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A case is made for working in higher education across and between disciplines, variously known as inter- and multidisciplinarity. Integrativism is proposed as an inclusive term for these different but related modes of academic work. Working integratively is presented as a creative activity. The application of integrativism to the curriculum leads to the notion of a pedagogy of connection. Sociocultural theory is a theoretical foundation for a pedagogy of connection which consists of a framework for focusing on the contexts of connection and tools for making connections. Activity theory is the basis of analysing context and analogy and conceptual blending are examples of tools. The pedagogy of connection is demonstrated through the example of a sense of place. The example takes the form of a design experiment. 相似文献
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比类思维源于先秦,就“类”而言,中国的“类”概念,外延宽泛,中国比类思维散见在先秦诸子文献中,中国在先秦时就有了隐喻,究其发端,在比类思维。比类促生隐喻、促进认知、更助推了先秦灿烂辉煌的历史文化。 相似文献
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推类是中国古代推理的主要模式。其结构通常由"言事"与"言道"两个部分组成。"言事"与"言道"的核心是"喻"。其理论根据是:所言事与道之间共同存在的"义"。找到事与道之间共同的"义",便可"扶义而动,推理而行"。由"事"理过渡到"道"理。推类的本质是论证。如果我们较好地掌握了"言事"与"言道"这二者的关系及"引譬"、"援类"的思维方式,对于正确理解中国古代思想家们的思想和丰富我们的思维方式具有重要意义。 相似文献
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潘桂娟 《湖北广播电视大学学报》2007,27(10):143-144
本文试图从关联理论的角度探析习用性比喻及其翻译问题。文章首先简要回顾了关联理论翻译观,然后在关联理论的框架下分析了习用性比喻翻译中的关联取向。 相似文献
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Two experiments were conducted to investigate developmental changes in children's use of rime-level units of sound-to-spelling correspondence when spelling nonwords under varying task demands. In Experiment 1, nonwords were presented in isolation. Older children spelled more of the nonwords by analogy than younger children. Experiment 2 adopted versions of the clue word technique employed by Goswami (1988a) and found that significantly more analogous, rime-based responses were given to the same stimuli in both younger and older children. However, fewer analogous responses were given when the salience of the clue word was reduced by presentation of multiple target nonwords. The results suggest that while children in the early stages of development possess the ability to use rime-based units in spelling, they do not always make spontaneous use of this analogy strategy. However, when the potential to use rime-based units is highlighted by task demands, as is the case in Experiment 2 when a clue word is provided, even young children make considerable use of analogy in spelling. 相似文献
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朱德军 《贵州教育学院学报》2004,20(3):86-88
”教是为了不教”、“教材无非是例子”，是叶圣陶先生教育思想的一个重要方面。“反三”，是“不再教”的主要标志；如何促使“反三”，是“不再教”的基本手段和基本方法。从阅读的角度上说，如何通过“举”教材之“一”的例而达到“反”阅读其它文章之“三”的目的，是施教前要考虑的一个重要问题。 相似文献
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王安治 《宁夏师范学院学报》2010,31(6):105-108
运用问卷调查法、数理统计法、文献资料法、访谈法等方法对宁夏师范学院学生体育消费进行了调查研究,了解宁夏师范学院学生体育消费的现状,其目的在于有针对性地分析影响我校大学生体育消费行为的主要因素,为推动体育产业的开发及我校体育事业的发展提供理论依据.结果表明,影响我校学生体育消费行为的主要因素有：经济能力有限、缺乏体育场馆设施、消费价格高及对体育的爱好程度. 相似文献
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The ability to successfully discriminate between multiple potentially relevant source analogs when solving new problems is crucial to proficiency in a mathematics domain. Experimental findings in two different mathematical contexts demonstrate that providing cues to support comparative reasoning during an initial instructional analogy, relative to teaching the same analogs and solution strategies without such cues, led to increased ability to discriminate between relevant analogs at a later test. Specifically, providing comparative gestures and visibly aligned source and target problems during initial learning led to higher rates of positive extension of learning to new contexts, and lower rates of susceptibility to misleading contextual features, both immediately and after a week delay. 相似文献
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Young children's near and far transfer of the basic theory of natural selection: An analogical storybook intervention 
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下载免费PDF全文 Misconceptions about adaptation by natural selection are widespread among adults and likely stem, in part, from cognitive biases and intuitive theories observable in early childhood. Current educational guidelines that recommend delaying comprehensive instruction on the topic of adaptation until adolescence, therefore, raise concerns because children's scientifically inaccurate theories about species may be left unchallenged for many years, allowing them to entrench and become difficult to overcome. In consequence, this investigation sought to explore whether classrooms of kindergartners and second graders could acquire a basic but comprehensive understanding of adaptation from an intervention constructed around two picture storybooks that mechanistically explain natural selection. Learning was assessed in near and far transfer contexts both immediately and a month later. Kindergartners and second graders demonstrated substantial learning of biological information; however, second graders showed pronounced abilities to near and far generalize, immediately and over time. Results suggest that causally cohesive interventions with an emphasis on mechanistic explanation facilitate children's classroom learning of complex counterintuitive scientific ideas. 相似文献
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Holyoak and Koh (1987) and Holyoak (1984) propose four critical tasks for analogical transfer to occur in problem solving. A study was conducted to test this hypothesis by comparing a multiple components (MC) approach against worked examples (WE) in helping students to solve algebra word problems in chemistry classes. The MC approach incorporated multiple components (symbolic equations, symbols, categorization, hint) in the source, or target, or both, to address the four analogical tasks. Different combinations of the components were tested in a series of four experiments. Symbolic equations (main component) fostered a mental construction of the problem in its solution mode. Categorization enabled an identification of the problem category. A hint in the target directed the learners to the source problem. The interaction between these components facilitated the mapping of the symbolic equations in the source onto the target, resulting in the superiority of the MC approach in fostering analogical transfer. Neither the main component alone nor the main component plus one sub-component was sufficient for analogical transfer. Hence for analogical transfer to occur, at least the main component (symbolic equations) and two sub-components (categorization and hint) are required. However, symbols may not have additional effects for transfer to occur. 相似文献