Disrupting a learning environment for promotion of geometry teaching     

Zingiswa Jojo 《Africa Education Review》2017,14(3-4):245-262

Creating a classroom learning environment that is suitably designed for promotion of learners’ performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers’ action learning changed the learning environment for the promotion of geometry teaching. This was an exploratory study in which a sample of 13 grade 8 mathematics teachers from the rural schools of a district in the Eastern Cape Province in South Africa participated in a project aimed at creating mathematical learning environments through action learning while supporting and promoting the teaching of geometry. The study was qualitative and data was collected using questionnaires, classroom observations and semi-structured interviews with the teachers on a participatory action research conducted in two cycles. Results indicated that 92% of teachers changed their classroom environments by modifying instructional strategies, learner -interactions, and engagements, but could not change how they managed the classrooms due to some factors related to power dynamics andthe education policy. It is recommended that teachers be workshopped on modifying their classroom learning environments while they undergo learning in action on the promotion of teaching and learning geometry in their school defining contexts.  相似文献   

From trust to control – the Swedish first teacher reform     

Peter Erlandson  Mikael. R. Karlsson 《Teachers and Teaching》2018,24(1):22-36

In this study, the implementation of the Swedish first teacher reform, where especially skilled teachers get an opportunity to advance in their careers, is examined. The scene is an upper secondary school, Baxter High, in the southwest of Sweden. In this particular school, a new system with first teachers replaces an old system of so-called head teachers. The teachers’ response to this is multilayered: at the same time as it reveals an unwillingness to change everyday work rhythms, it is also a response to cultural change, and to change in the discourse of political life in Baxter High. The implementation of the first teacher reform results not only in a change in administrative categories, but also in a change in ideology, intertwined with and embedded in the cultural and social life of the school. In this article, the authors connect the first teacher reform to the neoliberal transformation process that the Swedish educational system has undergone over the last three decades.  相似文献   

荆南干堤局部河段近岸水下抛石前后冲淤分析     

侯晓岚  聂勋龙  柳长征 《长江工程职业技术学院学报》2001,18(4):36-38

对调关至八十丈河段抛石后局部冲刷进行验证测量 ,结果表明 ,抛石总体效果是明显的 ,但在特殊河段、特殊水流条件下抛石后河床局部有冲刷现象。对长江堤防工程的正常运行提出了安全监测建议。  相似文献   

现代化研究与历史发展观的变革   总被引：1，自引：0，他引：1  

孙厚生 《唐山师范学院学报》2005,27(6):70-73,99

“现代化”研究，实际上始于19世纪对西欧资本主义起源的研究。与现代化发展的不同阶段——原生的现代化、续生的现代化、后发现代化和当代社会的“后现代”发展—相联系，先后形成了经典现代化、后发现代化和后工业社会发展理论。不同形式的现代化理论，既反映了人们对“现代化”的历史、现实与实施的不同观点，也反映了人们在现代化研究中所实现的历史发展观的持续变革。研究不同的历史发展观及其变革的过程，有助于我们在社会主义发展阶段的新形势下确立科学的历史发展观，进而推动世界历史研究的变革。  相似文献   

论赵翼的史学主张——赵翼史学新探之二     

赵兴勤 《河池学院学报》2007,27(1):33-39

“乾隆三大家”之一的著名思想家、史学家赵翼,撰有《廿二史劄记》、《陔余丛考》等历史研究著作。这些著作,均表现出作者宏阔的史学视野与积极的治史态度,成为乾嘉时期不可多得的学术精品。尤为可贵的是,赵翼精于研究历史的同时,对“表现历史”即如何“作史”,亦有着冷静而审慎的思考。瓯北所理解的“良史”,就其史学主张而言,主要包含四个方面的内容:一、严格体例,谨慎去取;二、下语斟酌,切于时势;三、悉心核订,推敲事理;四、善于位置,繁简得当。赵翼提出的如何“表现历史”的主张与构想,在其著作中得到了比较完美的践行,其观点经历了二百多年历史的汰选,值得当今的修史者认真思考与借鉴。  相似文献   

Driving change from ‘the middle’: middle leading for site based educational development     

Christine Edwards-Groves  Peter Grootenboer  Ian Hardy  Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333

ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

何谓“历史唯物主义精神”     

王巍  唐正东 《常熟理工学院学报》2007,21(5):7-12

历史唯物主义的“历史”不是对历史过程的经验描述，而是反映现实的真实社会状况的生产力和生产关系的矛盾发展史，“历史精神”体现为一种历史发生学的科学方法论；历史唯物主义的“唯物”不是对唯心主义的简单否定，而是在唯物主义的基础上解析了人类自由的获得路径问题。不同于海德格尔的“存在论”哲学，马克思发现了真正探及社会生活本质同时也是文化的本质的历史唯物主义的分析方法，从而开辟了一条崭新的哲学道路矗立于现代哲学之林，这就是作为整体哲学形态的“历史唯物主义精神”。  相似文献   

Authentic science experiences as a vehicle for assessing orientation towards science and science careers relative to identity and agency: a response to “learning from the path followed by Brad”     

Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647

This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.

Pauline W. U. ChinnEmail:

  相似文献   

载铁改性沸石吸附剂去除含氟水中氟离子的研究   总被引：2，自引：0，他引：2  

董岁明  闫英桃  董延芳 《陕西理工学院学报(社会科学版)》2004,22(3):57-60

研究了用三氯化铁改性的沸石在水中的除氟性能．对使用条件及除氟机理进行了研究．并对洗脱、再生后的吸附荆进行吸附柱实验．结果表明，该吸附剂对含氟水中的氟具有吸附容量高、速度快、选择性高、易洗脱再生的特性．多次洗脱再生后的吸附剂可重复使用，吸附剂性能稳定，吸附剂机械强度高．该吸附剂的静态饱和吸附容量可达26．57mg(F^-)／g(吸附剂)．  相似文献   

现实实践与历史认识的合理结合 --毛泽东史论的鲜明特色     

廉敏 《北京师范大学学报(社会科学版)》2002,(2):72-78

毛泽东的历史认识中包含着鲜明的实践性.这不仅仅表现在他对历史与现实的关系有着深刻的理解与更多的关注,更重要的是表现在,他在革命实践中对历史知识进行了深刻、灵活、丰富的运用,推动了革命实践和历史认识的共同发展.毛泽东关于历史认识与现实实践的丰富的思想内涵为我们提供了很多启示.  相似文献