教育生活与教育学   总被引：1，自引：0，他引：1  

李长伟 《湖南师范大学教育科学学报》2004,3(2):19-26

自19世纪初起，教育学无论在理论上还是在实践中都日益趋向科学，成为“教育科学”，而具有实质内容的“教育学”逐渐消失。但是教育科学所导致的教育生活与人的失落，以及教育科学自身的三种危机：知识论的危机、分而不合的危机、意识形态的危机，却使教育学的出现成为必要。同时，无论是失落，还是危机，根本上都是忽视了本真的教育生活，所以，本真的教育学是以“教育生活”为中心的教育学。  相似文献   

诗意地游弋于学理的天地——论鲁枢元的文艺理论研究与批评     

阚小琴 《内蒙古师范大学学报(哲学社会科学版)》2005,34(5):113-117

鲁枢元先生长期从事文学批评及文学理论的教学与研究,在创作心理学、文学言语学、精神生态学诸领域均有开拓性研究。贯穿其文论研究的主线是对人与自然始终如一的热切关注。其治学特点表现为:面对时代提出的现实问题,及时发现学术新的生长点,从学科的特点出发,致力于文艺跨学科研究的实验。他论及的学术话题常常引发热烈的反响,这源于其常常是具有边缘性与前瞻性的文艺观念。同时,鲁枢元先生还以他曲折的学术生涯,展现出其诚实、敏锐的治学风格。  相似文献   

邓子恢科技兴农思想初探     

刘登科 《株洲师范高等专科学校学报》2001,6(4):70-73

邓子恢的科技兴农思想主要表现在四个方面：一是大量培养农业科技人才，建立科研机构；二是加强研究，开拓科技新成果；三是大力推广，促进科技成果转化；四是地方党政的重视。邓子恢的科技兴农思想是他留给我们的宝贵财富，具有现实指导意义。  相似文献   

A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning          下载免费PDF全文

Julie C. Brown 《科学教学研究杂志》2017,54(9):1143-1173

Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K‐12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry‐based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K‐12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry‐based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families’ funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness‐raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry‐based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering‐related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.© 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1143–1173, 2017  相似文献   

Understanding the complexity of teacher reflection in action research     

Johan Luttenberg  Paulien Meijer 《Educational Action Research》2017,25(1):88-102

Reflection in action research is a complex matter, as is action research itself. In recent years, complexity science has regularly been called upon in order to more thoroughly understand the complexity of action research. The present article investigates the benefits that complexity science may yield for reflection in action research. This article begins by explicating the sense in which the complexity of reflection in action research involves the role of values and existential knowledge in education. The gap between theory and practice is also explored. On the basis of a number of common features of complex systems (heterogeneous, open, dynamic, non-linear, adaptive, and co-adaptive), the sense in which reflection can be regarded as a complex system is discussed. To this end, the features of complex systems are translated into features of reflection in action research, which, in turn, are illustrated with examples from recent publications on reflection in action research. The aim of this analysis is to make reflection in action research more understandable and manageable. In line with this, it is argued that room for insecurity and unpredictability, combined with an explicit consideration of reflection as a complex system, contributes to the use of complexity as a stimulus for new learning.  相似文献   

学业优秀与不良的初中生心理健康状况研究     

张丽华  李慎秀 《辽宁师范大学学报(社会科学版)》2005,28(4):51-53

运用“中小学生心理健康量表(MHT)”对大连市普通中学的260名学业优秀与学业不良学生进行了测验和比较。结果表明：(1)总体比较，学业不良学生的心理健康水平明显低于学业优秀学生；(2)学业优秀和学业不良男女生之间总体上和各年级之间不存在显性差异。学业不良学生心理健康状况令人担忧，应给予足够的重视。  相似文献   

基于科学传播学背景的科学教育的人文转向   总被引：2，自引：0，他引：2  

刘锦春 《教育理论与实践》2007,(12)

基于科学传播学背景的视域,可以看出我国科学教育已经从单一的科学知识的传授向培养公民的科学素养转变,这显示出科学教育正在向蕴涵了人文主义的科学教育转变,出现了人文转向的特点。  相似文献   

Multimodal teacher input and science learning in a middle school sheltered classroom     

Ying Zhang 《科学教学研究杂志》2016,53(1):7-30

  相似文献   

关于国情学研究的思考     

杨东升 《连云港师范高等专科学校学报》2001,(1):1-6

国情学是一门新兴的综合性应用性的社会科学。文章阐述了国情学研究的理论意义和实践意义，提出了国情学的概念、特征、研究对象和理论体系，分析了国情学与其他相近学科的关系，指明了国情学研究的原则和方法。  相似文献   

‘Sexual violence is not good for our country's development’. Students’ interpretations of sexual violence in a secondary school in Addis Ababa,Ethiopia     

Marielle L. J. Le Mat 《Gender and education》2016,28(4):562-580

It has been increasingly recognised that sexual violence in schools is one of the major concerns with regard to promoting sexual and reproductive health and rights. This paper examines how boys and girls define, experience, and interpret sexual violence in a secondary school in Addis Ababa, Ethiopia, and considers from their perspectives, how sexual violence can be addressed effectively in formal educational settings. Fifteen in-depth interviews and two focus group discussions revealed how these views can be strikingly different for boys and girls: boys sharing a theoretical and instrumental view on sexual violence, as opposed to girls’ emotional views based on their experiences. This major difference in understanding complicates teaching about sexuality, and leaves room for sexual violence to remain tolerated in schools. Nevertheless, all students express the need to learn openly about sexuality, and particularly to reflect on the contradicting messages they receive from their environment.  相似文献