A dynamic learning concept in early years’ education: a possible way to prevent schoolification     

Stig Broström 《International Journal of Early Years Education》2017,25(1):3-15

In early childhood education and care, Nordic social pedagogy approach is challenged by a learning orientation that often results in unproductive ‘either/or’ thinking. Therefore, based on the two approaches and by analysing several dimensions of Froebel’s ideas and prevailing social-historical activity (play) theory, the author deduces four generally accepted play criteria that form the basis for the construction of a dynamic and play-based learning concept that has the three following cornerstones as focal points: (1) learning happens in activities where the child is an active participant and interacts and communicates with other people; (2) meaningful activities pave the way for children’s learning; these are activities where the child’s motive aligns with the goal of the activity; and (3) learning is seen as a productive and creative activity characterised by imagination.  相似文献   

Teaching critical thinking: Cultural challenges and strategies in Singapore          下载免费PDF全文

Charlene Tan 《British Educational Research Journal》2017,43(5):988-1002

Among the challenges faced by educators in promoting critical thinking is that of cultural compatibility. Using Singapore as an illustrative case study, this paper explores the cultural challenges and recommended strategies for the teaching of critical thinking in schools. The research for this study is based on a theoretical framework that focuses on two dominant practices of critical thinking: confrontational and individualistic on the one hand, and collegial and communal on the other. Research data shows that the main cultural challenges are the social expectations of teachers as knowledge transmitters and a perception that critical thinking is essentially adversarial. The recommended strategies are the utilisation of cooperative learning strategies and the provision of a safe learning environment. There are two major implications arising from this research study. The first is a need for policymakers and educators to be cognisant of cultural constraints in the teaching of critical thinking. The second is the significance of teacher efficacy to engender student engagement and successful learning within socio‐cultural constraints. The Singapore experience adds to the existing literature by highlighting the existence and significance of communitarian practices of critical thinking in an Asian context.  相似文献   

“Gymnasts Are Like Wine,They Get Better With Age”: Becoming and Developing Adult Women’s Artistic Gymnasts     

Natalie Barker-Ruchti  Roslyn Kerr  Astrid Schubring  Georgia Cervin  Myrian Nunomura 《Quest (Human Kinetics)》2017,69(3):348-365

Women’s artistic gymnastics is commonly understood to require early entrance and intense training during childhood. Most gymnasts retire before reaching adulthood. In recent years, the gymnast population at the highest level has “aged.” In this article, we adopt a socio-pedagogical perspective to explore the training contexts, pubertal development, and associated learning 10 older elite gymnasts reported. We develop a cultural perspective of gymnast development and show that transitioning through puberty allowed the gymnasts to extend their careers. Support from their coaches and parents, self-reflective time, and genetic predispositions facilitated the transitioning. Through this, gymnasts gained control over self, body, relationships, and performance. In conclusion, we provide implications for gymnast development practice.  相似文献   

Early stages in building hybrid activity between school and work: the case of PénArt     

Sylvie Barma  Thérèse Laferrière  Bruno Lemieux  Julie Massé-Morneau  Marie-Caroline Vincent 《Journal of Education & Work》2017,30(6):669-687

This formative intervention documents the emergence of a hybrid activity aiming at student engagement and academic achievement. In this context-bound study, early stages of this activity consisted in establishing PénArt meant to enable high school students with difficulties to start up their own business at school. It involved reaching agreements between a high school and a youth centre so that high school students engage in the production and selling of their branded t-shirt. At the frontiers of their respective activity system, students, youth workers, special education teachers and members of the school board took actions to cross boundaries and redefine their interrelations. Cultural historical activity theory was fruitful to document the development of a new object-oriented activity. Tensions and contradictions revelaled to be the key moments in the emergence of the hybrid activity. Expansive learning led us to understand that, in a conflicting situation, a collective’s agentive actions create an expansive form of learning and leads to a successful entrepreneurship experience. Change laboratory capacity to foster change for cooperative education in Quebec was successful. The students enrolled in a regional entrepreneurship contest and won it. That was a significant event for students with low self-esteem linked with their performance at school.  相似文献   

