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In recent years, many teachers suffered different kinds of negative emotions in the context of education reforms. A typical explanation was that the education reforms disempowered teachers in teaching, so teachers were forced to do much non-instructional work. Teachers considered their work meaningless but were powerless to change it, and eventually indulged themselves in negative emotions. However, the present research suggested that this explanation had neglected teacher agency and might be incomplete. Arguing from the perspective of social constructionism, the research showed that teachers in Hong Kong experienced negative emotions in education reforms because, on top of the disempowerment, the reforms structurally displaced teachers’ educational goals with administrative goals. The goal displacement impeded teachers’ evaluation of the instructional values of their work. Thus, teachers perceived their work as inconsistent with their major purpose of teaching (i.e. making a difference) and they felt negative towards work. 相似文献
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王霞 《沈阳教育学院学报》2013,(5):633-636
对客观实证论与主观建构论视域下的历史事实、客观实证论与主观建构论的理论缺陷,以及历史的真实性是否存在等问题进行了分析与论述。认为客观实证论与主观建构论的观点尽管各有其合理性,但是又各有缺陷;客观实证论者认为历史事实是等待着史学家去发现的客观的独立存在,历史事实等同于历史真实,这种观点排除了历史事实中的各种主观因素对历史真实性的影响;主观建构论者认为历史事实含有主观性与相对性,这一观点容易导致对历史知识的全盘怀疑主义;史学家的"自治"和"技艺"、共同的学术规范和学科训练以及相对客观的历史事件和史料的制约等,都在某种程度上维护和保证了历史的相对真实性。 相似文献
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Research in Science Education - Constructivism has provided us with a useful pedagogy and a powerful methodological framework for over twenty years. We now know a great deal about children's... 相似文献
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王林发 《广播电视大学学报》2007,(2):118-120
WebQuest作为一种独具特色的教学模式,被公认为当前网络教学的一大亮点,而网络资源已成为基于WebQuest教学强大有力的支持。如何为基于WebQuest教学提供有效的网络资源已成为信息技术教育领域中备受关注的焦点。针对基于WebQuest教学的特性,归纳了基于WebQuest的网络资源的类别和特点及构建的策略。 相似文献
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社会建构论：心理学研究的一种新取向 总被引：1，自引：0，他引：1
隶属于后现代心理学思潮的社会建构论，开始于20世纪80年代中期，由格根所倡导。它一开始便竭力瓦解现代心理学的基石，全面挑战现代心理学的传统解释，在心理学界发起了一场理论革命。它在与现代主流心理学的遭遇战中，兼容了非主流的人主义心理学(如人本主义心理学、精神分析心理学)的主张，注重整体性、历史情境性、价值涉入。同时也改造了科学主义心理学如认知心理学、认知发展科学，成为发展他们的新鲜血液。 相似文献
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Donald G. Ellis 《Communication monographs》2019,86(1):68-87
Coherent development of theories of ethnopolitical conflict has been slow and scattered. Moreover, the role of communication has been seriously neglected. I theorize ethnopolitical conflict along two dimensions: the level in which the conflict is entered (macro state-level, mid civil society level, and individual level) and the type of communication most characteristic of the level (bargaining and negotiation, intergroup relations and intercultural communication, identity theories and deliberative processes). Additionally, the article makes the case for a social constructionist perspective on ethnicity, and develops a relationship between communication and ethnopolitical conflict. Finally, theories of communication are posed as mediators of social systems that couple the communication systems of two conflictive groups in order for them to increase commensurability. 相似文献