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1.
顾云虎 《安徽教育学院学报》2011,(5):117-120,128
学习的目的和意义是理解学校教育活动一条中心线索。它在学习者行为结构中简约为为何而学与为谁而学问题。当下我国中小学校围绕学习目的和意义问题践行两套话语,即教育制度话语和教学情境话语。两套话语价值背离,突显出当下教育实践的困惑。就学校机构而言,一种可能性是,重新探讨学习的目的和意义,尝试建构探究型课程与教学文化,为师生提供可持续发展文化环境。 相似文献
2.
We present the results of a literature review of studies on teaching strategies for moral education in secondary schools (1995–2003). The majority of the studies focus on the ‘what’ and ‘why’, i.e. the objectives, of curriculum‐oriented moral education. Attention to the instructional formats for enhancing the prosocial and moral development of students (the ‘how’) is relatively sparse. Most studies on teaching strategies for moral education recommend a problem‐based approach to instruction whereby students work in small groups. This approach gives room for dialogue and interaction between students, which is considered to be crucial for their moral and prosocial development. Other studies discuss more specific teaching methods, such as drama and service learning. We conclude that the theoretical discourses on moral education are not reflected on the practice of curriculum‐oriented moral education and its effects on students’ learning outcomes. We recommend that future research on curriculum‐oriented moral education includes the subject areas encompassing moral issues and the social differences between students. 相似文献
3.
Anna Ershler Richert 《Teaching Education》2013,24(4):297-310
This paper explores a new pedagogical approach to teaching teachers to assume a learning or inquiry stance in their practice. It is based on an assumption that professional learning is a core capability of good teaching that is responsive to the changing needs of children, schools, and communities. One source of teacher learning is practice—one's own practice and the practice of others. Whereas there is much written about teachers learning from their own practice, there is scant attention in the field currently about learning from the practice of others. What do we mean by learning from the practice of others? Beyond visiting their classrooms, how might teachers access the practice of others so that they can learn from it? How does learning work proceed? This paper grapples with these questions as a frame for discussing one teacher education attempt at preparing teachers to learn from the practice of others. It begins by making a case for learning as a centerpiece of good teaching, and then proceeds to describe one example of how the inquiry practice of experienced teachers was used to teach teacher inquiry to a group of novice teachers in California. 相似文献
4.
John Elliott 《Educational Action Research》2015,23(1):4-21
Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action. 相似文献
5.
Naomi Hodgson 《Educational theory》2008,58(4):417-434
Abstract In this essay, Naomi Hodgson reconsiders the value of Michel Foucault’s normalization thesis to the study of educationalization in relation to contemporary educational policy and research. Hodgson begins by analyzing educational researchers’ response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association (BERA). She argues that the BERA review exemplifies the field of education policy sociology in that it is conducted according to the concepts of its parent discipline of sociology but lacks critical theoretical engagement with them. Instead, such work operationalizes sociological concepts in service of educational policy solutions. Hodgson identifies three dominant discourses of citizenship education within the BERA review— the academic discourse of education policy sociology, contemporary political discourse, and the discourse of inclusive education — and draws attention to the relation of citizenship education to policy initiatives, and thus to educationalization. She then discusses Foucault’s concept of normalization in terms of the demand on the contemporary subject to orient the self in a certain relation toward learning informed by the need for competitiveness in the European and global context. Ultimately, Hodgson concludes that the language and rhetoric of education policy sociology implicate such research in the process of educationalization itself. 相似文献
6.
Organizational rhetoric in the prospectuses of elite private schools: unpacking strategies of persuasion 总被引：1，自引：0，他引：1
The way in which private schools use rhetoric in their communications offers important insights into how these organizational sites persuade audiences and leverage marketplace advantage in the context of contemporary educational platforms. Through systemic analysis of rhetorical strategies employed in 65 ‘elite’ school prospectuses in Australia, this paper contributes to understandings of the ways schools’ communications draw on broader cultural politics in order to shape meanings and interactions among organizational actors. We identify six strategies consistently used by schools to this end: identification, juxtapositioning, bolstering or self-promotion, partial reporting, self-expansion, and reframing or reversal. We argue that, in the context of marketization and privatization discourses in twenty-first-century western education, these strategies attempt to subvert potentially threatening discourses, in the process actively reproducing broader economic and social privilege and inequalities. 相似文献
7.
