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1.
Zhengtao Li 《Frontiers of Education in China》2006,1(1):1-9
So far, pedagogy has not formed its own unique visual angle and thinking mode to understand humans and the world in general;
consequently, it is always counting upon other subjects, which is the root of the crisis in pedagogy. Focusing on the “visual
angle” and “thinking mode”, this article puts forward a new proposition “pedagogic understanding” to make a concrete analysis
of a basic hypothesis, some basic problems and some research ways. The purpose is to form pedagogy’s own way of understanding
on the foundation of delimitation and integration with other subjects. 相似文献
2.
Jian-hua Hu 《Frontiers of Education in China》2006,1(3):402-416
After the founding of the People’s Republic of China, the administrative system of higher education then was characterized
as “centralized”, “Tiao and Kuai” were segmented (some higher education institutions were directly administered by provincial
governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions
(HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the
segmentation of “Tiao and Kuai”, and changed it into a new administrative system emphasizing the role of the provincial governments
(“Kuai-oriented mode”). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs
and the government. However, weakening the government’s administrative control over HEIs and readjusting government-HEIs relations
are still the main concerns in reforming the administrative system of Chinese higher education.
__________
Translated from Journal of Nanjing Normal University (Social Science), 2005 (4) 相似文献
3.
Yusef Waghid 《Higher Education》2006,51(3):315-328
In this article I argue that the use of practical reasoning in university classrooms is necessary to establish conditions
under which university teachers and students can move beyond the dominant “transmission mode” of education (teaching and learning).
This mode of education had been, and in many cases remains to be prevalent in several (South African) university classrooms.
I argue what it could mean for university teachers and students to reason together with one another in classroom practices.
Central to reasoning together is the idea of deliberation which provides opportunities for teachers and students to experience
“intelligent action” (Biesta 2004a) that could enhance educational problem solving in (and beyond) university classrooms. 相似文献
4.
This study analyses why and how academic inbreeding as a recruitment practice continues to prevail in Japan, a country with
a mature higher education system, where high rates of academic inbreeding endure in most of the research-oriented universities
in spite of several higher education reforms. Based on a qualitative analysis, we disclose three characteristics that lead
academics to become inbred at Japanese universities. One characteristic—the adoption of “open recruitment processes” in detriment
of “closed recruitment processes”—changed over time, limiting academic inbreeding practices, but two other characteristics
remained unchanged over time: the “one university learning experience” and the “concentration of doctoral supervisors at the
same university”. These latter characteristics represent difficult challenges to be tackled as they are also traditional characteristics
of the Japanese higher education system. The research also shows that academic inbreeding practices are a means to assure
organizational stability and institutional identity, features perceived as important by Japanese universities. A central challenge
for the Japanese universities is then to guarantee these features without needing to rely on academic inbreeding practices
to obtain them. However, devising policies to meet this challenge calls for institutional will to change, proactive strategies
and time. 相似文献
5.
This article sheds light on views held by actors who enjoy a certain degree of institutional legitimacy for “talking about
science,” either as practitioners in the field of science or as guidance counsellors working with youths interested in having
a science-related career. One hundred and seven scientists and technologists who worked either in a university or industrial
research centre and 182 guidance counsellors working in high school settings participated in our survey; the main instrument
for data collection was a questionnaire developed using the bank of items from “VOSTS.” Excepting a few aspects of the production
of scientific knowledge, the predominant tendency suggests that both professional groups share a relatively similar discursive
outlook on science—an outlook which presents a “family resemblance” with the usual school rhetoric on the exceptional status
of science. 相似文献
6.
Dr. Manuela Welzel 《Research in Science Education》1997,27(3):383-394
During the 1970s, student-centred instruction—that is, “play orientation in physics education” (Spielorientierter Unterricht)—was
at the centre of curriculum development at the Institute of Physics Education in Bremen. During the past decade, we investigated
this kind of instruction with a particular focus on students' learning processes using a situated cognition perspective. Our
research group at the Institute conducted several empirical studies of physics learning for different age groups. The aim
of these case studies was to construct detailed understandings of how individual learning processes unfold. On the basis of
these studies, we attempt to design physics lessons more effectively than they have been in the past. This paper exemplifies
our approach providing information about the theoretical and methodological frameworks, the main outcomes of our studies;
and reflections about the possibilities for “more effective” student-centred instruction. 相似文献
7.
