等四大特征,并在此基础上进一步揭示出科学素养结构中理性思维、批判质疑能力、科学探究三大关键成分。在我国核心素养课程改革中,科学素养的培养应从系统把握科学素养内涵与结构入手,高度重视批判质疑能力的培养,积极寻求有效的科学探究教育模式,同时完善适合我国国情与文化的科学素养评价机制。 相似文献
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7.
Concerns about literacy are currently high on the political agenda in the UK. With the National Literacy Strategy now in place in primary schools, attention is being focused upon how pupils in secondary schools can be supported in continuing to develop their literacy skills. In this article we will briefly consider the current state of literacy within secondary schools and the different curriculum elements that need to be part of a secondary literacy initiative. We examine the key factors, identified through research and good practice, which will influence the successful implementation of a literacy strategy within secondary schools and indicate how such factors might translate into effective practice within schools and classrooms. 相似文献
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媒介素养教育在培养和提高公民在信息认知、处理以及利用信息服务社会及个人的发展能力方面发挥了重要作用,特别是对新闻学专业人才的培养方面更是起到了至关重要的作用。加强媒介素养教育是新闻学专业人才培养的出发点和归宿,是提高大学生群体乃至全民媒介素养水平的必要手段,也是改善我国媒介生态环境的重要途径。当前地方性本科院校新闻学专业学生媒介素养教育存在一些问题,基于此,应该充分重视建构社会教育和学校教育相结合的媒介素养立体教育格局,注重其教育内容和方法的本土化研究,尤其在媒介素养教育内容的专业化、精细化和实践模式科学化上多费心思。 相似文献
10.
当前我国大学生媒介素养调查研究报告 总被引：4，自引：0，他引：4
媒介素养是当代信息社会每个人必须具备的素养。采用调查法,对我国大学生的媒介素养现状进行了问卷调查。从1023份有效问卷中发现,大学生接触的媒介类别呈现多样化趋势,网络已经成为最受他们欢迎的媒介,他们的媒介活动也日益多元化,但从整体上看,大学生存在对媒介道德规范的认识较为模糊、媒介能力整体水平不高等问题。开展媒介素养教育、制定媒介素养教育政策、开设媒介素养教育课程是提高我国当代大学生素养必不可少的措施。 相似文献
11.
This work systematically reviews teacher assessment literacy measures within the context of contemporary teacher evaluation policy. In this study, the researchers collected objective tests of assessment knowledge, teacher self‐reports, and rubrics to evaluate teachers’ work in assessment literacy studies from 1991 to 2012. Then they evaluated the psychometric work from these measures against a set of claims related to score interpretation and use. Across the 36 measures reviewed, they found support for these claims was weak. This outcome highlights the need for increased work on assessment literacy measures in the educational measurement field. The authors conclude with recommendations and a resource to inform a research agenda focused on assessment literacy measurement to inform policy and practice. 相似文献
12.
Research Findings: This study investigated the relationships between behavior and attention problems and early language and literacy outcomes for 4-year-olds who experienced varied early home literacy environments. Participants were 1,364 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Attention problems and early home literacy exposure both significantly predicted language and literacy outcomes when relevant covariates were controlled. There was also a significant interaction between behavior and attention problems and early home literacy exposure in predicting expressive language abilities. Specifically, early home literacy exposure was related to more advanced expressive language achievement for children with behavior problems. In contrast, children with attention problems performed below their peers on expressive language measures even when they received comparable early home literacy exposure. Practice or Policy: These findings suggest the need for further research on the differential role of early home literacy exposure on the development of early language and literacy skills in children with behavior and attention problems. 相似文献
13.
20世纪30年代以来,国内外传播学界对媒介素养的研究日趋重视,结出了累累硕果,其中关于媒介素养的定义就有数十个。文章以文献综述的方式,对众多的媒介素养定义进行分类、比较和分析．并从中总结出适应当今我国特殊社会状况和传播形势的媒介素养定义,力图在众说纷纭中滤清媒介素养的科学内涵。夯实媒介素养的研究基础,以利于相关研究的拓展和深化。 相似文献
14.
Students with disabilities continue to be denied literacy rich experiences with their non-disabled peers. Throughout this article the authors explore how narrow, ability-focused teacher dispositions can perpetuate low expectations and can preemptively deny students with disabilities access to meaningful literacy experiences. Hence, the development of an inclusive literacy disposition is crucial to providing access to robust learning experiences for students with disabilities. The authors describe a research study that utilizes journal writing and a role-play intervention with pre-service general educators in a graduate literacy methods course. Analysis of post-intervention data suggests it is possible to shift narrow, ability-orientated dispositions to broader and more inclusive conceptualizations that support students with disabilities. Implications for both research and practice are discussed. 相似文献
15.
