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1.
This study attempts to provide a new perspective on current shifts in knowledge production through analysing the relationship between research and education. The study, based on interviews and questionnaires, focuses on the interaction within applied research centres with a close industry cooperation. The results suggest that the interaction between research and education benefits from a collaborative environment, since researchers hold positive attitudes towards integrating research, education and collaboration, and students are given the opportunity to work within applied research projects. The findings are discussed in terms of researchers’ ability to handle their scholarly tasks of research, teaching, and collaboration, and the importance for acknowledging research collaborations from both research and teaching perspectives.
相似文献2.
John Taylor 《Higher Education》2007,54(6):867-884
Teaching and research lie at the heart of higher education. The interaction between teaching and research has therefore attracted
the attention of both researchers and policymakers. Much has been written about this relationship, looking in particular at
the perceived mutual benefits between teaching and research. This paper presents some findings from a research project which,
using a comparative approach, aimed to examine the nature of the teaching:research nexus and, in particular, to consider the
response of institutional management. Based on the observations collected through the project, a new model is proposed for
institutional management of the teaching:research nexus. This model is based on a range of contextual factors, classified
as ideological or environmental, and two contrasting approaches to institutional management of the relationship between teaching
and research, active and passive. This model offers a new approach to understanding the operation of the teaching:research
nexus within institutions of higher education. 相似文献
3.
微博作为互联网的一种新兴而又重要的应用,近年来受到社会各界的广泛关注。在教育研究领域,微博更是以＂新宠＂的身份吸引了众多教育研究者的关注。我国的微博教育应用研究大致经历了引入阶段、发展阶段和深入阶段,不同阶段的研究特征、内容和方法是不同的。引入阶段注重从宏观、普适的角度分析微博的特点、优势和教育应用模式;发展阶段注重与学科领域的结合,偏重设计与开发适合特定学科的微博教学模式;深入阶段侧重利用微博解决具体的教学问题,注重实证研究。微博教育应用研究内容主要涉及管理模式与教学模式的开发与应用,其中管理模式应用在高等教育领域主要包括思想政治教育和辅导员工作,在基础教育领域主要包括思想政治教育、心理健康教育和班主任工作;教学模式应用总体上以英语学科教学为主。目前微博教育应用在基础教育领域的研究还非常匮乏,虽然技术应用于教学的态度应该谨慎,但基础教育阶段学生掌握新技术也非常必要,教师应正确引导学生使用技术。另外,研究者应开展理论扎实的、围绕具体学科解决具体教学问题的实证研究。 相似文献
4.
叙事研究及其对教育研究的启示 总被引：1，自引：0，他引：1
郑敏 《湖南第一师范学报》2004,4(3):61-62,67
传统的教育研究存在着理论与实践脱轨、片面追求客观化和精确化的弊端，教师在实际教学中很难真正进入研究者的角色。“叙事研究”是教师以叙述自己的教学经验事实的方式走进教育行动研究，以解决问题为最终目的，使教师真正成为教育行动研究者。 相似文献
5.
试论智力发展与同化、顺应的关系──皮亚杰基本理论的启示 总被引：3，自引：0，他引：3
车丽萍 《内蒙古师范大学学报(哲学社会科学版)》1997,(2)
智力、同化和顺应是皮亚杰认知发展理论的几个基本概念，也是发生认识论的基石，它们之间的内在联系对我们研究和掌握儿童身心发展规律、如何推行教育教学改革，以及当代发展心理学的理论建设等都有着深远的影响和启示。概括地说，智力就是一种适应，是同化和顺应的平衡；正是在有机体作用于环境和环境作用于有机体二者由不平衡──平衡──不平衡的循环往复中，智力由低到高不断得到丰富和发展提高的。 相似文献
6.
The boundaries between communities of teaching and educational research are very persistent. Boundaries can be conceptualized as sociocultural differences, leading towards discontinuity in action or interaction. Boundary crossing refers to the efforts made to establish continuity. The purpose of this article is to provide a better understanding of how these boundaries can be crossed by teachers who are also PhD students in a national PhD program for educational research in the context of science education. Sixteen teacher researchers as well as their professors and school principals were interviewed. Additionally, two stories were studied of two teacher researchers who seemed successful in crossing boundaries between the two communities. Many differences were found between the two communities, not all of them being boundaries. Specific personal characteristics - such as communication skills and flexible switching – seemed to facilitate boundary crossing, just like particular contextual factors such as school teams with open learning climates and supportive supervisors. All 16 teacher researchers contributed to better science teaching in their own practices, while eight teacher researchers had been able to share insights from their PhD projects with others. 相似文献
7.
