共查询到20条相似文献，搜索用时 500 毫秒
1.
Sally Winterbon 《英语大王(小学)》2005,(5)
好不容易盼来了“五一”的七天长假,到哪儿去玩好呢?别着急,Goldie这次要带我们到南美洲的厄瓜多尔去开开眠界。那里一年四季都是春天,有世界上最好的玫瑰花,有世界上其他地方没有的植物,还有令人感到不可思议的企鹅…… 相似文献
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《小雪花(小学生成长指南)》2004,(10)
小朋友,看懂上面的英文开头了吗?有兴趣用中文续写吗?故事接龙正等着你的续文大作呢!赶快参与呀,比一比,谁的想像力更丰富!来信请寄:哈尔滨市南岗区阿什河街11号《小学趣味英语》“故事接龙”收邮编:150001 相似文献
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《Journal of moral education》2012,41(3):193-201
Abstract While values education in the NSW system is not new, there have been certain inputs into this system in the last few years that have brought about some significant changes. One source of these inputs was the Department of Education which published its Primary Social Studies Curriculum Guidelines in 1975. A second source was a number of published, in‐depth inquiry units that were developed in the United States and then travelled across the Pacific to the NSW market. A third source was, and still is, the creative energy of some NSW teachers. The end result has been a multi‐pronged approach to values education within a Social Studies framework. No one particular approach to values education e.g., values clarification or moral reasoning, has been adopted. Rather, a variety of approaches, made possible by the new directions of Social Studies education, has been favoured. This paper attempts to detail these new directions and then to describe and analyse some of the effects they have had. 相似文献
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This study examines how various components of a school-linking programme between Ireland and South Africa either support Development Education’s goal of sustainable, equitable partnerships that enable mutual learning between Northern and Southern countries or, instead, promote power imbalances that reify stereotypic images of weak, needy Southerners being cared for by powerful, benevolent Northerners. Ethnographic data from schools in both sites suggest that divergent assumptions about and priorities for Development Education in Ireland and South Africa, disproportionate exchange visits, socio-economic differences and an ‘inward’ South African focus versus a ‘global’ Irish focus set the stage for power imbalances within the linking programme. Recommendations for a conjointly conducted revision of the agenda for school-linking programmes are made. These centre on helping learners understand how issues of power and power imbalance function at the local, national and global levels. 相似文献
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《International Journal of Educational Research》2001,35(2):193-203
In South Africa, most black students are expected to learn in English, their second or third language. READ Education Trust, a non-government organization, has introduced book-based programs in many schools, and trained thousands of black teachers in methods of using the books constructively. Several formal evaluations have been conducted to investigate the impact of the READ programs. In the “Sunshine in South Africa” Project, a New Zealand publisher, Wendy Pye Ltd. donated 4000 books from her “Sunshine” series to 22 schools, in six different provinces, and READ staff trained teachers of these schools in the Shared Reading methodology during short workshops. Students in Year 2 and 3 were tested at the beginning and end of 1997, and their progress under the new program was compared with that of matched control groups, who followed a traditional textbook approach. The findings showed that Year 2 students in the “Sunshine” programs improved their reading skills at twice the rate of control groups, and showed impressive gains in listening comprehension. Strong significant improvements were also found for Year 3 Sunshine pupils. READ staff are extending these programs to many new schools throughout the Republic. 相似文献
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2013年的冬天特别寒冷,南方是否需要集中供暖的话题再次进入公众的视野.就这个问题,新浪微博上已经初步形成了两大阵营,代表人物各持己见,在网上展开了激烈讨论.
