共查询到20条相似文献，搜索用时 930 毫秒
1.
Marjory Ebbeck Geraldine Lian Choo Teo Cynthia Tan Mandy Goh 《Early Childhood Education Journal》2014,42(2):115-123
In most countries the funding for early childhood education has increased and governments in some countries have taken serious steps to bring about positive change in the profession. However, the increase in funding by governments and other funding organisations around the world has, understandably, attracted increased accountability as these organisations need to know that their financial investments are achieving desired outcomes. To seek evidence that positive learning outcomes have indeed been achieved through these investments is a reasonable request, and there is a shared responsibility and accountability for professionals to provide appropriate evidence. The downside, however, can be the request for standardised test information, as if performance on such tests provides proof of all desired outcomes. More than ever before, it is important for early childhood educators to be able to provide accurate, objective information about children’s assessment in ways other than by standardised testing, which may not reflect the complex reality of children’s lives. This paper reports on a research study in Singapore that investigated curriculum effectiveness using developmental learning outcomes as a means of assessing children. The research was devised to examine if eight specified broad developmental learning outcomes could measure the effectiveness of the curriculum by assessing children’s learning as shown in qualitative data. Practical examples showed evidence of children’s learning and the role of the educator in facilitating and documenting developmental learning outcomes. 相似文献
2.
高中生由于面临升学考试的压力,身心健康和幸福体验普遍不高,这一现象受到了社会、学校和家庭越来越多的关注。虽然很多针对减负和激发学生兴趣的政策和措施已经开始施行,但却没有达到预期的效果。本研究利用网络调查问卷对来自我国东部某省的14021名高中生进行调查,选用分段回归模型(PRM)探索学习动机和学习压力与主观幸福感的关系中可能存在的阈值。数据结果显示,学习动机比学习压力对于学生的主观幸福感影响程度更大;高学习动机下的高中生更能够感受到主动学习带给自己的幸福感;对于高中生的减负需要具有差异性,才能够切实提高学习压力较高的学生的主观幸福感。进一步分析发现,学习动机和学习压力对学生主观幸福感的影响并非呈现简单的线性关系,其关系中存在阈值,因此需要重点关注学习动机、学习压力未达标的高中生的学业发展和健康成长。 相似文献
3.
郑祥专 《福建师范大学学报(哲学社会科学版)》2012,(1):168-172
孔子的学习之悦、交友之乐及君子之乐,人称"孔门三乐",是孔子幸福观的具体阐述。"孔门三乐"承载着深刻的文化内涵,把孔子幸福观与现代积极情绪研究结合起来,可以清晰地看出二者存在着有形或无形的、直接或间接的传承关系。 相似文献
4.
Lexie Grudnoff Mavis Haigh Mary Hill Marilyn Cochran-Smith Fiona Ell Larry Ludlow 《Curriculum Journal》2017,28(3):305-326
Researchers, practitioners, and policy-makers in many countries are grappling with ways to address the persistent problem of inequitable educational outcomes between advantaged and disadvantaged students. This paper reports the results of a unique cross-country, cross-cultural analysis undertaken to provide insights into teaching practices that promote equity, drawing on programmes of empirical research or syntheses of major programmes of research that worked from a complex, non-linear view of teaching and its outcomes. We analysed international evidence about teaching practices that have a positive influence on diverse students’ learning outcomes and opportunities and then compared and contrasted the results of these analyses. From the commonalities we identified, we derived six interconnected facets of practice for equity, which are general principles of practice rather than specific teaching strategies or behaviours. Building on these facets, we developed a conceptual framework that can inform an equity-centred teacher education curriculum that specifically addresses the task of preparing teachers who can make a positive difference to the learning opportunities and outcomes of diverse students, particularly those historically disadvantaged by the education system. 相似文献
5.
Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers' grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students' learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. 相似文献
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Hannah R. Gerber Sandra Schamroth Abrams Anthony J. Onwuegbuzie Cindy L. Benge 《Educational Media International》2013,50(1):16-34
This article explores the impact of using commercial-off-the-shelf (COTS) videogames in a high school curriculum when developed through a connected learning frame by examining the influence that COTS videogames have on transforming students’ literacy learning in-school. However, it must be noted that transforming literacy in school is about more than bridging in- and out-of-school literacies; it concerns developing a deeper understanding of the meaning of literacy in today’s multimediated world, and the ways that these experiences are connected not only to media, but to traditional texts, peers, and guiding teachers, so that we can better grasp how to harness new learning styles and new ways of making meaning in contemporary classroom spaces. To understand how to capture in and out-of-school practices, we conducted a qualitative case study of two high school students enrolled in a reading intervention class that incorporated a COTS videogames curriculum. Data were analyzed via a constant comparison analysis. Findings indicated that the games-based curriculum created through a connected learning frame enabled students to engage in a constellation of connections among digital media, traditional texts, peers, and guiding teachers. 相似文献
8.
