Some sources for the history of the teaching of science in England     

《British Journal of Educational Studies》2012,60(2):149-160

ABSTRACT

The number of International Baccalaureate Diploma Programme (IBDP) schools has increased rapidly in China in recent years. However, access to schools offering the IBDP remains restricted to a relatively elite minority of China’s population due to enrolment barriers for Chinese nationals and relatively high school fees. An implication is that students potentially remain in physical, cultural and socio-economic isolation from host communities. Within this context, this study explored how, and the extent to which, two core components of the IBDP – namely, the Learner Profile and Creativity, Action, Service – help foster inter-cultural understanding between students and other communities within Chinese society. To this end, in mid 2013 interview data were gathered from IBDP teachers, IBDP administrators, and IBDP students from five elite IBDP schools in Beijing and Shanghai. Findings revealed a perception that the Learner Profile could provide a strong theoretical appreciation of the norms and values of other cultures, while Creativity, Action, Service could break down physical divides by offering students an opportunity to interact with people of different cultures and socio-economic groups. Nevertheless, interviewees also noted tensions with the implementation of these components in the context of results-oriented elite IBDP schools in China.  相似文献   

Evaluating Environmental Knowledge Dimension Convergence to Assess Educational Programme Effectiveness     

Anne K. Liefländer  Franz X. Bogner  Alexandra Kibbe  Florian G. Kaiser 《International Journal of Science Education》2013,35(4):684-702

One aim of environmental education is fostering sustainable environmental action. Some environmental behaviour models suggest that this can be accomplished in part by improving people's knowledge. Recent studies have identified a distinct, psychometrically supported environmental knowledge structure consisting of system, action-related and effectiveness knowledge. Besides system knowledge, which is most often the focus of such studies, incorporating the other knowledge dimensions into these dimensions was suggested to enhance effectiveness. Our study is among the first to implement these dimensions together in an educational campaign and to use these dimensions to evaluate the effectiveness of a programme on water issues. We designed a four-day environmental education programme on water issues for students at an educational field centre. We applied a newly developed multiple-choice instrument using a pre-, post-, retention test design. The knowledge scales were calibrated with the Rasch model. In addition to the commonly assessed individual change in knowledge level, we also measured the change in knowledge convergence, the extent to which the knowledge dimensions merge as a person's environmental knowledge increases, as an innovative indicator of educational success. Following programme participation, students significantly improved in terms of amount learned in each knowledge dimension and in terms of integration of the knowledge dimensions. The effectiveness knowledge shows the least gain, persistence and convergence, which we explain by considering the dependence of the knowledge dimensions on each other. Finally, we discuss emerging challenges for educational researchers and practical implications for environmental educators.  相似文献   

新加坡华语教学本土化探索——聚焦《中华通识课程》与《双文化课程》     

刘丽平  雒力蓉 《当代教育与文化》2013,(3):79-83

在多元文化教育发展国际化背景下,为了适应教育发展全球化的要求,新加坡政府自2004年开始出台了一系列与华语教学相关的政策,旨在通过中华通识课程和双文化课程的开办,促使学生对中西方语言、文化有比较广泛的认识,同时为学生提供更加充分的受教育机会,提升其学业成就,激发其发展潜能。该政策的实施,在惠及学校、学生的同时,亦有效地实现了刺激国家经济发展的需要。  相似文献   

Policy Formulation and Networks of Practice in European eLearning: the emergence of a European E-Learning Area     

Florin D. Salajan 《European Journal of Education》2013,48(2):292-310

This article discusses the emergence of a European E-Learning Area (EELA) as a consequence of three factors that can be observed in the e-learning developments over the past decade. The first factor consists of the carving of a policy sector in e-learning via formal instruments such as the eLearning Programme, the Lifelong Learning Programme and an array of other e-learning policy stipulations embedded in larger policy instruments at European level (e.g. Framework Programme). The second factor is represented by the mainstreaming of e-learning activities, both through formal and informal measures across multiple domains. Finally, the proliferation and consolidation of interlinked networks of practice as incubators of e-learning innovation and sharing of expertise act as the third factor in the shaping of EELA. The conceptualisation of EELA is substantiated through an analysis of the European e-learning policy documentation and the findings of a questionnaire distributed to the coordinators of projects under the eLearning Programme. In light of the findings, theoretical and practical implications for EELA as a nascent policy domain are explored and offered as a basis for further debate on this theme.  相似文献   

试论师范生在“全民健身”中的地位和作用     

宋凯 《绵阳师范学院学报》1996,(Z2)

该文讨论了师范生与学校体育、社会体育的关系和师范生在全民健身中的地位和作用.  相似文献   

项目教练法及其在Visual Basic教学中的应用     

杜治汉 《教育技术导刊》2009,(4):19-21

以学生能力为中心是现代教学的基本理念。项目教练法以学生能力为中心,依托项目、基于问题,采用研究式方法进行教学。论述了项目教练法的主要内容,并以Visual Basic程序设计课程教学为例,说明了项目教练法的应用方法。  相似文献   

联合国教科文组织文献遗产政策及启示——基于“三步执行战略”方法论框架     

徐拥军  郭若涵 《图书情报工作》2022,66(6):15-25

[目的/意义] 文献遗产政策对实践具有引导性与约束力,是推动实践良性发展的必备要素。对标国际文献遗产政策,及时对我国文献遗产工作做出正向调整至关重要。[方法/过程] 主要采用政策文本分析方法,具体步骤为：首先引入UNESCO文化遗产工作方法论框架——"三步执行战略",通过审视UNESCO具有关键节点意义的文化遗产政策证明其合理性,并通过历史回顾梳理其内在的价值转向。其次,以此为参照,从"文献遗产的确认、保存、获取"3大方面对UNESCO文献遗产政策进行分析。最后,结合实际情况,得出对我国文献遗产工作的启示。[结果/结论] 我国文献遗产工作可从以下几个方面予以改进和完善：摒弃孤立视角,关注多元联系;衔接国际原则,出台"本土化"政策;聚焦遗产名录,开展"反思性"研究;兼顾数字遗产,推动精准保护;跳出单一领域,整合多种力量。  相似文献   

From Local to Global: A Comparison of Hong Kong Library Association Mentoring Programme and International Librarians Network     

Leo F. H. Ma  Maggie Mei Ki Wong 《International Information and Library Review》2018,50(2):170-179

In today's world, sharing and connecting get easier every day with the rapid development of and ubiquitous access to the World Wide Web. It enables one to acquire information about their profession and connect with people anytime, anywhere. While celebrating this wide availability of information and connectivity, one-to-one personal sharing is not to be dismissed. Instead, we should make the best use of it in developing our profession. Both the Hong Kong Library Association Mentoring Programme and the International Librarians Network are newly launched mentoring programmes addressing the increasing demand for connecting and networking LIS professionals both locally and globally. This paper aims to compare these two mentoring programmes in terms of the successful factors of and learning support given to the Hong Kong LIS community, as well as the effectiveness of these personal sharing platforms. Their strengths, similarities, and impact to the LIS community will be discussed.  相似文献