共查询到20条相似文献，搜索用时 359 毫秒
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Kristján Kristjánsson 《Cambridge Journal of Education》2008,38(2):217-230
This paper explores three psychological theories of self – Kenneth Gergen's theory of the crystallised self, Carol Dweck's theory of the incremental self and William Swann's theory of the homeostatic self – for their ability to account for personal change in general, and radical self‐change in particular. Special attention is paid to their educational implications. The overall conclusion is that whereas all three theories provide important insights into self‐change, none of them gives a fully satisfying account. 相似文献
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张宇 《中学英语园地(高三版)》2007,(11)
My little brother is six years old, in his first grade. Yesterday, he gave Mum a letter from his teacher. "I got a red card today. Could you 相似文献
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Miriam Heller Stern 《Journal of Jewish Education》2013,79(2):141-142
This article examines 10 textbooks used in Jewish religion classes in Russian high schools in the final decades of the 19th century. The textbooks reveal an expectation of a low level of Hebrew background, an interest in promoting the practice of prayer, and two distinct approaches to teaching Judaism. While some of the books introduce students to their religion through Biblical or later Jewish history, others present the religion as a systematic set of beliefs and practices. Although it is difficult to ascertain exactly how the books were utilized in classrooms, they certainly provide a sense of the priorities of a group of educators, as well as of the relative freedom they had in defining Judaism for the next generation. 相似文献
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Kathleen Knight Abowitz 《The Urban Review》2000,32(4):313-341
Democratic ideals of equality, freedom, and common problem-solving help ensure that schools are governed as communities, in Dewey's sense of the term, wherein all members share in defining the purposes and processes of the group. In this paper, qualitative case study data of a business–public school partnership is examined in order to describe, analyze, and evaluate this partnership based upon democratic criteria established by Deweyan pragmatism. The analysis of the business/education partnership enables educators to better understand the potential for, and inhibitors of, the kind of genuine social growth among school and corporate partners that can serve public agendas rather than private profits. 相似文献
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Christine Han 《Asia Pacific Journal of Education》2000,20(1):63-72
Citizenship and values education in one form or other has existed in Singapore since it acquired self‐government in 1959. Much has been written about the different forms that this education has taken over the years. In recent years, there have been efforts at describing and analyzing aspects of National Education, which was introduced in 1997. At the same time, a number of books and papers have been written examining the concept of citizenship in Singapore, which cover the period between the late 1980s to the mid 1990s. In the last five years leading to the millennium, there have been two major sets of changes in Singapore that have had implications for the conception of citizenship and for citizenship education. The first is to do with the introduction of National Education; the second, with the notion of active citizenship. This article describes these recent changes, and discuss their implications for the concept of citizenship and for citizenship education in Singapore. 相似文献
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Gérald Rebetez 《Educational Media International》2013,50(2):72-75
Abstract In this article Gerald Rebetez describes the purpose and usage of an educational television programme specifically intended to help pupils understand television as a medium. 相似文献
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“New Basic Education” and me 总被引：1，自引：0，他引：1
Lan Ye 《Frontiers of Education in China》2009,4(4):558-609
Initiated in September 1994, “New Basic Education” first underwent a five-year Exploratory Research phase from September 1994
to May 1999, which was followed by a second five-year Developmental Research phase from September 1999 to May 2004. Thus during
the past ten years, “New Basic Education” has undergone a complete research process, including the presentation of the problem,
the formation of results, and finally the dissemination, application, perfection, and development of its research. This study
has preliminarily explored the transformation of schools, educational theories and educational research methods in China.
The author hopes to respond actively to educational changes caused by our transforming society through her professional research.
She presents in this paper the retrospective notes of her subjective state, such as her thought process, planning, actions
and experiences while conducting and developing “New Basic Education” research.
