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1.
Patterns and purposes in the uses and misuses of the term ‘critical thinking’ in the social sciences
This article analyses the uses and representations of the term “critical thinking” in the social science literature, based on a qualitative content analysis of titles, abstracts and keywords retrieved from the SCOPUS database for Germany, France and Russia over the last two decades. Our analysis focuses on how the use of the term “critical thinking” has increased over time, in which contexts the term is used and in which part of article texts it is used. Our findings are counterintuitive on several levels. First, the term “critical thinking” is seldom used in a pluri-disciplinary context. More commonly, it is used within specific discourses—notably education. Second, we found that it is mainly used instrumentally, rather than analytically. Third, most of the articles that use the term do not engage in actual critical analysis. There are also important geographic variation in the use of the term. In articles from Germany and Russia the term is used in similar ways—and differently in France. These nuances are difficult to analyse however, due to the different topics addressed, as well as author preferences. The use of the term “critical thinking” is diverse; indeed, at times weak and paradoxical. Finally, we discuss how editorial policy in academic journals possibly influences the discourse on critical thinking. 相似文献
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Angeliki Kallitsoglou 《欧洲特需教育杂志》2013,28(3):348-361
The Conners’ Continuous Performance Test (CCPT) is one of the most commonly used laboratory tests in the assessment of inattention and hyperactivity in children. Research suggests that the CCPT II has limited use in the identification of children’s inattention and hyperactivity in the school. Nonetheless, its usefulness to assess school-based inattention and hyperactivity has been examined by using only a small number of its performance measures. The purpose of the present study was to use the whole range of the performance measures included in the CCPT II to assess its potential to detect problems of attention and hyperactivity in the school setting. The CCPT II was administered to a selective sample (n?=?120) of 7-year-old primary school children with elevated rates of behaviour problems and reading difficulty. The Inattention and Hyperactivity subscales of the Conner’s Teacher Rating Scale – 28 (CTRS-28) were used to assess children’s problems of attention and hyperactivity in the school. Correlational analysis showed that the relationship between the CCPT II measures and children’s inattention and hyperactivity was relatively low (r range ?.02 to .38). Hierarchical regression analysis demonstrated that only three out of the 13 measures included in the CCPT II made a small contribution to the prediction of children’s inattention and hyperactivity scores. Of these measures, only one had not been previously used to examine the suitability of the CCPT II to assess inattention and hyperactivity in the school. The findings suggest that the use of the whole range of the CPPT II measures improves only slightly the tests capacity to identify inattention and hyperactivity in the school. 相似文献
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《Reading and Writing(初中版)》2007,(4)
Life is exciting and convenient in the city.People can enjoy all sorts of services and entertainments such as restaurants,shopping centers,hospitals,cinemas and so on. 相似文献
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Z.N. Patil 《通化师范学院学报》2007,(10):40-44
The present paper is divided into eight sections:introduction,the global diffusion of English,perceptions of the new varieties,the issue of intelligibility,features that cause unintelligibility,need for a broader pragmatics,and pedagogical impli- cations,and conclusion,followed by the references.Not surprisingly,the global spread of English has generated varying perspec- tives on the nature and functions of its acculturated varieties.Broadly speaking,the debate has divided scholars into two camps holding diametrically opposing views on the multiple versions of English.On the one hand,some scholars view variations as symp- toms of linguistic degeneration and deterioration;on the other hand,some scholars legitimize them as inevitable manifestations ne- cessitated by the demands of the new cultural contexts.The normative view of the former camp stems,at least partly,from the problems the new forms of English pose in terms of international intelligibility.It is in this context that the paper examines the traditional,one-sided,native speaker-centred idea of intelligibility and the recent two-sided view of intelligibility that places the onus on both the native speaker and the non-native speaker.The argument of the latter camp is based on the premise that the new varieties require a broader pragmatic framework,because universal pragmatics is inadequate to describe them satisfactorily. Thus,the camp advocates a need for a language specific pragmatics,and a comparative pragmatics,in addition to the traditional universal pragmatics.Logically,the debate on phonological,lexical,grammatical,and discourse structure variations,and their le- gitimacy has prompted English language teaching specialists to have a fresh look at the goals and objectives of teaching English in the countries of the outer and expanding circles,and accordingly prioritize the teaching of national and regional varieties over that of the so-called native varieties.Thus,the paradigms of independence and centrality of the new varieties are replacing the paradigms of their dependence and marginality. 相似文献
