教师知识和教学的知识基础   总被引：3，自引：0，他引：3  

尼克·温鲁普  简·范德瑞尔  鲍琳·梅尔 《北京大学教育评论》2008,6(1):21-38

作者把一切与专业有关的洞察力都看做教学的知识基础,认为它们与教师的行为有着内在的联系。由此,本文提出要把教师知识或者教师的实践性知识和正式的命题知识纳入教学的知识基础当中。虽然教师知识与个人经历及情境有着紧密的联系,但教师知识的某些特征却为所有的教师或大部分教师所共同拥有。研究教师知识就是要找出这些共同特征,从而对教师知识的复杂性和特殊性做出公正的评价,但这在方法论上可能存在困难。为了说明教师知识研究的潜在益处以及局限,作者呈现了几种研究的结果。这些研究的一个主要结论是,理解教师知识不仅能够改进教师教育而且能够促进教育改革的成功。最后,作者指出未来研究的三个重要领域。  相似文献   

Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL struggling readers     

Lovett MW  De Palma M  Frijters J  Steinbach K  Temple M  Benson N  Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.  相似文献   

Communicative Foreign Language Teaching and how it Reflects on the Training of Modern Foreign Language Teachers     

Dora Dolle‐Willemsen  Jan Menting  Gerard M. Willems 《欧洲师范教育杂志》1983,6(2):175-181

If acquiring a foreign language is a highly individual process—part cognitive part affective, part information based part discovery based—the methodology of creating teaching/learning situations must take (next to linguistic issues) the individual into account: his learning style, his needs, interests, etc.

The article has two distinct emphases: (I) a cognitive, applied linguistics emphasis and (II) an affective, learner‐centred emphasis. By way of conclusion the implications of (I) and (II) for teacher training are involved.  相似文献   

Individual Differences in Adapting to Three Different Tasks of Selecting Information from Texts     

Gonny L. M. Schellings  Bernadette H. A. M. Van Hout-Wolters  Jan D. Vermunt 《Contemporary educational psychology》1996,21(4):423-446

This study examined individual differences in selecting main points according to three types of tasks. In all, 133 students (10th-graders) participated. Each student studied three instructional texts, and each text was preceded by one instruction. In the linguistic task, the students had to underline the author's main points. In the educational task, students had to underline text elements considered to be important by a portrayed teacher. And in the interest task, interesting text fragments had to be underlined. The students were divided into five groups identified by a typical selection pattern. Only 24 students adjusted their selection of main points to each of the tasks (the adaptive group). This group differed in some study strategies and learning conceptions from the nonadaptive groups. In all, this study begins to give more insight into individual differences in selecting main points.  相似文献   

Mighty mouse and MX missiles: Children in a violent society     

Jan Allen  Robert B. Pettit 《Early Childhood Education Journal》1987,15(1):6-9

Ours is a society in which violence, or the threat of violence, is a common experience for many children. Children's fears of the dark, the boogie man, and the headless Horseman have evolved to include fears of Darth Vadar, meltdown, and nuclear war.  相似文献   

Progress to conservation: Conflict or correct answer?     

Jan Bijstra  Sandy Jackson  Paul van Geert 《European Journal of Psychology of Education - EJPE》1991,6(3):291-301

One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution.  相似文献   

Applying social production function theory to benefits of schooling: the concept of values of education     

Jan Scharf  Andreas Hadjar  Alyssa Grecu 《British Journal of Sociology of Education》2019,40(7):847-867

Abstract

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings.  相似文献   

大学英语基础阶段语法教学的思考     

陈钧 《黑龙江教育学院学报》2007,26(1):154-156

大学英语基础阶段不能忽视语法教学。语法教学应注重传统语法与交际语法相结合,注重英汉语法的比较,重视口语语法,从而促进学生英语学习的进步,提高教学质量。  相似文献   

Learning Styles and Self‐Regulation of Learning at University: An Indonesian Study     

Clara R.P. Ajisuksmo  Jan D. Vermunt 《Asia Pacific Journal of Education》1999,19(2):45-59

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The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems     

Jan Olsson 《International Journal of Science and Mathematics Education》2018,16(4):715-735

This study investigates how students’ reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of feedback generated through activities in GeoGebra. The results showed that students who successfully solved the task were engaged in creative reasoning and used feedback extensively.  相似文献