“New Basic Education” research originated from ten years of theoretical preparation (amassing basic educational theory, the
methodology for educational research, and meta-research of educational disciplines), as well as from the author’s personal
experiences conducting field research during the past three years and her profound reflections on the nature of the social
transformations taking place in late 20th century China. During the Exploratory Research phase, “New Basic Education” research—which consists of reconstructive research
on educational theory and practice—regards the rebuilding of educational aims as its theoretical starting point. Additionally,
“New Basic Education” research regards schools, which provide nine-year compulsory education as the entire unit of practical
research. The research also focused on classroom education, teaching reform, and school management for the experimentation
and reform of the schools. As for the core issue of methodology, the crux of the issue lies in how to deal with the relations
between theoretical research and practical research and the relationship between theoretical researchers and practical researchers. 相似文献
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《Journal of Vocational Education & Training》2012,64(1):35-49
Abstract Recently it has been proposed that the distinction between education and training is becoming obsolete. This paper disputes that conclusion, arguing that it is arrived at by failing to distinguish the Increasing sophistication of modern training, and the cognitive and social skills that tend to accompany this, from a broader, ‘liberal’ concept of education. This concept may find itself in an inconvenient tension with some of the requirements of the economy, the view previously stated, therefore, with its emphasis on consensus and identity of interest, is seen as being problematic in a context where the ‘goods’ of the citizen and of the worker may be radically divorced from one another. Alternative definitions of education and training are thus Identified and shown to generate correspondingly different analyses of the current situation, as well as alternative curricular proposals. 相似文献
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Boba M. Samuels 《Mind, Brain, and Education》2009,3(1):45-55
ABSTRACT— The new field of Mind, Brain, and Education (MBE)—sometimes called educational neuroscience—is posited as a mediator between neuroscience and education. Several foundational concerns, however, can be raised about this emerging field. The differences between neuroscience and education are many, including differences in their histories, philosophies, and epistemologies. Historically, science and education have demonstrated separate, but interwoven, influences on society; philosophically, the values by which they operate are often in opposition; and epistemologically, the fields have relied on different conceptualizations of knowledge. Discussion about these differences has been largely absent in attempts to promote MBE. Two steps are proposed to respond to this omission. First, encouraging discussion about disciplinary differences and assumptions may enable better understanding between disciplines and facilitate the establishment of a more collaborative research community. Second, a transdisciplinary framework that focuses on salient issues of interest across disciplines should be considered. Transdisciplinarity aims for the creation of an inclusive research environment that transcends traditional disciplinary approaches to complex problems. This article initiates an exploration of disciplinary differences and proposes commitment to transdisciplinarity as a guiding principle that may increase the viability of MBE as a mediating field between neuroscience and education. 相似文献
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《开放教育研究》2001,(1)
After W.W.II,high education in manycountries gradually enters its golden stage of devel-opment.There is a steady increase on larger scalesthan prewar times as for the number of schools,that of enrolled students,and admissions.At thesame time when schools of high education turn oucontinuously qualified supporting personnel for thefast development of the society,they turn outquite a few problems of their own,such as undulydeveloped size,unduly high level,declined quali-ty,incongruously structur… 相似文献
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Erik De Vreede 《欧洲师范教育杂志》1990,13(3):129-140
In this article some basic concepts in the field of education in a plural society are discussed and defined. A distinction is made between various forms of plural education, which is the generic concept for all educational reactions to the plurality of a society. This distinction is based on the target group, purpose and general orientation of these reactions. The ensuing discussion of the various forms of plural education results, among other things, in a critique of multi‐ and intercultural education and the proposal of a pluralist education. The third and last section deals with some perspectives for teacher education.
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Patrick Ainley 《British Journal of Sociology of Education》2008,29(2):213-223
Unlike most papers on education and ecology, this one is not concerned with the content of education but its organisation as a system and hence its purpose or finality. The central contention of the paper, which takes English education and training (or ‘learning’) as a case in point, is that in a new market‐state formation the pursuit of short‐term goals is tied to the global free‐market economy over which any attempt at democratic control has been relinquished. At a time when humanity worldwide faces increasing change in the ecology that sustains it, this is considered to be ‘ecocidally insane’ and the opposite of any sort of learning from experience to alter behaviour in the future. The re‐regulated new global market is seen in conclusion as a crisis response to the end of the previous Keynesian welfare nation‐state formation. As such, it is argued to be unsustainable in any sense. 相似文献
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吴洪成 《邢台职业技术学院学报》2003,20(2):12-16
I. A Brief Account of Timothys Life Story Timothy Richard was born in the prefecture of Kamarden Wales in British in 1845. In 1859, he was christened and became a believer of the Baptists in British. In 1865, he entered into Futwatul Theological Seminary, Harward. After his graduation, he became a Christianity clergyman. In 1870,he was sent to China by British Baptists to do missionary work in Yantai, where he got acquainted with Alexander Williamson and Calvin Wilson Mateer, and me… 相似文献
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Andrew Green 《Changing English: An International Journal of English Teaching》2010,17(2):215-227
This paper presents and analyses data gathered from a survey of teachers in a range of secondary school English departments. It seeks to establish the ways in which teachers perceive their subject knowledge Continuing Professional Development (CPD) needs and the ways in which they would like to engage with Higher Education (HE) English as part of their CPD. It also explores teachers’ reasons for wishing to undertake such study, and the ways in which they believe such studies could contribute to their development. Finally, it goes on to consider some of the constraints on CPD and the possible implications of this for Higher Education Institutions. The interface between schools and HE has, historically, been limited. However, engagement in CPD is one of the most significant ways in which dialogue between secondary and HE teachers of English can be fruitfully established. 相似文献
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