Meng Fei,a famous host in Jiangsu TV Station,is the leading representative of the group in favor of starting public heating(集中供暖)in South China.It is true Nanjing has been undergoing(经历,遭受)the coldest winter in the last ten years.People's daily lives are greatly influenced by the cold weather. 相似文献
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This article uses the biographies of three German teachers to explore nineteenth century German immigrants' efforts to provide education which upheld their ethnic traditions and prepared their children to take their place in the British colony of South Australia. Lutheran schools, German state schools and private schools initially performed these functions in both rural and urban areas. Once compulsory schooling was introduced in 1875, however, German state schools were marginalised as English became the only language of instruction in the rapidly expanding state school system, and many private schools closed. Rural Lutheran schools maintained their role as nurseries of the church but also accommodated the demand for English language and culture by using state school courses of instruction in many subjects. In essence, by 1900 schools were no longer the key sites for the maintenance of German language and culture in South Australia 相似文献
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《Africa Education Review》2013,10(2):204-219
Abstract South Africa's Revised National Curriculum Statement for Further Education and Training (FET) is premised on the view that there are competing perspectives and worldviews from which to make sense of phenomena. Accordingly, elements of indigenous knowledges have been integrated into the discursive terrains of all subjects that form part of the National Curriculum Statement. This policy statement invites several critical questions, some of which are addressed in this article in relation to science education. These include questions as to whether seemingly disparate perspectives of ‘the world’ are competing or complementary and whether science (education) is universal or multicultural. A universalist position holds that Western modern science has superior explanatory powers of understanding the natural world to those of indigenous knowledges. A multiculturalist position holds that science is culturally produced and that cultures have disparate ways of understanding the natural world and that different ways of knowing should be recognised as science. This article discusses critical questions arising from much contestation about the nature of science as a consequence of different perspectives on science held by universalists and multiculturalists. Some of the implications this discussion has for science education in contemporary South Africa are also examined. 相似文献
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Melanie Walker 《British Journal of Sociology of Education》2005,26(1):41-54
This paper examines the life history narratives of a group of 12 black and white male and female undergraduate students at a historically white Afrikaans medium university, now undergoing its own transformation in post‐apartheid South Africa. Conceptualizations of identity and discourse across four elements of context, setting, situated activity and self are employed to examine their accounts. Three framing discourses, comprising the official storyline of a rainbow nation and new higher education policies, the formal storyline of institutional change, and the informal space of relationships and interactions are used to analyse student narratives in terms of how they produce, reproduce and transform race and identity. What emerges is a complicated picture in which identities cannot be simply read off either from the official discourse or from colour and culture as the levels of discourse articulate and collide with a history of racial separateness and context and setting, with particular identity effects.
What varieties of men and women now prevail in this society and in this period? And what varieties are coming to prevail? In what ways are they selected and formed, liberated and repressed, made sensitive and blunted? (Mills, 1959, p. 7) 相似文献
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Linda Chisholm 《比较教育学》2015,51(3):401-418
At first sight, there is not much to compare, or any reason to compare, German and South African curricular frameworks. The history, nature of their respective transitions, level of development and educational legacies are very different. But the fall of the Berlin Wall and ending of apartheid brought both within a common neo-liberal global framework. A significant literature in comparative education points to increasing homogeneity in education systems and their curricula, while another points to how states and societies transfer, borrow, absorb or deflect such ideas in a manner that confirms difference and diversity, linked to historical specificity. The article probes these questions by comparing the history curriculum changes and their implications in both Germany and South Africa from 1990 to 2010 using a framework derived from Hayden White. It argues first that while the transitions in the 1990s were notably dissimilar, the international testing movement a decade later helped to precipitate common responses in the adoption and strengthening of standards in the early 2000s. However, despite this apparent convergence, the nature of standards developed differed substantially and these differences were linked to respective histories of history education in the transition. This article argues secondly that history curricula of both East and West Germany and a unified Germany had fully elaborated knowledge-focused curricula until the 2000s when competences were introduced. South Africa's 1997 curriculum did not build on past curricula, but its outcomes became hybridised artefacts before being abandoned in 2009 when the period of superficial convergence of form between the two countries came to an end. The article uses a combination of primary and secondary documents. 相似文献
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Calls to strengthen education in science, technology, engineering, and mathematics (STEM) are underscored by employment trends and the importance of STEM innovation for the economy. The Study of Mathematically Precocious Youth (SMPY) has been tracking over 5,000 talented individuals longitudinally for 40 years, throwing light on critical questions in talent identification and development in STEM. SMPY includes individuals identified in 7th/8th grade as in the top 1% or higher in mathematical or verbal ability, and a comparison group identified as top STEM graduate students. SMPY findings cover the educational and occupational attainments of participants, including a large percentage earning a degree or pursuing high powered careers in STEM; gender differences; the extent to which high school experiences, abilities, and interests predict later outcomes; and subsequent creative production. Mathematical reasoning ability as measured by standardized tests is a reliable predictor for later math/science engagement and achievement in adulthood, and spatial ability adds predictive value. Exposure to appropriate educational opportunities do correlate with career achievement and creative production. SMPY researchers have concluded that potential future STEM innovators can be identified early and that educational interventions can increase their chances of success. 相似文献