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The worries ＆ wishes of 14 -19 years-old adolescents of Abadeh, Bavanat ＆ Khorambid cities in the north of Fats province are investigated in this research. The wishes ＆ worries are measured by wishes measurement scale （WMS） and Ahwaz worry inventory （AWI） respectively. The Ss consisted of 300 Adolescents （150 girls ＆ 150 Boys） that selected by ratio sampling method. The most important results of project are as following ：（1） there are significant positive correlations between wishes ＆ worries. （2） Girls in comparison with boys have been significantly higher on emotional-psychological and moral-philosophical wishes. Further more, they haven＇t been different on somatic- physical ＆ social - familial wishes. （3） In self -esteem, vocational, other relations, insecurity, detail problems worries and AWI, girls have been significantly worrier than boys. While in cognitive ＆ future worry factors their situation have not been different. （4）. According to the influence of gender on adolescents, worries and wishes for prompting of their mental health should be used in different ways. 相似文献
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Z.N. Patil 《通化师范学院学报》2007,(11):66-70
Smith and Nelson （1985）, cited in Taylor （2003）, distinguish between intelligibility, comprehensibility, and interpretability. For them intelligibility has to do with word or utterance recognition, comprehensibility with word or utterance meaning, and interpretability with illocutionary force. 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
9.
David Walker 《Learning, Media and Technology》2000,25(1):11-19
This paper describes a technology‐based research pilot project currently being undertaken by The Commonwealth of Learning (COL) with Jamaica's Rural Agricultural Development Authority (RADA) and the Women in Food and Agricultural Development (WIFAD) in Ghana. A feasibility study undertaken concluded that the use of video with non‐linear field‐based video production equipment can be effective in demonstrating farming techniques. The premise is that video production can be done at the parish/regional level, allowing farmers and agro‐food processors to directly relate to the information relevant to their own agricultural contexts and situations. The paper describes the findings of the feasibility study and the mix of media that has been utilised for the pilot. 相似文献
10.
刘隽 《商情·科学教育家》2008,(3)
Translation is not only to transfer from one language to another;it is also a carrier between different cultures.The translators are responsible for transferring the cultural information of the source text for the target readers.The cultural feature can be frequently traced in the Bible.Both domesticating meuhod and foreignizing method have been applied in Bible translation.This paper explores the adequacy of domesticating method and foreignizing method in the re-manifestation of the culture in the Bible.It... 相似文献
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Chunk has been one of the most important subjects in the field of both native and second language acquisition in recent years. This article reviews the present situation of chunk research at home and abroad, and analyses some of the problems and deficiencies of the research, lexical chunks through to the research of chunks in recent years both at home and abroad. 相似文献
14.
《高等教育与学术研究》2007,(2)
By the end of last century,the computer has been more and more widely used in our delay life.Computer has come to pervade every aspect of our lives--including education.This article talks about the advantages of the Computer-Assisting Instruction courseware(CAI courseware)during the college English teaching.It can be used to optimize the English teaching model,teachers' teaching and students' study during the class.It also talks about the methods of using CAI courseware in college English teaching:teachers should know students' condition and use the CAI courseware ingeniously and timely.When the teachers design the CAI courseware,they should select the materials suitably.Furthermore,it predicts that the CAI courseware will have good prospects in the college English teaching. 相似文献
15.
Erik Mygind 《Journal of Adventure Education & Outdoor Learning》2013,13(2):151-169
Two teachers from a school in Copenhagen were allowed to move their third grade teaching into a forest every Thursday for three years. Thus 20% of the class's regular teaching took place in an outdoor environment. The purpose of the present study was to ask the children how they experienced lessons in the classroom and the forest settings. Therefore, two almost identical questionnaires including a total of 26 statements adjusted to each context were completed by the children four times from 2000 to 2003. Further, in the forest questionnaire three specific statements were added about the outdoor environment plus one question about their choice of playmates during breaks at school and breaks in the forest. Ten statements were categorized as ‘social relations’, 14 statements as ‘teaching’ and finally two related to ‘self-perceived physical activity’. A significant difference (p < 0.001) was found between the school/classroom and the outdoor environment when scores from all four questionnaires (2000–2003) were summed. The categories ‘social relations’ (p < 0.001), ‘teaching’ (p < 0.001) and ‘self-perceived physical activity’ (p < 0.001) all showed significant differences. It is concluded from the present case study that the combination of classroom and outdoor teaching, over a three-year period had a positive effect on the children's social relations, experience with teaching and self-perceived physical activity level. 相似文献
16.
