共查询到20条相似文献，搜索用时 109 毫秒
1.
How can schools as learning organisations support the realisation of a new curriculum's aspirations? This article describes four common and interrelated challenges—depth, spread, reach, and pace—associated with enacting a new curriculum. It then argues that curriculum capital represented by schools and practitioners that address these challenges and meet associated learning demands—commitment, knowledge, understanding and capability—is essential to ensure that curriculum aspirations are realised. We propose that schools that are learning organisations create the kinds of conditions necessary for responding to the challenges and learning demands. In such schools the considerable individual, collaborative and collective learning needed at many levels is recognised. We highlight how each of the four challenges might be addressed by seven dimensions and four transversals of schools as learning organisations, while recognising that task will be more feasible in systems that are also learning and providing supportive conditions. 相似文献
2.
3.
LV Li-jie CHEN Jian-hong 《课程.教材.教法》2008,(12)
我国教师集体课程研究制度由来已久,目前主要的集体课程决策形式可以总结为:整体解读式、流程约定式、课例研究式、问题解决式、课程开发式、反馈调整式。教师合作的质量影响教师集体课程决策的效果,教师集体课程决策具有对象上的层次性,教师集体课程决策具有个体需求上的差异性,教师集体课程决策与个体课程决策相互延伸。教师集体课程决策对教师专业发展具有意义,但必须注意克服课程约定中对个性发挥的局限,集体课程决策方式的局限,以及沟通中信息流动均衡性的局限。 相似文献
4.
This study explores how physics teachers in a high school negotiate the relationships between individual and collective agencies in the context of the on-going curriculum reform in China. Drawing on Bandura's social cognitive theory, the study employs ethnographical methods including observation, interviewing, and the researcher's and teachers’ reflective journaling through the researcher's involvement with various school activities. The findings indicate that collective teacher agency creates a platform for individual teachers’ professional development, a conducive culture for teacher collaboration, and provides concrete examples that individual teachers can constantly refer to, reflect upon, and learn from for reform implementation. The results offer an understanding of the influences underlying physics teachers’ agency deployment as they engage with curriculum reform processes, especially the negotiation between individual and collective agencies. The findings justify a case for preparing physics teachers on how to deploy both individual and collective agencies in the face of the complicated social structures and ultimately shed light on the desired curriculum decentralization in the Chinese school system. 相似文献
5.
《理论付诸实践》2012,51(3):212-220
This article describes Basil Bernstein's theory of the pedagogic device as applied to school music instruction. Showing that educational practices are not personal choices alone, but the result of socio-political mandates, the article traces how education functions as a vehicle for social reproduction. Bernstein called this process the recontextualization of knowledge: From its point of inception, originally conceived knowledge undergoes changes through selection and filtration processes, eventually becoming curriculum—a relay for certain social and cultural values. Gaps in the recontextualization process allow teachers to place their own individual stamp upon the learning and teaching that occur in their classroom. Teacher–pupil interactions, guided by school-internal processes, lead to school knowledge that is further reproduced by the pupils in particular ways. A teacher's awareness of socially conditioned and habitual patterns of preference and behavior (habitus) may be key to making socially inclusive and emancipatory instructional choices. 相似文献
6.
Neil Hopkins 《Journal of Philosophy of Education》2014,48(3):416-427
Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored as an example of democratic structures informing educational planning. The work of Paul Hirst, Atli Har?arson and Chris Jane Brough is analysed regarding the issue of curriculum aims and student negotiation. Dewey's emphasis on learning as a collective enterprise will resonate here. Brough offers innovative research on student‐centred curriculum integration that suggests even very young children are able to participate in debate over their own learning. Hirst and Har?arson provide contrasting views on the issue of curriculum aims—Hirst arguing that a curriculum cannot exist without definable aims while Har?arson challenges the very notion of settled aims if students are to be reflexive regarding their education. The article also refers to the work of Alexander on the use of dialogic questioning in the classroom. Such questioning, it is suggested, enhances and encourages collaborative forms of enquiry necessary for a democratic curriculum through discussion between teachers, students and other stakeholders. 相似文献
7.
Christopher Justice James Rice Dale Roy Bob Hudspith Herb Jenkins 《Higher Education》2009,58(6):841-855
Inquiry-based learning is one approach to improving the quality of undergraduate education by moving toward more student-directed, interactive methods of learning while focusing on learning how to learn. This paper deals with a missing component in the inquiry-related literature—the extra-pedagogical challenges of introducing and maintaining inquiry-based learning in the curriculum. Based in the collective experience of McMaster University, a mid-size Canadian university that has been a pioneer in inquiry pedagogy, the paper describes the challenges administrators faced in supporting the introduction of inquiry-based learning as components of traditional courses, as inquiry-based courses, and as inquiry-based degree programs. Derived from interviews, the paper presents a series of strategies and lessons for introducing and maintaining inquiry pedagogy in the curriculum. These lessons will be broadly useful to administrators, curriculum designers and faculty developers and should be widely applicable to institutes of higher education. 相似文献
8.
