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1.

Most teachers will come into contact with pupils who are experiencing or have experienced a loss or bereavement and they often feel ill equipped to offer the kind of support they would like to. This paper offers insights into the nature of this area and a specific approach through which children may be supported. The writer discusses some research and thinking on loss and bereavement and the implications of this. She presents two case studies of work with individual students using the creative arts. She also discusses the connections between behavioural problems, loss and the use of the arts in supporting the students.  相似文献   

2.
The purpose of this study was to see how well an elementary teacher intern was able to help her students see both the differences between language arts, science and social studies, and connections among them, using an action research design, including student interviews, observer logs, journal notes, students' ‘connection’ journals, student work, and her record and planning book as data sources. She designed and delivered an interdisciplinary language arts, science and social studies curriculum that focused on electricity. She found that students were finally able to see the interdisciplinary natures of language arts and science, and language arts and social studies, but did not see connections between science and social studies. Implications include making explicit disciplinary instruction, as well as connections between the disciplines.  相似文献   

3.
This article investigates the strengths and weaknesses of the Danish Bereavement response plans. These are used by teachers to support grieving students and have been implemented in 96% of all Danish schools. The study is based on an Internet survey conducted with 967 teachers. Issues investigated are: ‘generalisation of grief’, ‘forgetting long-term grief’, ‘teacher distress’ and ‘renewal of plans’. Participating teachers believe that the current system works well and that the bereavement response plans have made them feel more confident when confronted with loss. However, this comes at a potential cost of generalising children’s experiences of grief, so that they fit into the school support system. While the response plans are effective at ensuring initial support for bereaved children, their influence seems to diminish with time. The study found that many plans were around a decade old and that this could mean some had been forgotten or become outdated. The article concludes that while teachers find the current response plans effective, the bereavement response system could benefit from being updated. Such an update needs to focus on dealing with the issues highlighted in this article. Future response plans should also have greater emphasis on the needs voiced by bereaved students who have experienced the system.  相似文献   

4.
This paper reports the findings from a study of schools' responses to child bereavement in Hull, Yorkshire and Derry/Londonderry, Northern Ireland. In order to gain an insight and compare how schools in both geographical areas respond to and manage bereavement, the questionnaire ‘Loss in schools’ was selected as an appropriate tool. It has been utilised on previous occasions in Hull and shown to be an effective method of highlighting the issues, needs and concerns of schools. Some significant and important issues emerge in the results of the present survey. While schools rate child bereavement and parental separation highly in terms of their priorities, there is a shortfall in the number of schools in both study sites that have a formal procedure or policy in place around the management and response to death and loss. Although there is evidence that a number of staff have attended training in loss and bereavement, schools in Derry/Londonderry and Hull report that they have sought help from other agencies in times of need. For example, the Western Education and Library Board Bereavement Team and Cruse Bereavement Care (Derry/Londonderry) and the Educational Psychology Service (Hull) are identified. Schools are asking for help and support to develop policies and to gain the knowledge and skills they require to respond with confidence to a child who experiences a loss.  相似文献   

5.
This article starts from an assumption that the essence of technology is a realm of discovery. Within this realm, humanity and the tools of technology are engaged in a dialogue. The author challenges the objectivism of technical rationality which fragments this dialogue and replaces people's creativity with rigorous, but often useless, propositions. It suggests that, at least in the field of education, it is time to break away from technical rationality and its accompanying focus on mastery of information.
The author looks at some of educational technology's metaphors and discusses how they reflect determinism and consumerism. She explores an alternative approach, the musical metaphor (Hlynka & Nelson, 1986), which encourages both rigour and creativity. She concludes with an appeal to researchers in the field of educational technology to grapple with new metaphors to help us cope with the exponential growth of information. She further suggests that educational technology need not be limited by the legacy of positivism, but can ally itself with communications technologies and the fine arts.  相似文献   

