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Nienke Bijlsma Harmen Schaap Elly de Bruijn 《Journal of Vocational Education & Training》2016,68(3):378-394
Meaning-making and sense-making are generally assumed to be part of students’ personal vocational knowledge development, since they contribute to both students’ socialisation in a vocation and students’ personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make sense of vocational knowledge is not explained. Furthermore, examples of what these processes entail in the context of vocational education are lacking. A multiple case study was performed to explore students’ meaning-making and sense-making in classroom interactions in Dutch senior secondary vocational education. Our results show that meaning-making is a process in which students interpret vocational knowledge by explicating and clarifying this knowledge. Sense-making is perceived to be a process in which students concretise vocational knowledge by testing and justifying this knowledge. A research model was developed to describe how students make meaning and sense of vocational knowledge in interaction with practitioners. 相似文献
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The purpose of this cross-national study is to understand teachers’ views about the meaning of instructional coherence and the ways to achieve instructional coherence. With respect to the meaning of instructional coherence, whereas the majority of U.S. teachers paid attention to connections between teaching activities, lessons, or topics, the majority of Chinese teachers emphasized the interconnected nature of mathematical knowledge beyond the teaching flow. U.S. teachers expressed their views about ways to achieve instructional coherence through managing a complete lesson structure. In contrast, Chinese teachers emphasized pre-design of teaching sequences, transitional language and questioning based on the study of textbooks and students beforehand. Moreover, they emphasized addressing student thinking and dealing with emerging events in order to achieve “real” coherence. The findings of the study contribute to our understanding about the meaning of instructional coherence and ways to achieve instructional coherence in different cultural contexts. 相似文献
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铁山 《宁波大学学报(教育科学版)》2022,(2):56-064
学生“学得怎么样”是学科“教什么”和“怎么教”的根本目的与终极关怀, 学科教学需要重视学习主体的需要、教学意义的生成。从主体论视域审视,任何学科教学均有教材作者主体、教师主体、教材编辑主体以及学生主体之分。从尊重并发挥学生的主体性出发,深度学习是学生发挥主体性过程中与作者主体、教师主体、教材编辑主体构成主体间性关系而创造性运用语言文字等符号认识自然、社会、自我获得的归真、求善、至美情意的活动。其意义的生成自然也就是在与自然、社会、自我互动中达成认知、社会参与、自我发展的建构。 相似文献
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“The accent in cultural history is on close examin‐ ation — of texts, of pictures, and of actions — and an open‐mindedness to what those examinations will reveal, rather than on elaboration of new master narratives.” Lynn Hunt (Ed.), The New Cultural History (Berkeley, Calif., 1989), p. 22.
“[Films] are a legitimate way ... of representing, interpreting, thinking about and making meaning from the traces of the past ... that seriously deals with the relationship of past and present.” Robert A. Rosenstone (Ed.), Revisioning History (Princeton, N.J., 1995), p. 3.
One of postmodernism's major lines of development collapses the boundaries and hierarchical distinctions between elite or academic culture and popular culture, giving us new opportunities to cross boundaries separating history from literature and the arts, the “academic” from the “popular”, the archival from the imaginative. I embrace the freedom that postmodernism offers to entertain new ideas, play different kinds of language games, challenge established “ways of seeing”. I propose here that we extend the range of what we regard as historical “source” to include film, and that film be accepted by historians of education as a legitimate form of textual representation and important evidentiary “source” for our exploration and interpre‐ tation of culture and of education. What follows is an attempt at integrating film into the historiography of education. For illustrative purposes, I've chosen Peter Weir's “Dead Poets Society” ("DPS”, 1989) for my text. I don't presume to give “the” meaning of “DPS” for understanding recent American educational history, but to suggest some of its possible meanings, which, given the problematic nature of “meaning” in our postmodern epoch, is about all we can hope for, but which may be enough to continue the conversation about movies after the movie is over. 相似文献
