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1.
Arthur Stinner 《International Journal of Science Education》2013,35(3):244-257
In this paper it is argued that scientific thinking in physics involves the progressive clarification of the relationship between mathematics and physics, as well as the clarification of scientific induction and deduction. Furthermore, the framing of theories and the working out of their consequences involve the exercise of the imagination. One locus of scientific imagination is the thought experiment, primarily understood as a mental device that helps explicate concepts and principles, and unravel paradoxes. A sound curriculum in physics, however, must also be based on broad principles of education. These principles are first stated and then it is argued that in conjunction with what we have said about scientific thinking we should teach physics in terms of contexts of inquiry. These contexts relate to questions, method, problems, experiments, history, and the large context problem itself. Here we find the clarification of induction and deduction, as well as the proper placing of the thought experiment. In the appendix it is shown how this contextual approach can be used for the teaching of kinematics. It is claimed that when we teach within the contexts of inquiry, physics is liberated from a specifiable method, and becomes historical, relevant, alive, human and exciting. 相似文献
2.
《Journal of moral education》2012,41(1):22-31
Abstract The paper presents a critique of the values clarification model as developed by Louis E. Raths and associates in such works as Values and Teaching: Working with Values in the Classroom and Values Clarification: A Handbook of Suggestions. After presenting an overview of the central recommendations of the authors, they are critically evaluated with reference to theoretical considerations and to other models of moral and values education. Values clarification methods are found to rest on untried empirical assumptions and seriously insufficient theoretical foundations. A distinctive contribution to values education, and one that has had considerable influence on teaching practice in this area, particularly in the USA over the past ten years, is a teaching method of values clarification put forward by Louis E. Raths, Merrill Harmin and Sidney B. Simon in their book Values and Teaching: Working with Values in the Classroom.1 There the authors recommend certain teaching strategies employed to some extent by other values educators whose main writings in the field have appeared since this book was first published, e.g. Peter McPhail, Lawrence Stenhouse, Milton Meux, the AVER group at the University of British Columbia, and John Wilson.2 相似文献
3.
Margaret Weldhen 《Assessment & Evaluation in Higher Education》1981,6(3):240-248
This paper arises out of a concern that, in spite of the amount of work which has been done in the area of evaluation in the humanities, there has not been enough clarification of the kind of ‘knowledge’ or ‘experience’ which the humanities may be said to yield. It is of vital importance that more of this essential clarification be done before continuing to develop new methods or techniques. 相似文献
4.
价值澄清理论是20世纪美国最有影响的道德教育流派之一,是我们近年来学习借鉴外国道德教育理论的重要内容。价值澄清理论有许多可借鉴之处,但是,由于对价值澄清理论的本真蕴涵缺乏全面的理解,导致了对其理论存在许多误解,诸如道德教育无价值、无目的,重教育过程本身、重自由选择,反对灌输等。这与价值澄清学派的自我标榜和我们的误解有关。这种标榜和误解,对我们的思想政治教育是有负面影响的。因而认识价值澄清理论的本真蕴涵,对我们客观理解和借鉴价值澄清的有益经验,对于正视其思想政治教育的意义,不仅是必要而且也是必须的。 相似文献
5.
中国农业补贴政策:不足及对策 总被引：11，自引：0，他引：11
本文在界定了农业补贴内涵的基础上,论述了中国农业补贴政策的现状及存在的不足,并结合中国国情提出了建立具有中国特色的农业补贴政策体系的建议:在充分利用WTO允许的补贴额基础上,进一步加大绿箱支持力度,调整绿箱支持政策结构,并推进农村经济体制改革。 相似文献
6.
秦弋 《新疆教育学院学报》2006,22(3):31-34
在道德教育领域,上世纪70年代美国价值澄清流派曾经盛极一时,80年代后逐渐消沉,被品格教育流派取代。从社会、理论和实践几方面分析价值澄清衰落的原因,有助于更加自觉地认识我国道德教育存在的问题及发展方向,在价值多元化的情境中促进学生核心价值观的形成。 相似文献
7.
Andreas Körber 《课程研究杂志》2016,48(4):440-456
International cooperation in history teaching and related teacher education requires clarification of terminology as well as of underlying concepts and theoretical foundations, since these levels are fundamentally intertwining. If these levels are addressed, both comparison and translation do not only make cooperation possible, but promise valuable contributions to the clarification of such concepts on either side. Being the German counterpart to the viewpoint of Peter Seixas, this article both corroborates and adds to his reflections. Three complexes of theory and terminology are addressed: ‘Geschichtsbewusstsein’ (‘historical consciousness’) with special regard to the concept of ‘Sinnbildung’ in Jörn Rüsen’s theory, the German focus on the concepts of source (‘Quelle’) compared to the Anglosaxon concept of ‘evidence’ and the challenges posed by translating Jörn Rüsen’s concept of ‘Triftigkeiten’ (plausibility) as a criterion for assessing the quality of historical statements. 相似文献
8.
