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1.
Teaching about controversial and topical and political issues has consistently been a difficult area for primary teachers, with many worrying about their professional role. Drawing on recent research and curriculum innovation this paper suggests that there are three key areas to be addressed if we are to allay these concerns: the teacher's role in handling controversial issues, appropriate teaching strategies and opportunities in the primary curriculum for addressing controversy and political issues. It suggests possible approaches and gives two extended examples of lessons for the primary classroom.  相似文献   

2.
The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system plays a key role in delivering a comprehensive response to the disease at the national level. Moreover, in order to be effective, governments must work in collaboration with parents, religious leaders, and community members. This article describes eight key issues that must be addressed to establish a successful HIV/AIDS education curriculum. It also provides examples of best practices from three countries. First, HIV education in schools should adopt a human rights perspective and address stigma and discrimination against people living with HIV (PLHIV). Second, gender issues should be fully integrated into messages about the disease and the whole community should be sensitized on this topic. Third, national curricula must be designed in respect of religious perspectives; the most successful ones will include religious leaders in the process. Fourth, the language and content used in designing education materials for schools must be culturally sensitive, as local traditions can influence the transmission of HIV; those developing curricula should explore the best ways to incorporate positive traditions into formal education initiatives. Fifth, governments are responsible for providing comprehensive and adapted messages about the disease to children and youth in school settings; they must develop a national strategic policy on it and establish specific measures established to protect PLHIV. Sixth, the family plays the primary role in providing information to children on sexuality and HIV-related issues, even if parents and children sometimes find it hard to talk about. Parents must be informed so they can play a more active role in educating their children in this area. Seventh, teachers and administrators are central to effective HIV education; as they often complement parents’ roles, they need to be trained at pre- and in-service levels on these issues, including sexuality. Finally, children and young adults should learn about sexuality and HIV and AIDS at various stages throughout their development. It is crucial to adapt the content to the age and knowledge level of the target group.  相似文献   

3.
Jaya Graves trained as a Rudolph Steiner teacher. She also worked extensively with the peace movement through the 1970s and 80s. She is now co-ordinator of Southern Voices, a small organization in Manchester committed to presenting views, perspectives and voices of people from Southern or ‘developing’ countries in different contexts where development education (DE) is practised and ‘developing’ issues are discussed. Implicit in this aim is the understanding that many ‘developing’ countries are ‘root cultures’ to children in an intercultural society. An understanding of ‘developing’ countries and issues will, therefore, help us understand our own society as well as the world in which we live.  相似文献   

4.
Many people from non-dominant backgrounds or believers from various religions want their children to acquire the best modern knowledge and to remain open to their home cultures and beliefs. However, this double aspiration poses complex challenges, and most scholars have either stressed the importance of addressing identity (and diversity) issues, or claimed that the key is to give everyone access to powerful knowledge. Beginning from curriculum studies’ alleged crisis and its relation to this dichotomy, this paper suggests that bridging concern for diverse identities and access to powerful knowledge implies devising curricula that allow for issues that are transversal to the disciplines without collapsing the boundaries between them. Since this has been generally difficult to develop, the paper reflects on the kind of curriculum integration that is needed, arriving at the idea of interstitial curriculum or connective tissue amid the disciplines. Subsequently, unique features of the International Baccalaureate Diploma Program (IBDP) are presented to exemplify these curricular interstices, and how they help to deal with the epistemological challenges posed by the initially mentioned double aspiration of many families at present.  相似文献   

5.
《课程研究杂志》2012,44(6):723-725
The aim of the special strand on ‘Revisiting the rhetorical curriculum’ is to explore the educational potential of a new rhetorical perspective, specifically in relation to different traditions within educational and rhetorical studies. This implies that we do not only look at education in rhetoric, but that we position education also as a rhetorical practice. In this introductory article, we introduce a broad perspective on rhetoric by exploring concepts from new rhetoric to set the scene for this special strand. We elaborate briefly on the relationship between rhetoric and education, which is reflected in the classical concept of paideia. We specifically relate the new rhetorical perspective to curricular issues and introduce the different contributions that are part of this special strand. The article ends by discussing what can be learned from (new) rhetoric about language, culture and education in a post- (or anti-) foundational world.  相似文献   