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Wenja T. Heusdens Liesbeth K. J. Baartman Elly de Bruijn 《Journal of Vocational Education & Training》2018,70(3):435-454
Students’ vocational knowledge can be defined as all knowledge students require performing within occupational practice. In the context of vocational education and training, students’ vocational knowledge is often discussed from a perspective of either what should be taught and learned in schools or different kinds of knowledge students should gain in occupational practice. Much less focus is on students’ vocational knowledge itself. This exploratory in-depth study aims to describe what characterises students’ vocational knowledge. To explore students’ vocational knowledge, an analytic framework is used to describe vocational knowledge characteristics specifying: (1) occupation-specific knowledge components, and (2) qualities. Results show the framework provides a structure to gain insight into the nature and meaning of vocational knowledge, and is valuable to describe characteristics in terms of knowledge components such as technical procedures or the social and occupational environment, and qualities such as richness, complexity and specificity. Additionally, to use an existing framework – originally developed in the contexts of ICT and Social Work – its usefulness is explored in a new context, namely, the hospitality industry. Recommendations about the framework serving as a potential tool to support students’ learning processes are provided. 相似文献
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Lesley Farrell 《Studies in Continuing Education》2013,35(1):83-85
In this paper, we survey the contemporary movement away from traditional educational forms to the new discourses and practices associated with the term “lifelong learning”. We relate this movement to the sense of crisis which seems to be present in the post‐compulsory and higher education sectors. We locate it in the technological, economic and cultural changes which characterise the postmodern condition and the questioning of the grand narratives which have sustained education in modernity. We examine how these changes are effecting education in terms of trends such as vocationalisation, marketisation, the commodification of knowledge, the individualising of learning and the challenging of the monopoly position of universities. We ask what “education” means when it is not a bounded field and what “learning” means in the more loosely bounded spaces of lifelong learning. We argue that the current situation is both exciting and troubling for educators requiring a redefinition of roles and purposes in a context which is complex and contradictory. 相似文献
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学习是人类社会发展的核心任务,也是社会科学研究领域的关键问题。基于自然属性视角、社会属性视角、教育属性视角出发,全面分析和理解“什么是学习”,智能化时代背景下职业教育在学习内容、学习方式、学习互动、学习动机存在着“四维度”的反思命题。以此职业教育学习论的路向应该包括:以“社会”为核心,搭建“多元跨界”的学习内容新平台;以“开放”为理念,建构“多维扩展”的学习方式新平台;以“对话”为方式,创设“多维互动”学习情景新平台;以“幸福”为目的,生成“个体完善”成为学习内驱动机新平台。 相似文献
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于强 《天津职业院校联合学报》2020,(2):72-75
从高职会计专业的特点出发,分析了高职会计专业落实立德树人任务的着力点和实际工作内容。梳理了会计专业建立立德树人培养体系的基本思路和工作路径,提出了会计专业落实立德树人的保证措施。 相似文献
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Luis M. Casas-García Ricardo Luengo-González 《European Journal of Psychology of Education - EJPE》2013,28(2):373-398
The present research approached a problem which has a twofold aspect: the concept of angle and the techniques needed to represent how pupils construct that concept in their cognitive structure during their years in school. In order to access the knowledge of the concept of angle, we used the pathfinder associative networks. This technique provided us with the data of the 458 networks of the participating students, using 11 concepts related to the general concept of angle. We used quantitative indicators on the network characteristics: coherence, complexity, and similarity with others. Results showed how the pupil’s cognitive structure evolutioned during instruction and what were the most relevant concepts for them. On the basis of the results, we have proposed what we call the “Theory of Nuclear Concepts” which offers a new focus to understanding how the processes of teaching and learning occur. 相似文献
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Anat Zohar 《International Journal of Science Education》2013,35(13):1579-1599
