共查询到20条相似文献，搜索用时 31 毫秒
1.
Michael Thomas 《通化师范学院学报》2005,(7)
What makes a coherent EFL curriculum? How can curriculum planners avoid a mismatch between policy and pragmatics to produce an effective decision-making process? In The Second Language Curriculum, Johnson describes the coherent curriculum as one in which decision outcomes from the various stages of 相似文献
2.
Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is
detached from their lives and interests. This article presents a strategy for incorporating students’ interests into the formal
Biology curriculum, by drawing on the political meaning of “shadow government” as alternative policies developed by parties
not in office. A “shadow curriculum” thus reflects the interests and information needs of those who have no voice in deciding
what the formal curriculum should include, although they are the ones who are most influenced by it. High school students’
interests in three Biology topics were identified (n = 343) and retested on another student sample (n = 375), based on their solicited questions as indicators for interests. The results of this exploratory case study showed
that half of the questions asked by students in the areas of genetics, the cardiovascular system and the reproductive system
are not addressed by the national curriculum. Students’ questions were then expressed in the curricular language of principles,
phenomena and concepts in order to create a shadow curriculum. A procedure that could be used by other researchers and practitioners
to guide the development of a curriculum that is more aligned with student interests is suggested. 相似文献
3.
4.
Jacqueline Bell 《International Journal of Science Education》2013,35(12):1389-1410
This article is concerned with the meaning and legitimacy of the view that the secondary science curriculum can be given a vocational emphasis, and with a current attempt to create such a curriculum. Although this perspective on the science curriculum has a long history, in recent decades it has received little attention. This article examines recent research into the vocational and work‐related aspects of secondary school science, and the historical and policy background. Its empirical focus is a late secondary course with the title “Applied Science”, which was introduced into schools in England and Wales in 2002. It draws on the preliminary findings of a research study focusing on the origins and implementation of this course. Overall, the article provides an overview of the major issues and research agenda associated with the notion of a vocational or applied school science curriculum, focusing ultimately on the key issues of educational purpose, pedagogy, and status. 相似文献
5.
Michael A. Peters 《Educational Philosophy and Theory》2013,45(7):641-646
6.
Jianxin Zhang Yunchuan Dong Yanyu Xu 《美中教育评论》2005,2(1):51-57,67
The main reason for the gap between the graduates＇ capability and employment requirement lies in the lagging behind the social needs in curriculum management, specialty layout, knowledge transmission and students＇ capability training in universities. Based on the statistics of the case study, this thesis carries on a positive research on the layout of undergraduate curriculum, contents, teaching, textbooks and other problems, therefore gives some proposals on curriculum management. 相似文献
7.
Shannon D. Snapp Hilary Burdge Adela C. Licona Raymond L. Moody Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265
Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed. 相似文献
8.
Alan Cooper‡ 《School Leadership & Management》2013,33(4):389-394
This article addresses the responses of four mixed comprehensive schools to the apparent 'under-achievement' of boys. The issue is briefly placed in context, both nationally and locally through a consideration of the improvement trajectory in each school. Approaches are classified into one of (i) organisational (ii) individual (iii) pedagogical and (iv) socio-cultural, and the potential of each approach for raising the achievement levels of boys and girls is evaluated. A concluding discussion considers the extent to which these approaches might contribute to authentic school improvement. 相似文献
9.
《通化师范学院学报》2006,(1):51-53
随着新课程改革的不断推进,我国的英语外语教学在各个方面都取得了广泛的进展和阶段性成果。但在改革过程当中,由于我国迥于它国的国情、教情和学情,使得一些问题凸显出来,并引起了国内各界专家、学者及一线教师针对外语科的探讨与争论。这些问题不仅集中在我国英语教学目前所采用的方法、测试评估、教材编写与使用等实践层面,也拓展到了外语教育政策制定,甚至教学大纲的设计与实践等方面。问渠哪得清如许,为有源头活水来。为了更好地学习、借鉴国外语言教学方面的最新理念与理论,增进学术交流与互动,本刊自本期开设“他山之石”栏目,刊登部分国家的英语教学大纲,以为我国英语外语教学的改革与创新提供参考。 相似文献
10.
《Journal of Education & Work》2012,25(3):25-38
Abstract In Britain, the National Council for Vocational Qualifications is developing a new framework of vocational qualifications (NVQs). This paper presents an analysis of the place of this emerging system within the broader context of 16‐19 education. The needs for reform of 16‐19 provision are identified, and the potential contribution of NVQs to meeting them is analysed. Firstly, it is suggested that NVQs may not contribute sufficiently to student/trainee empowerment, because of employer control of the system. Secondly, while NVQs may be well suited to the training of adults in employment, it is suggested that they are ill‐equipped to meet the needs of students on full‐time vocational courses. Based on this analysis, three alternative future scenarios for 16‐19 education and training are presented, and the strengths and weaknesses of each identified. It is concluded that the extensive use of NVQs within 16‐19 education and training is likely to be counterproductive. 相似文献
11.
David Wheeler 《课程研究杂志》2013,45(2):144-151
It is hard for those engaged in curriculum reform to be simultaneously committed and objective. I don't question the commitment of those who have so far involved themselves; their objectivity seems to me to be less demonstrable. I offer the following remarks as an attempt to clear the ground for a definition of the real problem. 相似文献
12.