Culturally responsive computing as brokerage: toward asset building with education-based social movements     

Michael Lachney 《Learning, Media and Technology》2017,42(4):420-439

Bridging schools and communities has been a goal, if not hurdle, for reformers who aim to improve the education of low-income and underrepresented students from the bottom-up. Strategies to create these connections are often characterized as ‘brokerage’, where individuals or organizations bridge two or more social worlds. This paper details the design and implementation of educational technologies that support the brokering of school–community connections using a ‘culturally responsive computing’ (CRC) framework. Culturally responsive education is often limited to content and learning styles, which misses the opportunities it creates for a brokerage process that also connects to education-based social movements for economic access in underrepresented communities. This paper provides empirical support for the claim that the CRC framework is well suited for both purposes. It allows schools and communities to build assets together, translating the knowledge and skills of underrepresented communities into math and computing education, while illuminating the ways in which technologies can motivate education-based social movement building.  相似文献   

论民族院校独特的文化功能   总被引：7，自引：0，他引：7  

杨胜才 《高等教育研究》2006,(10)

民族院校是党和国家为解决国内民族问题而建立的综合性普通高等院校,是培养少数民族高素质人才、研究我国民族理论和民族政策、传承和弘扬各民族优秀文化的重要基地,是展示我国民族政策和对外交往的重要窗口。民族院校作为一种特殊的教育形式,符合多元文化教育的世界发展趋势,依据文化的平等与繁荣这一中国社会主义民族关系的目标要求,促进一体多元中华文化的整合是民族院校的基本功能,并且具有其独特的优势;继承、弘扬和发展我国少数民族的优秀传统文化是民族院校的神圣使命。  相似文献   

新形势下期刊编辑应具有的办刊理念   总被引：1，自引：0，他引：1  

熊忠 《怀化学院学报》2005,24(3):134-135

在新的形势下,期刊编辑应该具有以读者为本的办刊理念、以市场为导向的经营理念和创造期刊文化的文化理念,具体分析为三个方面:期刊编辑应该具有强烈的读者意识,找准目标读者,树立以读者为本、为读者服务的办刊理念;新形势下的期刊编辑必须增强市场意识,具有以市场为导向的经营理念,把期刊办成高品质的“商品”,接受市场的考验,抓住机遇;期刊编辑还必须具有创造期刊文化的文化理念,必须以创造先进的期刊文化为己任。  相似文献   

论费曼的人生哲学     

解世雄 《嘉应学院学报》2008,26(4)

费曼作为最杰出的物理学大师之一,他不仅对物理理论做出了杰出的贡献,对科学文化的传播也有独特的贡献。费曼生活方式的核心就是要让自己愉快;他生性乐观,洒脱,幽默,兴趣广泛,从不压抑自己,敢于讲真话,因而,深受同事和学生的爱戴。本文从费曼人生哲学形成的文化背景出发,深入发掘他包含了自由、好奇、热情、正直的人生观,以展示费曼丰富多彩的科学智慧对我国知识分子的启示。  相似文献   

论中国特色社会主义理论体系的思想源泉     

杨国斌 《新乡师范高等专科学校学报》2009,23(3)

在马克思主义中国化的进程中,中国的马克思主义者善于吸收借鉴中外优秀文化成果,不断推进理论创新,创立了包括邓小平理论、"三个代表"重要思想、科学发展观等在内的中国特色社会主义理论体系。人类优秀文化成果是中国特色社会主义理论体系的思想源泉。  相似文献   

论中国传统政治思维对王安石散文的渗透     

李小兰  李伟 《江西师范大学学报(哲学社会科学版)》2004,37(6):94-98

中国传统的政治思维表现出两大特点，一是道德与政治的整合性；二是人冶主义的内涵。王安石的散强调个人品德修养的政治性目的和社会伦理规范是政治运作的基础，体现了政治思维的道德与政治整合性特点；主张施仁政、强调皇权政治和为政在人，其政治思维的人治主义内核得以鲜明地体现。于此，可见中国传统政治思维对王安石散的渗透。  相似文献