共查询到20条相似文献，搜索用时 714 毫秒
1.
2.
3.
面塑是一项传统的民间工艺,学校结合地域面塑文化开发了“非遗”面塑课程。数字时代呼唤数字化表达,作为数字原住民的新时代儿童是以何种眼光看待传统文化,他们对面塑文化的接受程度怎样？这些都是值得考虑的问题。本文对面塑文化与小学信息科技课程整合的内容进行了研究,以期用数字化方式呈现与表达面塑文化的相关内容,助力面塑文化的传承与发展。 相似文献
4.
摘要：作为一所市级陶研实验学校,无锡市孙桥小学坚持以陶行知先生的生活教育理念为指导,致力于《小学乐活教育》的实践研究,提出并实践着学校“快乐活泼真生活,灵动睿智巧成长”的乐活教育蓝图。本文主要阐述的是学校在“课堂文化、社团文化、班级文化”层面彰显“贴近生活、开放多元、鲜活灵动”的乐活教育精神。关键词：以学定教;自主活动;个性管理;乐活教育 相似文献
5.
习近平总书记强调:“家庭是社会的基本细胞,是人生的第一所学校。”德州市湖滨北路小学高度重视家庭教育的重要作用,基于“引领未来,陪伴成长,一起发光”的课程理念,探索“融合式”家校共育课程的开发与实践,提倡家庭参与到学校教育活动中,并积极发挥家长的潜能,达到家庭与学校之间、家长与教师之间的积极互动,把“被动出席”转变为“主动融入”,实现家校之间“分工合作,相互促进”,共同高质量地陪伴学生成长。 相似文献
6.
乡村留守儿童的教育问题是我国教育公平事业发展中不容忽视的一个现实问题。本文针对乡村留守儿童家庭文化资本严重缺失这一困境，从“推进城乡携手，助力院校结对帮扶”“优化课后服务，开发乡村特色课程“”整合社区资源，提供多元教育服务”三方面着手，着力补偿乡村留守儿童家庭文化资本。同时“，助人自助”终极目标的实现须从三方面助推家庭文化资本的自主创生：强化优秀品质，激活儿童发展潜能；汇聚多方力量，助推文化资本积累；提高监护人素质，改善隔代教育困境。 相似文献
7.
美国的家庭学校不同于一般意义上的家庭教育,它指将学龄儿童留在家中就学,由符合教师资格的家长或受聘的专业教师对儿童实施教育,在此过程中的教育内容、教育方法及教育目标均由家长自己决定。一、美国家庭学校的产生最初,美国的家庭学校是在一些保守的基督教家庭里进行的。因为尽管美国政府一直标榜其消除种族歧视,提倡多元文化并存,但是许多公立或私立学校所传授的知识和价值观与某些家长的宗教观念却不完全相符。而且,学校通过学校教育这种强势文化来潜移默化的影响着儿童,使得许多较为保守的家庭难以接受。因此基督教等信教教徒发起了传… 相似文献
8.
刘洁璇 《思想理论教育(上半月综合版)》2009,(9):37-41
视觉文化是影像和图画占据主导地位的文化形态,校园里的主流视觉文化具有教育意蕴,携带着多元价值的视觉商品不时地冲击学校教育。在学校,学生的反思性活动被惯例性地创造和连续性地维系于主流视觉文化建构的既定性图像世界中,真、善、美的标准催生主体对视觉作品内蕴价值的塑形。对人性的剖析是确立管理理念的逻辑起点,“文化人”的人性假设为学校视觉文化管理实践的能为及何为提供理论依据,视觉文化是培养“文化人”的“软力量”。学校视觉文化管理在理念上追求管理性与教育性的共融,内容上应促进主体性人格的发展,人员上应提高管理者的视觉文化素养,组织上应整合国家、社会、学校与家庭的力量。 相似文献
9.
从教育法判例看美国政府对家庭学校的管理 总被引：1，自引：0，他引：1
美国的家庭学校不同于一般意义上的家庭教育,它指将学龄儿童留在家中就学,由符合教师资格的家长或受聘的专业教师对儿童实施教育,在此过程中的教育内容、教育办法及教育目标均由家长自己决定。一、美国家庭学校的产生最初,美国的家庭学校是在一些保守的基督教家庭里进行的。因为尽管美国政府一直标榜其消除种族歧视,提倡多元文化并存,但是许多公立或私立学校所传授的知识和价值观与某些家长的宗教观念却不完全相符;而且,学校通过学校教育这种强势文化来潜移默化地影响着儿童,使得许多较为保守的家庭难以接受。因此基督教等信教教徒发起了传… 相似文献
10.
11.
Emilia A. Nhalevilo 《Cultural Studies of Science Education》2011,6(3):747-756
This article is a personal history of the Science and Mathematics Education Center (SMEC) in Perth, Australia, during my time
there as a student. I make use of narratives to express what I see as the impact on my professional practice of having attended
SMEC. I am grateful to SMEC, but what is being grateful really? In this paper I try to illustrate it, agreeing that while
it is easy to start a thanksgiving text, I feel handicapped to capture all the greatness I am full of. 相似文献
12.
Paul Flynn 《海外英语》2003,(3):30-31
When I was nine years old there was nothing I loved more than being chased by grown ups. Nothing equaled the excitement of it. During the long summer holidays from school I went out the front door of our semi-detached two storey house, hoping to see some of my mates on the road outside. What did I see only our next door neighbour Mr Hickey high up on his ladder painting the frame of his bedroom window. Here, I thought,was a good chance of a chase because Mr Higgins's hot temper was known everywhere in the neighbourhood. Over the garden wall I climbed and stood at the foot of the ladder and started shaking it. 相似文献
13.
