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1.
My purpose in this paper is to present a didactic tool – a set of specially designed problems and questions for discussion – that can help making students better aware of the various aspects of the formal notion of limit of a sequence. The didactic tool will be justified using results from my own and other authors' research on students' naïve or erroneous conceptions of limit of a sequence.  相似文献   

2.
The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic process without a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the teaching and learning process in mathematics but has been used in other disciplinary fields. It will be used in this work in order to clear up the main obstacles in the teaching-learning process of geometric optics. We proceed to argue that since Newton’s approach to optics, in his Book I of Opticks, is independent of the corpuscular or undulatory nature of light, it is the most suitable for a constructivist learning environment. However, Newton’s theory must be subject to a proper didactic transposition to help overcome the referred alternative concepts. Then is described our didactic transposition in order to create knowledge to be taught using a dialogical process between students’ previous knowledge, history of optics and the desired outcomes on geometrical optics in an elementary pre-service teacher training course. Finally, we use the scheme-facet structure of knowledge both to analyse and discuss our results as well as to illuminate shortcomings that must be addressed in our next stage of the inquiry.  相似文献   

3.
Globally, higher education institutions aim to assess and improve students’ learning. However, assessment practices often do not culminate in improved learning. For instance, in the United States, empirical examples of learning improvement in higher education are exceptionally rare. A disconnect between assessment practices and instruction at the classroom level likely contributes to scarce evidence of improvement. In the current study, we provide a didactic example of how outcomes assessment data can be integrated with data concerning the educational intervention students received. This type of information – referred to as implementation fidelity data – allows faculty to more accurately interpret outcomes assessment results, make informed modifications to educational interventions, and link learning improvements back to specific interventions. As more faculty purposefully integrate outcomes assessment data and implementation fidelity data, higher education will better demonstrate its worth.  相似文献   

4.
A literature review on perceptions of the interactive whiteboard during the teaching practicum shows that there has been insufficient analysis of student teachers’ perceptions of Information and Communication Technology (ICT). However, these perceptions are highly useful to create a full picture of the effectiveness – and indeed the drawbacks – of using ICT in the classroom. In this study, we examine and analyse evidence from teaching practica to assess the success of ICT – specifically the interactive whiteboard – as a teaching tool, using a qualitative method. The accounts are first-hand, scientific reflections made by student teachers from La Serena, Chile, during their teaching practicum in primary schools; for this reason they are extremely useful in analysing this teaching tool’s effectiveness in the classroom. Among the main results for students’ perceptions of incorporating technology as part of their training, we found a set of variables for good practice when using the interactive whiteboard, including: incorporating technology as an engaging didactic resource; making the most of technology for improving learning; determining when best to use the whiteboard; and identifying any limiting factors together with students’ suggestions for improvement.  相似文献   

5.
Despite recent advances, the research literature on school effectiveness, school improvement and educational change has relatively little to say about how schools become effective over time, and what strategies or combination of strategies work best to improve schools at different levels of effectiveness. A recent British research study – ‘The Improving Schools’ project funded by the Economic and Social Research Council – has been designed to explore these (and other) issues. This article describes the rationale for the fieldwork aspect of the project, which includes 13 secondary schools from 3 English local education authorities and presents 4 themes that have emerged from the first phase of the research that cast some light on the phenomena of the ‘improving school’. These themes – multiple starting points, the complex interactive and intuitive nature of school improvement strategies, the missing instructional level, and the importance of context – are described. The article concludes that given the non-linear and unpredictable nature of improvement seen in the case studies, schools need to become more skilled in ‘change agentry’ in order to continue to improve.  相似文献   

6.
YOUTH LITERATURE IN THE CONTEXT OF PEDAGOGIC AND LITERARY NORMS: THE FRENCH-SPEAKING COUNTRIES OF AFRICA – There are two approaches to children’s and youth literature, one didactic, the other aesthetic. This gives rise to the following question: taking into account the fact that children’s literature aspires to be a literary form in its own right, should more weight be attibuted to its aesthetic value when evaluating it? This paper examines this question – which has in the past been the subject of highly controversial discussions in the German-speaking regions – by focusing on youth literature in the French-speaking coutries of Africa. The pedagogic dimension cannot be ignored when considering this literary context because it is so much a part of the post-colonial dynamic. Youth literature in the French-speaking countries of Africa echoes current realities. Examples are used to demonstrate how literature can deal with vital questions without neglecting the literary aspect.  相似文献   

