论审计基本假设的检验与设计     

董延安  段雪梅 《自贡师范高等专科学校学报》2006,21(4):57-60

自莫茨和夏拉夫首次提出“审计假设”概念以来，审计假设就成为了审计理论研究的一个重要课题。40多年来，审计假设研究虽然取得了一定的成就，但进展仍然缓慢。在本文中，作者从考察国内外审计假设研究的现状出发，归纳出成为审计假设应具备的条件，并用这些条件对现有的审计假设进行了检验。最后在这些条件的指导下．从审计本质出发，对审计假设进行了设计。  相似文献   

主体性不及与知识生成——兼谈研究性学习的事实基础     

丁庆如 《教育理论与实践》2003,(24)

主体性的发挥对于学生生成内在知识结构有积极的意义,但知识生成是一个累积性、试错性、反思性的连续过程,因此,主体性的激发即个体的自主性、积极性和创造性总是有限的,即主体性不及。有鉴于此,我们应该把主体性不及作为研究性学习的事实基础,才能促进个体主体性的发挥,达到自主建构知识的目的。  相似文献   

物理化学教学中体现的科学研究规律和方法     

高贵军 《河北北方学院学报(社会科学版)》2003,19(3):42-44

科学研究的一般规律和方法是具有创新能力人才所必须掌握的。文章介绍了物理化学教学过程中所体现出来的科学研究的一般规律和方法。  相似文献   

中小学教师自我心理调适六种方法     

姜晓军 《黑龙江教育学院学报》2007,26(7):45-46

由于来自多方面的压力,中小学教师心理问题十分突出,搞好自我心理调适很重要。心理调适必须掌握灵活的方法,通过疏导、宣泄等方式,自我减压,维护心理健康。  相似文献   

三门峡历史文化资源文化开发研究     

袁维春  梁宁森 《商丘职业技术学院学报》2003,2(2):28-30

结合三门峡历史文化资源的特点,就开发其文化内涵进行研究,提出一些具体建议。  相似文献   

Mind the gap: accountability,observation and special education     

Christina C. Crowe  Susan E. Rivers  Michelle C. Bertoli 《Assessment in Education: Principles, Policy & Practice》2017,24(1):21-43

There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper systematically examined existing classroom observation tools, identifying constructs measured and noting elements unique to special education classrooms. Results demonstrate that most extant tools tap into three primary categories of teacher behaviours, but overlook the role paraprofessionals play as well as teacher professional behaviours. Taken together, results reflect the need for a tool designed specifically for special education classrooms. Limitations and implications for practice and policy are discussed.  相似文献   

Modelling Experiential Knowledge Ethically: An Artefact‐Based Approach to Visually Documenting a Participatory Design Process with Young People     

Marianne McAra 《The International Journal of Art & Design Education》2019,38(3):583-598

This article contributes to the growing debate within art and design education research about the role, legitimacy and accountability of artefacts in the creation and generation of knowledge. I present an artefact‐based approach to visually documenting and disseminating my doctoral practice‐based fieldwork that protected the anonymity of the participants whilst supporting my exploration of the situational, interactional and tacit dimensions of participation. Constructing a three‐dimensional scaled model of the fieldwork setting and using narratives from my field notes, I undertook a cyclical reflective process where I reconstructed critical moments that took place. This was used as both a tool for communicating my participatory design educational practice and for evaluating my findings with the participants. By sharing this sense‐making process, I offer an ethical means of visually documenting fieldwork when working in sensitive contexts and with vulnerable participants, setting out the dual role this design artefact played as both a producer and carrier of experiential knowledge.  相似文献   

高中数学课程教材与信息技术整合研究与实验   总被引：7，自引：0，他引：7  

“中学数学课程教材与信息技术整合研究”课题组 《课程.教材.教法》2004,(3)

信息技术是数学教学中不可替代的强有力的认知工具,对学与教产生了深刻影响,不仅是强大的作图、运算工具,而且是构建“多元联系表示”的教、学环境的有力工具,是提供数学实验及其他数学实践活动的强有力手段,能极大促进数学思维。要利用信息技术,通过适当的操作、探究、实验、交流、归纳、概括等活动,在教材中展示数学的“再创造”过程,使自主探索、实践操作、交流互动等学习方式得到具体体现,在强化学生理解数学本质、掌握数学基础的同时,促进学生的数学“发现”和“创造”,发展应用意识。  相似文献   

TAKING SCHOOL CONTEXTS MORE SERIOUSLY: THE SOCIAL JUSTICE CHALLENGE   总被引：1，自引：1，他引：1  

Martin  Thrupp  Ruth  Lupton 《British Journal of Educational Studies》2006,54(3):308-328

ABSTRACT:  Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing concern to recognise and understand context in school effectiveness and school improvement research but such research needs to consider school context much more, in order to provide a stronger underpinning for contextualised policy and practice. School composition research is potentially most insightful because it addresses the issue most directly. Nevertheless future large-scale studies in this area need to overcome a number of limitations within the existing literature.  相似文献   

开拓比较教育科学研究的新视域--兼论比较课程与教学论研究的方法论特征     

钟启泉  黄志成  赵中建 《比较教育研究》2005,26(3):10-17

本文从比较教育科学研究的方法论困境出发,以"比较课程与教学论"为切入点拓展一个新的研究视域,在研究方法论层面对"课程与教学论"在中国的发轫、现状和未来走向进行了回顾与展望,试图构建一个与国际接轨的课程学术共同体,并通过课程理论研究的突破,在世界课程界形成一定影响,旨在为了中国课程学派的崛起.  相似文献