图书馆知识管理的内容和实施策略   总被引：2，自引：0，他引：2  

安月玲 《河北职业技术学院学报》2004,4(4):69-70

知识管理是图书馆面临的一个新课题。阐述图书馆知识管理的内容，并提出图书馆知识管理的实施策略。  相似文献   

Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?     

Douglas P. Newton  Lynn D. Newton 《Educational Studies in Mathematics》2007,64(1):69-84

Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and support the professional development of these teachers? Eighteen such textbooks for use by 7 to 11-year-old children in England were examined for their potential to help teachers attend to reasons. It was found that they were unlikely to point teachers towards reasons for patterns and procedures. Although some had the potential to help in introducing and structuring a lesson, they were unlikely to induce the teacher to address matters of understanding in their discourse. Their implicit message tended to be that mathematics education is about computational skill development through routines, algorithms and practice.  相似文献   

Resisting Erasure and Developing Networks of Solidarity: Testimonios of Two Puerto Rican Scholars in the Academy     

Carmen M. Martínez-Roldán  Sandra Quiñones 《Journal of Language, Identity & Education》2016,15(3):151-164

In this article, we share findings from a critical qualitative study aimed at better understanding the ways that language, history, and geography mediate our work and identities as educational researchers. As scholars whose particular sociocultural and political histories are often absent in scholarly discussions about language and education, we use the intergenerational sharing of testimonios as both methodology and narrative development to gain a deeper understanding of experiences involving the learning and use of English that influence our academic careers. We theorize our experiences as resisting erasure and contribute to Latina epistemology scholarship and critical educational research about Puerto Ricans in the United States. Moreover, we forward the concept of funds of knowledge as a professional practice. Telling our stories and developing mentoring networks is necessary for our individual and collective functioning and well-being as scholars; it cultivates solidarity as a means of thriving in the academy.  相似文献   

关于真理概念的不同意见     

李校利 《黄河科技大学学报》2002,4(4):78-83

真理论有别于本体论，真理没有本体论意义，给予真理以本体论意义将带来意想不到的后果。把真理定义为客观真理和具体真理的统一，存在许多逻辑问题。真理只能被定义为认识主体在实践基础上对认识客体的本质和规律的正确反映。  相似文献   

谈历史学科的直观教学     

刘美云 《雁北师范学院学报》2001,17(1):73-74

教学手段多样化，可以提高教学效果，历史教学中可以通过运用直观教学形式，课外活动和网络知识结构进行教学，有利于调动学生的求知欲，培养和发展学生的思维活动。  相似文献   

知识增长的四种方式   总被引：1，自引：0，他引：1  

王列生 《安庆师范学院学报(社会科学版)》2001,20(4):25-31

知识增长不外乎以知识经验、知识批判、知识猜想、知识综合四种方式进行。其中知识综合在二十世纪后成为更为普遍的行为现实 ,它不仅是一种立场、一种意识 ,也是一种方法  相似文献   

Getting ‘What Works’ working: building blocks for the integration of experimental and improvement science     

Amelia Peterson 《International Journal of Research & Method in Education》2016,39(3):299-313

ABSTRACT

As a systemic approach to improving educational practice through research, ‘What Works’ has come under repeated challenge from alternative approaches, most recently that of improvement science. While ‘What Works’ remains a dominant paradigm for centralized knowledge-building efforts, there is need to understand why this alternative has gained support, and what it can contribute. I set out how the core elements of experimental and improvement science can be combined into a strategy to raise educational achievement with the support of evidence from randomized experiments. Central to this combined effort is a focus on identifying and testing mechanisms for improving teaching and learning, as applications of principles from the learning sciences. This article builds on current efforts to strengthen approaches to evidence-based practice and policy in a range of international contexts. It provides a foundation for those who aim to avoid another paradigm war and to accelerate international discussions on the design of systemic education research infrastructure and funding.  相似文献   

Children's concepts of gears and their promotion through play     

Timo Reuter  Miriam Leuchter 《科学教学研究杂志》2021,58(1):69-94

The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (d_TD = 0.337, d_TS = 0.758) than in the free play group (d_TD = 0.224, d_TS = 0.158).  相似文献   

Knowledge hustlers: Gendered micro-politics and networking in UK universities     

Emily Yarrow 《British Educational Research Journal》2021,47(3):579-598

This article explores the role of gendered academic networks in the context of research evaluation, and women’s lived experiences of UK universities. Gendered power is conceptualised as an important aspect of inequality regimes, providing insight into how men maintain power and how power dynamics and informal networks function, characterised in this article as ‘the hustle’. A case study comprising 80 in-depth, semi-structured qualitative interviews was completed in a UK university. Acker’s theory of inequality regimes informed the central analytical framework, and Bradley’s resource-based theory of power was used to explore the power dynamics in the case study. The findings have resulted in the creation of a conceptual framework which theorises the hybridised nature of inequality, gendered power and organisational lived experience, in which inequality regimes and gendered power interact and are mutually reinforced through informal processes. This article argues, from the findings of the empirical research, that in the context of the neoliberal university, inequality regimes and gendered power interact, and are mutually reinforced through informal processes and networks—‘the hustle’.  相似文献   

On the value of data-based decision making in education: The evidence from six intervention studies     

《Studies in Educational Evaluation》2021

Although some studies have investigated the impact of data-based decision making (DBDM) on student achievement, the overall findings are not straightforward, because of the studies’ methodological flaws and their mixed results. This article first presents a breakdown of the DBDM concept as applied in the Dutch context. Next, it explains the theoretical foundations of DBDM in feedback and goal-setting theory and then discusses various factors influencing DBDM effectiveness. The results of six Dutch DBDM interventions with an explicit focus on student achievement effects of DBDM and with strong research designs are then presented. Significant positive effects on student performance as measured by means of standardized tests are reported for four interventions. The interpretation of student progress data from student monitoring systems does not seem to be problematic for teachers, if they are deliberately trained for it, but teachers do find it difficult to translate student progress data into tailor-made instruction.  相似文献