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1.
Michael Håkansson David O. Olof Kronlid Leif Östman 《Environmental Education Research》2019,25(1):6-32
By means of a narrative research synthesis, the aim of this article is to explore how the political dimension can or should be staged as a teaching and learning content in education for sustainable development (ESD). The study is limited to research literature dealing with the political dimension in relation to the phenomenon of conflict. Three approaches to the topic are identified: a socially critical approach (SCA), a social learning approach (SLA) and a radical democratic approach (RDA). Notably, SCA and SLA are already established in the research field, whereas RDA is a result of our synthesis. The scope of the synthesis is limited to these three approaches. We follow up the narrative research synthesis by comparing the three approaches to discern how the political dimension emerges as an educational content by using conflict as part of the teaching and learning activities. The main results are that all three approaches tend to downplay the political and produce political sameness. The article ends by suggesting possible directions for further research that would fruitfully translate the idea of the political dimension into educational settings and enrich the political dimension as a concept in ESD in both practice and research. 相似文献
2.
Katrien Van Poeck 《Environmental Education Research》2019,25(4):472-491
This article focuses on environmental and sustainability education (ESE) in the context of the topical post-truth debate. It aims to progress theoretical research as well as empirical investigations on how ESE practices can avoid the pitfalls involved in an objectivist as well as a relativist approach to teaching and learning. After elaborating the problems implied in both these approaches, the article explores concepts developed in science and technology studies (STS) that have the potential to inspire ESE research and practice to move beyond this problematic dichotomy: Latour’s ‘matters of concern’ and ‘compositionism’ and Jasanoff’s ‘co-production’ and ‘socio-technical imaginaries’. Drawing on pragmatist educational theory the author develops a conceptual framework that serves as a theoretical model for investigations of how ESE subject matter and teaching methods can be introduced, handled and experienced in a way that moves beyond the dualism of objectivism versus relativism. Building on the work of scholars who have connected Dewey’s pragmatic, transactional perspective to the domain of didactical research, it is shown how this theoretical model can be operationalised for empirical studies with the help of well-chosen analytical methods. The article is concluded with some reflections on the limitations and potential of the presented framework. 相似文献
3.
This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force. 相似文献
4.
The authors argue that learning is not only a process basing on speech but as well one of the body. Learning also includes civilizing the body, being able to control the muscles and the emotions and to behave in different contexts. Each institution and culture develops modes of bodily behavour. Institutions like schools, societies and political systems present different models that are to be learned. The question of the following article is that which models for pupils the two German systems had developed and how these where performed by the pupils. The autors show that the model of the diligent pupil was present in both systems, because the behaviour connected to this model is functionally adequate for learning. Western Germany also promoted the model of the “pensive” pupil which was mainly presented for male students. The GDR developed the “socialist pupil personality” that included a political role as an activist and “polytechnics”. But it was difficult to find an own presentation for that. From the sixties on the model ressembled more and more that of the diligent pupil. 相似文献
5.
梁春媚 《佳木斯教育学院学报》2012,(4):21-21
服务学习是一种通过社区服务来完成学习目标的学习,其本质内容是社会学习,鼓励学生参与社区各种活动,注重培养学生的社会责任感与公民意识,提供真实的学习经验。本文通过对服务学习理念的阐述,提出在高职思政课中引入该理论加强实践教学环节,构建专题讲座教学与实践教学相结合的教学模式,提高了思想政治教育的实效性。 相似文献
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7.
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers 总被引：4，自引：0，他引：4
Mei-Lin Chang 《Educational Psychology Review》2009,21(3):193-218
K-12 teaching is a profession characterized by high levels of burnout and emotional exhaustion. Teacher burnout has been widely reviewed and studied; however, only limited literature examines the emotional aspects of teachers’ lives and its connection with teacher burnout. The purpose of this article is to review the literature on teacher burnout and teachers’ emotions and to examine the role of teachers' appraisal of their emotional exhaustion. Through reviewing the literature on teacher burnout and emotions, I argue that the habitual patterns in teachers’ judgments about student behavior and other teaching tasks may contribute significantly to teachers’ repeated experience of unpleasant emotions and those emotions may eventually lead to burnout. In order to ease teacher burnout, I argue that more studies on the antecedent appraisals that teachers make are necessary to help teachers better understand how their emotions were triggered and then learn how to regulate those emotions. 相似文献
8.
This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students’ discursive identities were managed and recognized in the moment and over time during dialogic teaching and what consequences these negotiations had for their engagement in science learning. The study used video data of classroom interactions collected from an elementary science learning project and placed a specific analytic focus on four students in particular. The results reveal evidence of a rich variety of discursive identities exposed during dialogic teaching, thus demonstrating how the students’ identity negotiations were configured according to the social architecture of classroom discourse. Addressing the temporal dimension of dialogic teaching points out critical shifts in the students’ discursive identities, of which identification is argued to be pivotal when creating equitable science learning opportunities. 相似文献
9.
杨莹莹 《四川教育学院学报》2014,(10):47-51
学业情绪动态转换指教学或学习过程中与学习者学习相关的各种情绪体验之间的相互转换。对学业情绪的研究不是静态地集中于某一种情绪,如焦虑、厌烦、困惑、好奇、挫折感等,而是在考虑学习情境、互动对象和学习材料之间关系的基础上研究学习者的情绪变化。学业情绪动态转换研究对学习者学习及其持续发展具有重要的影响。本文在相关实验研究的基础上,总结了不同情绪之间的转换关系、研究情境、研究方法以及学业情绪的表情特征。未来研究中如果对学习者的个体差异、学习情境以及不同学业情绪的调节方式之间的关系进一步探索,可以更进一步促进情绪对学习的积极作用。 相似文献
10.