7.
General and specific Content Didactic Profiles of engineering courseware have been developed in the framework of a proposed model for evaluating a given curriculum. To carry out a diagnosis of written material, a mapping sentence, including three facets (one for each of the two didactic profiles and a Complexity facet), has been prepared to establish a definitional system for the evaluating model. The common range is the student's score in the achievement tests. The model has been run on 119 students taking the self-instructional course ‘Digital Systems’ in the framework of Israel's Everyman's University. An Euclidean structure (Cylindrex) has been discovered repetitiously in four tests relating to learning units on separate subjects. This indicates that structural lawfulness exists between the general didactic profile, complexity of test items, and students’ achievements. The location of a test item within the cylindrex shows its degree of complexity and didactic profile level, thus providing an estimate for its cognitive difficulty level, required to arrive at a correct solution. A factor of Curriculum Awareness (FCA) has been established as an indicator providing a hierarchy of content subjects, in the written material, that need didactic improvement.  相似文献   

8.
《比较教育学》2012,48(4):473-486
Just as the world has increasingly been compressed over recent decades through transnationally engaged actors or ‘carriers’ such as mobile experts, international organisations, and seemingly globalised bodies of knowledge, so have China's politicians and academics increasingly ‘gone global’ in various fields of social action, including education. China's Open Door policy since the late 1970s is, historically, not the country's first opening to the world but is preceded by earlier phases of opening and closing. Each of these ‘global’ phases is witness to two interrelated phenomena: the reconstruction of the local through the global; and the reconceptualisation of the global through the local.

The article seeks to illustrate this dialectic process both in theory and in practice. The first part unpacks dimensions and paradoxes of the global–local nexus in comparative education, discussing both fruitfulness and shortcomings of the ‘world culture theory’ and complementary approaches. Based on the insights from this discussion, the second part showcases the local embeddedness of seemingly global paths by revealing how the Chinese educational field dealt with – and appropriated – ‘world culture’. I will exemplify this by looking at two different time periods: firstly, I will show how, in the Republican China of the 1920s, the idea of ‘vocational education’ was taken up, transformed, and meshed with socio-culturally grounded, both traditional and contemporaneous notions of how the individual should be socialised into working life. Secondly, I will trace how the idea of ‘neo-liberalism’ has been taken up by Chinese educationists since the 1990s and how it has been sinicised to justify – or oppose – equality in education. The insights from these two historical snapshots are two-fold: firstly, the development of Chinese education is not as nationally determined as is suggested by various actors and researchers but emerges at the interface of globally migrating ideas and nationally designed strategies; secondly, ‘world culture’ – or an educational ideology spreading worldwide – is not as uniform as is suggested by its apparent global ubiquity but is remade by local, if transnationally active agents and networks.  相似文献   

9.
This paper discusses the findings of a qualitative study on the strategies employed by Iranian freshmen in extensive listening. A group of 12 freshman university students were purposefully selected based on their scores in the Oxford Placement Test administered. Four learners were identified as advanced, four as intermediate, and four as lower intermediate. A semi-structured interview was then conducted from which six of them were identified for the think-aloud protocol to elicit the strategies they employed. The analysis of the interviewees’ interview and think-aloud data generated six major themes. One theme – concentration/attention – described metacognitive strategies; three themes – visualization, note-taking, and inferencing by guessing and using cues and background noise – described cognitive strategies; and two themes – communicating and skipping – described additional strategies. The implication of the study is that these strategies used in extensive listening by English as a foreign language learners need to be explicitly taught and the learners also need to listen to their target language more and more to improve their listening skills by using more top-down strategies.  相似文献   