Alberto Esquinca 《International journal of qualitative studies in education》2013,26(3):279-300
This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse. 相似文献
9.
STEIN M. WIVESTAD 《Journal of Philosophy of Education》2008,42(2):307-324
Children as learners need adults who love them, even when the children are unable to give anything in return. Furthermore, adults should be able to make wise judgements concerning what is good for the children. The clarification of these principles and of their educational import has to start within our own cultural tradition. Agape (unconditional love, neighbour‐love or charity) is a basic concept in the Christian tradition. Phronesis (moral wisdom, practical judgement or prudence) has a key position in the Aristotelian tradition. In his Summa Theologiae Thomas Aquinas has combined these traditions and ethical concepts, with agape (in Latin caritas) as the commanding concept. The article will explore some key challenges and productive resources revealed by this combination for today's education and upbringing. 相似文献
10.
SHELBY L. SHEPPARD 《Journal of Philosophy of Education》2011,45(1):111-123
A recent review of research on ‘School Engagement’ calls for clarification of the concept of engagement due to its potential for addressing problems of student apathy and low achievement. This paper responds to the request for clarification, points out some ‘distinctions’ and ‘connexions’ between engagement and some polarizing issues in the literature of philosophy of education, and cautions educators about ignoring the ‘educational’ aspects of engagement. 相似文献
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Carlo Tarsitani 《Interchange》1996,27(1):23-40
As the scientific change problem is at the center of epistemological research, the conceptual change problem is widely discussed in didactical research. In this paper common features of both problems will be discussed. Recent ideas on the role of analogies and metaphors in the growth of scientific knowledge are analyzed in order to show their relevance for scientific education problems. These ideas are also confronted with the image of scientific learning put forward by pedagogical and epistemological constructivism. In this perspective, the analysis of Maxwell's views about metaphors and analogies seems to give a deeper insight as to the problem of scientific change and scientific abstraction which still require clarification in educational and epistemological reflection. 相似文献
13.
Sung Pil
Kang 《Performance Improvement》2015,54(3):26-32
This article addresses two key aspects of change management and the notional confusion that occurs resulting from two different uses of the term change management. The author proposes new terms—macro change management and micro change management—for the two uses of the term change management. He then compares these two terms based on their attributes, comprising definition, target, focus, and roles of change agents including required competencies. The article concludes with explanations as to why change management notional clarification and term elaboration are important for the human performance technology field. 相似文献
14.
微生物絮凝法处理城市生活污水的研究进展 总被引：1，自引：0，他引：1
概述了我国城市生活污水处理的现状，存在的问题。综述了微生物絮凝这一污水处理相关技术的研究和应用进展。对城市生活污水生物絮凝和净化的前景进行了展望。 相似文献
15.
Fred J. Hanna 《Counselor Education & Supervision》2012,51(3):222-234
The proposed freedom paradigm is briefly reviewed as an overarching framework that may provide a structure for integrating the counseling profession and counseling theories. Freedom is defined and discussed in terms of four modalities: freedom from, freedom to, freedom with, and freedom for. This is followed by a response to comments on Hanna's (2011) article and addresses such topics as the nature of practice, the value of techniques, hypnotherapy, and the applicability of the paradigm for mental health professionals in general. A further clarification of counseling toward object orientation and internal control is also included. 相似文献
16.
Gert Biesta 《Educational theory》2020,70(1):89-104
In previous publications, Gert Biesta has suggested that education should be oriented toward three domains of purpose that he calls qualification, socialization, and subjectification. Many educators, policymakers, and scholars have found this suggestion helpful. Nonetheless, the discussion about the exact nature of each domain and about their relationships to each other has been ongoing, particularly with regard to the domain of subjectification. In this article, Biesta revisits the three domains and tries to provide further clarification with regard to the idea of subjectification. He highlights that subjectification has to do with the existence of the child or student as subject of her or his own life, not as object of educational interventions. Subjectification thus has to do with the question of freedom. Biesta explains that this is not the freedom to do what one wants to do, but the freedom to act in and with the world in a “grown-up” way. 相似文献
17.
张健 《河南科技学院学报》2014,(2):1-4
创新是科研的本质和灵魂,澄明是一种理性抵达和本质揭示的境界。创新方法澄明的目标是追求适宜的、可行的、有效的方法的建构,澄明的路径必须符合概括明确、理论支撑、实践验证三个要素。同时结合作者自身的研究实践,具体论述了整体创新、质疑创新、完善创新、类比创新的澄明之法。 相似文献
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BOBBIE J. ATKINS 《Counselor Education & Supervision》1981,21(2):169-175
Clinical practice in rehabilitation education represents an essential component in the graduate student's course of study and serves as a transition between the didactic learning of the classroom and the employment of the student as a professional counselor. Although the value of clinical practice is well established in master's level rehabilitation education, a number of potential problems currently exist. The author examines several issues related to supervision in clinical practice and provides suggestions for clarification. 相似文献