Being taught to learn together: an ethnographic study of the curriculum in two Chinese kindergartens
Fengling Tang Shirley Maxwell 《Early Years: An International Journal of Research and Development》2007,27(2):145-157
This paper reports the findings of a pilot study which adopted an ethnographic approach to investigate the cultural features of the Chinese kindergarten curriculum by means of ‘semi‐participant’ observations, semi‐structured interviews, daily conversations and open‐ended questionnaires in two Chinese kindergartens. The paper first introduces the debate over teaching and learning in the early years in Western contexts. It then demonstrates that the curriculum in Chinese kindergartens is mainly implemented by means of teachers' formal collective teaching. Children seem to be taught to learn; their spontaneous learning interests are welcomed but seldom developed in depth. The preference among teachers for this formal collective teaching, coupled with their perception that this teaching is required in their particular situations, creates a tension between teaching and children's learning. The shift in parents' views of education, from an over‐emphasis on children's knowledge‐based study to support for children's harmonious overall development, also contributes to this tension. 相似文献
9.
雁行理论是根据雁群在季节迁徙途中常以"V"字队形飞行这一现象总结出的团体发展理论。班级授课制是把一定数量、年龄、文化程度的学生组成教学班,然后由教师根据规定课程、教学进度、教学时间表,对学生进行集体教学的一种组织形式。两者之间存在着相似与相通之处。论文在对班级授课制优缺点分析的基础之上,整合雁行理论中所诠释的"自主、合作、飞翔"理念,建构雁阵学习团体,旨在为学生提供适合其发展的教学活动形式和学习环境,寻求既不失集体影响又有利于个人独立探究的教学组织形式,以促进学生个性全面和谐发展。 相似文献
10.
教师自主学习就是教师根据自身工作的特点和需要而主动地学习,包括制定学习计划、选择学习方法、监控学习过程、评价学习结果等。教师的自主学习具有主动性、独立性、创造性等特点。教师自主学习的类型主要有教师个体自主的理论学习、教师个体自主的实践学习、教师集体自主的理论学习和教师集体自主的实践学习等四种。 相似文献
11.
Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools 总被引：1，自引：0，他引：1
How do new teachers become confident and competent while they are interns in inner‐city neighborhood schools challenged by many problems, often associated with economic shortfalls and cultural differences between the students and their teachers? Many science teacher education programs place a lot of emphasis on the planning stages of curriculum. But considerable discrepancies emerge between planned and lived curriculum, particularly in inner‐city, comprehensive high schools, and especially in classrooms that honor student interests and culture as starting points for learning. Previous research showed that coteaching provides opportunities for learning to teach even though the lived curriculum emerges often in unpredictable ways from the dialectic of collective (teacher and students) agency and structure. The present study allowed us to understand the underlying processes: the presence of a coteacher increases access to social and material resources, and thereby increases opportunities for actions that otherwise would not occur. Greater teaching opportunities provide newcomers with greater opportunities of learning to teach. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 882‐904, 2004. 相似文献
12.
日本中小教育中的个性化学习：经验、问题与启示 总被引：1，自引：0，他引：1
如何改善集体教学,重视学生的个性发展是世界教学改革面临的共同课题。各国经验表明,有效实施个性化学习范式,有助于革除集体教学的积弊。日本个性化学习的理论与实践的成功探索,意义是深远的,其经验以及所面临的问题都值得我们借鉴。 相似文献
13.
Maria Inês Mafra Goulart Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(3):533-562
In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum.
More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science
curriculum may emerge as the result of children–teacher transactions rather than as a result of being predetermined and controlled
by the latter. We draw on a cultural-historical approach and on the theory of structure and agency to analyze the events showing
the complexity of the activity inside a classroom of very young children by science education standards. Data were collected
in the context of a science unit in an early-childhood education program in Belo Horizonte. Our study suggests that (a) throughout
the movement of agency|passivity || schema|resources one can observe participative thinking, a form of collective consciousness
that arises in and from lived experience; (b) learning is a process in which a group is invested in searching for solutions
while they create schemas and rearrange resources to evolve a new structure; and (c) the emergent curriculum is a powerful
form of praxis that develops children’s participation from early childhood on. 相似文献
14.
