共查询到20条相似文献，搜索用时 281 毫秒
1.
刘玲 《宜宾师范高等专科学校学报》2014,(5):25-28
社会主义核心价值观培育路径为社会主义核心价值观理论——公民行为伦理规范——公民的具体的伦理行为。该路径应用于社会工作职业领域的具体路线为社会主义核心价值观——社会工作价值观——社会工作者行为伦理规范——社会工作者职业伦理行为,基于社会主义核心价值观构建的社会工作价值体系包括社会价值、专业价值和操作价值,其中社会价值包括关于社会价值目标的假设、关于社会的价值假设和关于个人的价值假设,据此可进一步推导出相应的专业价值、操作价值和社会工作行为伦理规范。 相似文献
2.
Nancy Q. Dudley 《International journal of qualitative studies in education》2013,26(4):325-344
In this paper, underlying principles for guiding participation in human science research are outlined. These research principles were originally utilized as a guiding framework for the author's phenomenological study of the change to a new world‐view identified as the paradigm shift (Dudley, 1987). Using this study as an example, the paper focuses on the integration of participatory concepts in research. The concept of participation as ethics discussed in this paper includes the following dimensions: integrity congruence among problem, paradigm, and method; process‐orientation a commitment to research as a shared journey of discovery; empathetic relationships an ethic of mutuality; and empowerment in community a view of knowledge as communal achievement. Finally, a participatory ethic is discussed in terms of its congruence with values that are at the heart of the new social science paradigm. 相似文献
3.
朱宁峰 《孝感职业技术学院学报》2003,6(4):26-29
消费社会以惊人速度在世界蔓延，它主要以消费为显征．消费主义的价值取向加剧了经济与环境之间的矛盾，浪费现象严重，影响了人类可持续发展．消费的时尚化改变了人们的传统伦理观念，消费伦理的旧范式难以解释现代社会的经济变迁．在回顾传统伦理关系时，构建一种不失时代特色而又被世人普遍接受的新消费伦理范式成为人们的期待，以弥补社会经济发展与伦理道德建设之间不平衡所造成的断裂和真空． 相似文献
4.
Kyungmee Lee 《Educational technology research and development : ETR & D》2018,66(5):1255-1268
A constructivist learning paradigm emphasises authenticity as a required condition for learning. However, the design of an online learning environment is ultimately separate from learners’ real-life environments, it is inevitably challenging to make online learning authentic. In this article, the author aims to propose an alternative way of conceptualizing online learning and its boundaries, based on a double-layered Community of Practice model as a means to facilitate authentically constructivist online learning. The model conceptualizes online learning as interlinked processes of participation and socialization in multiple communities across online- and offline-“layers” of learners’ lives. The model guides online course designers in expanding the perceived boundaries of the course environments they design to include learners’ offline learning contexts. Instead of having an exclusive focus on providing learners with constructivist learning opportunities within a non-authentic course environment, the model suggests helping learners to engage in more personalized social learning activities situated in their everyday lives. The paper presents data from a series of case studies drawn from the author’s work that has examined students’ learning experiences in different kinds of online courses, unpacking and answering the central question of what authentically constructivist online learning looks like in each case. With a more holistic conceptualization of online learning, which recognizes and supports online learners’ simultaneous presence across internal and external communities, instructional designers may be able to facilitate learners’ more authentically constructivist learning experiences. 相似文献
5.
《Journal of Teaching in Social Work》2013,33(1-2):67-84
The reflecting team is a method developed by constructivist family therapist that has been used in clinical and clinical training settings as powerful and effective form of providing feedback. This paper attempts to examine the potential value of using a reflecting team in an academic context as a way of enhancing clinical skills training for social work students. Experiences with using a reflecting team as part of social work skills training course are described. The reactions of the students to the method, based on their responses to a subjective quesionnaire, were largely favourable suggesting that the reflecting team could be used successfully as one appraoch to teaching clinical skills. The perceived strengths and weakness of the approach and suggestions by the students for improving the application of the reflecting team in the classroom setting are reported. 相似文献
6.