RAMSEY AFFIFI 《Journal of Philosophy of Education》2020,54(4):1126-1138
Engaging with beauty can orient mind, heart and action in this era of ecological destruction. First, I present a vision of beauty that acknowledges some of its common critiques while salvaging it from claims that it is merely subjective, or worse, destructive. I then focus on how the ecological crisis elicits and invites participation in actions towards vulnerable things and the beauty they invoke. I reflect on my life experiences and engagements with art to help understand the possibilities and power in the beauty of vulnerable things and of actions towards them. While I acknowledge and address some difficulties with beauty as the basis for action, I suggest it is better suited to engage the ecological crisis than appealing to emotions such as hope or relying on prevalent ethical approaches. I end the paper by considering the transformative role aesthetics should play in reimagining subject focus, interdisciplinarity and character development in school curricula and pedagogy aimed at sustainability. 相似文献
14.
Charles Dorn 《History of education quarterly》2005,45(4):538-564
I think it was pretty exciting [to teach] during the war. It was a challenge to say the least. And I don't think we thought much about it. We just went ahead and did it because here were all these children and you just go ahead and do your job …. There were all kinds of kids all together … and they didn't seem to fight or have a problem …. I don't remember there being a problem with the kids of various races and so forth …. We had principally Black and White children and they all got along fine. I had all kinds of kids in my classes, and it was fine.1 相似文献
15.
I begin with an account of my own observation of an English lesson taught by one of my student teachers using a teaching resource, The Island, that I used myself as a new teacher more than 20 years ago and of my own responses on finding it transformed by two decades of change in educational policy and practice. It has become almost a given in academic articles on English teaching, to refer, in a sentence or two, to the reduction of the English curriculum, the narrowing of pedagogy and the loss of teacher agency due to the dominance of a high stakes assessment regime. The policy changes that have given rise to this change have been clearly analysed elsewhere, but part of my purpose here is just to look again at how it might be experienced by a particular pupil in a particular class. I am interested in analysing some of the features of The Island’s incarnation then and now, from three different angles: as it is inscribed in the project book, as I remember teaching it and as I observed it recently in a London classroom. I draw on theories of literacy and of the teaching of writing in particular in trying to account for some of the differences but beyond that, I argue that it is essential to link such theories to wider political debates about culture and to reflect back from this to the purposes of the English curriculum and culture of the English classroom. 相似文献
16.
Leigh Patel 《Educational Studies A Journal of the American Educational Studies Association》2019,55(3):253-261
In this article, I connect the ways that learning is fundamental to life, for human and nonhuman beings. I write this article at a time of crystalline xenophobic backlash, the rise of several totalitarian regimes across the planet, as well as the formation and action from many social movements. I argue that in this moment, it is even more important for education and education studies to distinguish between the achievement-measured desires of a settler state from what learning itself is and how it is intertwined with live and sovereignty. To highlight learning as fugitive practice, I connect the ways that learning has been maintained and protected even when it has been forbidden, foreclosed and seemingly withered through colonialism. 相似文献
17.
Morwenna Griffiths 《Journal of Philosophy of Education》2012,46(3):397-413
I consider if and how far it is possible to live an educational philosophical life, in the fast‐changing, globalised world of Higher Education. I begin with Socrates’ account of a philosophical life in the Apology. I examine some tensions within different conceptions of what it is to do philosophy. I then go on to focus more closely on what it might be to live a philosophical, educational life in which educational processes and outcomes are influenced by philosophy, using examples taken from published sources and from conversational interviews with philosophers carried out by myself with Kenneth Wain, Bas Levering and Richard Pring. I then outline the directions of current European policy for Higher Education. Finally I discuss how far current policies and trends leave room for doing philosophy of education, concluding that it is possible, but only for individuals who are very much in sympathy with current policy trends or who are creative in constructing smoke screens. 相似文献
18.
Clare Fleming 《Early Childhood Education Journal》1982,9(4):7-11
Conclusion It has been several years since I began our center, and as my understanding about self-awareness has become more sophisticated, I have enlarged on the development of the Concept Center ideas. I am now designing a general day care curriculum based on these ideas, because I think it is vital to approach all aspects of the child's development, that is, motor skills, readiness skills, cognitive / intellectual / perceptual skills, readiness skills, language skills, social and emotional skills, from the core of growth which is self-awareness.As teachers we are guides to the adventurous journey of life. Difficult, draining as it is, I think it is a real privilege to act as such guides to the bright and innocent young humans we work with in day care, who are so vigorously acquiring the fluency they need to participate in this life. With a little recognition, support and belief, we have the opportunity to provide the foundation for the development of extraordinary human beings. In doing this we contribute to a more healthful human community. Seen in this area day care is a moveable feast of rich energy and growth. All small contributions to this end mean a future sparkling with promise for our young children of today. I believe it is through tools like the Concept Center that we can begin to make them such a promise. 相似文献
19.
20.
Robert Stanbury 《Educational Media International》2013,50(1):8-10
‘When I started school—just a few years ago—neither my teachers nor I knew the term educational media. If we had, it would have meant to us textbooks, a blackboard and some squeaky chalk. Today it embraces the most exotic, complex and seemingly endless array of electronic miracles. 相似文献