6.
Overall, little is known about the ways in which disabled children and young people produce artwork or how they are enabled to access the visual arts curriculum particularly when they have high level and complex support requirements. This article focuses on the Information Communication Technology (ICT) and practical assistance that enables disabled students to create art and design work. The article is based on my recent doctoral research which has analysed the arts education of a group of disabled young people post 16 and investigated the ways in which the arts curriculum can be made accessible [1]. ICT, in conjunction with effective practical assistance, can be refined and merged to create seamless access to the visual arts for disabled students and can play a key role not only in equipping them with the skills and competencies to gain qualifications and potential employment, but also as a ‘voice’ with which they can express their particular experiences of the human condition.  相似文献   

7.
Content-area literacy involves the use of research-based learning strategies that help students effectively and efficiently gain content knowledge. Its use is fundamental to all content areas, not just to those that rely heavily on printed materials. One of the major goals of content-area instruction is to produce critical thinkers and problem solvers, and content-area literacy is a tool that teachers use to help students achieve this goal. Through this author's teaching experiences, she (Ming) learned about literacy strategies that are useful in art, mathematics, music, and physical education. Thus, in this article, she discusses the importance of using literacy in content-area instruction. Specifically, she talks about how literacy strengthens students’ language arts skills, shares 10 content-area literacy strategies that can be integrated into the four content areas, and provides specific examples of what they would look like in each area.  相似文献   

8.
The following research study presents data drawn from an arts-based qualitative research study from 2013. Students created artistic interpretations of biblical texts using a variety of media. One of the significant findings of the study was that learning through the arts provided students with an opportunity to take on the role of parshan, or biblical commentator. Three examples of artwork is presented and combined, they show that by taking on the role of parshan, students were able to craft original interpretations of text and develop new connections with the text. Learning in this way demonstrated the significance of integrating the arts into Bible curricula as a vehicle for developing new types of positive and educational experiences for students.  相似文献   

9.
关于大学文科数学课程体系建设的思考   总被引：1，自引：0，他引：1  
为了提高文科学生的综合素质,很多文科专业开设了大学数学课程。文章针对专业培养目标,从文科数学课程体系建设方面探讨了文科专业开设数学课程的必要性,文科专业与数学课程的关系,以及文科数学课程开设的实施方法。  相似文献   

10.
文章在解读大学生思想政治教育感化艺术含义的基础上,分析了大学生思想政治教育中的感化艺术的特征：情感性、客观性、能动性、灵活性,从六个方面着重探讨了大学生思想政治教育感化艺术的具体运用。  相似文献   

11.
The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we bring Bourdieusian thinking to arts teacher practices that were common across the 30 secondary schools we studied for three years. In addition to a flexible approach to the curriculum which encouraged independence, intellectual challenge and risk-taking, teachers also engaged in arts brokerage – embodiment of arts engagement, ensuring students regularly visit cultural events/institutions, using local cultural resources, organising visits from artists/cultural organisations, enabling students to exhibit and perform for wider audiences, connecting students with arts workplaces and enhancing community arts participation. We approach this as a logic of practice associated with arts broker dis/positions drawn from teachers simultaneously occupying two chiasmatic fields – art and education.  相似文献   

12.
Open‐mindedness is typically considered an intellectual virtue that brings humans into (closer) contact with reality and its complexities. In this essay, Susan Verducci expands the ways we typically think of cultivating open‐mindedness in classrooms to include the practice of engagement with the visual and performing arts. Working with the arts allows students and teachers to perceive and embody realities they would not normally experience. Specifically, the arts enable the drawing forth and exploration of multiple and subjective interpretations; the arts can therefore be uniquely productive in opening minds by helping one negotiate human perceptual constraints, by providing opportunities to enter standpoints other than one's own, and by encouraging the practice of living with uncertainty and ambiguity.  相似文献   

13.
This phenomenological study, based on ecological systems theory, examined the college student bereavement experience in a Christian university. Undergraduate students (N = 127) from a small Christian university provided answers to open‐ended questions about their experiences regarding college following a death loss. Results indicate that students are generally successful in adapting to bereavement and prefer an environment open to discussing death and asking difficult religious questions. Implications for counselors are provided.  相似文献   

