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1.
‘Choice’ and ‘freedom’ as measured by the ability of parents to select their children's schools are deeply embedded in the national ethos of the United States of America. Wealthy American parents have always exercised school choice but minority and lowincome students are often trapped in failing schools. This paper is based on research conducted in a purposive sample of Irish primary schools into the nature of school choice. The authors examine five aspects of the Irish national primary school system that could provide models for American educators, whose vision often stops at the boundaries of the United States: education law, school choice for all, a national curriculum framework, the role of assessment, and the role of parents and educators in the creation of new schools. While arguably the five relate directly to school choice of different degrees, they collectively weave a web whereby school systems in the Republic of Ireland and the USA may productively be compared to the benefit of both. 相似文献
2.
郭永华 《海南师范大学学报(社会科学版)》2010,23(4):158-161
德育课程具有践行性特点,基础教育新课程改革为海南中小学德育课程建设提供了条件,也提出了要求。海南基础教育阶段的德育课程建设可以借鉴日本中小学的体验教育模式,将德育与体验联系起来,重视道德体验的价值,注重培养学生的生存能力、创造能力、劳动观念和集体协作精神,发展学生个性,充实学生的内心世界,体现基础教育新课程改革＂回归生活＂的理念。 相似文献
3.
李莉 《课程.教材.教法》2011,(8)
品德与生活是我国2001年课改后在小学低年级新设置的一门课程。迄今为止,共有15个版本的《品德与生活》教科书通过教育部审定,并在全国各实验区使用。各版本都注意将品德教育与儿童的生活紧密结合;在丰富多彩的活动中,养成儿童的品德,锻炼儿童的能力。与此同时,每个版本也初步形成了自己的特色。由于课程设置的时间不长,教科书的编写不可避免地在生活性、通用性、可读性等方面存在不足,关注这些不足、研究解决的办法,将有助于提高教科书的编写质量并推进本门课程的发展。 相似文献
4.
围绕课程改革促进学生全面发展的核心理念,以培养适应中小学课程改革需要的体育教师为立足点,在分析高校体育教材教法现状的基础上,重新界定教材教法的课程性质、课程特征、课程目标、课程内容,并在改革实验的基础上重点论述新教材教法课程的实施与评价要点,提出了切实可行的操作性建议,可供构建新教材教法课程模式参考。 相似文献
5.
Joseph Smith 《Curriculum Journal》2016,27(4):500-517
This paper critically examines the framing of historical knowledge in the primary and ‘broad general education’ phases (ages 4–14) of Scotland's Curriculum for Excellence. The paper focuses on curriculum documentation, particularly the curriculum's aims and ‘Experiences and Outcomes’ and evaluates these in light of recent research on children's historical understanding. It is argued that the decision to frame historical understanding as ‘People, Past Events and Societies’ within the context of a ‘social studies’ curriculum area has been motivated by a misunderstanding of history's unique disciplinary identity. It is argued that history curricula must take account of the unique ontological and epistemological challenges posed by investigating the past and that by failing to do this, ‘Curriculum for Excellence’ offers children in Scotland a problematic representation of what it means to study the past. The paper challenges the curriculum in both epistemic and pedagogical terms, before suggesting that a rigorous study of history as a discipline can make a valuable contribution to children's personal and social development. 相似文献
6.
Mobilising capitals? Migrant children's negotiation of their everyday lives in school 总被引：1，自引：1，他引：0
Dympna Devine 《British Journal of Sociology of Education》2009,30(5):521-535
This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic ‘other’ in school. 相似文献
7.
Since the mid‐1980s many schools in predominantly white areas have taken active steps to counter racism and ethnocentrism and raise awareness of Britain's ethnic diversity through curriculum development. This paper is primarily concerned with the ethical issues raised by research into such initiatives at primary school level. We begin by alluding very briefly to the shortcomings of extant research into children's prejudice, noting that some studies can be criticised for the unwitting reinforcement of stereotypes. We move on to examine the ethical and methodological considerations which have underpinned our own work in this area, focusing on a recent investigation into children's understanding of Jewish culture and identity. The techniques employed to probe the children's beliefs and attitudes and challenge their taken‐for‐granted assumptions are described at length, together with the ethical dilemmas addressed during the course of the research. In the second part of the paper, we focus on issues raised by our own curriculum development work in anti‐racist and multicultural education in ‘all white’ schools. We draw extensively on a recent case‐study of 10 and 11 year‐olds’ responses to a teaching programme which aimed to counter stereotypical images both of developing countries and Islam. 相似文献
8.
