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１．OnceuponatimetheCatandtheRatweregoodfriends．Onedaytheyheardagatheringwouldbeheld．Atthegatheringtwelveanimalswhoarrivedtherefirstwouldbechosentorepresenttheyearsinwhichpeoplewereborn．从前，猫和鼠是一对非常要好的朋友。有一天，他们听说要举行一次集会，要从众多的动物中选出首先到达会场的十二种，来代表人出生的年份。２．TheCatsaidtotheRat，“To－morrowmorning，dontforgettocallmewhenyougetup．Letsgotogethertobechosen．”TheRatpromised．猫对老鼠说：“明天早晨，你起床后别忘了来叫醒我，咱们一块… 相似文献
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周广强 《语数外学习(初中版)》2007,(8)
在广袤的草原上,一只凶残的狼追着一只拼命逃跑的兔子,狼眼看已经逼近兔子了,正要扑上去对,突然,兔子一个大胆的急转身,迅速脱离了狼瓜。狼扑了个空,兔子一晃不见了踪影。 相似文献
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周广强 《语数外学习(初中版)》2007,(8X):59-60
On the wide grassland ,a cruel wolf was running after a rabbit with all his might.Soon the wolf ran near to the rabbit,when the wolf nearly caught the rabbit ,[第一段] 相似文献
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在广袤的草原上,—只凶残的狼竭力追着一只兔子,眼看已经逼近兔子,快要抓住它时,突然,兔子—个大胆的急转身往相反方向跑,迅速逃离了狼爪。狼扑了个空,兔子一晃不见了踪影。在一旁看热闹的狐狸对狼说:"狼先生,你是草原的卫士,怎么连一只小小的兔子都抓不住?不但没抓住还被他捉弄了一番,羞不羞呀?" 相似文献
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By Max Fischer 《英语辅导》2004,(10)
After "chastising the student for deliberate disobedience andinsubordination, somehow I knew a different story would work its way home. Sure enough, that very same afternoon the boy's father - a reputed bounty hunter - called me at school to demand an immediate conference.The next day, I shook inwardly as the 6-foot-4-inch, 250-pound "paralegal" strode purposefully down the hall. After sitting, I attempted to share my side of the story, but the father 相似文献
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The 2013 UN Human Development report predicts the middle classes of ‘The South’ a five-fold increase by 2030. Globalisation has resulted in national conceptions of business: education and identity being in flux. Emerging middle classes of the South are already embracing international forms of education for instrumental reasons of advantage and distinction. The International Baccalaureate (IB) curriculum continues to experience a strong growth in this area and appears to offer a globalised and international form of education, which may offer the chance of educating a global citizen, despite the fact that it is much valued for the relative advantage it may offer. This article reviews the data surrounding the rise of the South and explores the identity of the IB, as it exists in international schools, particularly the dilemma between its internationalist and the globalist outlook. The theory of Pierre Bourdieu facilitates a critical examination of the role of global citizenship education in this paradigm, and the instrumental role it may play in conferring symbolic capital and distinction on this form of social reproduction. Finally, Global Citizenship Education in IB curricula represents a pastoral (religious) component as is common in elite school systems, yet in its globalised form: secular and inclusive whilst equitable and distinct. 相似文献
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Zaineb De Souza 《Pastoral Care in Education》2013,31(3):143-157
This paper reports the results of the first academic study of the use of a major social networking website, MySpace, by children. The study examined the degree of, and reasons for, information disclosure by children in high schools in Sydney, Australia. Social networking sites such as MySpace are a huge Internet phenomenon, some with hundreds of millions of users and often the most visited Internet sites on a daily basis. They are particularly attractive to, and used by, children, perhaps eclipsing email as a preferred communications medium. This study shows that, by and large, children are acting responsibly in embracing this new technology, however, there are a significant number potentially at risk, possibly due to their lacking individual personal privacy values. The paper concludes with a call for parents and teachers to become more familiar with social networking and to help their charges understand the implications of its use. 相似文献
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《Educational Philosophy and Theory》2013,45(3):349-362
It is taken for granted that the complexity of the information society requires a reorientation of our being in the world. Not surprisingly, the call for lifelong learning and permanent education becomes louder and more intense every day. And while there are various worthwhile initiatives, like alphabetisation courses, the article argues that the discourse of lifelong learning contains at least two difficulties. Firstly, the shift from a knowledge‐based to an information society has revealed a concept of learning with an emphasis on skills related to information retrieval, dissemination and evaluation. Learning now is the constant striving for extra competences, and the efficient management of the acquired ones. Secondly, the discourse of lifelong learning suggests the autonomy of the learner. However, educational practices are organized in a way that ‘choosing to learn (particular things)’ has become the contemporary human condition. With reference to Marshall's notion of ‘busno‐power’, it is argued that—contrary to what one likes to believe—lifelong learning has become a new kind of power mechanism. 相似文献
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This paper unveils the body_machine as a key element of dynamic mental maps that have come to shape both educational praxis and research. It traces and analyses instances in which the human and the mechanical encountered each other in metaphorical, material and visual forms, thereby blurring to some extent the boundaries between them while capturing and mobilising specific forms of knowing and acting. The paper studies, first, how certain ‘orienting frames of reference’ and associated ‘experimental systems’ managed to materialise around the body_machine and penetrate theory and praxis; and, second, what visual and textual sources related to a vocational school may reveal about where and how the body_machine has come to operate in education, industry and science. The paper centres on early twentieth-century photographs and analyses these not only as media presenting, representing and interrogating common thought and practice but also as agents of meaning-making around the body_machine. 相似文献
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John Schostak 《Asia-Pacific Journal of Teacher Education》2014,42(4):324-336
The paper explores pedagogies of surveillance and counter pedagogies of radical democracy and co-operative practice and their implications for continuing professional development (CPD). Teachers have had to respond to an increasing naturalisation of surveillance in schools. However, this naturalisation can be countered by drawing upon the emergent development of the co-operative education movement in the UK. I argue that critical to developing effective pedagogies of radical democracy and co-operation is the formation of a “public space” of discussion and debate about courses of action. This will be illustrated through research drawn from a co-operative school and its use of information technologies. Although the intentions are to improve standards of learning, the hidden curriculum implicit in the use of the technologies can lead to “supersurveillance.” Teachers, I argue, have a critical role in the deconstruction of the naturalisation of supersurveillance and both pre-service and CPD urgently need to address this. 相似文献
