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《校园英语(教研版)》2015,(7):204-208
<正>The essay tries to reflect on"queer"and(its)"future/futurity"through a perspective from"outside."The socalled"perspective from outside"first implies that,it is a kind of thinking provoked by the encounter of different cultures,languages,views,and horizons.Also,the"outside"reflection is mainly inspired by the experience of reading and translating 相似文献
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Ron Best 《Pastoral Care in Education》2013,31(4):8-18
Having commented on the developments in PSE and SMSC [Spiritual, Moral, Social and Cultural Education] Ron Best suggests that the motivation for these has been more political than child centred. He is particularly critical of the trend towards specifying learning outcomes as matrices, which he characterizes as the kind of bureaucratization which dehumanizes an essentially human activity. He argues that we need to start with experience and that empathy, though currently undervalued, should be a key dimension of this. The meaning of empathy is then elaborated and in conclusion the case for its central importance presented. 相似文献
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Robert Edyvean 《Teaching in Higher Education》2013,18(2):245-253
Abstract The Science and Engineering Foundation Programme at Loughborough University has been running since October 1991. It has a heterogeneous intake of approximately 100 students. The author is responsible for the physics input to the Programme. This provides 25% of the Programme for almost all the students. The varied educational profile of students entering this course necessitated a radical rethink of course design for the author. She chose to concentrate initially on one aspect of her teaching — that of running tutorials — and used Mackinnon's cycle of reflection to assist in these deliberations. The result was both an improvement in the learning environment for students and a growing awareness on her part of the necessity to persist with the reflective process to ensure continued enhancement of the student learning experience. Reflection was found to be an important technique with wide application both within and outside the educational sphere. 相似文献
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戈莱格·莱斯特尔 《中山大学学报论丛》2008,1(1)
在这篇短文里,我将比较Huw Price([7])和我本人([9])关于否定的对称性处理的两种不同方式,并与Robert Brandom关于承诺、资格和不相容性的分析进行对比.这两种方式都可以归为Brandom所谓的规范语用学,是一种关于意义的语义学反实在论:语汇的含义是由人们的受规则支配(即规范的)的语用实践(语用学)予以明确的.这样的处理不同于直觉主义者的语义学反实在论,因为它提供了一种方式,使得我们可以区分"A"和"A得以保证"的推理意义.尽管"证明"具有某种中心地位,但"实证"并不是意义的首要承载者.而这种区分植根于对人们语用实践的细致分析.一方面,根据Price以及我本人的看法,人们既做断定也做否定:另一方面,Brandom则区分了自上而下的承诺与自下而上的资格,以及据此而定义的不相容性概念.本文考察这些不同进路之间的各种关联,并讨论从这些考察中浮现出的一种关于证明的看法. 相似文献
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h（G,x）表示图G的伴随多项式,β（G）表示h（G,x）的最小负实根．证明了当t≥3时,r（1,1,t＋1,t,1）和T（1,1,t＋2,t,1）的补图的色唯一性。 相似文献
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Francis S. Broadway 《Cultural Studies of Science Education》2011,6(2):293-304
In order to advance the purpose of education as creating a sustainable world yet to be imagined, educationally, queer (v.)