Prediction of Instability Separation Modes and Its Application in Practical Dynamic Security Region 总被引：1，自引：0，他引：1
The dynamic securityregion(DSR) is definedas are-gionininjectionspacein whicha power systemwill betran-siently stable for a given fault[1].The DSRis usually de-noted asΩd(i,j,F) ,whereiandjdenote the networkstructures of pre-fault and post-fault ,respect… 相似文献
8.
This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National
Science Foundation’s GK-12 Program—a program which partners institutions of higher education with local school districts and
places science, technology, engineering, and mathematics graduates in the K-12 classroom with teachers. Final evaluations
of 26 GK-12 sites were analyzed with a priori and emergent content analyses, which included rigorous inter- and intra-reliability
testing. The results of the a priori analysis demonstrated that the GK-12 program incorporates all ERBCPD, but to drastically
varying degrees (76–5%). The a priori characteristics that appeared most often were “Treats Fellows as professionals,” and
“Professional development is on-going.” The two emergent characteristics included “Improves communication skills” and “Has
real world application.” 相似文献
9.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
10.
Pantelis M. Papadopoulos Stavros N. Demetriadis Ioannis G. Stamelos Ioannis A. Tsoukalas 《Educational technology research and development : ETR & D》2011,59(1):71-90
This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important
issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management
(SPM) cases for a week, using a web-based learning environment designed especially for this purpose. The first group (control)
studied the cases without any prompting. The second group (“writing mode”) studied the same cases, while prompted to provide
written answers to a set of knowledge integration prompts meant to engage students in deeper processing of the material. The
third group (“thinking mode”) studied the cases, while prompted only to think of possible answers to the same question prompts.
Results indicated that students in the writing condition group outperformed the others in both domain knowledge acquisition
and knowledge transfer post-test items. Several students in the thinking condition group skipped the question prompts, while
those that reported having reflected on the material were unable to achieve high performance comparable to the writing condition
group. Overall, the study provides evidence that the implementation of prompting techniques in technology-enhanced learning
environments may lead to improved outcomes, when combined with the requirement that students provide their answers in writing. 相似文献
11.
Frank Wesley 《Educational technology research and development : ETR & D》1962,10(2):102-105
Conclusions It is quite evident that the auditory aspects of the film used in the study superseded the visual ones. Since both sensory
modalities can reinforce each other in many films, those films can be used to educational advantage. Behavioral science films,
however—placing most importance not on the habit of looking, but on the power to observe with care—should be produced and
selected with caution. Such films should present only material that is visually and auditorily congruent. Lacking this congruency,
the films may teach what is said, not what is seen, a procedure that defeats the very purpose of the film. This kind of film
teaching may further authoritarianism and armchair “philosophy, ” and may weaken the habit of accurate observation, essential
both to scientific methodology and to successful everyday living. It is difficult to compare the results of this study directly
with the results of other studies, since—as Allen has pointed out (1)—there is a dearth of experimental research involving
“flat” pictures. Hartman, however, recently commenting on the interference and facilitation between pictorial and verbal channels,
pointed out that it is dangerous to assume a mutual strengthening (3). Results of the experiment reported here suggest again
that the viewer when presented “equivocal” material gives precedence to audition. By thus accepting and remembering only the
narrator’s point of view, he may narrow his own judgment and inquisitiveness. In such cases, silents please! 相似文献
12.
Conclusion Developing an easy-to-use, complete, practical, reliable, and cost-effective solution for delivering training and education
on the Internet has required considerable research and development. We have found that off-the-shelf technologies offer only
partial solutions, at best. Even when the software problems were solved, however, we found that our work was just beginning.
An effective solution requires software technology, but expertise in instructional design has been equally important. The
learning environments our clients create on the Internet have the potential for both “high tech” and “high touch.” These clients
are finding ways to reach beyond the physical limitations of the classroom, but—perhaps more significantly—they are using
the system to reach beyond the limiting assumptions of the classroom as well. As they—and we—do so, we will begin to understand
the ways in which the Net really is a new medium. 相似文献
13.
