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71.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献
72.
文化研究语境下的文艺学身份重建,存在本质主义与反本质主义两种思维方式。本质主义坚持文艺学中的元理论、科学性、经典化;反本质主义重新定义文学性、文学自主性,并在日常生活审美化的语境下反思文艺学的学科性。在重建文艺学的思路上,一派主张在文艺学内部进行调整,拉近与现实的关系,一派主张从文艺学外部重建历史化、地方化的文艺学。 相似文献
73.
陆玉君 《南宁师范高等专科学校学报》2007,24(3):104-105
现代学习方式是以弘扬人的主体性为宗旨、以促进人的可持续性发展为目的。新课程强调,教学是师生交往、互动、共同发展的过程,是人人参与,平等对话的过程;实际教学中,以"教师为主导,学生为主体"的教学方式正在逐步取代老的教学模式。通过指导学生阅读,提高阅读能力,使学生养成认真读书和思考结合的良好学习习惯,培养学生自学能力,为终身学习打下良好的基础。 相似文献
74.
黄汉平 《广东教育学院学报》2002,22(1):45-50,65
从外来影响和接受研究的角度考察中国大陆当代文学50年所走过的风雨历程,可以认为中国当代文学对外国文学资源的接受经历了从单一接受到全面排斥,从封闭走向开放,并在全球化语境中步入多元等四个时期;在文学创作上则留下了一条明显的从“苏化”到“文革”,从“西化”再到“多元化”的演化轨迹。梳理当代文学与外国文学之间的关系,是中国文学在新世纪走向世界的一份备忘录。 相似文献
75.
长期以来,医学高校的营养与食品卫生学教学,尤其是临床营养教学存在理论和实践脱节的问题。文章通过原因分析,借助现有教学经验,把基于互联网平台应用的启发式与参与式教学模式融入临床营养教学实践,为培养营养与食品卫生学专业的复合型人才提供新的思路。 相似文献
76.
Expectations versus reality: the case of Liberal Studies in Hong Kong’s new senior secondary reforms
Dennis Fung 《Compare》2016,46(4):624-644
This article reports the findings of a five-year longitudinal study investigating the introduction of Liberal Studies in the context of Hong Kong’s new senior secondary educational reforms. The aim of this empirical research, which adopted diachronic analysis to allow comparisons over time, was to compare teachers’ and students’ perceptions of the Liberal Studies curriculum before and after its introduction. Methodologically speaking, the study was informed by documentary inquiry, with approximately 560 newspaper articles and government reports collected to identify the issues surrounding the curriculum debate. Questionnaire-based surveys conducted in the pre- and post-reform periods revealed a sharp contrast between expectations and reality for both participant groups following the curriculum’s introduction. Whilst the students demonstrated favourable attitudes towards Liberal Studies before studying the subject, a certain degree of disappointment was expressed after the new curriculum came into effect. In follow-up interviews with teachers, they expressed a lack of confidence in teaching such a multi-disciplinary subject and criticised the overly ambitious nature of the curriculum. Liberal Studies, as currently taught, runs the risk of falling out of favour with Hong Kong secondary school teachers, and the question of whether it will play an increasingly important role in promoting patriotic education after the demise of Moral and National Education is deserving of research attention. 相似文献
77.
78.
关于法律职业教育的探讨 总被引:1,自引:0,他引:1
陈永红 《淮北职业技术学院学报》2003,2(2):75-77
21世纪的法律职业教育是集知识、能力、素质三位一体的教育,它需要法学教育在教学内容、教学方法、教学考核方式等方面要有相应的改变,诊所法律教育适应了这一目标要求,成为法律职业教育中值得引进、借鉴的教学方式。 相似文献
79.
80.
文章对卡内基“打造新世纪教师计划”的背景和基本理念进行了分析,并对我国的教师教育提出了一些建设性的意见。 相似文献