“翻转课堂”教学模式在思想政治理论课上的实践与思考 总被引：3，自引：0，他引：3
"翻转课堂"是一种全新的教学理念和教学模式,将其运用在思想政治理论课上,可以提升思想政治教育课的吸引力、参与性。通过将以"教"为中心的课堂向以"学"为中心的学堂的转化,实现形式与内容的互动,改革考核方式等一系列举措,思想政治理论课课堂被"翻转"过来,学生从被动的接受者转变为主动的研究者,教学方式从灌输式转变为互动式。 相似文献
8.
The restructuring of higher education in Australia has meant the redefinition of the roles of former Colleges of Advanced Education staff regarding research, thus re‐opening for debate the question of the relative importance of teaching and research in universities and the relationship between the two. This article explores these issues through the perceptions of the first 12 winners of awards for excellence in teaching at the University of Sydney. As might be expected, the award winners tended to give higher priority to teaching than to research but in doing so made many significant comments about the two. Comments about the relationship between teaching and research ranged from supporting the idea that the two are independent to the belief that they were interdependent. More complex views were taken by those who saw teaching and research in constant interaction. The article concludes with questions as to the likely beliefs of those whose eminence is as researchers rather than as teachers. 相似文献
9.
Geert T. M. Ten Dam Monique M. L. Volman 《British Journal of Sociology of Education》1991,12(3):309-321
This article analyses educational research on gender inequality carried out in the Netherlands between 1982 and 1991. It can be regarded as a case study on the conceptualisation of the problem of gender inequality in education. In the Netherlands two types of research can be identified: policy‐orientated research, which was largely concerned with primary and secondary education, and action research which developed from within and focused on adult education. In the beginning most researchers in both types of research were aware of the problems related to the concept of ‘disadvantage’. Later on, policy‐orientated research on gender and education has increasingly approached education primarily as a means of preparing for a promising position on the labour market. The concept of disadvantage, which at first appeared to have been superceded, has been frequently applied in the analysis of gender in education. Action research, however, focused on the learning processes of women considering feminine qualities to be positive and valuable. We discuss the criticism from women's studies of the research carried out. Finally, the central concepts of the Dutch research are related to the classifications used in England. 相似文献
10.
Relevance,Application, and the Development of an Unlikely Theory 总被引：1，自引：1，他引：0
Shirl J. Hoffman 《Quest (Human Kinetics)》2013,65(2):143-160
This paper advances the argument that motor learning research is not relevant to the needs and interests of motor skill teachers. The principal reason is that motor learning researchers in university departments of physical education have responded to calls for paradigmatic shifts that were intended for experimental psychologists, not necessarily for researchers from departments of physical education. As a result, motor learning researchers have concentrated their efforts on studying the mechanisms underlying motor performance rather than on devising and testing ways to improve motor performance. The body of knowledge produced by this approach has been based on experiments employing laboratory tasks and treatment conditions that lack fidelity to those appropriate or even possible in real-world teaching environments. Consequently, little knowledge has been produced that can be directly applied to the technical aspects of teaching. It also is argued that progress toward an applied thrust has been hindered because energies of the most capable researchers have been spent on attempts to develop a grand theory of motor skills, a theory that can never emerge until researchers attend to the essential preliminary task of defining motor skills. 相似文献
11.
Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. 相似文献
12.
Denise V. Dear 《Journal of Further & Higher Education》2017,41(5):717-726
This article provides quantitative evidence on the effect on learning outcomes of contrasting teaching styles applied to a class of Level 3 final-year students on a BTEC Applied Science course within a further education college in the UK. Two topics within a unit were taught using either a student-centred or teacher-centric (instructional) approach. Learning outcomes were monitored via tests aimed at both surface and deeper learning. Analysis showed that there was no significant difference between instructional or student-centred modes of teaching with respect to surface learning outcomes. However, analysis showed that a significant difference (p = 0.025) had occurred in deeper learning outcomes between the two modes of teaching. Interestingly, in this study, deeper learning was significantly improved after instructional teaching as opposed to student-centred teaching. Possible reasons for this are discussed and related to the role of instruction in vocational science education within FE. Preferences for teaching style were also obtained from the students via a survey and this indicated that PowerPoints were considered helpful whereas practical work and research tasks were very helpful to their learning. 相似文献
13.
王力媛 《山东商业职业技术学院学报》2021,(2):93-99,103
小组讨论是一种在中英大学商科课堂上常用的教学方法。英国文献中有比较成熟的关于“好的”小组讨论互动行为的描述,这些描述得到了教育学、语言学、商科教学等多方证实为在安格鲁-撒克逊文化下有利于小组合作学习的“有效”互动行为。文献中针对我国教师和学生所认为“好的”讨论互动行为的报道非常少。通过使用文献中能代表主要四种小组讨论互动方式的真实语料来探究并对比英国商科教师、中国商科教师和中国商科学生对小组讨论互动方式的认可程度及其原因,为下一步收集更详尽的我国文化下“好的”讨论互动行为以及论证其是否促进我国学生小组合作学习奠定基础。 相似文献
14.