6.
Research findings from a longitudinal, classroom‐based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre‐service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching practices and contribute to uncritical SOSE learning experiences for children. The findings from this naturalistic research grounded in teacher education suggest that teacher preparation programs should encourage far greater critical reflection on curriculum documents. In particular, the findings highlight tensions for teacher educators in selecting between experiential and/or interdisciplinary, critical approaches to teacher education. These issues are illustrated in the teaching of SOSE as locality focused knowledge. What this means for the selection of fieldwork sites for children's learning and teacher education pedagogies is explored in this paper.  相似文献   

7.
Abstract

This article identifies historical, pedagogical and epistemological problems which distance the school science curriculum from social questions, and issues of social justice more specifically. Drawing on a critical realist approach it addresses these problems and aims to demonstrate that social justice lies at the heart of inquiry in science in schools.  相似文献   

8.
Reforming science in the school curriculum: a critical analysis   总被引：1，自引：0，他引：1  
This article is concerned with the founding purposes and justification of natural science in the statutory school curriculum. It offers a critique of the strand of argument and the proposals for reform which have developed after the report Beyond 2000 focused on a particular usage of the term ‘scientific literacy’. Two lines of argument are criticised. These are, first, the view that a founding purpose of the science curriculum can be to prepare students for dealing as adults with socio‐political issues with a scientific aspect, and, second, that there is a well‐defined distinction to be drawn between the purposes of the statutory curriculum for pupils who will become professional scientists and others. The article suggests that these issues have not been the subject of sustained and open‐minded examination in recent years, and calls for such an examination.  相似文献   

9.
Interest in engineering ethics education developed significant momentum in the USA as the 20th century drew to a close. Nevertheless, nearly 80% of engineering graduates are not required to take ethics-related courses. The content of engineering ethics education consists of 'microethical' issues focusing on individual professional responsibility and 'macroethical' issues dealing with the development of technology. The pedagogical framework of engineering ethics education has evolved primarily toward utilization of case studies and codes of ethics, in some instances supplemented by an introduction to moral theory. Substantial progress has been made in the development of case materials, including highprofile cases, everyday cases, quantitative cases and cases highlighting 'good works'. Cases are widely disseminated in textbooks and online. Online resources include interactive case studies and a rich variety of other ethics-related materials. Prominent curriculum models in the USA include a required course in engineering ethics, ethics-across-the-curriculum projects, and integration of engineering ethics and science, technology and society material. Changes in accreditation criteria for US engineering schools will potentially elevate the prominence of instruction in engineering ethics and the societal context of engineering. Many challenges remain, most notably the need for US engineering faculty to accept greater responsibility for engineering ethics education.  相似文献   

10.
To varying degrees, education policy reforms around the world are driven by educational discourses relating to globalisation. At the same time, national and local histories, cultures and politics mediate the effects of globalisation discourses. This paper employs methods of analysis that draw on the concepts of ‘vernacular globalization’ and ‘policy archaeology’ in order to examine the ways in which the effects of globalisation on National Curriculum policy reform are mediated by conditions and priorities that are specific to national contexts. The enquiry focuses on three curriculum policy problems that are associated with the English school curriculum and have recently been identified as requiring reform: inappropriate curriculum knowledge, the skills deficit and the one-size-fits-all curriculum. The paper concludes by summarising the results of the analysis, identifying some curriculum issues arising from it and offering reflections on the methodological approach it has employed.  相似文献   

11.
The article describes the changed conditions of communication due to the two factors of globalisation and internationalisation. It looks at four factors in particular: issues of genre; literariness and national cultures; new modes and forms of communication; and the impacts on curricula of communication. It places these issues into the contexts of economic and social futures, and makes suggestions about the necessary relations between these and forms of the curricula of communication.  相似文献   