《师资教育杂志》2012,38(4):441-456
Turkish science teachers' in‐service needs and the effects of teacher and school demographic variables on these needs are examined in this study. In addition, major barriers that prevented science teachers from attending in‐service programmes are investigated. The data for the research were gathered through a survey. This study shows that Turkish science teachers require more instructional materials, laboratory equipment, computers, and software and need in‐service education to integrate these instructional facilities into their lessons. This study also indicates that teacher and school demographic variables have little significance in predicting science teachers' needs. 相似文献
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Margaret Eisenhart 《Research in Science Education》2000,30(1):43-55
Relying on ideas from practice theory and critical autobiography, I use this article first to tell, and then to analyse, a
story about trying to publish a book whose contents are in some ways marginal to what is normally considered science or science
education. During the publishing process, what counts as science got tangled up with what counts as “credible” science, “marketable”
literature, and academic competence. As a result, a book and a person (me) dedicated to expanding the boundaries of science
also became contributors to those very same boundaries. 相似文献
19.
Ida Bull 《History of education》2013,42(4):425-426
This article discusses how the Norwegian urban school system was developed during the eighteenth century. In the cities, there were laws for Latin as well as Danish schools. During the eighteenth century, schools for poor children were established, while towards the end of the century the importance of the school system in relation to the economic functioning of society was discussed. A broader range of schools was developed in most cities, meant for children of different social origins and social prospects, and different for boys and girls. The article argues that the school system was used to make the population more industrious during a period when trade capitalism made the social division in society sharper and different forms of organisation of labour were attempted. The attention on children’s education was turned from consideration of the children’s spiritual future to their preparation for a working life that served economic ends. 相似文献
20.
Modern industrial society liberated the sources of livelihood, gave birth to salaried labour and began to cater for social mobility, i.e. broke the foundations of traditional estate society. Traditional trades and socialization mechanisms attached to families were replaced by mass production and education. Education played a crucial role in the project of modern industrialized society. Its task was, besides production of a productive labour force, i.e. good workers, also the production of good citizens and decent personalities. Education always works, however, in the other direction, too. By opening up life‐paths and chances for some, it simultaneously closes them off from others. It also plays the key role as the producer of social exclusion and indigence and eventually as the producer of normality and deviance permeating through the entire society. This paper is based on a comprehensive, long‐term research project funded by the Academy of Finland. Its goal is to locate the historically changing meaning of scarce education and no education at all as the denominator, producer and outcome of social exclusion and indigence. The authors are also interested in the change in the whole way of life or ‘habitus’ or moral citizenship demanded of the modern educated man and as its reverse side the habitus of the non‐educated man. The analysis of exclusion is extended from as early as the time of ‘absolute poverty’ of the nineteenth‐century European modern society to the time of ‘relative deprivation’ of postindustrial welfare societies in the late twentieth century. The research seeks answers to how education and indigence have been linked at various points in time and especially how the so‐called modern Nordic welfare model defines the interrelations of education, citizenship, labour market citizenship and exclusion, i.e. the borderlines classifying the population. The criteria of social exclusion have to be defined in the context of historical time and nation and it is not possible to use the same criteria in a historically comparative analysis. ‘Educational lower class’ is used as the tool referring to the excluded. The aim is to define its criteria, composition, outcomes and birth mechanisms at a certain point in time by means of concrete sociohistorical research. Theoretical interest is focused on clarification of the concept ‘educational lower class’ as a ‘zero‐line’ concept of the theory of marginal utility, although we are well aware that the explication of that line is as ‘relative’ as the frequently presented efforts to draw the line between relative poverty and relative deprivation. The concrete part of this research is concentrated on the formation of the modern Finnish educational system in the nineteenth and twentieth centuries. It is based on comprehensive and versatile historical data. The educational ‘zero‐line’ is located both from above, i.e. from the direction of official educational discourse, and also from the middle and below, i.e. from the viewpoints of public discourse and the users of education. Committee reports, legislation, public documents, clarifications and statistics are used as sources for outlining the official discourse. The intermediary level of discourse is analysed with the help of historical data from the press and periodicals. The ‘citizen's viewpoints’ of the objects of education are searched for in written biographies, interviews and archives of enterprises. 相似文献