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Gregory Shafer 《Community College Journal of Research & Practice》2016,40(1):60-67
The community college is an excellent place for the creation of a special, more empowering learning context. Unlike the university, where students are supposed to adjust to the world of scholarly erudition, the community college is the crazy academic brother that has the freedom to be different and to liberate students to build upon their own cultures and learning styles. 相似文献
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Andrew T. Knudsen 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):507-524
AbstractWhen historians discuss the impact of examinations on elementary education in mid-Victorian England and Wales they typically focus on the Revised Code of 1862. The Revised Code is famous for instituting a policy of “payment-by-results” for teachers in state-supported voluntary schools. “Payment-by-results” made government grants to schools – and, by extension, for teachers’ salaries – contingent upon student attendance and pass rates in reading, writing and arithmetic. As this article emphasises, however, “payment-by-results” was not the first, or even the most significant, instance in which competitive examination was used by the state as an instrument for establishing the pedagogical fitness and salaries of teachers. Less often explored by historians is the formative role that state-mandated competitive examinations for teachers played in developing a professionally aspirant body of schoolteachers and, consequently, the schoolteachers’ later role in developing competitive examination as a broad-scale national accreditation apparatus. But while the use of competitive examinations came to shape modern British academic and professional life in fundamental ways, the strengthening effects that they had for certain occupations and institutions, such as physicians, civil servants and middle-class secondary schools, were in fact ultimately denied to state teachers and the elementary education sector generally. With the introduction of “payment-by-results” in 1862, competitive examinations were converted into an instrument that weakened rather than strengthened teachers’ professional identity and policy influence. This article explains how the nineteenth-century English state structured examinations and examination results to manipulate the professional status of teachers in order to suit state priorities during different stages of national development. This historical narrative is framed in reference to present-day examination-based reforms of teacher compensation systems such as performance-related-pay and value-added modelling. 相似文献
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VATS,THE PAST Historical perspective The application of thoracoscopy can be traced back to nearly one hundred years ago,when Dr.Jacobaeus(1910)first reported his experiences in the diagnosis and treatment of pleural effusions by tho-racoscope in1909.Most patients who needed to un-dergo thoracoscopy at that time suffered from pul-monary tuberculosis(TB)(“the era of enthusiasm”)(Cutler,1933),and was rarely performed after the development of chemotherapy for patients with TB after the195… 相似文献
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Trisha Maynard Jane Waters Jennifer Clement 《Early Years: An International Journal of Research and Development》2013,33(3):212-225
The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be ‘underachieving’ within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived differences as well as teachers’ perceptions of ‘underachievement’. It is concluded that the more natural outdoor spaces in which child-initiated activity took place appeared to amplify the effects of child-initiated learning and diminish the perception of underachievement; that engagement in this project enabled some teachers to see ‘underachievement’ as being distributed across people, place and activity; and that through constructing the outdoor ‘space’ as a ‘place’ embedded with positive meanings, children may have had the opportunity to reconstruct themselves as strong, competent children rather than as ‘underachieving’ pupils. 相似文献
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Malin Ideland 《Science & Education》2018,27(7-8):783-803
This article aims to analyze how science is discursively attached to certain parts of the world and certain “kinds of people,” i.e., how scientific knowledge is culturally connected to the West and to whiteness. In focus is how the power technology of coloniality organizes scientific content in textbooks as well as how science students are met in the classroom. The empirical data consist of Swedish science textbooks. The analysis is guided by three questions: (1) if and how the colonial history of science is described in Swedish textbooks; (2) how history of science is described; (3) how the global South is represented. The analysis focuses on both what is said and what is unsaid, recurrent narratives, and cultural silences. To discuss how coloniality is organizing the idea of science eduation in terms of the science learner, previous studies are considered. The concepts of power/knowledge, epistemic violence, and coloniality are used to analyze how notions of scientific rationality and modernity are deeply entangled with a colonial way of seeing the world. The analysis shows that the colonial legacy of science and technology is not present in the textbooks. More evident is the talk about science as development. I claim that discourses on scientific development block out stories problematizing the violence done in the name of science. Furthermore, drawing on earlier classroom studies, I examine how the power of coloniality organize how students of color are met and taught, e.g., they are seen as in need of moral fostering rather than as scientific literate persons. 相似文献
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Rachel Brooks Kate Byford Katherine Sela 《British Journal of Sociology of Education》2016,37(8):1211-1228
This article explores the economic relationships between individual students’ unions and their wider institutions, and the ways in which they articulate with a pervasive consumerist agenda across the higher education sector. We draw on data from a UK-wide study to argue that students’ unions have an ambivalent relationship with consumerist discourses: on the one hand, they often reject the premise that the higher education student is best conceptualised as a consumer; yet, on the other, they frequently accept aspects of consumerism as a means of, for example, trying to protect their independence and autonomy. We explore whether this particular form of positioning with respect to consumerism is best conceptualised as a form of resistance, or whether it has become extremely difficult for students’ unions to take up any other position in a system that is driven by market logic. 相似文献