Primary schools and network governance: A policy analysis of reception baseline assessment 
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下载免费PDF全文 Primary school reception baseline assessment was designed to produce a single ‘baseline’ data figure on the basis of which young children's progress across primary school could be measured and accounted for. This paper suggests that within the context of punitive performativity, head teachers might be considered ‘irresponsible’ if not engaging with the new accountability measure in its voluntary year. Using DfE‐accredited baseline assessment providers blurred the distinctions between not‐for‐profit social enterprises, digital policy innovation labs, edu‐business, and the state. It is argued that through a process of networked governance, these cross‐sectoral organisations successfully enticed some primary schools with the ‘moral economy’ of using baseline assessment. It is argued that baseline's simplistic reductionism allowed for the economisation of early years education assessment and for its commercialisation of comparison. This paper reports on a sample of five head teachers, taken from a much larger study that used a mixed‐methods approach involving a nationwide survey (n=1131) and in‐depth interviews with reception staff and head teachers in five geographically disparate primary schools. Baseline assessment was ‘withdrawn’ by the DfE in April 2016, quite possibly because of campaigns by early years organisations, the government's own report showing that the three separate baseline datasets were incompatible, and national research funded by the teachers’ unions, a small part of which is reported upon here. 相似文献
9.
Gerasimos Koustourakis 《International Studies in Sociology of Education》2013,23(1-2):131-146
This article looks critically at Greek educational reform to the curriculum of compulsory education—reform that took place so that Greece could put into practice the decisions of the European Union of Lisbon (2000) for the contribution of education to the adaptation of the new data of the ‘knowledge society’. Bernstein's theory about pedagogic discourse is utilized. Also, with the use of qualitative content analysis in specific resources (parliamentary debates, new curriculum and textbooks) we tried to answer the following questions: Which are the dominant social principles that led the Greek state to change the curriculum? Through which process and with the contribution of which factors did the reform of the curriculum come about? And which are the characteristics of the new school knowledge and of the pedagogic practices that are selected for their reproduction at the level of the classroom? 相似文献
10.
AbstractThis paper examines how drawing classes can contribute to moral education in primary schools. This paper uses class observation, interviews with teachers and students, and analysis of students’ work to highlight how the students articulate moral concerns by drawing and designing future-oriented architectures, which aims at preventing natural and social catastrophes. It suggests that the design of this drawing class provides new possibilities of doing moral education in China’s primary schools. The drawing class made possible the articulation of becoming moral subjects, which is able to integrate ‘harmony’ into the younger generation’s value system, world views and the possibilities they envision for themselves and human-nature relationships. 相似文献
11.
程伟 《中国教育科学(中英文)》2021,(2):122-132
以往研究在德育教材编写的理念、德育教材的功能和定位、优秀传统文化与社会主义核心价值观融入德育教材的路径等方面提出了一些富有新意和价值的观点,值得肯定。但是,以往研究也存在一些不足。在研究基础方面,教材编写理念研究成果丰富,教材基础理论研究薄弱;在研究视角方面,侧重教材编写者视角的研究,忽视教材使用者视角的研究;在研究内容方面,教材内容研究分散,基于课程标准的教材研究欠缺;在研究范围方面,注重教材编写研究,忽视教材建设其他方面的研究;在研究深度方面,重视个别国家教材的介绍,缺乏对其深度反思;在研究方法方面,多采用常规方法,较少运用教材研究常用方法。基于以往德育教材研究的问题以及德育教材的时代境遇,未来德育教材研究要加强基本理论研究、关注德育教材的使用研究、侧重基于课程标准的德育教材研究、拓展德育教材的研究范围、增进对国外德育教材研究的深度反思、重视运用教材研究常用方法。 相似文献
12.
中小学德育课程改革与创新 总被引：17，自引：0，他引：17
中小学德育课程改革与创新体现在三个方面 ,其一是中西方文化的整合与互补 ,主导要素是对民族思维方式和民族精神的体认、培育与发展 ;其二是增强综合性与实践性 ,整体构建德育的目标内容和实践活动体系 ;其三是德育课程形态回归生活 ,促进学生道德主体性的发展 相似文献
13.
The benefits of drawing for children are wide‐ranging but are likely to be mediated by the art curriculum and other governmental guidance to teachers relevant to drawing/art. Furthermore, such statutory regulations vary between cultures, and therefore curricula represent an important influence on the cultural differences found in children's drawings. Previous articles on the teaching of drawing in Chinese schools have commented upon the emphasis placed on children copying from adult drawing models. However, a new art curriculum was implemented in Chinese infant schools (3–6‐year‐olds) in 2002, still in operation today, which instead places an emphasis on the children's enjoyment of drawing through making creative and expressive pictures from their imagination. This article describes the key objectives stated in the Chinese art curricula for infant schools. We also present an interview with a Chinese infant school teacher in which she provided in detail how the curriculum is typically applied to the teaching of drawing. The interview also provided some background context to why the curriculum was changed and to its delivery. The article comments on the pedagogical practices adopted, and comparisons are made with Western art education and, in particular, to the teaching of drawing/art in England for the same age group. Finally, we consider what implications the Chinese approach has for the ‘non‐interventionist’ approach to young children's drawing/art that is frequently found in Western art education. 相似文献
14.
