排序方式： 共有97条查询结果，搜索用时 656 毫秒
1.
In studying the historical development of early years provision, a clear factor in raising its profile was the growth in scientific study of children, especially the reception and interpretation of Piaget's research. For an understanding of how the mediation of new thinking and new discoveries influenced students and teachers, textbooks provide an important documentary source, but evidence is also available through oral history in the living memories of practitioners themselves. This paper draws on the testimony of early years teachers who began their careers between 1927 and 1955 and continued teaching into the 1960s and 1970s. The account below begins with reflections on psychology and education in the early decades of the twentieth century drawn from a 1936 conference organised by the Nursery School Association of Great Britain, and from a widely used textbook that represents the gradual trend towards ‘fragmentation’ of educational theory into a multiplicity of disciplines. Reference is then made to two popular textbooks by prominent Froebelians, Brearley and Hitchfield, and by Ruth Beard illustrating the growing influence of Piaget as a post facto rationale for a pedagogy that was proceeding by instinct. Walkerdine, Lister and Hall are researchers who have investigated from various angles the impact of Piagetian psychology on primary practice, but the process whereby this translation from the laboratory to the classroom takes place is one that demands further investigation. Vital evidence lies in the living memories of early years teachers whose careers spanned the 1930s to the 1970s and a rich quality and personal texture of the data is apparent as retired early years teachers recounted their professional careers. It offers a more complex account than the grand narratives that historians have traditionally compiled from purely documentary evidence centring on great thinkers, key texts and policy initiatives. The role of in‐service education was clearly important in the experiences recalled in this paper. Above all we find evidence of a distinctive shift in teacher–child relationships over that historical period and of the contribution made to this by psychological theory, epitomised in the figure of Piaget and in his focus on the individual learner. 相似文献
2.
刘珊 《齐齐哈尔师范高等专科学校学报》2011,(2):42-44
出生于牙买加的英国女作家简.里斯运用丰富的想象力和高超的创作技巧刻画了《简爱》中的疯女人＂伯莎＂鲜为人知的一面。各种自然景物和色彩在里斯的笔下都被赋予了独特的象征意义,所谓＂万物皆传情＂。解读《藻海无边》中丰富的象征意象可以揭示疯女人前身———安托瓦内特一生孤苦凄惨的命运以及她作为西印度群岛的女性代表所受的殖民主义和男权社会的双重压迫。 相似文献
3.
刘小英 《太原大学教育学院学报》2011,28(2):25-27
皮亚杰的儿童心理发展观是新课程改革的重要理论依据。文章对皮亚杰儿童心理发展观具体内容进行阐述,旨在为课程改革和教育实践提供启示和借鉴。 相似文献
4.
Sophie Schaller Wu 《Al-Masaq: Islam & the Medieval Mediterranean》2011,23(3):237-255
The passage that John of Joinville, faithful companion of Louis IX, devotes to the Mongols in his chronicle of the Seventh Crusade, known as “La Vie de Saint Louis”, cross-conceives two structures under the sign of hope: historical facts and legends on the one hand, and Christian sensibilities on the other, giving way to a set of “ethnological” observations about what are presented as “barbarian” customs. The text gives a faithful reflection on sentiments which agitated the Crusaders and their King: hope and disillusion. But Joinville's testimony goes far beyond that: it is first and foremost a testimony of love upon which history could be re-written. 相似文献
5.
宋劲松 《玉溪师范学院学报》2006,22(4):6-8
人的“自由”问题是萨特毕生最为关注的问题,他以“自为”为哲学出发点,论证了本体性基础上的自由、绝对化的自由以及自由与责任的关系等问题。虽然萨特的自由论强调了人的主观能动性,也提出了人的责任等一些具有价值的思想,但由于他的自由论是建立在根本错误的唯心主义基础上的,所以不能给人们科学的见解和指导,而只能是误导人们陶醉于极端个人主义和绝对自由化之中,使人陷入迷途。 相似文献
6.
皮亚杰和维果茨基心理发展观比较及其对教学的意义 总被引：1，自引：0，他引：1
芮雪 《伊犁师范学院学报》2010,(1):106-109
皮亚杰与维果茨基是20世纪两位最有影响的发展心理学家,他们开辟了研究儿童个体性发展和社会性发展的两条线路。在分析理论基础上,试图在差异中探讨两者的互补性。并通过两种取向互动互补,揭示其对教学的意义。 相似文献
7.
根据阿德勒的自卑理论,《藻海无边》中主人公安托瓦内特和罗切斯特的婚姻悲剧部分源于主人公罗切斯特未能对自卑感做出适度的补偿,对自卑过度补偿导致优越情结。剖析其对自卑感补偿不当最终酿成悲剧,从一个侧面更好地阐释人物的心理特征和个性,把握他们的婚姻悲剧。 相似文献
8.
郭铁君 《洛阳师范学院学报》2002,21(1):111-112,115
皮亚杰与布鲁纳的教学思想的哲学基础是结构主义哲学。但二人在认识论层面有较大区别 ,皮亚杰认为应从认识发展史等理解知识 ,布鲁纳认为“认识”主要遵循自己特有的程序 ;布鲁纳从发现儿童的认识过程———智力发展入手研究儿童的认识发展 ,皮亚杰则从心理要素着手。二人在教学目的、教学过程、教学原则、教学方法等方面有不同的看法。 相似文献
9.
文章从历史的角度,追溯皮亚杰和维果茨基理论的发展轨迹,概要比较了二者在理论发展过程中的异同,反思社会历史背景对二者理论形成的影响,对二者理论究竟是该从互补的角度整合还是该尊重其分歧提出了自己的看法。 相似文献
10.
张艳芬 《河北软件职业技术学院学报》2005,7(2):6-7,14
让·雅克·卢梭是18世纪法国伟大的政治家、文学家、哲学家、自然主义教育思想的创始者以及现代发展心理学的先驱。《爱弥儿》是他的主要著作,代表了卢梭的自然主义教育思想。其自然主义教育思想的主要内容是:自然教育、自由教育以及教育要遵循儿童的年龄特征。 相似文献