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1.
Antonio G. Valdecasas Virginia Correia Ana M. Correas 《Museum Management and Curatorship》2006,21(1):32-43
The first natural history collections opened to the public were inspired by a sense of curiosity and wonder about the products of nature. They were ‘cabinets of curiosities’ that offered a first-hand interaction between owner and visitors. Nowadays, these two facets of the museum experience—dialogue and wonder—have been lost, in part, due to the information overload coming via the media and the impersonal nature of the museum visit. This paper offers some reflections on the evolution of the museum visit, suggests some ways to rediscover this ‘sense of wonder’ and provides ideas on how to promote two-way communication with museum visitors. Two examples of exhibitions are offered as illustrations of the points discussed. 相似文献
2.
生态批评理论是西方最新出现的一种文学批评潮流。文章从生态批评理论这一崭新的视角,结合生态批评要旨,对狄更斯《老古玩店》进行生态批评解读。狄更斯对工业与科技批判、欲望批判,重返与自然的和谐体现了他的绿色思维和生态思想。 相似文献
3.
不同教育模式培养的学生作为信息主体所呈现的不同特征是否受教育模式影响,教育模式发挥作用的机理如何？针对这些问题,本研究根据相关理论提出如下假设:教育模式能够直接影响学生的信息主体特征,教育模式还会通过好奇心和批判思维间接产生影响。研究选取中英两种模式培养的2 973名初高中生作为样本,以个人信息世界相关量表作为揭示学生信息主体特征的工具,以问卷调查法收集样本的个人信息世界、好奇心和批判思维状况,以t检验和线性回归分析数据;分析结果验证了上述理论假设。本研究不仅丰富了LIS领域对学生作为信息主体的考察,也丰富了教育学领域对教育模式作用的考察;而教育模式还会通过哪些变量作用于学生的个人信息世界,有待进一步的探索。图1。参考文献75。 相似文献
4.
教师的心理品质一般包括敏锐的观察力,持久的注意力,强烈的求知欲,广泛的兴趣爱好,昂扬振奋的精神,豁达开朗的心胸等.教师具备了良好的心理品质,一方面能预防和克服心理挫折、增强教师的应变能力:另一方面能通过为人师表、言传身教、潜移默化,把学生培养成具有健康心理的合格建设者和接班人. 相似文献
5.
Three studies on the relationship between curiosity and interest are reported. The first study was a meta-analysis that examined the Pearson correlations between scales assessing curiosity and interest. Based on 24 studies (31 effect sizes), we found that the curiosity scales correlated with the interest scales at a moderate level (r = 0.53), but they had extremely high heterogeneity. The second and third studies applied network analyses (i.e., co-occurrence analysis and correlation-based analysis) to data that was collected using experience sampling method. Across the studies, we found that while the feelings of curiosity reflected feelings of inquisitiveness, the feelings of interest were aligned with positive affect such as enjoyment and happiness. Importantly, an asymmetrical pattern also was found in curiosity-interest co-occurrences: when feelings of curiosity occurred, the co-occurrence of feelings of interest was highly likely, but not so vice versa. Overall, our findings suggest that feelings of curiosity are special cases of feelings of interest that pertain to knowledge acquisition. Theoretical and practical implications of these findings are discussed. 相似文献
6.
本研究探讨初三学生好奇心对主观学业负担影响的内部机制。研究采用好奇心问卷、课堂满意度问卷和主观学业负担问卷,对初三学生进行问卷调查,有效被试7728人。以好奇心为自变量,主观学业负担为因变量,课堂满意度为中介变量,性别为调节变量构建有调节的中介模型。结果表明:(1)好奇心对主观学业负担的直接效应显著且通过课堂满意度对主观学业负担的间接效应显著,课堂满意度在好奇心与主观学业负担间具有部分中介作用;(2)好奇心影响主观学业负担的有调节的中介模型成立,性别可以调节"好奇心-课堂满意度-主观学业负担"的前半路径和后半路径。 相似文献
7.
The curiosity of Israeli educators from two separate educational systems (Jewish and Arab) was compared regarding five curiosity dimensions, types of curious people, and values that drive actions. Two assessment modes were employed (Likert-type and open-ended). The quantitative and qualitative analyses showed significant differences between the two groups on most measures, which were illustrated by authentic quotes from the participants. Inferences were drawn based on substantive culture-related explanations, some of which were qualified by response-style accounts. The paper concludes with implications for culturally-tailored professional development to enhance educator curiosity and their assessment for learning practice to nurture the curiosity and self-regulated learning of their students. 相似文献
8.
Uncertainty is a key variable in fostering curiosity, which, in turn, is associated with learning. Yet, research in educational contexts rarely takes uncertainty into account, and rarely explores uncertainty and curiosity in the context of complex instructional activities. One concern with uncertainty is that it can provoke negative affect. Providing learners with expectations of future uncertainty may attenuate their feelings of negative affect. In a study with 138 middle school students learning physics concepts, we examined the relationship between uncertainty, curiosity, learning, transfer, and affect. Some students were given an inherently uncertain form of instruction, called Invention, in which information on how to solve the problem was initially withheld, while others were given direct instruction with all the necessary information to solve similar problems beforehand (No Uncertainty condition). Some of the students receiving uncertain instruction were given expectations about feeling uncertain (Expected Uncertainty condition), and some were not (Unexpected Uncertainty condition). Students in the unexpected uncertainty condition were the most curious, while students in the no uncertainty condition were the least curious. However, giving expectations of uncertainty reduced students’ negative affect. All groups learned the content equally well, but the expected and unexpected uncertainty groups exhibited greater transfer. Further, positive affect predicted learning, above and beyond condition, and curiosity predicted transfer, but not above and beyond condition. This study extends existing research on uncertainty and curiosity by studying these constructs in real classrooms, in the context of an exploratory learning paradigm, and by considering curiosity’s effect on transfer, rather than just learning. This work also demonstrates a practical approach for educators to foster students’ curiosity and transfer. 相似文献
9.
潘玺玉 《潍坊教育学院学报》2007,20(1):62-63
没有好奇,就不会去注意;没有好奇,也就没有兴趣。没有兴趣、没有注意就不会去发现、去探索。学生是学习的主人,不应成为学习的奴隶。与其强迫学生苦涩地学习,死记硬背,不如教师大胆创新,创设引人入胜的教学情境,从而培养学生对化学本身的注意、好奇,使学生产生浓厚的学习兴趣。 相似文献
10.
刘耘 《北京教育学院学报》2004,18(2):20-24
作为举世公认的故事渊薮,《一千零一夜》用非哲学的方式,提供了最早的叙事哲学——“故事”。“故事”是人类认识世界的重要手段,故事的需求植根于人类好奇的天性。与中国以及西方古典叙事传统相比照,《一千零一夜》有自己的经典叙事结构故事的讲述从秘密和禁忌开始。 相似文献