Bandar Alhamdan M. Obaidul Hamid 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):627-641
Discourses of the universality of English and its role in individual mobility and social development abound in the literature; these discourses have contributed to the global spread of English and to the development of English Language Teaching as a profession. Despite the ubiquity of the discourses of the value and universality of English, there has been limited research on how these discourses unfold in local contexts, how these discourses are reproduced or appropriated, and how these are translated into teaching and learning artefacts (e.g. policies and textbooks) and practices by teachers and students. This paper explores the construction of the discourse of the universality and value of English within education policies, curricular documents, and textbooks used in Saudi Arabian schools, and how these discourses then play out within teacher/student interactions in a rural Bedouin-dominated classroom. Our aim is to contribute to the understanding of global English and its discourses taking a local, situated perspective. 相似文献
8.
Kylie Budge 《The International Journal of Art & Design Education》2016,35(2):243-258
Learning to be an artist or designer is a complex process of becoming. Much of the early phase of ‘learning to be’ occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their maturing identities as artists and designers is played by artist/designer‐academics teaching in university art and design programmes. By maintaining active art/design practices and drawing from these in their teaching, artist/designer‐academics model professional practice to students. Witnessing and interacting with such modelling is part of the process of students learning the shared discourses, views and practices of the art or design worlds to which they aspire to belong. The modelling of professional practice is critical to an artist or designer's ‘learning to be’ experience because it enables students to access the tacit and nuanced behaviours, languages and cultures that constitute contemporary art or design practice. This article outlines findings from a recent Australian study revealing the role of professional practice modelling in university art/design teaching. It highlights the centrality of professional practice modelling to artist/designer‐academics in their beliefs and approaches to teaching their academic disciplines. In critically exploring the research data and findings this article describes the role that modelling of practice plays and how it comprises a core part of the value that artist/designer‐academic participants contribute to the teaching of art/design education. 相似文献
9.
边远落后地区中小学的现代教育技术推广应用 总被引：1，自引：0，他引：1
随着现代教育技术的飞速发展,现代教育技术设备已经开始进入边远落后地区中小学,在教育领域现代教育技术的应用已成为现代教育不可缺少的一部分,并在教学过程中越来越明显地影响着中小学教学。在边远落后地区中小学推广现代教育技术,整合传统教学模式,具有传统教学不可替代的优点。如何在边远落后地区中小学推广现代教育技术的应用,以达到良好的教学效果,这就是本文论述的中心。 相似文献
10.
Barbara Rothmüller 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):361-376
Recent integration discourses in Europe locate problems of equality, gender, and sexuality among migrant youth. Educating and testing the values of future citizens is supposed to guarantee their conformity with ‘western’ and ‘modern’ values. By analyzing educational reform discourses in multicultural Luxembourg, the paper aims to challenge these contemporary narratives in two ways: (1) In a historical analysis, the paper traces conservative reform resistance in the case of sex education which is often overlooked due to the focus on migrants; (2) In placing sex education’s reform legitimation and resistance within (a) broader educational reform discourses of inequality and citizenship and (b) contemporary narrations of the reforms and their taboos, the paper reconstructs how liberals and conservatives join an alliance over sexuality education of ‘the Other’. The sociological–historical discourse analysis critically questions the ethnicization of sexuality by disclosing its homogenizing use to cover conservative resistance within the citizen’s community. 相似文献
11.
Teguh Wijaya Mulya 《International Journal for Academic Development》2019,24(1):86-90
Student–faculty partnership has been researched by contemporary academic developers, particularly its outcomes and challenges. However, theoretical discussions linking it with larger social–educational–political discourses are still lacking. This reflection aims to help fill the gap by analysing how student–faculty partnership might contest the neoliberalisation of higher education. It argues that, by positioning partnership as the basis for learning, student–faculty partnership provides an alternative discourse to contest the marketisation and corporatisation of higher education, the (re)production of learners as competitive and self-interested, and the standardisation and mechanisation of learning. 相似文献
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13.
This paper is based on interviews with seventy-five science teachers in twelve schools across Australia. The interviews were
conducted as part of a D.E.E.T. Project of National Significance. The purpose of the project was to develop a strategy for
the professional development of science teachers. The main purpose of our interviews was to listen to teachers' views on what
such a strategy should try to achieve. We asked them to talk about conditions affecting the quality of their work, their attitudes
to teaching, their professional development, their careers, the evaluation of teaching, and Award Restructuring. Through these
interviews we came to understand how many science teachers are loosely connected with potentially valuable sources of support
for their professional development. In this paper we focus on one group of “loose connections”; those between science teachers
and scientists in other fields, research in science education, and their colleagues within science departments in schools.
