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Tho Siew Wei Chan Ka Wing Yeung Yau Yuen 《Journal of Science Education and Technology》2015,24(5):580-594
Journal of Science Education and Technology - In this study, a new physics education programme is specifically developed for a famous theme park in Hong Kong to provide community-based science... 相似文献
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本文首先对生命教育的概念进行了界定,针对近年来我国青少年的自杀现象,对生命教育问题的原因进行了分析。希望在学校内通过体验生命的来之不易,来正确地看待死亡,加强抗挫折教育和培养博爱情怀等内容来加强生命教育,推动生命教育的开展。 相似文献
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Cheng Miaoting Chen Lu Yuen Allan H. K. 《Educational technology research and development : ETR & D》2022,70(5):1931-1949
Educational technology research and development - Based on Bourdieu’s cultural capital theory, our study examined the engagement of newly arrived children (NAC) with ICT and e-sports both at... 相似文献
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月人 《陕西广播电视大学学报》2010,12(1):60-63
《元词六十首选评》系月人从唐圭璋先生所编《全金元词》下册《全金元词·元词》所收212家3721首词作中选出25家55首词作．少则仅录1首。多则录其13首,另选无名氏词作5首共60首编定,并逐一评点,以期有一略微象样之元词选本传世。 相似文献
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The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers’ experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed. 相似文献
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A school‐based project in five kindergartens: the case of teacher development and school development
Yuen Ling li 《International Journal of Early Years Education》2004,12(2):143-155
Kindergarten teachers in Hong Kong are blamed for not putting child‐initiated learning theory into practice. Their competence is challenged. An earlier study (Li, 2003) suggested that the professional development of kindergarten teachers was limited by their inability to extend thinking beyond their own personal concerns so that the needs of the children were not the major determinant of their classroom practice. It was argued that to confront and modify the teachers' personal beliefs the presence of models, action research and joint collaborative activity were the keys. This report was a follow‐up study of a school‐based project, providing opportunities for teachers to engage in collaborative investigation of school curriculum and of pedagogical innovations. In this study, the practice and belief of a group of around 60 teachers were tracked during their participation in the project and the merits of peer coaching, mentoring and collaborative teamwork were examined. Classroom observations and semi‐structured interviews (40–60 minutes) were adopted as the main research procedure. Teaching records, videoed teaching episodes and feedback on project workshops were sources of data collected for triangulation. The findings of the study suggest that collegiality holds some promise for change in teachers' practice, though questions concerning the constancy of change are of concern. 相似文献
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Cheng Miaoting Yuen Allan H. K. 《Educational technology research and development : ETR & D》2019,67(5):1351-1351
Educational technology research and development - In the abstract, the second “FG” in the sentence below should be “SG”: The sample was classified into three cultural... 相似文献
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Yuen Mantak Chung Y. B. Lee Queenie A. Y. Lau Patrick S. Y. Chan Raymond M. C. Gysbers Norman C. Shea Peter M. K. 《International Journal for Educational and Vocational Guidance》2020,20(3):653-676
International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data... 相似文献