《通化师范学院学报》2006,(4):51-55
Key Stage 4 In English, during key stage 4, students learn to use language confidently, both in their academic studies and for the world beyond school. They use and analyse complex features of language. They are keen readers who can read many kinds of text and make articulate and perceptive comments about them. Speaking and listening During key stage 4, students learn to speak and listen confidently in a wide variety of contexts. They learn to be 相似文献
13.
《通化师范学院学报》2006,(2):55-58
Key Stage 2 Pupils learn to change the way they speak and write to suit different situations,purposes and audiences．They read a range of texts and respond to different layers of meaning in them．They explore the use of language in literary and nonliterary texts and learn how language works． 相似文献
14.
《通化师范学院学报》2006,(3):46-50
Key Stage 3 Pupils develop confidence in speaking and writing for public and formal purposes. They also develop their ability to evaluate the way language is used. They read classic and contemporary texts and explore social and moral issues. 相似文献
15.
Alan Smithers 《课程研究杂志》2013,45(1):73-77
This paper discusses the conditions for selecting and structuring media education in the Swedish comprehensive school, with citizenship education at the core. With reference to John Dewey and Walter Lippmann, different conceptions of the nature of the public are elaborated, which also have inherent in them the tension between a modern and a postmodern interpretation of communication. These conceptions, called ‘communication discourses’, affect the selection and structuring of the content of media literacy when interpreted on the basis of curricula, syllabuses and teaching materials. In the paper communication discourses are also considered from a more overarching angle of socialization ‐ how education and media affect the individual's conceptions of his/her own and other individuals’ relationship to society. The question put here is to what degree differing (social) subjects ‐ identities defined on the basis of social class, gender, race and so on ‐ are found in the texts of the institutions: how are subjects presented and represented?
If one wishes to realize the distance which may lie between ‘facts’ and the meaning of facts, let one go to the field of social discussions. (John Dewey, 1991: 3)
相似文献
16.
Brian Gorwood 《School Leadership & Management》2013,33(3):283-290
Much recent comment by the Department of Education and Science (DES) and National Curriculum Council (NCC) has suggested that continuity difficulties will largely disappear as a result of the introduction of the National Curriculum. The National Curriculum, however, does not address the main issue — lack of communication between teachers. Any effect it has is likely to be caused by changes in ways in which primary schools are organised to deliver the curriculum — changes which will bring them closer in ethos to the secondary sector. 相似文献
17.
Providing Time for School‐Based Curriculum Development 总被引：2，自引：1，他引：1
Tony Evans Head of English 《School Leadership & Management》2013,33(2):109-116
This paper reports the evaluation of teacher appraisal in schools within one local education authority. The study is based on interviews conducted with 40 teachers during the period November 1993 to March 1994. These interviews paint a positive picture of teacher appraisal. The overwhelming majority of the teachers interviewed felt they had been well trained to take part in the appraisal process, and that their experience of appraisal had been positive and valuable. In general, their comments indicated that they were well satisfied with the processes and procedures that took place regarding the conduct of appraisal. At the same time, several teachers did remark on the time‐consuming nature of appraisal, and wondered whether the benefits of appraisal justified the costs involved. 相似文献
18.
We examine teachers’ experiences of a major reform of the school science curriculum for 14–16-year olds in England. This statutory reform enhances the range of available science courses and emphasises the teaching of socio-scientific issues and the nature of science, alongside the teaching of canonical science knowledge. This paper examines teachers’ experiences of the reform and the factors that condition these experiences. A designed sample of 22 teachers discussed their experiences of the reform within a semi-structured interview. Our analysis considers how the external and internal structures within which teachers work interact with the personal characteristics of teachers to condition their experiences of the curriculum reform. In many cases, personal/internal/external contexts of teachers’ work align, resulting in an overall working context that is supportive of teacher change. However, in other cases, tensions within these contexts result in barriers to change. We also explore cases in which external curriculum reform has stimulated the development of new contexts for teachers’ work. We argue that curriculum reformers need to recognise the inevitability of multiple teaching goals within a highly differentiated department and school workplace. We also show how experiences of curriculum reform can extend beyond the learning of new knowledge and associated pedagogies to involve challenges to teachers’ professional identities. We argue for the extended use of teacher role models within local communities of practice to support such ‘identity work’. 相似文献
19.
The basic assumption of reform mathematics is that ＂no one can teach mathematics＂. Therefore, the important teachers＇ role is to stimulate students to learn mathematics and support their development. Open-ended problem solving is an instructional strategy that creates interest and stimulates creative mathematical activity in the classroom through students＇ collaborative work. Lessons using openended problem solving problem solving activities result. emphasize the process of rather than focusing on the 相似文献
20.
Wojtek Chodzko-Zajko 《Quest (Human Kinetics)》2014,66(3):288-294
This article describes the elements of the undergraduate core in kinesiology that have been established by the American Kinesiology Association. The American Kinesiology Association also describes a set of ten student-learning outcomes that emanate from the four core content elements. This information has been developed by the American Kinesiology Association to provide guidance regarding the development of locally appropriate curricula and learning outcomes for American Kinesiology Association member institutions. The American Kinesiology Association Core Curriculum is considered to be in the public domain and the American Kinesiology Association reserves the right to reproduce the document in a number of venues and formats. The American Kinesiology Association believes that increased communication relative to this topic will lead to enhanced communication across kinesiology programs which will in turn will lead to an informed sharing of ideas and perspectives. This will result in enhanced curricula in American Kinesiology Association departments across the nation and beyond. 相似文献