Specializations: Science education, reflective practice, teaching and learning.
Specializations: Professional development, educational evaluation. 相似文献
14.
Magdalena Kohout-Diaz 《European Journal of Education》2023,58(2):185-196
This article discusses paradoxes that, in theory and in practice, hinder the deployment of inclusive education. The first type of paradox is related to the confrontation between the humanist ideals conveyed by inclusive approaches and contemporary political discourses. These difficulties are linked to (1) the very concept of inclusion; in which the universal, particular, and singular dimensions are dialectically articulated. The paradox is also linked to (2) the orientation of contemporary political discourses in Europe; notably, deinstitutionalisation, intentions to stop specialised care and support, and the deployment of standardised software to assist assessment and learning at schools. The second type of paradox confronts the situational approach to special education needs with the contemporary trend towards homogenisation of nomenclatures and reference categorisations. Extremely vague definitions of guiding concepts lead to the devaluation of pedagogical approaches. This in turn contributes to the maintenance, or even domination, of biotechnical approaches. This comes at the cost of less attention to cooperative multidisciplinary approaches which have proven their effectiveness. These paradoxes can and should be addressed both (1) at the level of the individual ethical responsibility of professionals in the field and (2) in the context of teaching and learning practices. The article formulates four principles to enable teachers, as interpreters of diversity, to move towards an ethic that does not deny the unpredictability and uncertainty inherent in the infinite variety of forms of learning and education, but which on the contrary makes it a genuine source of innovation and pedagogical creation. 相似文献
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16.
Anthony Chee Siong Leow 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):309-328
As one of the most important sites in and through which state agendas are articulated and disseminated, schools and teachers play critical roles in the implementation of state-driven policies and initiatives targeted at children and young people. This is especially pertinent in the current educational landscape where schools and teachers are vested with the responsibility to address a myriad of public health issues (e.g. smoking, alcohol education, etc.). The work of Basil Bernstein on pedagogic discourse is apposite to understanding how discourses external to the educational field (i.e. health promotion) become re-contextualised to serve educational purposes. Using Queensland's Eat Well Be Active (EWBA) policies as a backdrop, this paper draws on Bernstein's model of transmission context, and examines the discourses embedded within the policies. Through its focus on the classification and framing of the discourses within the EWBA policies, this paper aims to: (1) reveal the potential and expediency of Bernstein's model of transmission context in policy analysis; and (2) unmask the hegemony embedded within the policies. 相似文献
17.
Pat Drake 《Journal of Mathematics Teacher Education》2009,12(1):67-82
This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications
in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England
whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the
hierarchical undergraduate mathematics curriculum. Lave and Wenger’s work on communities of practice is used as a framework
to explore the TAs’ learning of mathematics alongside their professional work in schools. This case illustrates how and where
institution-based undergraduate teaching relates to work in school, and where it does not, thus signalling the importance
of the TAs’ informal learning strategies in bringing together these experiences. 相似文献
18.
Abbey MacDonald Kit Wise Kate Tregloan Wendy Fountain Louise Wallis Neil Holmstrom 《The International Journal of Art & Design Education》2020,39(1):227-241
A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined. 相似文献
19.
Renata Phelps Stewart Hase Allan Ellis 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):67-84
Notions of competency have dominated the computer education literature, and have underpinned Competency‐Based Training (CBT) in information technology at all levels of education and training. The emergence of counter‐narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non‐linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re‐examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. A new model for conceptualising end‐user computer education is presented that was derived from a three‐year action research initiative with pre‐service teachers. 相似文献
20.
ABSTRACT Few studies have attended to the specific influence of neoliberalism on education for social justice, despite the complex ways in which the competing discourses of neoliberalism and social justice work side by side in local educational settings. This article reports data derived from interviews with 28 educators committed to social justice education from across Ontario, Canada. Participants were asked how they perceived the impact of neoliberalism on education and on their teaching practice. Findings were interpreted through critical democratic theory and discourse analysis. An unanticipated finding is the influence of neoliberal discourse on the ways that educators spoke about their teaching practice for social justice. The study found that discourse of performance is one arena where competing discourses of neoliberalism and social justice not only coexist but also intersect. This finding has important implications for the transformative potential of social justice education through more concentrated attention to the power embedded in everyday speech acts. Attending more to the performative potential of neoliberal discourse toward social justice ends can be a mechanism for resistance and teacher agency. 相似文献