12.
The ways in which students are prepared for life after school have changed dramatically in recent years. This paper outlines five different approaches to incorporating the world of work into the school curriculum. Advantages and potential difficulties arising from these alternative approaches are identified from both student and teacher perspectives. A number of issues that need to be addressed in implementing a work‐related curriculum are explored.  相似文献   

13.
ABSTRACT

This paper considers the way in which current notions of integration and curriculum entitlement may disadvantage pupils with exceptional needs. An illustrative case of a pupil with profound and multiple learning difficulties is discussed along with general issues of entitlement arising, and the implications for that individual. Through an examination of the effects of the criteria for ‘being educated’ that result from the implementation of the National Curriculum in the UK, we question current perceptions of issues such as normalization, age appropriateness and 'integration’. We use a case study of a child with autism to question whether his educational interests are best served by current notions of integrated education. We suggest a broader notion of education that encompasses rather than contrasts with care, and suggest that curriculum entitlement should involve common curricular principles rather than common curricular content and should not deny within‐child factors. We further suggest that ‘integration’ should be reconceptualized as 'inclusion’ and we query the features that make educational needs ‘special’  相似文献   

14.
分析了订单式职业教育办学模式的产生背景,比较了企业人力资源开发过程中的胜任能力模型的构建过程和职业教育课程的开发流程,提出了该办学模式的核心问题是课程开发,并对订单式职业教育的课程观等重要问题进行了讨论。  相似文献   

15.
Focusing on the process of “technology transfer”, this paper aims to critically examine the production and usage of the information and communication technology (ICT) curriculum, and discusses its possibilities. It is found that the goals in both of the two stages of the ICT curriculum in Taiwan were rather “rhetorical”. Three problems are then discussed: an “inevitable” discourse, but opposed to its original intention, the exclusion of instructional issues, and the exclusion of students' life experience and reflection. Finally, three possibilities for the ICT curriculum are proposed: expanding educators' understanding of the ICT curriculum, developing an ICT curriculum beyond the dominance of ICT experts, and rethinking the role of teachers in the implementation of the curriculum.  相似文献   

16.
新课程的开放性使得课程管理变得越来越复杂,课堂管理是教师最关心也是最棘手的问题。本文分析了新课程改革背景下教师有效课堂管理的内涵,以及机会开放,管理民主与个性发展三个特征,并提出有效课堂管理的激励与约束策略、预测学生行为动向策略和积极的创新管理策略。  相似文献   

17.
Managers are often faulted for not managing performance; when performance issues surface, they first look to training as a possible solution. But without correctly identifying the cause of a performance problem, they can choose the wrong solution. The behavior engineering model (BEM) helps diagnose performance problems as well as engineer a supportive environment. When senior managers complained that others could not manage performance, one company used the BEM to design a management curriculum that addressed each cell in the model.  相似文献   

18.
Global citizenship education: mainstreaming the curriculum?   总被引：1，自引：0，他引：1  
There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web‐based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors.  相似文献   

19.
随着《体育与健康》课程标准的试点实施，一些突出的问题和矛盾粤相继出现，如课程改革缺少配套政策的支持，课程标准实施前调研工作不够深入等．本文拟就教学实践中所产生和急待解决的几个问题进行介绍，以求大家共同探讨，寻求解决问题的方法。  相似文献   

20.
In this article, Ian Colwill and Nick Peacey provide an authoritative commentary on the publication of QCA's guidelines on developing the curriculum for pupils with learning difficulties. They link these guidelines to the recent review of the National Curriculum and identify some of the key contributions these guidelines can make to planning, teaching and assessment. The authors conclude by raising some challenging issues for future practice and enquiry.
Ian Colwill and Nick Peacey were both principal managers at QCA with responsibility for Curriculum Co-ordination and Support and Equal Opportunities and Access respectively. They co-chaired the Steering Group for the curriculum guidelines project. Ian Colwill supervised the production of the booklets and the website.  相似文献   

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