The authors of this paper are engaged in designing and developing telematic learning environments to assist in programmes of initial teacher training. Two aspects have been supported by European Union (EU) funded programmes: the Telematics for Teacher Training (T3) and Reflect projects. Telematics is a term describing the combined use of information technology and telecommunications. The authors are not searching for a pedagogy of telematics but are seeking ways in which telematics can assist pedagogy. Their work specifically addresses the question of whether it is possible to design such environments in a social constructivist paradigm and the evaluation of their work regularly returns to the theoretical model of learning central to their training programmes. The authors will show that whereas the aspect of video-conferencing keeps faith with their view of the nature of learning, the design of the website is raising some issues that have, as yet, to be resolved 相似文献
7.
Zvi Bekerman 《Religious education (Chicago, Ill.)》2013,108(4):462-473
This article reviews recent theoretical works in the field of language, identity, and culture with the aim of exploring their possible implications to the field of cultural ethnic education in general and more specifically in the area of Jewish education. The theories reviewed develop from within a social constructivist paradigm belonging to a high or postmodern perspective. The theories presented have the potential to encourage a serious and critical revision of the premises which support the work of those involved in cultural ethnic and Jewish education. More specifically, these theories could help educators interested in the creative and participatory development of Jewish and other ethnic religious groups to rethink the possible contents and processes of such an educational effort. 相似文献
8.
罗肖泉 《徐州师范大学学报(哲学社会科学版)》2006,32(3):100-104
加强对社会工作伦理教育规律的研究与探索,是解决在国内社会工作专业教育中所存在的忽视或取消其伦理教育问题的重要途径。根据社会工作专业应用性的突出特征,“三位一体”的“整合”式教育模式及“立足现实的理想”的教育目标是切实可行的。 相似文献
9.
The science and technology education literature indicates that teaching within a constructivist paradigm is an effective way to promote student learning. Despite this, most primary school teachers do not use constructivist theoretical approaches because they are perceived as difficult and impractical to implement. To promote constructivist teaching and learning approaches in schools, teachers need access to models and strategies they can implement effectively and with relative ease. A unit of work was developed, based on the Five Es model (Engagement, Exploration, Explanation, Elaboration and Evaluation), and taught to a year 3 class. Ten students were participants in the study and became the sample. Data were analysed using two different methods to compare and validate findings. The unit of work, based on the Five Es model, was found to be interesting and fun by students, and motivated student learning and promoted student higher-order thinking. 相似文献
10.
《Teaching and Teacher Education》2006,22(5):529-537
Graham Nuthall was drawn to social constructivist theories but relatively pessimistic about the feasibility of social constructivist approaches to teaching, except in rather narrowly specified situations. This article summarizes Nuthall's views on these issues and the research findings that shaped them, drawing in particular on a chapter in which he spoke to the issues directly. The author then draws on some of his work to support and elaborate on Nuthall's conclusions, and argue for more theory and research on both the affordances and constraints of social constructivist teaching. 相似文献
11.
AbstractThe use of technology to support learning is becoming ubiquitous in Africa. However, technology is more often used to distribute information rather than as a tool to mediate learning. The work presented here on a programme for Zambian community school teachers (non-traditional students) illustrates how learning design allied to appropriate theoretical concepts make use of technology to mediate learning. The objective of this course was to support Zambian community school teachers, with little formal teacher education, to use interactive methods to support their teaching practices. The research makes use of a constructivist-hermeneutic-interpretivist-qualitative paradigm to critically evaluate the learning design by experts. A social constructivist framework for learning design and technology mediation was used to create and evaluate learning resources. The work illustrates how a distance education paper-based course design is enhanced by the use of contemporary learning theory and digital technology to model good interactive classroom practice. 相似文献
12.
董熠 《内江师范学院学报》2013,28(3):81-85
作为中国传统文化主流的儒学,其伦理道德观长期以来都是整个中国社会价值观念的核心.儒家的伦理价值获得合理性有其内在原因.从整体来看,伦理规范的构建以价值的确认为其逻辑前提,儒家价值的源泉不仅指向的是终极存在,更多的是指向人自身.其价值内涵不仅体现为内在的道德价值,更外化为对群体的社会价值.儒家伦理道德的价值在德性与礼制的内外作用之下在实践中得到落实. 相似文献
13.