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丁以云 《中国校外教育(理论)》2009,(12)
教学设计是以教学过程为研究对象,用系统方法分析和研究教学需要.设计解决问题的方法和步骤,并对教学效果做出价值判断的计划过程和操作程序,其目的是优化教学效果.本文以多媒体课件"The American South"的教学设计为例,以课程标准为理论依据,在教学过程中把信息技术、信息资源、信息、人力资源和课程内容有机整合,共同完成课程教学任务,实现教育信息化,达到有效改善学习的目标. 相似文献
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Chaya Herman 《高等教育研究与发展》2011,30(4):505-517
The purpose of this paper is to discuss both the status of the PhD in South Africa and the feasibility of the country's aspiration to increase by fivefold the production of PhDs by 2025. Based on the first empirical studies on doctoral education in South Africa, it argues that in order to move towards this target, an expanded and coordinated effort is necessary. This includes the removal of barriers that hinder the expansion of the South African higher education system. In particular the paper highlights insufficient funding, policy that stands in the way of expansion, scarcity of students, limited supervisory capacity and lack of recognition of the value of the doctorate and higher learning, as well as limited and inadequate partnerships. The main question is whether South Africa can achieve the desired outcome by following international trends or whether the expansion target is merely a pipedream. 相似文献
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《International Journal of Educational Development》2001,21(1):5-20
The major restructuring of the entire education system in South Africa has produced considerable policy tensions and contradictions. In the light of recent legislation, this paper examines the consequences of the Education Department's attempting to serve the demands for equity in terms of resource allocation and reprioritisation within and between provinces, while simultaneously on a micro school-based level attempting to insert a particular school culture (governance, funding, curricula, conditions of service and so on) across schools that were previously extremely disparate in terms of the elements referred to above. This attempt at equality in the face of the equity drive has considerable consequences for the delivery and provision of education services. The paper discusses these and analyses the policy-making domain which has produced somewhat contradictory outcomes. 相似文献
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Shan Simmonds 《Gender and education》2014,26(6):636-652
The United Nations Millennium Development Goals (2000?2015) are clearly embedded in South Africa's education policy documents. However, they are not adequately infused into the curriculum. This article focuses specifically on the third Millennium Development Goal (MDG) ? promoting gender equality and empowering women ? and the need to place this curriculum content at the centre and not on the periphery, to achieve its goal. Qualitative document research was used to explore the extent to which South Africa's curriculum-making has promoted gender equality and the empowerment of women during the promotion of the 2000–2015 MDGs. The findings of this research show potential intersections of poverty, age and worldviews with gender; a stronger focus on human rights values; and concrete strategies to combat unhealthy sexual behaviour. However, the curriculum continues to be saturated with negative perspectives and binary perceptions of gender. There is also a lack of attention to the world of work. The assumption underlying this seems to be that gender equality and the empowerment of women are unattainable or that they are unimportant. This article concludes by underlining the need for the curriculum to be a genuine agent of change, which necessitates a new gender discourse in curriculum-making. 相似文献
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Sekao David Engelbrecht Johann 《International Journal of Science and Mathematics Education》2022,20(7):1431-1453
This study aims to investigate the perspectives of primary school teachers in South Africa, who participated in a Lesson Study (LS) project, on this professional development process and about their professional learning. The study followed a mixed approach, with data collected through a questionnaire, followed up by interviews. A novel approach in this study was to source teachers’ experiences of the individual stages of LS as well as of the integrated process. Teachers’ perspectives on LS were categorised into 5 themes: collaboration — commitment and the free rider effect, confidence issues, teachers’ knowledge and skills, misconceptions about the LS approach, and external issues including concerns over time of teachers and learners, systemic challenges and school management. Using teachers’ individual and focus group inputs in the questionnaire and the interviews, we report about their experiences.
相似文献20.
In this paper, we share details of a South African early grades’ number intervention informed by aspects of Davydov’s writing on early number teaching and learning. A key part of Davydov’s approach to early number teaching involves starting with attention to relationships between quantities rather than with counting. The Structuring Number Starters (SNS) intervention focused—over a nine-year period—on supporting early grades’ students to move beyond the calculating-by-counting approaches that are prevalent in South Africa. In attending to this focus, the intervention shifted increasingly towards an emphasis on relationships between quantities, though not in the same format or task sequence as advocated by Davydov. The contextual and cultural features that led to our adaptations—or shape-shifting—are highlighted in this paper. We interrogate key aspects of Davydov’s approaches to early number teaching in relation to key features typical of South African classroom mathematics teaching in order to understand the evolution of the SNS initiative. Quasi-longitudinal interview-based assessment data available from a cross-attainment sample of students in 2011, 2014 and 2018 indicate shifts over time from calculating-by-counting to calculating-by-structuring. These outcomes point to successes with moves into increasingly structured ways of working with early number, but suggest also that these successes may be contingent on some fluency with forward and backward number word sequences. The outcomes suggest that it is feasible to explore interventions directing attention to early number structure from the outset in larger scale studies.
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