Circumscribed by the culture of collectivist and Confucian traditions, English as a Foreign Language (EFL) education in China has defaulted to an impersonalized provision and delivery. Much of teaching and learning is to assimilate individuals into a group identity. This epistemological model can be detected in learning outcomes, e.g., preferential use of ‘we’ over ‘I’, lack of authentic self-identity in student EFL writing, etc., and is characterized by ubiquitous rote learning. In this paper, we adopt a biographical approach to the teaching of stories expressed as personal narrative as part of the research framework. This is also applied to critical curriculum and pedagogical reforms that help students to write across their extant cultural constraint, enabling them to make a conceptual leap in understanding the difference between the collective, and the individual identities, of the “we” and the “I”. Once this conceptual awareness has been achieved, the individual viewpoint can be elicited and articulated in student writing of narrative accounts. Biographical narrative accounts of personal experience are found to have a creative and self-actualizing force in forming the individual’s identity, using his/her original voice. The findings suggest that EFL writing curriculum and pedagogy in the new era can be a useful strategy to empower students and EFL teachers to teach and write between the “we” and the “I” paradigms, and expand their ontological capability and flexibility through pedagogical effect. 相似文献
15.
Christopher DeLuca Angela Pyle Heather Braund Laurie Faith 《Assessment in Education: Principles, Policy & Practice》2020,27(4):394-415
ABSTRACT Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children’s learning. While some researchers have argued these two priorities are counter-related, research demonstrates the potential to embed these goals through play-based pedagogies. The purpose of this paper is to explore how kindergarten teachers leverage assessment practices, particularly Assessment as Learning (AaL), to support children learning within play-based classrooms. Centrally, we argue that a focus on AaL and self-regulation might be the fulcrum that hinges play-pedagogies with standards-based education and assessment mandates, helping to diminish the divide between these two priorities. Data are drawn from 20 kindergarten classrooms via initial interviews, observations and video-elicitation teacher interviews. Findings identify how kindergarten teachers are productively using assessment to promote learner independence within play-based classrooms. 相似文献
16.
Ernest Choat 《Educational studies》1988,14(1):9-21
Whether young children learn from television is a contentious issue. Some people believe that learning takes place through the very fact of watching a television picture while others feel that young children view passively. The child as an individual, the purposes for using television and the facilities at a teacher's disposal are rarely taken into account within the considerations. This paper argues that attention needs to be given to levels on mental development, interpretation of curriculum and resources available when children, television and learning in nursery and primary schools are examined. 相似文献
17.
In this article we describe an instance of free‐choice learning in the context of an eelgrass mapping and stewardship project (the Project) that covers over 500 kilometers of coastline in British Columbia, Canada, and involves 20 volunteer groups. In this ethnographic case study we sought to (a) explicate the relationship between individual and collective learning in this free‐choice setting and (b) understand how a network of Project participants could both constitute a free‐choice learning setting and support such a setting. We articulate a dialectic relationship between individual and collective learning, which, unfortunately in our view, has not yet been explored in educational research. In this relation, collective learning fosters individual learning and vice versa, whereby individuals produce resources in action and as outcomes of their activities. These resources expand the action possibilities of the collective, and thus constitute learning. The stability of the network of Project participants, which brings about and supports collective and therefore individual learning, rests on the flexibility of the Project that enables local innovation and tailoring of mapping activities as well as access to expertise and tools produced by other groups and Project partners. The possibilities that arise in the Project for local people to participate in relevant ways constitute free‐choice learning settings. 相似文献
18.
An assessment‐oriented design‐based research model was applied to existing inquiry‐oriented multimedia programs in astronomy, biology, and ecology. Building on emerging situative theories of assessment, the model extends prevailing views of formative assessment for learning by embedding “discursive” formative assessment more directly into the curriculum. Three twenty‐hour curricula were designed and aligned to content standards, and three levels of assessments were developed and used to assess and enhance learning for each curriculum. These assessments included three or four informal “activity‐oriented” quizzes and discursive formative feedback rubrics supporting collective discourse, a “curriculum‐oriented” examination of individual conceptual understanding, and a “standards‐oriented” test measuring aggregated achievement of targeted standards. After two design‐research cycles, worthwhile scientific argumentation and statistically significant gains were attained for two of the three packages on the exam and test. Achievement gains were comparable to or larger than those of students in comparison classrooms. Many existing innovations could be enhanced and evaluated in this fashion; designing these strategies directly into innovations could have an even greater impact on discourse, understanding, and achievement. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1240–1270, 2012 相似文献
19.
J. Voogt H. Westbroek A. Handelzalts A. Walraven S. McKenney J. Pieters B. de Vries 《Teaching and Teacher Education》2011,27(8):1235-1244
The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers. 相似文献
20.
As teaching portfolios have become more commonplace in higher education, interest has grown in student portfolios. Both innovations embody the same core process—reflection—and both have similar potential benefits and similar drawbacks. This paper commends portfolios as innovative in themselves and as a response to the new mandates that are confronting higher education. Accounts of the potential of and problems with portfolios are summarized, and attention is then given to key issues in successfully introducing them. The underlying position is that students can best gain from their years of study when the systemic reflection that is characteristic of portfolios engages them (through learning portfolios) and their teachers (through teaching portfolios). Embedding such thinking in practice is, itself, a powerful and innovative approach to re-framing the curriculum. 相似文献