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71.
《Studying Teacher Education》2013,9(2):127-141
This self-study describes the development and use in a preservice literacy course of the first author's narrative of her own schooling. The introduction to that narrative is included in this paper. The full text of the narrative also describes the impact of school readiness, resource placement, transience, poverty, and teachers' responses and expectations on my school experiences and my sense of self. Methods of data collection included students' anonymous responses to the narrative, in-class discussion, students' final course papers, my research journal, field notes, and retrospective re-analysis. The perspective of a colleague who is serving as a critical friend on my journey is incorporated in the paper as dialogical insets interrogating my practices and interpretations. Writing, analyzing, and using the narrative in my teaching served to clarify my understanding of how my childhood and schooling shape my current work. Sharing it with students was built on the belief that doing so would encourage their development of understanding for students who have histories and backgrounds unlike their own. 相似文献
72.
《International Journal of Research & Method in Education》2013,36(2):190-205
Data collected from partners in a dyadic instructional setting are, by definition, not statistically independent. As a consequence, conventional parametric statistical analyses of change and influence carry considerable risk of bias. In this article, we illustrate a strategy to overcome this obstacle: the longitudinal actor-partner interdependence model (APIM). Participants included 60 girls and 100 boys enrolled in public middle schools, who ranged in age from 10 to 14 at the outset. Students worked in pairs assigned by teachers. At the beginning and end of the instructional period, students completed surveys rating the degree to which the partner was a friend, confidence in one's own computing skills, and computer programming knowledge. APIM analyses revealed partner influence over the acquisition of computer programming skills among friends but not nonfriends. Students with higher initial levels of confidence in their own computing skills were more apt to be influenced by friends. This association was especially strong when confident partners were paired with friends who knew relatively more about computer programming. 相似文献
73.
艺友制：一种促进学前教育专业学生专业化发展的有效途径 总被引：1，自引：0，他引：1
张文娟 《天津师范大学学报(基础教育版)》2010,11(1):69-72
根据陶行知艺友制的思想,分析艺友制对学前教育专业学生专业成长的启示,提出要加强理论与实践的联系、注重提升学前教育专业学生的专业智慧,要引导学前教育专业学生善于学习、与幼儿建立民主平等的关系,要加强实践基地建设、实现教学资源共享,要改革现在的教学模式,提倡全程化的实践教学,以此促进学前教育专业学生的专业发展。 相似文献
74.
Anthony Malone Gregory Smith 《美中教育评论》2010,7(9):106-114
Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process. 相似文献
75.
黄艳芬 《合肥教育学院学报》2012,(5):45-48
鲁迅与韦素园的交往是短暂而又真挚的,而这段交往由于种种原因却被遮蔽于现代文学史料中。二人的交往始于未名社的成立和对进步翻译文学事业的追求,由于同患肺病的特殊经历和相似的人生早年以及二人性格的相近,使得他们成为现代文坛一对年龄悬殊的知己。 相似文献
76.
构建朋友式的师生关系的策略：教师要提高专业知识和技能,体现教育的艺术性;要多途径了解学生、关心学生、平等对待学生和尊重学生;要换位思考,树立正确的学生观、鼓励学生,培养学生自信心。 相似文献
77.
在《星源甲道张氏宗谱》中发现了戴震的佚文《题二课居士兄弟〈怡怡图〉》(内含二首七律诗)和郑牧的佚文《张鲁池先生文集序》,对继续深入研究戴震提供了新的信息,又找到了戴震的文章知己张鲁池的资料,以及三人之间鲜为人知的日常交往佚事,为戴震坎坷一生的经历填补了某些空白。 相似文献
78.
曾楚楠 《韩山师范学院学报》2002,23(4):1-8
南宋大诗人杨万里任提举广东常平期间 ,曾帅师至潮州平定沈师之乱 ,时在淳熙八年腊月。他居潮州二十来天 ,作诗 32首 ,从各个不同的角度记录了潮州的社会风貌。其中 ,描绘潮州饮食、海外贸易等诗作 ,尤具文献价值。他以“如今风物冠南方”一语评价当时之潮州 ,十分客观、公允。涉及潮人王大宝、刘涣的材料亦可补地方志记载之不足。 相似文献
79.
从对元代画家王振朋《伯牙鼓琴图》的解读中,试图证明中国传统仕文化的一种样式,进而推论知音文化具有人类思想、情怀的普遍性。通过对画面的反复揣摩,提出先泰仕文化语境的特征,并从伯牙与子期相遇相知的人格魅力中,从一曲《高山流水》成为千古绝响的遗韵中,提炼传统哲学意味及人文价值。 相似文献
80.
首先探讨嵇康祟“友”意识的成因及其交“友”特点，认为“早孤”生活也是形成描嵇崇“友”意识的重要因素。而成年后进道母亲、长兄早逝打击，与二哥描喜无同志之谊，以及不重女色等，也使他崇“友”。注重择“友”、“每思郢质”，以对抗魏晋之际虚伪礼法、追寻审美化的生活方式，使嵇康崇“友”意识具有重要的化与审美价值。至于重“友”有甚于家人，连死都与“友”相关，则表现了嵇康重友的鲜明特点。其次探讨受祟“友”意识的深刻影响，“每思郢质”成为贯穿嵇康学创作的重要主题旋律。 相似文献