queer (v.) expounds curriculum, pedagogy and being, which has roots in sexuality—the public face of the private confluence
of sexuality, gender, race and class, are a necessary framework for queer. If queer is a complicated conversation of strangers’
eros, then queer facilitates the creation of space, revolution and transformation. In other words, queer, for science education,
is more than increasing and privileging the heteronormative and non-heteronormative science content that extends capitalism’s
hegemony, but rather science as the dignity, identity, and loving and caring of and by one’s self and fellow human beings
as strangers. 相似文献
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在数学竞赛辅导中，通常都是以知识模块或方法类型为专题的讲座，其特点是知识的传递．本文尝试一种新的方式，即设计为“探索、发现、论证”的解题实践活动．[第一段] 相似文献
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（本讲适合初中）
2 案例2：领悟不同问题的共同实质
例2—1 平面上有n（n≥2）个点，其中无三点共线，在每两点间连一条直线．问一共可以作多少条直线？[第一段] 相似文献
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Evette Edmister Jane Wegner 《International Journal of Disability, Development & Education》2015,62(3):319-338
This single participant multiple baseline research design measured the effects of repeatedly reading narrative books to children who used voice output augmentative communication devices to communicate. The study sought to determine if there was a difference observed in the number of turns taken when reading stories repeatedly. Three girls ranging in age from seven to nine listened to a different illustrated narrative book during each baseline session. During the intervention phase, a single illustrated book was read repeatedly to each child for six sessions followed by an additional intervention of a second illustrated book for six more sessions. Two of the three participants took more turns during the repeated reading when comparing mean scores. Upon visual inspection it appears the increases were generally in the first couple of repeated readings and then a slope return was displayed toward the baseline level over the six repeated readings. Implications for practice are shared. 相似文献
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《Chinese Education & Society》2013,46(4):66-69
The unity of teaching, learning, and doing is our school's instructional policy. Our school's foundation stands upon this slogan, and there is no task more important than making this slogan crystal clear. But, strangely enough, I never gave a speech about this theme in my school, and my comrades never expressed serious questions about the slogan. Everyone seemingly believed this to be the daily diet at Hsiao-chuang School, and there was no point in wasting breath discussing it. But recently I ran across two things which made me feel that among our comrades there were some who really did not understand the meaning of our instructional policy. One occurred when I saw one instructor's notes. His activities were divided into three phases, called the teaching phase, the learning phase, and the doing phase. This is the separation of teaching, learning, and doing, not the unity of teaching, learning, and doing. The second occurred when I read an article by a colleague on Hsiaochuang School in Notes on Rural Education [Hsiang-chiao tzuhsün]. In it he says, "The extracurricular activities at Hsiaochuang School are the teaching, learning, and doing of agriculture." But, there is no term "extracurricular activities" in the dictionary of the school that unifies teaching, learning, and doing. "Extracurricular activities" is a declaration that life is divorced from curriculum and that teaching, learning, and doing are divorced from one another. This spring Mr. Shen Hung started an education unit for movie performers. On the enrollment announcement it said they used the "teaching," 'learning," and "doing" methods. When I saw the announcement, I felt that Mr. Hung had not completely understood the unity of teaching, learning, and doing. If he had really understood, he certainly would have written the "teaching, learning, and doing" method and certainly would not have written the "teaching," 'learning," and "doing" methods. His misunderstanding is of the same sort as the two misunderstandings mentioned above. Having experienced these two reminders in succession, I felt that unless I talked this matter over thoroughly with everyone beginning with the fundamentals, there might be a really great misunderstanding. If there is misunderstanding in thought, contradictions will inevitably arise when applying the thought. Therefore, it is imperative to discuss this matter at least once. When I came back to the country and saw that teachers here just concerned themselves with teaching and students just concerned themselves with receiving teaching, I knew for sure that there was need for reform. This situation was worse in the universities. The instructors were called professors [literally, transmitters of teaching], and everyone thought that to be called "professor" was an honor. Their methods were called pedagogy [literally, teaching transmission methods]. It was as if they were using knowledge as a rescue operation. It was at that time that I proposed replacing "teaching transmission" with "teaching and learning." At the Nanking Upper-Level Normal School discussion meeting on educational affairs, I stood at the podium for two hours but could not get it passed, and, as a result, I did not get the title Chairman of Educational Curriculum. But, in 1919, in response to an article in Shih Pao [a Shanghai newspaper] by Chiang Monlin, a leader of the new educational tide, I wrote an article on the unity of teaching and learning, advocating that teaching methods ought to be based on learning methods. At this time, the head of education in Soochow approved the use of the teaching-learning method. After the May Fourth Movement, our colleagues at Nanking Upper-Level Normal School became incomparably stronger, so I changed all of the "teaching methods" in the curriculum to "teaching-learning methods." This was the beginning of putting the unity of teaching and learning into practice. Later, when the new education system was promulgated, I went one step further and proposed that as things are done, so they are learned, and as they are learned, so they are taught. Therefore, teaching methods should be based on learning methods and learning methods on doing methods. 相似文献
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