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141.
农村地区的综合实践活动课程资源与城市相比有自己独特的优势。农村学校必须因校制宜,另辟蹊径。与大自然零距离的对话,较之于现代城市的“失忆”,遗风、遗俗、遗迹等人文资源的探究以及明显的地方特色都是农村学校极好的课程资源。即使是同样的主题,利用农村的天时、地利,照样可以做出自己的特色,与城市学校各领风骚,甚至做得更强、更优。 相似文献
142.
Honorine Nocon 《Journal of Educational Change》2008,9(4):339-347
The sustainability of research-based innovations in schools is constrained not only by systemic institutional barriers and
inherent contradictions between schooling and research, but also by the related issue of time. This case study suggests that
relative timescales, e.g., the collective activity of schooling over decades versus the individual actions of researchers
over semesters or years, hinder the coordination and synchronization of schooling and research processes. Using cultural–historical
activity theory and heterochrony, this analysis of data from a 4-year collaborative school-university research and development
project suggests that, in spite of active support from school personnel, temporal conflicts undermined research activity and
the sustainability of the innovation. At the same time, when researchers aligned their actions with the actions and timescales
of school personnel, core elements of the innovation were appropriated into school practice.
相似文献
Honorine NoconEmail: |
143.
144.
Kevin Manunure Alice Delserieys Jérémy Castéra 《Research in Science & Technological Education》2020,38(3):289-307
ABSTRACT
Background
Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception. 相似文献146.
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
147.
孤独症相关脑机制的研究现状 总被引:1,自引:0,他引:1
从脑生理机制的角度对孤独症进行研究已成为当前孤独症研究的热点。脑生理机制研究方面,以LYNN WATERHOUSE等人提出的思辨模型最具有代表性和概括性,能够较全面系统地对孤独症的行为特征作出解释,后继的研究也较好地支持了他们的模型。通过分析,对今后孤独症研究的趋势提出了一些展望。 相似文献
148.
朱昌彻 《赣南师范学院学报》2003,(1):18-22
王廷相在认识的来源上提出“合内外而一之” ,论证了一切认识都是主观对客观的反映 ;在认识的途径上 ,提出可分“见闻”和“思虑”两阶段 ,并阐述了两个阶段的区别和联系 ,反对“见闻”和“思虑”之外 ,别有所谓“德性之知” ;在知与行的关系上提出“知行兼举” ,强调实践的极端重要性 ,发展了古代朴素唯物主义认识论。当然 ,其认识论也有缺陷 相似文献
149.
曹俊军 《湖南师范大学教育科学学报》2004,3(2):75-77
中小学教学活动,关键在于充分体现教学的主体性精神。承认学生在教学中处于主体地位,即承认学生在教学中既是认识活动的主体,又是价值活动的主体。活动是学生主体地位得到落实的重要保证。学生的活动及活动方式必须得到巧妙的安排和组织。 相似文献
150.