彼得·潘写作：作为教育思想的少儿文学     

贺晓星  李黎 《教育学报》2006,2(2):43-54

少儿文学对少年儿童的成长产生着诸多的影响,在这个意义上说它涉及到教育,但问题不在于作者是如何看待少儿文学发挥怎样的教育作用的,而是以如此这般形式呈现的少儿文学文本,为我们理解教育提供了怎样的视角。在此,教育不是一个“应该这样必须那样”的问题,而是一个“还可以这样或那样”的问题。本文具体通过对梅子涵少儿文学在写作风格上的特色以及写作风格与写作内容间的背离现象的解读,对成长、成熟、社会化、教育等既有观念提出社会学的反思。  相似文献   

本体性游戏与手段性游戏探析     

谢清理 《黑龙江教育学院学报》2006,25(6):57-58

幼儿自发开展的、以游戏本身为目的、无游戏之外的目的的游戏,称之为本体性游戏;由教师组织的教学游戏,其活动的本体是教育活动,称之为手段性游戏。语言、社会、科学、艺术等领域的教育可以采用手段性游戏的方式。健康领域的教育尽可能地采用本体性游戏。  相似文献   

我国银企信贷博弈分析与信用风险的防范   总被引：1，自引：0，他引：1  

赵威 《成都教育学院学报》2005,19(11):69-73

我国银行与企业间的信贷风险,是我国银行业一直以来面临的一个重大的信用风险问题.企业与银行作为信贷资金的需求者与提供者,两者之间存在利益最大化倾向,从而在信贷过程中产生了企业失信和银行惜贷的问题.文章从博弈论的角度对筹资企业与银行的行为关系模式进行分析,力图从理论上揭示我国银行信用风险产生的主要原因在于银企信贷过程中的信息不对称和重复博弈问题,并提出缓解与解决信用风险的一些可行途径.  相似文献   

市政公用企业市场竞争行为的博弈分析   总被引：1，自引：0，他引：1  

张勇  张世英  刘建新 《天津大学学报(英文版)》2002,8(1)

提出了针对经营性市政公用企业建立市场竞争机制的基本思想 ,建立了具有产品差异性的市政公用企业价格竞争模型 ,对其进行了静态和动态博弈分析 .结果表明 ,对于经营性市政公用企业 ,可以通过引入市场竞争机制来达到调动企业积极性 ,提高效率的目的 ;政府可以通过调整补贴额度的经济手段来调控市场价格 ;企业同时进入市场、同时选择价格比先后进入市场对消费者更为有利 (均衡价格更低 ) ;“跟随企业”具有“后发优势” ;提高同类产品间的差异性可以增加企业的利润  相似文献   

教育游戏中游戏任务设计的原则与方法     

高淮微 《远程教育杂志》2007,(3):69-71

本文主要阐述了教育游戏中游戏任务设计的原则,即根据教学目标的类型层次、不同领域的课程知识、游戏者的认知水平以及游戏任务本身的结构四方面进行游戏任务设计,并说明了游戏任务实现的方法,以获得游戏教育性与游戏性的平衡统一。  相似文献   

引入游戏提升学生体育运动自主性探索     

沈禄星 《成才之路》2020,(2):46-47

体育游戏可以为体育课堂增添趣味,吸引学生自觉参与到体育锻炼中,达到良好的体育教学效果。为充分发挥体育游戏的教学价值,教师需考虑课程安排、学生实际、活动内容等因素,对教材中的体育游戏进行创编,使其更具针对性。文章结合教学实践,针对游戏诱导方式进行探讨,以提升学生体育运动自主性,完成课堂教学任务。  相似文献   

水资源保护中现存问题的博弈分析   总被引：4，自引：0，他引：4  

张艳 《南阳师范学院学报》2003,2(3):75-78

针对水资源污染问题，用博弈论分析了厂商、居民和政府在保护水资源中的实际行为决策过程，各类博彝后得到的解均为不利于水资源保护的纳什均衡，即形成非合作博弈。结论指出，必须结合市场机制和政府政策改变各博彝方的收益，使博彝达到新的纳什均衡。  相似文献   

Science identity in informal education     

Jennifer A. Schon 《Environmental Education Research》2016,22(3):450-451

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Learning while playing: Children's Forest School experiences in the UK   总被引：1，自引：0，他引：1  

Janine K. Coates  Helena Pimlott-Wilson 《British Educational Research Journal》2019,45(1):21-40

Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy.  相似文献   

Connecting children to nature through residential outdoor environmental education     

Lauren E. Mullenbach  Rob G. Andrejewski  Andrew J. Mowen 《Environmental Education Research》2019,25(3):365-374

Connecting to nature and spending time outdoors as children have been indicated as predictors of environmentally responsible behavior. This study examined whether a residential outdoor environmental education (ROEE) program contributed to the development of children’s connection to nature and their attitudes and involvement in spending time outdoors. Fifth-grade students (n = 163) in Pennsylvania enrolled in a multi-day ROEE program completed pretest-posttest surveys, compared with a control group (n = 72) not enrolled. Program evaluation critically examined the program’s encouragement of spending time outdoors by establishing connections to nature. Results indicated moderate success in the program’s effort to increase participants’ nature connection, but yielded mixed results on outcomes related to time spent outdoors. These findings offer encouragement of ROEE programs’ ability to foster connection to nature in participants.  相似文献