10.
Constituting a metacognitive strategy, system competence or systems thinking can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measurement instrument is required which is suitable both for supporting students and for the evaluation of methodical‐didactic measures. Such a tool is theoretically anchored in an empirically validated geography‐didactic and cognition‐psychological competence model, providing a differentiated representation of both the internal structure of a competency and the proficiency levels. The starting point of this foundation was the development of a normative‐theoretically derived model of geographic system competence. Its empirical validation was performed in different phases aimed at operationalising the competence model by means of test problems. In order to analyse the factor structure of the theoretical model, various item response models were estimated. The item levels of difficulty expected in the competence model were related to the empirical levels of difficulty and predicted by means of ordinary least squares regression to verify the model for proficiency levels. The two‐dimensional competence model – with the two dimensions ‘system organisation and behaviour’ and ‘system‐adequate intention to act’ – exhibits a better fit in reference to the model fit criteria than the one‐dimensional and three‐dimensional models. The correlations between the expected and empirical item difficulties are positive. Items that should be more difficult according to the competence model are actually shown to be more difficult. These findings suggest the reliability and validity of this new measurement instrument for diagnosing and promoting geographical system competence. It has to be implemented in practice as the next step.  相似文献   

11.
ABSTRACT

The publication of Noah & Eckstein's Toward a Science of Comparative Education (1969, Macmillan, NY) marked the beginning of an increasingly narrow research trajectory in comparative education, claiming a universality for Western knowledge and privileging scientific rationality in research. Juxtaposing the ‘science’ to Lewis Carroll’s ‘Alice in Wonderland’, such comparative education relegated more-than-human worlds and spiritual domains of learning – and being – to our collective pasts, personal childhood memories, or imaginations. How can we reorient and attune ourselves toward a Wonder(land), rather than a Science of comparative education exclusively, opening spaces for multiple ways of making sense of the world, and multiple ways of being? How can we reanimate our capacity toengage with a more-than-human world? Based on the analysis of children’s literature and textbooks published during various historical periods in Latvia, this article follows the white rabbit to reexamine taken-for-granted dichotomies – nature and culture, time and space, self and other – by bringing the ‘pagan’ worldviews or nature-centred spiritualities more clearly into focus, while reimagining education and childhood beyond the Western horizon.  相似文献   

12.
In the context of the transactional view on development, important changes in the second year of life are highlighted which demand parental adaptations in caregiving practice. The discontinuous growth of enriched cognitive functions in the toddler, as exemplified by Piagetian theory on development of intentionality and symbolic thinking and by recent findings about the emergence of self-awareness and mastery-motivation, meshes with changes in caregiving dimensions. The caregiver, seen as a catalyst for the development of cognitive and social competence must adjust himself to the developmental tasks the infant is coping with. The concept of sensitivity is examined in terms of two important aspects: the social and the didactic. From a Vygotskian standpoint, didactic strategies are very important for cognitive competence. Parents have to facilitate self-initiated learning and to adjust to the infant’s increasing cognitive functions. The influence of a didactic «matching» on overall parent-infant interaction quality, and especially on the quality of attachment, is stressed.  相似文献   

13.
Michel Jeanneret’s A Feast of Words. Banquets and Table Talk in the Renaissance (1987; English translation published in 1991) highlighted the celebration by Renaissance humanists of food and drink as catalysts of intellectual exchange. The author convincingly argued that Renaissance banquets served as a paradigm for the humanist body of ideas, and thus became an important setting for works of literature and erudition. This article investigates whether the use of banquets in humanist culture is also reflected in the didactic writings of the age. It focuses on the school dialogues of Desiderius Erasmus (1466?–1536) and Juan Luis Vives (1492/3–1540), which proved to be enormously popular and were – according to a 1582 preface – read in “well-nigh every school” in England and continental Europe. The article illustrates how Erasmus and Vives, especially when addressing an audience of young school boys, aimed to organize a controlled satisfaction of bodily appetites, stimulating the interchange of ideas, whilst avoiding gluttony and intoxication, which are as detrimental for intellectual exchange as they are for the individual’s physical and spiritual well-being. The humanists’ condemnation of excess was thus connected with their analysis of the human condition and their preoccupation that every child should realize his or her full potential as a human being. The key element in this was considered to be education, which trained children to rise above their animal instincts and desires, and prepared them to participate in society as responsible adults.  相似文献   

14.
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15.
This article reports on an innovative use of a voice processing system – Voice Mail – to support students undertaking law subjects in the distance education mode. It is contended that the computer‐based voice processing system is a potent and cost‐effective means of minimising isolation, distance from other students and perceived disadvantages compared to internal students studying the same subject. These bulletins are seen as having a variety of possible uses including covering developments in dynamic disciplines after the cut‐off time, extending the ‘shelf‐life’ of print‐based materials, providing students with particular needs with a valued form of contact and being either a regular feature of subjects or used at peak times. They provide a means for spontaneity and for students to share in setting the agenda – features perhaps not often associated with teaching in the distance mode. This report arises out of a particular improvisation and it is anticipated more systematic developments and research will follow this particular initiative.  相似文献   