Fabio Zagonari 《Higher Education Quarterly》2019,73(3):374-391
This paper presents a mathematical model of the dynamic interrelationships between education, creativity and happiness based on both theoretical insights and evidence from recent empirical neurological studies. In this context, the results are conditional on an individual’s learning effort and risk‐aversion. Specifically, I focus on two main determinants of creativity (divergent and convergent thinking) and compare two main educational policies (scholarships versus unstructured training) with regard to their impacts on the happiness gained from creativity in the general and healthy population. A test is provided by matching the model’s predictions with the results of recent neuroscience research. Numerical simulations suggested that improving convergent thinking is more important than improving divergent thinking for creativity to generate happiness throughout an individual’s life, provided that both divergent and convergent thinking have been achieved to a sufficiently large degree, and that unstructured training (i.e., extra‐curricular activities) in divergent thinking (e.g., in accounting schools) is necessary to reach wealthier students who have more difficulty learning. In contrast, scholarships or unstructured training in convergent thinking (e.g., in art schools) are necessary to reach students who learn easily but who are less wealthy. 相似文献
9.
Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to engage students' imaginations in learning, even though they use terms other than 'imagination' in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students' imaginations can be characterized in terms of the 'cognitive toolkits' they bring to learning. We look at such 'cognitive tools' as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students' imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider 'cognitive tools' commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics. 相似文献
10.
宁波市北仑区以高校与区域的合作为基础,围绕"课程文化重建"构建学习型区域创新网络,这个网络具有多层次性、整体性和开放性的特征,形成了区域与高校之间、教科所与高校之间、中小学校与高校之间、校与校之间的互动学习机制以及以上各种主体之间的非正式交流,在学习型创新网络中形成了北仑区新的课程文化,即关注师生幸福的课程文化、鼓励探究创新的课程文化、倡导关心合作的课程文化。 相似文献
11.
Phillip Wright 《牛津教育评论》2013,39(2):193-210
Recent academic debates on the geography curriculum for schools have highlighted the need for more focus on how knowledge is socially produced. While this may help to bridge the gap between the school curriculum and epistemological developments in academia, it is unclear how such theoretical frameworks can improve pupils' learning about the world. In this paper theoretical approaches to knowledge are challenged by considering, from an alternative viewpoint, how pupils themselves act as knowledge producers. Drawing on the holistic educational philosophy informing the Steiner-Waldorf approach to curriculum knowledge and pedagogy, it is argued that subject knowledge needs to suit the way pupils' thinking naturally evolves, giving particular attention to the role that imagination and sense of wonder play in both the cognitive process and pupil engagement. The epistemological status of the pupil in geography education can therefore be enhanced by considering approaches to education that operate outside normal scientific and rational paradigms. This has relevance for the wider debate on more flexible, post-industrial forms of learning. 相似文献
12.
Teaching in a play-based curriculum: Theory,practice and evidence of developmental education for young children 总被引：1，自引：1，他引：0
This article focuses on the possibilities of teaching in a play-based curriculum, which has become an issue of international relevance. As a domain of study, the Developmental Education approach was taken in the early grades of Dutch primary schools (grades 1–4, ages 4–8). The article describes the theoretical basis of the approach and how it is elaborated in a play-based curriculum for early years classrooms. Particularly the teachers’ strategies for the promotion of development will be discussed in more detail. Finally, the article presents a piece of the evidence base of this approach by reporting a research on vocabulary acquisition. Despite methodological limitations of the empirical study, the evidence suggests that teaching in a play-based curriculum is not only theoretically plausible and practically feasible, but also seems to be effectively useful for the attainment of positive outcomes (on vocabulary learning) as compared to a strictly teacher-driven approach. 相似文献
13.
Stephanie Moller Elizabeth Stearns Stephanie Southworth Stephanie Potochnick 《Gender and education》2013,25(7):851-871
Gender gaps in learning and education outcomes have changed dramatically over the last few years. However, researchers have not adequately assessed how the high school learning environment differentially affects boys and girls. An important component of the learning environment in US secondary school is the opportunity to learn in an Advanced Placement (AP) curriculum, which allows high school students to do college-level work. Using the US National Education Longitudinal Study 1988–2000, we explain how high school AP curriculum interacts with gender to predict the selectivity of colleges that students attend. The results show that girls and boys who attend high schools with a larger percentage of students in AP curriculum attend more selective colleges (that require higher standardised scores for admissions); yet the positive effect of the opportunity to learn in an AP curriculum is greater for girls than for boys. This research furthers the debate about the effects of school structure on gender stratification. 相似文献
14.