数学公共课研究型教学模式之研究 总被引：3，自引：0，他引：3
杨芳 《湖南广播电视大学学报》2005,19(1):15-17
研究型教学模式是高度信息化社会、素质教育理念下形成的一种现代教学模式，研究型教学模式与研究性学习和探究性学习在教学目标上具有一致性，但研究型教学模式更关注学生的情感体验、知识运用和研究能力的增强。远程高等教育中数学公共课的研究型教学以实用课题为中心，以课题研究为手段；强调教师和学生互动。以全面掌握和熟练运用数学知识点解决实际问题为课程教学目标。把握好教学目标设置、研究课题选定、研究型学习小组搭配、教师指导、教学成果评估等教学环节。研究型教学模式是高等教育中数学公共课教学模式改革的方向，需要不断的深化和探索。 相似文献
15.
Sherry A. Southerland Gale M. Sinatra Michael R. Matthews 《Educational Psychology Review》2001,13(4):325-351
Epistemological questions about the nature of knowledge and belief underlie many of the controversial issues fundamental to research and practice in science teaching and learning. In an effort to bring some clarity to questions of knowledge and belief embedded within science education research and teaching, we first describe the distinctions drawn between knowledge and belief in both philosophy and educational psychology, each of which have shaped the various definitions employed within science education. This discussion is followed by an examination of the distinctions drawn between knowledge and belief employed by three groups of science educators: the traditional distinctions of the foundationalists that are co-opted by researchers focusing on teacher thinking/cognition, the nonfoundational epistemology of the fallibilists and the evolution educators working from this framework, and the radical constructivists who react to and attempt to move past the limitations of these other positions. In this analysis, we explicate the different ways in which knowledge and belief are understood and operationalized in a broad spectrum of research, we describe the theoretical and philosophical assumptions underlying these approaches, and we explore the important areas of contention (both theoretical and empirical) surrounding each of these distinctions. 相似文献
16.
从社会文化理论视角研究英语教学于21世纪初在中国广泛兴起,尤其是“支架”理论在英语教学中的研究受到中国研究者的青睐。拟采用分类、统计的方法对中国期刊网上刊登的基于“支架”理论的我国英语教学研究的文章进行综述和总结。结果表明：（1）多为经验总结和教学漫谈,有说服力的实证研究不多;（2）得出的研究结果有相似,缺乏质疑精神;（3）“支架”理论运用到英语教学的方方面面,但分布不均匀; 相似文献
17.
叶琳琳 《金华职业技术学院学报》2008,8(5):71-73
质的研究方法是一种通过在自然情境下的双向互动,对研究现象进行整体性探究、继而形成解释性理解的方法。高职院校借助该种方法开展研究性教育活动,能够提升教学实践的效果,有助锻炼教师的科研能力,推进院本教研模式的创新。 相似文献
18.
This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development. 相似文献
19.
The benefits of problem-based learning (PBL) to student learning have prompted researchers to investigate this pedagogical approach over the past few decades. However, little research has examined how PBL can be applied to mathematics learning and teaching, especially in countries like Taiwan, where the majority of teachers are accustomed to lecture methods and students are used to this style of teaching. This study examines the actions of a teacher and her class of 35 fifth-grade students (10–11-year-olds) as they tried to take on and respond to the demands of their new roles as “facilitator” and “constructors”, respectively, during a one-year PBL intervention in a Taiwanese mathematics classroom. Our findings provide insights into classroom participants’ role transition, from a customary role to a new role, when engaging with PBL. We identify an interrelationship between the teacher and student roles and discuss implications for the implementation of PBL at the primary education level. 相似文献
20.
Anna Sigvardsson 《Scandinavian Journal of Educational Research》2017,61(5):584-599
The aim of this study is to review research on poetry reading pedagogy in secondary education from 1990 to 2015. Today there is little research on poetry teaching in Sweden and thus little guidance for secondary teachers. Therefore, this study thematically analyses peer-reviewed articles from English language international journals. Articles were retrieved through a systematic literature review. The results show that many researchers suggest personal response pedagogies mainly developed from Louise M. Rosenblatt’s work. Further, a progression of poetry interpretations seems to require explicit teaching throughout the years of secondary education. Also, current educational politics, heavily influenced by neoliberalism, impose high-stakes examinations that challenge poetry curricula. Teacher education needs to address this issue. Minor themes found were: ontologies in relation to teaching poetry reading, and poetry reading as identity formation/tool for social critique. These could be possible areas for future research. 相似文献