In recent years, researchers have become aware of the experiential grounding of scientific thought. Accordingly, research has shown that metaphorical mappings between experience-based source domains and abstract target domains are omnipresent in everyday and scientific language. The theory of conceptual metaphor explains these findings based on the assumption that understanding is embodied. Embodied understanding arises from recurrent bodily and social experience with our environment. As our perception is adapted to a medium-scale dimension, our embodied conceptions originate from this mesocosmic scale. With respect to this epistemological principle, we distinguish between micro-, meso- and macrocosmic phenomena. We use these insights to analyse how external representations of phenomena in the micro- and macrocosm can foster learning when they (a) address the students’ learning demand by affording a mesocosmic experience or (b) assist reflection on embodied conceptions by representing their image schematic structure. We base our considerations on empirical evidence from teaching experiments on phenomena from the microcosm (microbial growth and signal conduction in neurons) and the macrocosm (greenhouse effect and carbon cycle). We discuss how the theory of conceptual metaphor can inform the development of external representations. 相似文献
11.
于静 《佳木斯教育学院学报》2012,(5):55-56
思想政治课堂是进行情感交流的主阵地,教师可通过教学中的一些细节,和学生平等交往,用亲切的语言等等带着真挚的情感关心学生,爱护学生,进而培养学生的全面素养。本文主要论述了在思想政治课教学中情感性教学的意义,教师在教学中情感缺失的表现和原因,以及探讨在思想政治课教学中实施情感教学的几种策略。 相似文献
12.
林凡 《福建工程学院学报》2016,(5):475-479
高校思想政治理论课课堂灌输式的传统教学模式忽视学生主体性,难以贴近学生,导致该课程缺乏教学实效性。库伯的“体验学习圈”理论注重学习者的体验、反思与抽象概括,并将学习过程的管理程序化、科学化,为改进思想政治理论课教学模式提供了有益的实践思路。文章以库伯“体验学习圈”理论为依据,采用实证调查研究与教学改革实践相结合的方法,探讨改进该课程教学模式的路径,提出了一系列教改措施,以期提高学生的学习自主性、参与性和行动性,增强高校思想政治课的实效性。 相似文献
13.
思想政治新课程的以学定教,就是要以学生的疑问定教、以学生的思考定教、以学生的学习矛盾定教,从而促进学生对思想政治课的学习。 相似文献
14.
Adar Ben-Eliyahu 《教育心理学家》2019,54(2):84-105
The aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further iteration of the emotional dimension of the integrated self-regulated learning model is articulated by considering within-individual components (i.e., the intraindividual system). Academic emotions are considered an important component of learning that, along with intellectual behavioral-cognitive goals, should be explicit targets of learning. An emotional learning cycle is presented, according to which broader affective inclinations––the expectation to experience certain affect or emotion––shape the relations between emotions and self-regulated emotions that occur during a learning episode. Strategies for self-regulated emotions are outlined in light of the need for more research in this field, along with proposed future directions for research and educational implications. 相似文献
15.
陈慧 《武汉职业技术学院学报》2008,7(4):71-73
首先从学习迁移的概念引出和界定了情感迁移的概念,认为情感迁移是一种情感的形成对另一种情感形成的影响;从迁移的正负效应和情感发出源的角度对高职英语教学中的情感迁移的种类和迁移途径进行探讨;最后对如何发挥情感迁移的积极作用提出了三条建议：即完善教师“促进性”的个性品质;建设具有积极情感的学生班集体;建立和谐的师生关系。 相似文献
16.
Peter Sutoris 《Environmental Education Research》2019,25(4):601-612
This article argues that the mission of Environmental and Sustainability Education (ESE) is inherently political and that, by not acknowledging this, ESE interventions risk becoming part of the problem of sustainability rather than the solution. The article offers a theoretical framework for thinking about the (de)politicising effects of ESE rooted in three key elements: historical responsibility, action and the postcolonial condition. This framework builds on Ricoeur’s phenomenology, Arendt’s theory of action and the work of postcolonial scholars in arguing for a grounded understanding of ESE, which necessitates the use of ethnographic methods in ESE research. 相似文献
17.
Encouraging the habit of seeing in student teaching 总被引：1，自引：0，他引：1
This article addresses how mentoring can move the student teachers' process of learning towards constructive teaching forms. An underlying assumption of such an approach is the need to understand what pupils know and say. The focus in the article is on how Sara, a cooperating teacher in Norway, encourages student teachers to start their student teaching by developing a mindset where seeing the kids is in focus. She does so by designing and taking care of natural learning situations, and by assisting them to develop their habit of seeing through their own teaching. 相似文献
18.
针对目前高职英语听力教学令人堪忧的现状,探索出一种基于策略培训的听力教学模式。其目的不仅在于通过优化听力教学模式来提高学生的听力水平,更重要的是要培养学生的自主学习意识和能力,帮助他们实现终身学习和可持续发展的目标。 相似文献
19.
随着新课改在教学过程中的不断深化,培养和发挥学生主体性成为思想政治教学过程中的重要内容。但长期以来,思想政治课教学普遍存在着以教师讲为中心,学生主体性缺失的现象,教学过程中学生的主动性、能动性和创造性严重不足。现就这一现象谈谈思想政治课堂中如何发挥学生主体性问题。 相似文献
20.
邓坚虹 《南昌教育学院学报》2012,(4):120+132
开发利用课程资源是实现有效教学的重要途径。在政治课教学中,要广泛开发利用各种资源激发学生的学习热情和动机,激发学生的求知欲。要开发利用政治课程资源就要充分利用校本课程资源,自主开发校本课程以及教辅资料;要从政治教师、家长及学生等方面全方位有效利用一切可供利用的课程资源。只有广泛开发利用政治课程资源,才能使政治课堂焕发出永恒的生命活力。 相似文献