One of the fundamental purposes of educational research is to provide evidence to facilitate effective practice. However, the evidence itself does not have much value for practitioners unless key information about the context from which the evidence was generated is also provided. In this paper, we use the word ‘context’ to refer to factors that are relevant for learning, including the interactions that learners experience with multiple people, artefacts, and environments. Unfortunately, in many educational research studies, either these factors do not get the required attention or information about them is presented in an incoherent structure. The resultant lack of information leads to two significant drawbacks. First, it creates confusion among practitioners who want to apply research evidence in their practice. Second, it leads to research studies that on the face of it are similar, but that in reality have resulted from evidence that has been collected in significantly different contexts being included under the same categories in reviews, meta-reviews, and best-evidence syntheses. In this paper, we draw on the concept of ‘relatability’ of evidence and present taxonomy for collaborative problem-solving (CPS) that can be used to provide the valuable information against which research evidence can be indexed. By addressing the need for more detailed information about the contextual factors from which the evidence is generated to bridge the gap between research and practice in CPS research, we aim to exemplify the approach that is needed in educational research more generally. 相似文献
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教育是心灵的事业,教师应当是一个幸福的职业。但审视现实,教师的职业压力日益增大,教师的职业倦怠也在悄然地蔓延,幸福似乎正在远离教师的职业生活。教育幸福是教师职业的幸福不同于其他职业幸福的特殊性。教师的积极心理品质影响教师的教书育人效果、教师自身的身心健康以及教师的专业发展,教师的积极心理品质是教师职业幸福感的基石。培养和发展教师的积极心理品质,是有效缓解教师职业压力,减少教师身心健康问题,提升教师职业幸福感的重要途径。 相似文献
17.
With the rapid expansion of graduate education in China, graduate curriculum evaluation has aroused great concern from the administrators and researchers. Many colleges and universities have developed their graduate curriculum evaluation system based on educational policy, job analysis or discussions of school administrators. To date, very few systemic studies in this field have been done in China, and little is known about students’ view on the evaluation system. In this study, 30 second-year graduate students from a comprehensive university were selected to participate in a semi-structured interview. It was found that graduate students attached more importance to the following 5 aspects: 1) The curriculum objectives should be employment-oriented and in line with students’ need of future employment and long-term development; 2) The curriculum content should be up to date and its breadth and depth of coverage are appropriate; 3) The instructor's teaching approaches should be flexible and varied, emphasizing student participation and teacher-student interaction; 4) The learning evaluation should be conducted fairly and reasonably in various ways; 5) The curriculum should be able to effectively promote students’ mastery of knowledge and capacities. This study will provide the evidence for rethinking and improving graduate curriculum evaluation system. 相似文献
18.
在新课程改革背景下,高中历史五大核心素养中包含了史料实证。就目前的高考实际情况来看,关于史料解析的考题越来越多。不仅如此,教科书上也出现了大量的史料,这些史料大多数都和教材中的重难点相关,非常典型且具有针对性,在现阶段的高中历史教学中的比重越来越大。历史学科与其他学科的不同之处就在于,它有许多内容需要记忆,如果教师使用不恰当的教学方式,那么就会使学生对历史学科产生厌烦的心理,打消学生对历史学习的积极性,也会因此影响高中历史的教学效率。 相似文献
19.
课程论理论基础的心理学转向——从学习心理学到发展心理学 总被引：5，自引：0，他引：5
丛立新 《北京师范大学学报(社会科学版)》2000,(4):25-31
将心理学作为理论基础是课程论独立的主要条件。在相当长的时期内 ,学习心理学关于人类学习的各种学说深刻地左右着课程论的形成与发展。但是 ,有关人类学习的各种学说基本是以成人的学习为基础提出的 ,将这样的学说直接用来当作自己的理论依据 ,课程论便很容易产生脱离儿童的倾向。发展心理学的出现和发展 ,使课程论获得了比学习心理学更为精确和丰富的理论基础 ,发展心理学认为 ,儿童的学习不是成人学习模式的简单化 ,儿童的认识具有自身的独特性。目前 ,课程论的理论基础正在逐渐从学习心理学转向发展心理学。这一转向 ,对于国内目前的课程改革和课程论自身的发展 ,以及各级师范教育心理学课程的建设都有着深远的意义 相似文献
20.
Jinfa Cai John C. Moyer Ning Wang Stephen Hwang Bikai Nie Tammy Garber 《Educational Studies in Mathematics》2013,83(1):57-69
In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show evidence of strengths one might expect of students who used the standards-based reform curriculum but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research, are discussed. 相似文献