Experience and Interaction in Teaching Escalation     

Helana Scheepers  Urban Nuldén 《Interactive Learning Environments》2013,21(1):1-22

This paper explores the use and integration of experiential learning into the problem-based learning (PBL) approach enhanced by interactive multimedia in the teaching of project management. A specific emphasis is placed on failing situations and the way in which this should be taught to students. Experiential learning places the emphasis on active participation, interactive and applied learning in a real situation. PBL places the emphasis on a real-world problem that is presented as the starting-point for the learning experience. The combined effect these concepts have on the learning experience is outlined in a framework called PIE. The conclusions drawn in the paper are the following: the combination of PBL, interactive multimedia and experiential learning will support and enhance teaching about escalation situations.  相似文献   

Strategies for mentoring pedagogical knowledge     

Peter Hudson 《Teachers and Teaching》2013,19(4):363-381

Fundamental for mentoring a preservice teacher is the mentor’s articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for teaching. Mentoring is haphazard; consequently, mentors need a pedagogical knowledge framework and a repertoire of pedagogical knowledge strategies to guide a preservice teacher’s development. Yet, what are strategies for mentoring pedagogical knowledge practices? This qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers. Findings showed that there were multiple strategies that can be linked to specific pedagogical knowledge practices. For example, mentoring strategies associated with planning for teaching can include co-planning, verbally reflecting on planning with the mentee and showing examples of the mentor teacher’s planning (e.g. teacher’s plans, school plans, district and state plans). This article provides a bank of practical strategies for mentoring pedagogical knowledge practices to assist a preservice teacher’s development.  相似文献   

What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science     

Pernilla Nilsson 《Teachers and Teaching》2013,19(2):188-201

In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self- and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers’ approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers’ PCK in pre-service teacher education.  相似文献   

哈贝马斯规范语用学视野下的课堂对话谱系     

辜筠芳 《宁波教育学院学报》2013,15(1):78-82,102

亚里士多德哲学对实践活动(praxis)和技术活动(techne)作出明确的区分,但是,如何处理两者之间的关系,是一件有关反思的事情。哈贝马斯规范语用学思想涉及的有效性条件对这个问题具有一定的积极意义。据此,"理解"、"课堂对话"、"教师的角色"都得以重建。课堂对话分化出交往行动式、潜在的策略行动、策略行动、纯粹的权力运用等四大谱系。  相似文献   

语境对情态之作用研究     

康陆 《苏州教育学院学报》2013,(6):60-63

任何一种语言都是在一定的环境和背景下生成并发展起来的,情态从逻辑学进入语言学之后成为了一个公认的重要而复杂的范畴,通过对情态以及语境概念的界定,阐述情态动词的特征、语境的分类及相关研究,从语义学和语用学角度分析语境在情态动词使用中所起的作用,以期为英语情态动词的研究开辟全新视角。  相似文献   

模糊语言的认知语用视角     

周文德 《郴州师范高等专科学校学报》2013,(6):79-82

模糊语言是一种客观存在,它在自然语言中占相当的比重。从认知语用学的视角探讨了关联论和顺应论对模糊语言的解释力,同时指出认知语境影响着人们在使用模糊语言时的种种不同心态,而心态不同又影响着模糊语言的生成和理解。  相似文献   

试论新课程改革中的教学案例及其研究价值   总被引：17，自引：0，他引：17  

商利民 《教师教育研究》2004,16(6):56-60

教学案例研究,是一种新兴起的研究策略,为解决教育理论与实践两者研究相脱节的关系搭起了一座桥梁;给教师解决教学与科研共进的两难问题提供了途径;同时,教学案例研究成为促使教师角色转变和专业发展的重要因素之一。教育教学案例研究关系到对教学案例的特点、写作及分析等方面的理解,进一步明晰它在新课程改革中的重要价值,能使教育理论研究者转变研究思维方式,与要实现角色转变的一线教师共同成长,使教育真正走上"教学与科研一体化"的道路。  相似文献   

Probing the amalgam: the relationship between science teachers’ content,pedagogical and pedagogical content knowledge     

Knut Neumann  Vanessa Kind  Ute Harms 《International Journal of Science Education》2019,41(7):847-861

ABSTRACT

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students’ learning. Since Shulman’s introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, ‘consensus’ model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an ‘amalgam’ of content and pedagogical knowledge.  相似文献   

当代中国儿童精神成长的教育学思考     

卜玉华 《美中教育评论》2008,5(2):50-54

在当代,中国儿童精神生活状况出现了“乡根意识”的淡化、人际关系的狭隘化与冷漠化、情感主义自我认同的迷失,以及自立心态的不足等令人担忧的状况。城市化浪潮对儿童成长空间的挤压,多元、变动不居的社会生活方式产生的冲突性影响,家庭教养和学校教育中的双重偏失等都是主要影响因素。为此,从教育学角度而言,要注意引导儿童成为满足自身成长需要的自主建构者和受纳者,并在个性与共性的动态统一中促进儿童的精神成长。  相似文献   

话语标记语的认知语用研究     

卢桂冬 《台州学院学报》2008,30(5):52-54

关联理论为话语标记语的语用分析提供了很好的理论依据。根据关联理论,话语标记语所连接的是话语和语境或者语境假设之间的关系,在话语交际中起着语言标记作用。话语标记语的认知在很大程度上取决于语境与关联的互动,它对语言的生成和理解起着语用指引和制约作用。  相似文献