何保建 《商丘师范学院学报》2004,20(6):18-20
提起网络，人们自然联想到黑客。但要真正认识黑客，不能仅着眼于黑客行为，而必须认真解读黑客伦理。黑客伦理是黑客的化身，是黑客的网络观念和网络行动纲领的集中表现。它其中既包含着可能对网络社会造成破坏的成分，也包含着对网络社会建设势必做出贡献的成分。批判地接受黑客的创造价值的思维方式，以及黑客能倡导的价值观念，将有助于完善网络伦理和树立网络时代的精神。 相似文献
14.
《Journal of Teaching in Social Work》2013,33(1-2):183-196
In this article, a recent social work graduate reports on her experience as a student in a social work practice course informed by constructivist and social constructionist theory. Based on a weekly journal, the student takes the reader on a journey through a class in which students were invited to share responsibility for the learning process. An isomorphic process in which students experienced the classroom as clients might experience the social worker in practice is described. 相似文献
15.
Suzanne L. Porath 《Teachers and Teaching》2016,22(7):879-891
Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers managed the conceptual, pedagogical, cultural and political dilemmas they encountered when they began implementing a constructivist workshop approach to literacy. This study validates the disquiet and discomfort teachers may feel as they utilize new curriculum, illustrates that a workshop approach requires an understanding/articulation of personal and curricular pedagogical and epistemological foundations, and encourages administrators to recognize that teachers need time and space to take risks and reflect on their work. 相似文献
16.
This paper explores the contribution of a physical learning space to student engagement in social work education. Drawing on a constructivist methodology, this paper examines the findings of a survey conducted with students and staff in a social work and human service programme about their experiences of a Social Work Studio learning space. The analysis identified that students and staff who used the Studio reported that students were emotionally, cognitively and behaviourally engaged in the space, which enriched their development as social work and human service practitioners. The researchers concluded that the Social Work Studio is a useful tool for enhancing social work student engagement and increasing their confidence to address the ‘real-life’ challenges they may face as social work practitioners. 相似文献
17.
“尚和”是中日两民族伦理文化历史长久积淀的产物,也是两民族重要的道德价值观和伦理法则。“和”伦理对中日民族各自的社会人伦关系、思维方式以及社会的发展产生了深远的影响。但是，中日民族关于“和”伦理的内涵、特征及其实现的途径和方式等方面存在着较大的差异性。 相似文献
18.
目前,法国建立了政府主导、社会参与、责任导向、多层次的高等教育质量保障体系,该体系以建构主义范式为理念、遵循公共治理逻辑、具有社会问责的特征。根据高等教育满足社会经济发展、师生发展和大学自身发展程度的质量标准,法国高等教育质量评估目的、评估主体、评估过程、评估结果的有效性比较高。我国应借鉴法国的积极因素,建立政府主导、社会参与、"国际视野,中国特色"的高等教育质量保障体系,明确高校是质量责任主体,提高高校在评估过程的主动性,提高评估过程透明度和评估结果的公信力。 相似文献
19.
通过对孔子修身之道主要内容的诠释，重新发掘孔子伦理道德修养论的精华，并结合现实环境的新特点，对正处在社会转型、社会观念多元化、各种社会思潮错综复杂时期的当代大学生思想道德认识上存在的偏差加以客观分析，从而使当代大学生在道德知识的认知、道德行为的规范以及道德实践的实施等各方面能够得到更大的启迪。 相似文献
20.
Katrina McChesney Jill Aldridge 《International Journal of Research & Method in Education》2019,42(3):225-238
ABSTRACTA recurring debate in mixed methods research involves the relationship between research methods and research paradigms. Whereas some scholars appear to assume that qualitative and quantitative research methods each necessarily belong with particular research paradigms, others have called for greater flexibility and have taken a variety of stances toward the integration of paradigms and methods in mixed-method studies. In this article, we review these arguments and stances, positioning ourselves in favour of flexible (but intentional) integration of any research method with any research paradigm. We then draw on a recent study of teachers’ experiences of professional development to provide an illustration of how a single paradigm can be used to inform the entirety of a mixed methods study, including study design, data collection, analysis and reporting. This illustration is particularly noteworthy since past mixed-method studies that have been grounded in a single paradigm have typically used the post-positivist paradigm, whereas our study involved an interpretive stance and a social constructivist epistemology. This article may, therefore, provide a useful resource for those considering the design of mixed methods studies as well as a practical demonstration to support theoretical claims in support of moving away from binary methods–paradigm associations and assumptions. 相似文献