非职业性舞蹈教育的性质与特征     

郑慧慧 《上海师范大学学报(哲学社会科学版)》2007,36(5):123-127

非职业性舞蹈教育,即舞蹈美育作为素质教育的重要组成部分,有着自身独特的性质与特征。为了使非职业性舞蹈教育得以健康发展,区分其与职业性舞蹈教育的质的规定性,充分发挥其自身的功效是非常必要的。只有突出生命情调的综合性和节律性、注重动态性的文化意识、强调受教育者的生理、心理特征,非职业性舞蹈教育才能凌驾于授艺之上对人进行美的教育、陶冶情操、开启智力、增强人的创造力。  相似文献   

Reformation of VET and demands on teachers’ subject knowledge – Swedish vocational teachers’ recurrent participation in a national CPD initiative     

S. Köpsén  P. Andersson 《Journal of Education & Work》2017,30(1):69-83

This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers.  相似文献   

To jump the wave or not: teachers’ perceptions of research evidence in education     

Sølvi Mausethagen  Finn Daniel Raaen 《Teacher Development》2017,21(3):445-461

This article presents a microanalysis of how a group of primary school teachers deals with research evidence in their work. Based on analysis of a group of Norwegian teachers’ interactions over issues of educational research and research-based knowledge, we find that teachers’ representations of educational research particularly center on the following issues: educational research being perceived as circular, ‘polyphonic’, and a matter of accommodation to their experience-based knowledge. These metaphors also shed light upon the dilemmas that arise when research evidence meets teachers’ more contextual knowledge. We conclude that teachers’ practice-based evidence may take new forms with an increased policy focus on research-based evidence, as well as bringing forth challenges for teacher work and professionalism.  相似文献   

Revisioning professionalism from the periphery     

Jennifer Skattebol  Elizabeth Adamson  Christine Woodrow 《Early Years: An International Journal of Research and Development》2016,36(2):116-131

Abstract

The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates.  相似文献   

基于教学法-社会交互-技术的混合式教学应用     

万昆 《高教发展与评估》2020,36(2):96-104

混合式教学中如何促进学习者的投入,实现学习者的知识建构,提高学习者问题解决能力,成为了混合式教学研究领域的关键。以教学法-社会交互-技术理论为分析框架,构建基于教学法-社会交互-技术的混合式教学模式,并分析其特征。通过一个学期的实验研究,对学习者的问卷调查和数据分析表明:基于教学法-社会交互-技术的混合式教学模式能促进学习者的学习投入;提高学习者的学习效果;学生的满意度和接受度均很高。  相似文献   

杂交水稻苗期生长与~(32)P~(14)C在分蘖的分布     

王永锐  陈坤朝  何文珊  邓政寰 《中山大学学报论丛》1989,(5)

用放射性同位素示踪技术,测定早、晚季10多个杂交水稻及其亲本中~(32)P、~(14)C在分蘖的分布(％),并统计其分蘖数量与~(32)P、~(14)C的相关性。结果表明,多数杂交水稻的分蘖数量与~(32)P在分蘖的分布(％)呈显著或极显著正相关,而与~(14)C也呈正的相关性;杂交水稻的生长势(苗高、苗重、根长、根重),普遍比亲本和“双桂36”好;光合强度和根的呼吸强度,除L301A×R29以外,其余均较高。还讨论了杂交水稻分蘖力,分蘖数量与谷粒产量的关系,以及~(32)P、~(14)C在分蘖分布(％)作为预测杂种优势的可能性。  相似文献   

一种求解非线性方程组的混沌优化算法     

钱树华 《邢台职业技术学院学报》2006,23(1):70-72

本文针对非线性方程组的求解问题提出一种混合算法,将方程组转换成一个优化问题。利用优化问题的非线性共轭梯度法与混沌优化方法相结合,提出了一种新的混合优化算法。该算法能使非线性共轭梯度法跳出局部最优,最终获得全局最优。算法的收敛性也进行了证明,数值结果表明该算法是有效的。  相似文献   

促进中国心理学应用急需解决的几个问题   总被引：12，自引：0，他引：12  

罗清旭 《江西教育学院学报》2001,22(2):58-61,,65,

心理应用一直是中国心理学发展中的一个相对薄弱环节，心理学理论研究与应用的脱节严重影响着中国心理学的健康发展。文章以中国心理学应用急需解决的几个问题进行了讨论。它们分别是1．推进中国心理学的职业化进程；2．选择适当的培养模式；3．减少应用心理学的不合理分离；4．正确处理心理学理论与实践的关系。  相似文献   

Local enactment of the Swedish ‘advanced teacher reform’     

Andreas Bergh  Annica Löfdahl Hultman  Tomas Englund 《课程研究杂志》2019,51(3):326-341

This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.  相似文献   

基于随机游走增强型矩阵分解的混合服务预测     

林坚  李俊 《教育技术导刊》2019,18(12):82-88

随着Web服务数量的急剧增长,如何在大量功能相似但非功能属性各异的服务中选择满足用户个性化需求的服务是亟需解决的问题。基于QoS（Quality of Service）预测的服务推荐方法成为研究热点。然而, QoS数据的稀疏性和“冷启动”问题阻碍其发展。针对当前主流的QoS预测模型预测精度不高和收敛速度较慢等问题,提出一种基于随机游走模型和矩阵分解技术的混合QoS预测方法。该方法首先基于矩阵分解获得用户及服务的潜因子矩阵,并将用户潜因子矩阵转化为用户相似度矩阵;然后基于用户相似度矩阵并结合Web服务的网络位置信息,使用随机游走模型提高用户相似度矩阵的准确性;最终结合协同过滤方法与矩阵分解模型进行QoS预测。在真实数据集上实验,结果表明,与当前主流的QoS预测方法相比,该方法具有更高的预测精度和效率。  相似文献