排序方式： 共有13条查询结果，搜索用时 15 毫秒
1.
文化本位的跨学科学习立足于落实“立德树人”的根本任务,贯彻我国以价值观为核心的育人需求,是对本土化STEAM教育在文化意义层面的进一步发展。该文首先从目标定位、内容选择、方法创新三方面阐述了文化本位的跨学科学习的内涵,然后结合《中华优秀传统文化进中小学课程教材指南》从分学科的文化融入、文理科内部跨学科的文化融入、文理交叉的跨学科的文化融入逐步深入地分析了文化融入学科教学的思路,再介绍了相关课程与广域课程两种文化本位的跨学科学习模式,最后就其中典型的广域课程模式的开发设计路径提出了金字塔模型及其应用的实例和相关保障措施,以期明晰STEAM教育本土化的方向,奠定文化本位的跨学科学习的理论基础,从而推动中华优秀传统文化教育的创新发展。 相似文献
2.
Braden Rico 《Asia Pacific Journal of Education》2013,33(4):380-393
Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms. 相似文献
3.
王迎新 《扬州大学学报(高教研究版)》2020,(1):99-104
当前视觉文化以其承载的精神内核对青年群体的价值观走向的影响日益突显,青年价值观多维图景呈现出观念多元分化、判断虚无简单、选择世俗务实;同时青年价值观更在孕育、催生、构建视觉文化形态。把握视觉文化与青年价值观之间的双向互动关系,为当前青年价值观教育和主流意识形态建设提供了有力的现实启示,主要表现在:践行社会主义核心价值观,筑牢青年价值观的根脉力;重视视觉文化育人,提升其影响青年价值观的凝聚力和作用力;多措并举防范消极效应,增进视觉文化与青年价值观互动力。 相似文献
4.
何甫权 《成都教育学院学报》2006,20(1):73-75
归化和异化之争是翻译界一个古老的话题,散见于国内的各种语言类学刊,《中国翻译》还专辟一专栏来讨论这一问题,这些文章大大推动了“归化”和“异化”的研究,本文将从跨文化的角度来探讨文学翻译中的异化与归化现象。 相似文献
5.
Lindsay A. Morcom 《Journal of Language, Identity & Education》2017,16(6):365-380
In gauging the success of Aboriginal language immersion education, the focus is often placed on measuring language acquisition and academic achievement. Although useful, these metrics only tell part of the story; to achieve real school success, it is also vital to develop high personal self-esteem that results in a positive concept of oneself as a learner, and high collective self-esteem, or attitude toward one’s heritage, family, community, and school. This article describes the impact of Anishinaabemowin (Ojibwe) immersion education on the personal and collective self-esteem of kindergarteners, and discusses their concept of ethno-cultural identity, as compared to previously studied cohorts of Inuit learners in immersion and mainstream language schools. The results give important insights into not only the self-esteem of children in this immersion school as part of a measure of its overall success, but also the school experiences of Aboriginal children in different cultural, geographic, and educational contexts. 相似文献
6.
庄锡华的《斜阳旧影》,是极富审美价值的历史文化散文集。它以选择对历史的诗意沉思的方式,以南京的地域文化的空灵与厚重,显现了理性与诗性相交融的魅力,标志了"文化散文"写作的新的突破,达到了以地域为题材的文化散文的新的美学境界。 相似文献
7.
文化养生是一种由文化资源转换而来的养生形态.丽水有着悠久深厚的养生文化积淀,山青水秀的养生自然环境,丰富多彩的养生文化资源,推进“文化养生”以促进生态休闲旅游的条件可谓得天独厚.为促进丽水文化养生,应坚持保护生态环境与重视人文旅游资源开发并重,保持山水特色与促进旅游产品差异化并重,发展养生（养老）产业与营造“文化养生场”并重,发挥政府主导作用与发挥民间资本主体作用并重. 相似文献
8.
赵建民 《楚雄师范学院学报》2013,28(4):6-9,19
随着生活水平的日益提高,国人满足于果腹充饥的年代已经一去不复返了。生活品质的提升不仅仅满足于物质层面上,餐饮产品也需要在具有完全意义的食用价值的前提下,进行以饮食文化内涵为主要内容的创意与运用,即以文化创意型餐饮产品结构代替资源型餐饮产品结构模式,使中餐的餐饮产品向着高品质和高品位的格调发展。 相似文献
9.
“互联网+”背景时代下,网络信息成指数级传播,青年大学生早已把网络资源作为自己生活的重要组成部分,普通高校要较好地施行立德树人工程,把校园文化教育提升到新境界,让学生在喜闻乐见的微媒交流中达到以文化人作用,将是特色人才培养的有效路径。紧跟时代步伐、深刻理解立德树人时代内涵,积极发掘微媒体育人效应是促进学校高质量发展的有益探索。 相似文献
10.
Mobilising funds of identity in and out of school 总被引：1，自引：0，他引：1
Learning happens through participation in formal community events and informal community activities. However, learning activities that take place in and out of school are often not mutually recognised. Funds of knowledge projects foster new ways of exchanging learning experiences in and out of school. Funds of identity can be uncovered by teachers through the collection of artefacts, interests and practices that are valuable to children. Specifically, videos, photographs, self-portraits, bilingual texts, diaries or ‘shoeboxes of significant items’ are some of the resources that can be used to make a learner’s funds of identity more visible and tangible in the classroom. The main aim of this paper is to illustrate a number of resources and strategies that help to identify and mobilise funds of identity. These funds of identity are integral for educators in order to develop meaningful and contextualised lessons. 相似文献