浅析德育生活化     

徐俊 《丽水学院学报》2006,28(6):74-76

道德与生活是一体的,生活是道德赖以生长的根基。全文着重探讨了德育生活化的必要性及德育生活化的实践方法。  相似文献   

The materiality of biographical knowledge – ethnography on aesthetic practices     

Juliane Engel 《Ethnography and Education》2020,15(3):377-393

ABSTRACT

The article aims to develop a theory of biographical knowledge and practices of aesthetic articulation. Thus, it examines the aesthetic practices of young people beyond their verbal utterances. Using seven video case studies, it demonstrates the extent to which biographical knowledge is articulated in aesthetic practices – drawing, dancing, making music, etc. Aesthetic practices of articulation are theoretically defined as modes of relation between people and objects and between people and spaces. The article introduces a new ethnographic approach in biographical research that takes into account the lack of research into the significance of aesthetic practices in non-formally institutionalized areas and is thus also an epistemological guide that goes beyond highly cultural patterns and contexts. This has also proved particularly relevant for investigating subjectivation processes of vulnerable groups or, more specifically, the emergence of unequal subject positioning.  相似文献   

The relationship among students' reading performance,their classroom behavior,and teacher skills     

Saskia K. Brokamp  Antonia A. M. Houtveen  Willem J. C. M. van de Grift 《The Journal of educational research》2019,112(1):1-11

The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all significantly interrelated. Better reading performance at the beginning of the school year goes with better behavior at the end of the school year. In turn, better behavior at the beginning of the school year goes with better reading performance at the end of the school year. The teacher can improve the behavior of the students by providing high-quality reading instruction. Some teacher skills have differential effects, however, on the various behavioral aspects. The implications for the educational practice as well as for future research are discussed.  相似文献   

Comparing beliefs about appropriate practice among early childhood education and care professionals from the U.S., China, Taiwan, Korea and Turkey   总被引：1，自引：0，他引：1  

Mary McMullen  James Elicker  Jianhong Wang  Zeynep Erdiller  Sun-Mi Lee  Chia-Hui Lin  Ping-Yun Sun 《Early childhood research quarterly》2005,20(4):451-464

The purpose of this study was to examine what, if anything, caregivers and teachers of 3- to 5-year-old children from the U.S. (n = 412), China (n = 244), Taiwan (n = 222), Korea (n = 574), and Turkey (n = 214), had in common in terms of self-reported beliefs and self-reported practices related to the National Association for the Education of Young Children's (NAEYC) policy statement for developmentally appropriate practices (DAP). DAP is widely endorsed by early childhood education and care professionals in the U.S. and is assumed to have far reaching impact on curricular beliefs and practices throughout the world. Pearson correlations and one-way ANOVA were used to compare overall mean scores for beliefs measured by the Teachers Beliefs Scale (TBS) to those of practices measured by the Instructional Activities Scale (IAS) [Charlesworth, R., Hart, C. H., Burts, D. C., & Hernandez, S. (1991). Kindergarten teachers’ beliefs and practices. Early Child Development and Care, 70, 17–35]. Item-by-item analyses were conducted using factor analysis and χ² analyses within and across countries. Similarities emerged related to, in particular, those beliefs and teaching practices associated with integrating across the curriculum, promoting social/emotional development, providing concrete/hands-on materials, and allowing play/choice in the curriculum.  相似文献   

会计教学中的典型引路     

徐汉萍 《黄冈职业技术学院学报》2002,4(2):25-26

本文对会计教学中运用典型引路法进行了简单的介绍,典型引路法的运用,可以较好地引导学生进行学习。  相似文献   

Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching   总被引：1，自引：0，他引：1  

Michalinos Zembylas   《Teaching and Teacher Education》2005,21(8):935-948

This paper invokes a poststructuralist lens—and, in particular, Foucauldian ideas—in conceptualizing teacher emotions as discursive practices. It is also argued that within this theoretical framework, teacher identity is theorized as constantly becoming in a context embedded in power relations, ideology, and culture. In terms of the methodology used when studying teacher identity and emotion through this lens, it is shown that long-term ethnographic investigations offer important advantages. This is shown through an ethnographic study of the emotions of teaching with one teacher over three years (1997–1999) and a semester long follow-up study with the same teacher four years later (spring 2003). The contribution of this study in what is presently known about teacher emotions in educational settings consists in the following three ideas: first, that emotional rules in teaching are historically contingent; second, that a teacher plays a part in her own emotional control; and third, that a teacher's identity is constituted in relation to the emotional rules in the context in which she/he teaches. The contribution of a poststructuralist perspective in research on teacher emotion is discussed and analyzed.  相似文献   

高校推行全英文教学方法之探讨     

孙辉 《教育教学论坛》2020,(11):229-230

全英文教学是高校教育国际化的重要一环,目前已在国内不少高校中实施并得到了高度关注。然而,实施全英文教学并非易事。必须从实际出发,慎重选择科学合理的策略与方法。文章基于个人多年教学实践经验分析了高校实施全英文教学的必要条件,并就如何在高校切实有效地推行全英文教学提出了一系列全面而中肯的建议和措施,旨在为现阶段中国高校推行全英文教学提供有益的参考。  相似文献   

Quality and Qualms in the Marking of University Assignments by Sessional Staff: An Exploratory Study   总被引：3，自引：0，他引：3  

Erica Smith  Kennece Coombe 《Higher Education》2006,51(1):45-69

The higher education sector is increasingly reliant upon casual (‘sessional’) staff for teaching and marking purposes. While this practice has been little examined in the past, over the last few years increasing attention has been paid to the quality of marking, mainly because students and academic staff alike are becoming increasingly likely to question examples of poor practice. Hence, many universities in Australia are now attempting to introduce stricter procedures relating to marking. Despite current concerns, there is little published research on marking practices in Australian universities. This paper adds to the body of knowledge by reporting on two pieces of empirical research into the use of casual markers. A project at Charles Sturt University comprised focus groups of, respectively, students, lecturers and markers, and a survey of distance education students. Research at the University of South Australia focused on pedagogical issues relating to marking, comparing the approaches of permanent lecturing staff with those of sessional markers. The results of these projects provide a useful insight into areas of current concern to university staff and management.  相似文献   

Staff student partnership in assessment: enhancing assessment literacy through democratic practices     

Susan J. Deeley  Catherine Bovill 《Assessment & Evaluation in Higher Education》2017,42(3):463-477

In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits.  相似文献   

由典型国家的历史进程看人类社会发展的规律     

谢太光 《宜宾学院学报》2007,7(11):97-100

文章通过对古代与近现代一些典型国家历史进程的分析,深化了对人类社会发展规律的认识.  相似文献