Women,literacy and health: comparing health and education sectoral approaches in Nepal     

Sushan Acharya 《Compare》2019,49(2):211-229

Functional adult literacy interventions have been regarded for many decades by policy makers as an effective way of imparting health knowledge. Supported by research on the statistical relationships between women’s literacy rates and health indicators, this dominant policy discourse is based on assumptions that non-literate women lack understanding and confidence, and that formal programmes and institutions constitute the main sites of learning. Proposing a broader conceptualisation of literacy as a social practice and of health as connected with social justice, this article draws on policy analysis and the authors’ earlier research in Nepal to re-examine the relationship between gender, literacy and health. By comparing health and literacy approaches used within the education and health sectors and taking account of new and indigenous informal learning practices, the article points to ways of investigating the complex interaction of factors that influence inequalities in gender and health at community level.  相似文献   

Three-dimensional evaluation of upper anterior alveolar bone dehiscence after incisor retraction and intrusion in adult patients with bimaxillary protrusion malocclusion     

Guo QY  Zhang SJ  Liu H  Wang CL  Wei FL  Lv T  Wang NN  Liu DX 《Journal of Zhejiang University. Science. B》2011,12(12):990-997

Objective  

The purpose of this study was to evaluate three-dimensional (3D) dehiscence of upper anterior alveolar bone during incisor retraction and intrusion in adult patients with maximum anchorage.  相似文献   

2010年我国成人教育理论研究综述——基于2010年人大复印报刊资料《成人教育学刊》的统计分析     

乐传永  孙立新 《现代远程教育研究》2011,(1):12-18

对2010年人大复印报刊资料《成人教育学刊》所转载论文进行统计分析,回顾这一年来我国成人教育理论研究所取得的成就,呈现以下显著特点：一批学术期刊在本研究领域中的学术地位基本保持稳定,其办刊质量有所提升,所载论文采用的研究方法呈多样化趋势,研究领域进一步拓展和深化。成人教育理论研究应当准确把握我国成人教育发展的方向,及时研究成人教育新的发展模式。我国成人教育理论研究未来的走向：一是成人教育研究正在趋向批判和反思;二是信息化、国际化的研究特色更加鲜明;三是多学种、多视域研究越来越受到研究者的关注。  相似文献   

匈牙利成人职业继续教育与培训简析     

吴桂林 《四川职业技术学院学报》2012,22(2):76-78,108

匈牙利的成人职业继续教育与培训包括学校体系内的职业教育和学校体系外的成人培训两个部分,它的中等成人继续教育同高等职业成人继续教育相融通,校内教育与校外培训相融合。通过对匈牙利的成人职业继续教育与培训的入学者、学习形式以及培训形式的分析,对我国成人职业教育的校内教育同校外培训的结合、职业吸引力的提升、职业培训体系服务的完善有着借鉴意义。  相似文献   

基于SPOC的成人教育课程混合式教学模式研究     

于磊  王慧锦 《继续教育研究》2022,(1):60-63

在新时代背景下,社会对人才的需求越来越旺盛,每个人必须树立终身学习的理念,成人教育由此显得越来越重要。目前,线上和线下混合式教学在成人教育中的应用研究还比较少,如何将二者结合起来形成有效的教学模式是需要我们关注的问题。因此,需要根据SPOC和混合式学习的相关理论,在分析SPOC环境下的课程特点的基础上,建立以SPOC为支撑的成人教育课程混合式教学模式;通过对教学过程和现有学习模式进行优化,提升学生学习能力和学习效率,增强教师的教学水平和教学效果。  相似文献   

基于政策文本的继续教育及相关术语演变解析     

韩晓荣  于游洋 《继续教育研究》2022,(1):9-13

在新时代发展背景下,继续教育实践领域不断发展,研究范畴不断扩大,继续教育的概念也在不断深化和拓展。在党和国家发布的一系列政策文本中,继续教育已成为提升国家核心竞争力、建设创新型国家、构建学习型社会重大发展战略。从继续教育的概念出发,以政策文本为线索,追溯我国继续教育概念的演变,梳理其发展脉络,为探寻新时代继续教育的发展定位提供有益的思考。从实践内容上看,继续教育与成人教育既是我国教育实践上不同历史阶段教育体系构成的不同表述,也是二者随时代发展而不断吸纳和融合多种教育思潮后的产物。终身教育、终身学习和构建学习型社会等多种理论思潮的融入,赋予继续教育不断深化和拓展的动态发展特征。  相似文献   

成人学习理论下教师教育与教师专业发展再思考     

田璐 《继续教育研究》2022,(1):46-50

研究目的在于应用成人学习理论指导教师教育的实践,促进教师专业发展。首先,通过诺尔斯的成人教育学理论分析了成人学习理论对教师教育的适用性,探究各个成人学习论对教师教育的指导作用和对教师发展的促进作用,构建了较为完整的指导框架。然后,分别阐述了自我导向学习理论指导下教师教育生成内生动力,促进教师知识发展;转化学习理论对于教师教育提供新途径,促进教师伦理发展;熟练理论指导教师教育产生外部动力,帮助提升教师专业能力;情境学习理论指导下创设多元的教师教育环境,丰富教师实践经验。最后,成人学习理论于教师教育领域具有很强的适用性,应充分尊重教师成人身份和主体地位。  相似文献   

成人外语学习风格初探     

刘全国 《甘肃广播电视大学学报》2003,13(2):40-42

成人外语学习风格是影响成人外语教学的主要因素，近年来受到了外语教师和外语教学研究的广泛关注。在论述学习风格理论及要素的基础上，概述了我国成人外语学习风格的研究现状，同时提出了成人外语教学中学习风格的优化策略。  相似文献   

Who Upgrades to Higher Level Qualifications in Midlife?     

Andrew Jenkins 《British Journal of Educational Studies》2018,66(2):243-266

This paper investigates why people return to study in their 30s and beyond and upgrade to a higher level qualifications. Some previous research has argued that attitudes formed in childhood, via family background and schooling, continue to shape a person’s engagement in learning throughout the adult lifecourse. Psychologists distinguish extrinsic motivation, determination to progress in a career, from intrinsic motivation, love of learning and suggest that both may be relevant to participation in adult education. A well-established education literature focuses on barriers to adult learning, such as lack of time or lack of funds.

The research focuses on people who did not enter higher education at the conventional ages of late teens or early twenties but who did subsequently obtain degree-level or equivalent qualifications in midlife, defined here as from their early 30s through to age 50. The research uses data from the 1958 British birth cohort, a large-scale longitudinal survey. In the paper, a comparison group methodology and binary logistic regression models are used to isolate the key factors which explain why cgertain individuals progress to higher level qualifications in midlife while others do not.  相似文献   

The relationship between working memory and writing in younger and older adults     

Hoskyn  Maureen  Swanson  H. Lee 《Reading and writing》2003,16(8):759-784

This study investigated therelationship between working-memory (WM) spanand writing performance in three age groups(mean of ages of 15, 30, 77 years). Asexpected, older adults' performance wasinferior to younger adults on measures ofverbal and visual-spatial WM and structuralcomplexity in writing. More important, WM spanmoderated structural complexity in writingacross age and those effects remainedsignificant when short-term memory, readingcomprehension, word knowledge, spelling andhandwriting speed were partialed from theanalysis. Overall, the results support thenotion that age-related changes in textgeneration are moderated by limitations in ageneral WM system.  相似文献