英国入职教师教育国家课程探析   总被引：1，自引：0，他引：1  

傅树京 《课程.教材.教法》2007,(12)

英国入职教师教育国家课程对合格教师资格标准,课程总要求,英语、数学、科学和信息交流技术在学科教学中的应用等几个方面进行了规定,并提出了较为具体的要求。实施其课程的目标是达成合格教师资格标准。该课程具有实践性,注重信息交流技术在学科教学中的作用,注重中小学在教师教育课程中的作用。这些启示我们要尽快制定教师资格标准,强化实践性入职教师教育课程并注重对其实施效果进行指导和监督。  相似文献   

School English,literature and the knowledge-base question     

Lyn Yates  Larissa McLean Davies  Lucy Buzacott  Brenton Doecke  Philip Mead  Wayne Sawyer 《Curriculum Journal》2019,30(1):51-68

This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education.  相似文献   

Evaluating efforts to enhance health and wellbeing in Scottish secondary schools   总被引：1，自引：0，他引：1  

Malcolm Thorburn 《课程研究杂志》2017,49(5):722-741

Curriculum for Excellence in Scotland outlines a policy vision of a more progressive, integrated and holistic form of education; a commitment which contains an obligation for health and well-being (HWB) to be a responsibility of all teachers. A critical policy analysis approach was utilized in order to review school-level progress in different stages of policy development, i.e. policy formulation, legitimation, implementation and evaluation. Evidence was collected through 15 semi-structured interviews with head teachers, teacher education academics and staff with national and local authority quality improvement remits. Questions focused on: aims and curriculum goals; school culture; learning and teaching; partnership relationships and evaluations of practice. Findings suggest a high degree of support for curriculum aims, however, there were often problems communicating policy expectations (policy formulation). Thus, despite impressive examples of innovative practice in relation to school ethos, wider achievement and pupils’ broader general education (policy legitimation), there were also examples of HWB being constrained by senior school examinations and the backwash effect this had on curriculum planning and engagement with interdisciplinary learning approaches (policy implementation/evaluation). These findings have implications in terms of policy to practice coherence as well as highlighting the need for further more specific research evaluations.  相似文献   

Competence-based blended learning in building automation: towards a EU curriculum in ‘Domotica’     

L. Sommaruga  E. De Angelis 《European Journal of Engineering Education》2007,32(6):675-685

A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning regional differences among the various European partners involved in the learning. Refusal to accept e-learning approaches has been considerable among teachers and students in piloting building automation courses, and mainly related to four factors in the tradition of adult education: curriculum tradition, oral tradition, lack of confidence in technical solutions to educational matters and lack of experience with the media.  相似文献   

Gandhian education in Bali: globalisations and cultural diversity in a time of fundamentalisms     

Laurence Tamatea 《Compare》2006,36(2):213-228

The paper presents findings from a research project undertaken at the Taman Rama Gandhi School in Bali during the first anniversary week of the Bali Bombings in 2003. It explores the school's response to four key components of Gandhi's model of Basic Education (Nai Talim) and shows that the claimed curriculum is framed by two contradictory discourses: a globalisation from above discourse and a Gandhian discourse of tolerance and peace, more consistent with a globalisation from below discourse. The argument is made that the curriculum's commitment to the neo‐liberal capitalist values of the globalisation form above discourse may ultimately thwart the emphasis upon peace and tolerance in the discourse from below.  相似文献   

信息技术与课程整合不等同于CAI   总被引：6，自引：0，他引：6  

刘力  李红波 《现代教育技术》2003,13(5):22-25

该文从历史发展背景、内涵、目标、教学过程以及对教师和学生的要求等方面对信息技术与课程整合、计算机辅助教学加以区分,并对二者的发展前景做出展望。  相似文献   

信息技术与课程整合的理论和实践     

陈军 《甘肃高师学报》2006,11(2):94-96

在对信息技术与课程整合有关问题的探讨基础上,以<电磁感应现象>课为例提出了如何实现教育信息技术与物理教学设计整合的具体做法和思考.  相似文献   

课程改革中教师关注阶段理论的研究述评   总被引：4，自引：0，他引：4  

尹弘飚 《比较教育研究》2004,25(8):38-43

本文介绍了"关注阶段"的理论架构与评定方法,回顾并分析了它在美国、比利时、荷兰、香港以及澳大利亚等文化情境中的运用与发展.在我国新课程改革背景下进行关注阶段研究不仅有利于我们了解新课程实施情况,而且有助于这一理论自身的发展.  相似文献   

浅谈中学物理新课程实施中教师的缺失及对策     

胡玉平  李海 《宜宾学院学报》2005,5(12):119-121

教育部《基础教育课程改革纲要(试行)》的颁布给中小学教师带来了严峻的挑战。本文从综合知识、教学方法、自我教育、培养学生兴趣、及科研能力五个方面论述中学物理新课程实施中教师的缺失,并在此基础上提出相应的对策。  相似文献   

我国高校多媒体技术教材的现状分析     

曾兰芳  戴文静 《现代教育技术》2008,18(6):118-122

该研究对多媒体技术教材进行了抽样分析,发现目前多媒体技术教材存在"未能体现学生的自主学习地位、匮乏配套的教学资源、忽视学生的专业背景"等缺陷,并据此对未来面向高校信息技术类公共课课程的教材的编写提出了具体的建议。  相似文献