品德与社会课堂教学建构的几个核心问题 总被引：1，自引：0，他引：1
ZHANG Mao-cong 《课程.教材.教法》2007,(7)
品德与社会是一门综合性很强的课程,它基于儿童的社会生活认识,旨在加强道德教育的针对性、实效性和主动性,是一门中国特色的社会综合课程。在品德与社会课程实施中特别要对传统的课堂教学进行重构,包括课堂教学生活的重建、教学范式的自主、道德教育的主体建构、学生生命的和谐发展和课程资源的创生等。 相似文献
15.
Simon Catling 《Curriculum Journal》2013,24(3):427-453
The phrase ‘curriculum making’ has recently been used to describe medium-term planning and teachers’ enactment of such planning in the classroom. This narrows the term's initial use from that in the first half of the twentieth century when it was employed inclusively from national programmes to lesson planning. While considering related studies about curriculum making, this paper focuses on the interpretation described and used by the Geographical Association (GA) to encourage more open approaches to medium-term curriculum planning in England by teachers. It reports the outcomes of a small-scale study of primary teachers’ perspectives on their experiences of curriculum making during one GA project, ‘The Young Geographers Project’. It identifies a number of ‘curriculum dynamics’, including teachers’ feelings of liberation, children's agency in curriculum making, the importance of subject knowledge, engaging with children's everyday experiences and interests, and purposefulness for curriculum topics while retaining flexibility and openness. Reflecting on these findings, 10 features pertinent to curriculum making are noted. 相似文献
16.
Based on a review of studies on children's and adolescents’ attitudes and conceptions about aging and older people and on studies analyzing media content such as children's literature, textbooks, and public television programs to determine how older persons are portrayed, a rationale is provided for systematic education about aging in the public schools of the United States. 相似文献
17.
Rune Johan Krumsvik 《Scandinavian Journal of Educational Research》2014,58(3):269-280
This position paper focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's teacher education. This has become particularly pressing as a result of the new educational reform ‘Knowledge Promotion’ in schools, whereby digital competence is now the fifth basic competence in all subjects at all levels, as well as in the new teacher education curriculum in Norway. Against this background, the aim of this position paper is to elaborate on how a digital competence model can function on a micro level to fulfil the intentions from the national and institutional policy level. The research question considered by this paper is whether (and if so, how) a digital competence model for TEs can function as a model on an individual level. 相似文献
18.
《International Journal of Educational Research》2002,37(6-7):545-566
In post-Mao China, wide-ranging reform programmes have affected almost every sphere of life. History education has been no exception, and in addition to attempts to revise teaching, learning and assessment methods, there have been preliminary forays into textbook pluralism and gradual devolution of curriculum development. History education professionals, however, are fully cognisant of their subject's ‘sensitivity’, and reforming goals and content of both the preactive and active curriculum has thus been a cautious endeavour. This chapter explores the progress of reform through the ‘officially authorised’ historical narratives and teaching goals specified in national curricula. It focuses primarily on the junior secondary curriculum, as primary school History has recently been absorbed by Social Studies, and senior secondary education is neither compulsory nor universally accessible. It is argued that while curriculum objectives and syllabus content remain largely circumscribed by ‘traditional’ views of history as moral-ideological education and by contemporary political imperatives, curriculum developers are also influenced by professional academic and pedagogical concerns, and by efforts to justify the status of History in an increasingly crowded curriculum. 相似文献
19.
Xiaoman Zhu 《Frontiers of Education in China》2006,1(2):191-200
In the new curriculum reform in China, moral education and values education have been defined from the angles of the integrity
and conformity of curriculum functions. Accordingly, a new education concept based on complete/integral curriculum functions
is established. By discussing the essences of the curriculum, the basis of moral and values education, integrated curriculum
setting in instruction structure, the presence of emotional and attitudinal goals in the subject standards, and teaching methods,
this text points out that this curriculum reform looks to moral and values education in schools. The reform also emphasizes
and will guarantee moral and values education in schools. Finally, the article recommends to elementary and secondary schools
the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University,
one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education.
__________
Translated from Global Education, 2002:12 相似文献
20.
张田若先生是我国目前唯一一位从建国后到“新课改”一直坚持编写小学语文教科书长达60余年的学者。他编辑小学语文教科书旨在优化与推广以“集中识字”和“集中识字·大量阅读·分步习作”为核心的小学语文教学改革经验;形成了以“四大基础”和“集中识字”为基本框架的编排体系,并注重的单元分组教学;内容围绕“字词句段篇,听说读写书”展开全面训练,取材强调文质兼美。张田若先生的小学语文教科书编辑实践和思想对当下新课程改革中小学语文教科书编辑和教学实践当有所启示。 相似文献