中小学"数学情境与提出问题"教学的实验研究 总被引：1，自引：0，他引：1
Xiaogang Xia Chuanhan Lü Bingyi Wang Yunming Song 《Frontiers of Education in China》2007,2(3):366-377
This research tends to make the experimental study on the mathematics teaching model of “situated creation and problem-based
instruction” (SCPBI), namely, the teaching process of “creating situations—posing problems—solving problems—applying mathematics”.
It is aimed at changing the situation where students generally lack problem-based learning experience and problem awareness.
Result shows that this teaching model plays a vital role in arousing students’ interest in mathematics, improving their ability
to pose problems and upgrading their mathematics learning ability as well.
相似文献
14.
Wim H. J. van Bon Paula H. Tooren Kees W. J. M. van Eekelen 《European Journal of Psychology of Education - EJPE》2000,15(3):259-270
The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords. 相似文献
15.
Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement
gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement
among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks,
and school context may play a significant role when accounting for minority students’ academic aspirations and achievement.
In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white”
plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse,
this research examines how Asian American students in two different social and economic contexts, negotiate their race and
ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings
show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation.
By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and
school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending
on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as
a case study, this research complicates and challenges our understanding of the role of culture in school achievement and
illustrates how culture intersects with class, race, and schools.
Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark,
NY, 07102-1814, USA 相似文献
16.
Lisa Farley 《Interchange》2004,35(3):325-336
This paper draws on the philosophical works of Emmanuel Levinas — namely, his notion of “useless suffering” — in order to
open up questions of learning and community beyond typical configurations that structure (and sometimes limit) social attachments
according to a requisite degree of commonality. It is argued that while discourses of knowledge and emotion enable a sense
of understanding and feeling with others, they nonetheless cast differences in a universalized discourse of enlightenment,
wherein the other is reduced to a version of the same. Turning to the Levinasian notion of “useless suffering,” I consider
instead the conditions of possibility opened up paradoxically because the other cannot be rendered in pre-given terms. In
so doing, I hope to contribute to on-going discussions in the context of feminism and education interested in theorizing the
conditions of possibility for coming together across differences, neither consuming the other as an object of information,
nor reducing her or his experience to a version of the self. My argument is structured around Lourdes Portillo’s (2001) most
recent film,Missing Young Women, which documents the disappearance, rape, and murder of over 200 women working in Juarez, Mexico. One scene in particular
is referenced as a way to underscore how the Levinasian notion of “uselessness” might orient a mode of attentiveness that
renders one responsible before understanding, concerned before feeling. Constituted asa prior responsibility for the other, it is suggested that “useless suffering” shifts the dominant terms of education and feminism
away from the formation of common bonds (in knowledge and emotion) to underscore the conditions of possibility that might
lie beyond meaning and being itself. 相似文献
17.
Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104
There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics
teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general
manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit
or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various
approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian
of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects
of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.” 相似文献
18.
W. Martin Davies 《Higher Education》2009,58(4):563-584
This paper reviews some of the literature on the use of groupwork as a form of assessment in tertiary institutions. It outlines
the considerable advantages of groupwork but also its systemic associated problems. In discussing the problems, the paper
considers issues such as “free riding” and the “sucker effect”, issues associated with ethnic mix in groups, and the social
dilemma problem—in which students face conflicting demands between altruism and self-interest. The paper then outlines several
models of effective groupwork and makes suggestions for implementing groupwork tasks. The paper also looks at the key assessment
tasks which are commonly employed—namely, additive, conjunctive, disjunctive and discretionary tasks—and assesses which are
most suited to groupwork. The paper considers the related issues of task complexity, recognition for effort, and strategies
for minimising issues concerning group size. The paper also briefly considers strategies for implementing incentives for groupwork
members, and outlines the issue of penalties for unproductive group members. The paper concludes by providing recommendations
for how to maximise the advantages of groupwork while trying to minimise the disadvantages. 相似文献
19.
Joby Gardner 《The Urban Review》2009,41(2):174-197
This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”.
Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained
universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and
educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure
of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and
beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.
相似文献
| Joby GardnerEmail: |
20.
Eugenia Vomvoridi-Ivanovi? 《Journal of Mathematics Teacher Education》2012,15(1):53-66
This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as
an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage.
Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical
activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only
in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical
contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed. 相似文献