16.
Joe Tin-yau Lo  Suyan Pan 《Compare》2016,46(4):512-532
Since China’s implementation of the Confucius Institute (CI) project in 2004, most academic works have been written on its objectives, nature, features, development, problems and challenges, especially in terms of soft power projection. Though some of them could unravel the tensions and paradoxes in the CI project, there is a paucity of in-depth and focused analysis on the related issues with a more systematic framework. Utilising Tellis et al.’s tripartite taxonomy approach to power – resources, strategies and outcomes – and integrating it with Nye’s tripartite approach to exercising power – coercion, inducement and attraction – this paper aims to fill this research gap. The findings can shed light on the tensions and paradoxes in China’s development of soft power by providing a more systematic and integrated framework for analysing the dilemmas and predicaments in the exercise of its power strategies in the global age.  相似文献   

17.
Few historical studies of government’s interest in student achievement exist and, of those that do, most concern themselves with relatively short periods of time, a decade or two in general. This discussion takes a longer view of measurement practices in one jurisdiction, British Columbia. Based on archival records, it examines testing and assessment developments in Canada’s westernmost province from the establishment of public education in 1872, to 1999, when narrow test‐based approaches to measuring achievement gave way to broader assessment practices based on formative, anecdotal, and portfolio reporting strategies. The study illustrates that government’s interest in measuring student achievement – and thereby demonstrating public accountability for educational expenditures – is anything but new and may be traced in an unbroken line of concern that stretches back to the Victorian Era and to the earliest days of public schooling in the province.  相似文献   

18.
Inclusion has a high priority in education policy all over the world and teachers must be able to handle in practice increasing student diversity and the demands for creating an inclusive learning environment. In spite of the enhanced political focus, there is a lack of research focusing on how those teachers working with inclusion can be supported with more tangible and meaningful ways of understanding and developing inclusive classrooms. This article argues that seeing research in inclusion in close connection with research in effective teaching strategies and classroom management will contribute to an enrichment of the two research fields and give teachers and researchers new opportunities for developing more inclusive schools. Based on research focused on teaching strategies that support students’ opportunities for learning, four dimensions of inclusive teaching strategies are presented: a framing, a relational, a didactic and an organisational dimension. In addition, and in order to further understand teachers work with inclusive education in a more structural perspective, light is shed on the complexity that teachers are required to handle in practice. This complexity, among other things, entails dilemmas emerging from different agendas teachers often must handle themselves.  相似文献   

19.
小学生闲暇时间的管理有利于促进人的个性化和实现人的全面发展。提升小学生闲暇时间管理的策略为:在社会层面,将闲暇教育列入国家和学校教育的议程,动员社会力量开发闲暇活动可利用的资源;在学生层面,树立正确的观念,重视闲暇时间的管理,学习科学方法,合理管理闲暇时间;在学校层面,培育闲暇时间管理意识和技能兼具的教师队伍,开发建立闲暇时间管理的课程体系,落实闲暇活动设施与场所的多样性与开放性;在家庭层面,发挥父母为第一任教师的启蒙作用,坚持整体性原则,形成家庭、学校、社会教育的合力。  相似文献   

20.
This article examines emerging techniques of educational governance – based on time, difference and potential – enabled by the Organisation for Economic Cooperation and Development’s PISA-based Test for Schools (‘PISA for Schools’). I show how PISA for Schools facilitates the production of difference through comparative test data, allowing educators to imagine, and bring about, different potential futures. Drawing on Deleuze’s thinking around forms of difference, and the governance function of potentiality, and informed by interviews with key PISA for Schools policy actors, I illustrate how the visualisation of difference produces a local desire amongst schools and educators to become other than they currently are across multiple temporalities, and how this ‘impetus to action’ makes new actions and futures possible. This constitutes what I theorise as ‘governing through difference and potential’, where the underlying logic is for teachers to work on themselves in the present to continually improve the future.  相似文献   

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