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近代教育家吴汝纶不仅是桐城派大师,更是莲池书院院长、名师。他主持莲池书院期间,批判科举考试制度,高度重视西学的价值,开办新式学堂,筹集书院经费,聘请外国教习,支持书院的近代改制。所有这些,都顺应了近代新教育改革的潮流。在急剧的社会动荡中,吴汝纶卸任莲池书院院长,继续进行新教育的探索。 相似文献
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近代教育家吴汝纶的生命世界与莲池书院维系在一起,他倡设莲池讲学院,创办东西文学堂,加强莲池书院的教育管理;面对新教育改革中的两难困境,主张废除科举,改革书院,引进西学,建立学堂。清末书院改制时,他卸任书院院长,带着在莲池书院中遇到的问题踏上了考察日本教育之途。 相似文献
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办学经费是影响教育事业发展的一个重要因素,对书院的办学活动起着直接的制衡作用。莲池书院的经费来源广泛,并相对充足,为书院教育活动提供了必备的物质基础。近代教育家吴汝纶在主持莲池书院期间特别重视办学经费,曾为书院别筹经费,对书院的发展产生了积极的教育效果及社会影响。 相似文献
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保定莲池书院是清代直隶省最高层次的书院,其教学内容主要围绕科举考试设计。自从近代西学课程被引入书院,莲池书院的教育内容呈现出中西交融的态势。吴汝纶任院长后推行的书院课程西学化改革,虽然为书院注入了新鲜的血液和力量,但在当时的社会背景下,书院课程变革却因为主体自身的失落而未能逃脱终结的命运,当然这也为清末＂新学制＂的制定提供了有益资源。 相似文献
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保定莲池书院是清代著名的省级书院,一度成为北方学术中心之一以及南方桐城派学术传播重镇。由于清政府的特别关注以及近代教育家吴汝纶为代表的一批名师主讲书院,莲池书院在义理词章的旧学教育、实学实用的教育调整中独领风骚,人才辈出;而且在新旧博弈,西学导入,新式教育代替传统教育的冲突、转型与改革、突变中也翘楚同类书院,引领晚清官立书院之潮流。但是,由于特殊的社会历史形势以及桐城派思想未能有效突破传统学术结构框架而实现现代转换,致使莲池书院走向衰废,无力在改书院为学堂的进程中实现现代性再生,成为晚清书院近代转型中飘摇零落的一个典型个案。 相似文献
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Jo Worthy 《International journal of qualitative studies in education》2013,26(3):379-398
This article presents a case study of Mark Westin from his first to his fifth year of teaching fifth grade in an urban public school. Despite extreme management challenges and limited administrative support in a school with unusually high turnover, Mark persevered through his difficult novice years to become among the most respected and dedicated teachers in his school. Through classroom observations and interviews with Mark, I first present a snapshot of Mark's first year of teaching, followed by a longitudinal study of Mark's perceptions of his early years of teaching, gathered through observations, field notes and interviews during the succeeding four years. As Mark's confidence, experience and teaching competence grew, he became increasingly reflective and critical of his teacher preparation and his early teaching experiences, especially the lack of support he received from the school administration. A high proportion of teachers in similar situations leave teaching in the first several years. Mark's story helps to put a human face on the exceptions and offers his perspectives on improving teacher preparation and support. 相似文献
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孔子是儒家教育的典范,其教育思想影响巨大,尤其是以“仁”为本的教育目标,启发诱导、因材施教等灵活多样的教学方法,民主自由的教学风格,身教重于言传的教学态度等,更为后人所称道。师范生作为未来的中小学教师,应吸收其教育思想的精华,并与实际相结合,树立以德为先的育人观、以人为本的教学观、言出必践的立身观,成为新时代复合型的教师。 相似文献
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李劝 《桂林师范高等专科学校学报》2003,17(2):95-99
指出中学物理教学存在的问题和活动教学的目标，介绍中学物理活动教学模式的基本特征，论述中学物理活动教学的七种模式，总结所取得的经验，提出应当注意的问题． 相似文献
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王俭 《高等师范教育研究》2014,(5):68-72
建设中国特色社会主义事业迫切需要造就一大批教育家型校长。而拥有独特的教育理念和个性化的办学思想是教育家型校长的重要特征。本文主要围绕中学校长＂凝炼教育理念和办学思想的必要性、理念的内涵、以及如何提炼教育理念和形成办学思想＂等方面进行了论述。 相似文献
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小学骨干教师、学科带头人是学校教学的中坚力量,在提升学校的教学质量方面做出了自己的贡献。通过分析、探讨这支队伍的状况及他们在学习、工作中有哪些愿望和需求,做到有针对性地对他们进行在职培训,才能使他们始终站在课改的前沿。 相似文献
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Paul Dewitt 《Interchange》1999,30(4):399-414
This paper, written by a practicing school teacher, offers a background and rationale to explain how his educational constructs of learning have been challenged, influenced, and changed by exposure to constructivist educational philosophy, to frame the tensions he encounters in his practice as a result of questioning educational beliefs in a technocratic school system, and finally, to discuss the resulting consequences this process has for his teaching. In addition, the author hopes to encourage dialogue between practitioners and scholars about the ways recent constructivist conceptions of education, teaching, and learning, although theoretically appealing, can be difficult to place into practice in a technocratic school system. 相似文献
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“乐教”与“乐学”是孔子的教育思想在中学物理教学中的运用。教育观念、教师素质、学习动机、情境教学、师生互动、互教互学、激励信心是开展快乐教学,实施成功教育的重要因素．处理好教材、教师、学生三者的关系,使教学活动的内容、方法和形式达到完美和谐统一,充分利用情感因素激励教学是突破物理教学难点的关键。 相似文献
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李宝峰 《和田师范专科学校学报》2005,25(1):78-79
邓小平对加强和深化学校的教学改革提出了一系列重要理论观点，从而构成了他关于教学改革的思想。这一思想是邓小平教育思想的有机组成部分，是我国学校教学改革的指导思想。 相似文献
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设置一门自主课程:《学校问题研讨》 总被引：1，自引：0，他引：1
开设《学校问题研讨》课程有理论基础作支撑,并具有较强的合理性和必要性。它不但能促使担任教师教育类课程的教师的教学反思,提升自身的教学能力与教学效果,明确自身的研究方向,而且更有利于学生自主学习和学会教学反思,提高理论指导实践的水平,强化应对中学教育教学中的各种情境的能力。 相似文献
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Kip Téllez 《Teaching Education》2013,24(1):15-38
In this article I share the results of a seven‐year case study of an educator who began his career without formal preservice teacher education, as a participant in Teach for America. Steven (a pseudonym) began teaching mathematics in an urban middle school, later teaching social studies to English language learners, and is currently a principal of an urban charter school. Using a narrative/biographical research method, I have documented how Steven combined his personal resources, the confidence he gained from participating in Teach for America, and, because he began taking professional coursework in his second year of teaching, his emerging understanding of the foundations of teaching and learning (i.e. what he learned at the university) to form the educator he has become. His growth in understanding the culture of his students is a particularly compelling part of his story. Implications for contemporary teacher education are discussed, including the role of multicultural education courses and why customized teacher education programs should become more commonplace. 相似文献