While the traditional meaning of connected knowledge is valuable in some school subjects, it does not address the main activities of knowledge acquisition in subjects such as physics and mathematics. The goal of this article is to analyze the relationships between the concepts “learning for understanding” and “connected knowledge”, a central theme in feminist epistemology. In learning for understanding, the learner forms multiple, intricate connections among the concepts she is studying in school, between school concepts and her everyday concepts, and between school concepts and their wider context. Viewing connected knowledge as tightly related to understanding has several important implications. It brings connected knowledge into the central learning activities that take place in school science and mathematics, and gives it a high status. It contributes to our understanding of gender‐related patterns in thinking; and it may form a unifying theoretical framework for many studies and projects in the field of gender fair education. 相似文献
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《基础教育课程改革纲要(试行)》明确提出课程结构要改变“过于强调学科本位、科目过多和缺乏整合的现状”,小学阶段则应“以综合课程为主”。《小学教师专业标准(试行)》要求小学教师“适应小学综合型教学的要求、了解多学科知识”“了解所教学科与社会实践的联系、了解与其他学科的联系”。从知识能力结构、课程设置、教育教学模式、情感态度等方面提出小学全科教师培养路径。 相似文献
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《International Journal of Educational Research》2001,35(3):331-343
In the United States, canonical multicultural education (CME) advocates propose that schools should view children always as “different, not deficient”, that curriculum incorporate “multiple perspectives”, and that classrooms emphasize the “knowledge construction” process. The argument is made in this chapter that CME advocates need to argue directly for “different, not deficient” without relying on some commendatory meaning of “culture”. Furthermore, they must show that the “knowledge construction” process reduces to exposure of students to multiple perspectives. Finally, they must sketch a path for CME's transcending its restricted focus on race and ethnicity by understanding its goal as the creation of cosmopolitan citizens. 相似文献
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高职教育人才培养规格新要求、“育技”与“育人”不平衡现状、生源质量和构成出现新动向等给“四史”教育融入高职院校思想政治教育提出了时代挑战。为此,要准确把握“四史”教育融入高职院校思想政治教育的核心要义和实践要求,通过“明理,点理想之光”“增信,增信仰之力”“崇德,筑匠人之德”“力行,做实干之人”,探索从“迎合”青年喜好到“赢得”青年价值认同的“四史”铸魂育人之路。 相似文献
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在“三全育人”理念提出之后,高职院校开始着力构建“大思政”格局,即将思想政治教育落实到人才培养的方方面面,形成显性教育与隐性教育相结合、静态理论教育与动态实践教育相结合的模式,实现思想政治教育从量的积累到质的飞跃之转变。首先概述高职“大思政”格局及传统文化教育的内涵,其次分析高职“大思政”格局下传统文化渗透教育的必要性及内容,最后提出具体的教育策略,为推进高职“大思政”教育发展提供一定的参考。 相似文献
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AbstractAs a strategic focus of talent cultivation in the new period, in recent years China’s vocational education practice has seen “leapfrog” style development. A systematic look at the current state of Chinese vocational education research and exploration of its core research institutions, most frequently cited works, research “hot topics,” and leading research is clearly needed and meaningful, and the method of using knowledge maps based on knowledge metrics provides an effective path to resolving this. Knowledge map software CiteSpace III was used to obtain quantitative statistics on works related to vocational education recorded in the Chinese Social Sciences Citation Index database and to explore the date, distribution by journal, and characteristics of the works; draw institutional cooperation maps; examine the core research institutions and their influence; draw publication citation maps; reveal most frequently cited works and their characteristics; draw key word co-occurrence maps; and explore the distribution of research hot topics and leading research. 相似文献
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数字教材建设是教育信息化背景下教材发展的新方向,是因应数字时代知识观念变革与学习方式转变的必然举措。进入数字时代,人类知识从“内容”向“管道”转变,知识的流动性、自组织、索引性要求教材形态从“纸本呈现”转向“在线编织”,彰显知识空间意蕴、突出知识互文关系、注重知识非连续性。突破单学科体系,以资源整合建构知识空间、聚焦关键性概念,以节点凸显编制知识网络、注重导航式学习,以索引导向推进知识探险是数字教材编制的基本策略。 相似文献
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目前职业教育教科书科学理论并不算完善,即便整个教科书领域也是如此,总体而言存在“功能与目标”“过程与结果”“方法与程序”等三个思维框架下的碎片化探索,这不利于职业教育教科书研究的系统化积累。为了探求职业教育教科书的科学理论,应基于康德的范畴理论,建立教科书科学理论形式框架,汇总、归类已有教科书研究思维,并建构出更为系统的职业教育教科书研究的科学理论。具体行动包括:基于范畴框架阐释教科书以便系统性整合三种理论思维;基于范畴框架重新建立职业教育教科书科学理论的发展框架;职业教育教科书的科学理论建构不能脱离实践的需要。 相似文献
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在中国知网以"主题=‘中国制造2025’并含‘职业教育’"进行搜索,获得该领域在2015-2018年收录的157篇文献样本。利用文献计量学的相关知识和Citespace V软件,根据期刊来源、机构分布、作者分布、关键词共现和聚类等方面对其进行研究。结果显示,该领域的研究3年来不断深化,发文期刊广泛性和集中性并存,职业技术院校是中坚研究力量,研究群体也在不断更新与扩大。衍生出"现代学徒制""智能制造""现代职业教育体系"等研究领域,出现了"校企合作""工匠精神""高技能人才"等研究热点。如何改革职业教育人才培养模式使其培养出高技能人才,以及如何更好地促进制造业与职业教育间的产教融合问题是该领域未来的研究方向。 相似文献