Margaret Mackey 《Literacy》2016,50(3):166-172
This article explores questions that arise when we consider the things that make literacy possible. How do they interact with ordinary household objects and activities, and what intertextual implications arise from such mundane interactions? The concept of dual representation suggests that some objects may have both a physical and a symbolic existence; a book is a thing that sits on a shelf but it is also a representation of an imaginary content. It is commonplace to think of electronic texts as having only a virtual life, but they also reside within an object that has a tangible household existence. Objects are very often managed by hands, and this article explores the role of the hands in directing attention and in connecting the objects of literacy to their surrounding environment. It draws on an extended study of one child's access to analogue literacy material. Comparing that access to the repertoire of contemporary children, it suggests that we may better understand the role of literacy in our lives if we attend to the tangible as well as the abstract associations the objects of literacy evoke and if we think of literacy as a form of material as well as intellectual engagement. 相似文献
16.
Richard Andrews 《English in Education》2000,34(3):3-18
This article takes the form of a keynote address to delegates at the ‘Raising Standards through Literacy and ICT across the Curriculum at Key Stages 3 and 4 conference’, held at Middlesex University, London in July 2000. It sets out by defining the terms ‘learning’, ‘literacy’ and ‘ICT’ and then proceeds to make connections between the areas they denote. The main connections are seen to be the increased reciprocity of reading and writing, the contiguity of the verbal and visual in contemporary communication and the re‐establishment of composition at the heart of the literacy curriculum. Central to all of these is the importance of transformation in learning, not only in theory but also in the day‐to‐day practices of classrooms. Recent research into ICT and literacy is reviewed, practical possibilities for cross‐curricular collaboration are offered, and implications for the future are considered. 相似文献
17.
Christopher DeLuca Danielle LaPointe-McEwan Ulemu Luhanga 《Educational Assessment》2016,21(4):248-266
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current transformations in the assessment landscape and remain predicated on dated standards for teacher classroom assessment practice. Given significant shifts in classroom assessment over the past 20 years, the purpose of this article is to construct a reliable instrument reflective of contemporary assessment practices and contexts. Specifically, this article describes our instrument development process including construct validation and reliability testing with more than 400 teachers. The result of this research is the Approaches to Classroom Assessment Inventory, which can be used by researchers and practitioners to support teacher assessment literacy in relation to the current accountability framework evident across educational systems. 相似文献
18.
李春萍 《福建教育学院学报》2012,13(5):74-76
识字是整个小学阶段语文教学的关键,是学习各种知识的必由之路.如何有效进行识字教学呢?文章认为,应让孩子们在玩中学;反复书写提高识字效率;大量拓展学生阅读识字途径;及时肯定学生等. 相似文献
19.
DAVE ALLEN 《The International Journal of Art & Design Education》1994,13(2):133-143
The statutory Order for art in the national curriculum identifies visual literacy as an essential aim of contemporary art education. In the Order visual literacy is located in the second attainment target. This paper suggests that, since the concept of literacy embraces reading and writing, the term visual literacy might be more usefully employed as an overarching concept embracing both attainment targets. This suggestion draws upon some of the extensive work carried out into literacy within the discipline of English. Further, the paper suggests that the ambition of the Order for art must be weighed against the dominant practices of art and design education and asks whether a curriculum which centres on painting and drawing can realistically be considered to be providing an adequate education for visual literacy in the 1990s. 相似文献
20.
近几年,培养和提升大学生网络素养工作引起政府和社会的广泛关注。对大学生网络素养现状的科学调查与有效评估是开展相关素养培训服务的前提。本研究在文献研究基础上提出包括认知与观念、行为与技能的网络素养构成框架,并基于此编制大学生网络素养调查问卷,抽样调查我国某高校1073名大学生的网络素养现状,采用描述性分析、差异检验、聚类分析方法考察大学生网络素养整体水平、不同学生群体的网络素养差异、大学生网络素养特征人群分类。研究发现,大学生网络素养在行为与技能维度得分低于认知与观念维度;网龄、家庭居住地、家庭资本方面存在显著差异;普遍存在网络媒介认知不足和网络接触习惯不良问题。本研究基于研究结果对正确认知网络世界、不良上网习惯隐患、提升网络信息素养与联通能力、家庭资本在网络素养中的折射四个问题展开讨论,期望文章结论能够为大学生网络素养调查与培训提供支撑。 相似文献