14.
大连大学张景明教授著《中国北方游牧民族的造型艺术与文化表意》,以北方游牧民族造型艺术为切入点,梳理了学术界关于造型艺术的概念,提出了新的学术观点。同时,站在艺术学、文化人类学、考古学等学科角度,探讨了造型艺术的理论和研究方法,对中国艺术学理论的研究具有一定的借鉴作用。此外,将造型艺术进行了分类,分为岩画、金银、青铜、陶瓷、玉石、漆木、绘画等,通过艺术表象的分析,论述了造型艺术的文化表意。  相似文献   

15.
《英美文学》课是一门蕴含了西方历史、文化、艺术、哲学、宗教思想的典型的文科课程。作为一门专业课与通识课,探索挖掘其中的思政元素,对学生开展以社会主义核心价值观为基础的德育教育十分必要。从必要性、目标、方法与途径等几个方面对《英美文学》课如何开展课程思政,推动“思政课程”向“课程思政”转变进行了探索具有开创性意义,对其他文化通识类课程如何开展课程思政教学具有很强的示范性意义。  相似文献   

16.
Conclusion This study demonstrated that nontraditional students, no matter how fragile, can be transformed into full members of the college academic and social community. The importance of this finding cannot be over stated, for it points to real hope for students who do not see themselves as college material or who feel that college life has little or nothing to do with the realities from which they come. What is needed to transform these students is for faculty, administrators, and counselors to fully engage in the validation of students and to recognize that not all students can be expected to learn or to get involved in institutional life in the same way. Diversity in nature is a strength. So is diversity among college students. The challenge is how to harness that strength, and how to unleash the creativity and exuberance for learning that is present in all students who feel free to learn, free to be who they are, and validated for what they know and believe.Laura Rendon has a Ph.D from the University of Michigan. She is currently an associate professor in the Division of Educational Leadership and Policy Studies at Arizona State University. She studies instructional and institutional issues related to the success of minority students, particularly Hispanic students and two-year colleges.  相似文献   

17.
高等院校为了培养底蕴丰厚的高素质人才,就要将科学教育和人文教育相互融合,实行文理交叉,学科渗透,进行人文素质教育,培养和谐的全面发展的人。本文从在大学英语教学中实施人文教育的必要性及我国大学英语教学中实施人文教育的基本情况入手,探讨在大学英语教学中进行人文教育的途径。  相似文献   

18.
本文通过分析文科学生的特点,讨论了文科高等数学课程开设的意义、文科高等数学教学目标和教学内容的设置原则,并提出了文科高等数学教学方法和手段创新、教材建设、师资队伍建设等相关问题的一些改革措施。  相似文献   

19.
层次化教学为更好的开展武术教学带来了新的教学理论与教学手段。层次化教学符合"建构主义"与"有效教学"的教学理念,在高校武术教学中有利于突出学生间的个体差异,有利于学生的自主探究。论文阐述了层次化教学在高校武术教学中应用的意义,从教学目标、教学内容、教学方法、教学评价等四个方面论述了高校武术层次化教学的对策。  相似文献   

20.
目的：以福建师大福清分校为例,探讨一般本科院校学生的应对方式对心理健康的影响,为了更好地对一般本科院校学生进行心理健康教育提供理论依据。方法：采用症状自评量表（SCL-90）和应对方式问卷（CSQ）对福建师大福清分校的350名学生进行测试。结果：（1）323名一般本科院校学生心理健康总体平均分低于全国常模但差异并不显著,心理健康状况一般,强迫症状呈阳性。（2）男性心理健康水平高于女性,在焦虑、恐怖、精神病性这几个因子上差异显著;文科生的心理健康状况优于理科生;城市生源的心理健康状况优于农村生源;不同专业学生应对方式存在显著差异,个体更多的选择在解决问题、求助和幻想的应对方式。（3）大学生心理健康状况与应对方式间显著相关。结论：不同类型的应对方式对一般本科院校学生心理健康有着重要影响。  相似文献   

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