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1.
社会故事作为一种应用于自闭症谱系障碍儿童社会能力训练的教学方法,目前得到广泛的推广与应用。本文试图从国外自闭症谱系社会故事干预的研究文献中梳理现有的社会故事干预有效性研究的开展情况,试图总结研究中存在的问题,并为今后社会故事干预的有效性研究提供思路。 相似文献
2.
Marianna Chrysostomou 《欧洲特需教育杂志》2017,32(4):572-585
This paper reports on the findings of an action research project that took place in a primary school in Cyprus. A professional development programme was devised with contributions from teachers involved in the research. The programme was aimed at helping teachers to map the difficulties they encounter when working with their students on disability-related issues (e.g. attitudes towards disabled children and adults, disabled people’s rights, disabled people’s views about social inequalities). Theoretical concepts from Inclusive Education and Disability Studies informed the design of a programme in which disabled people’s own views and narratives of their lives or significant life incidences (e.g. found in interviews and published work) were used to help teachers confront their preconceptions about disability issues and think of new approaches to discuss disability with their students. The findings suggest that this is a promising approach. These include teachers’ understanding of disability as a social rather than a medical issue, increased confidence in discussing disability issues with students and curriculum enrichment through the use of disabled people’s narratives. This discussion maps the process through which teachers learn and teach using disabled people’s life stories, and draws links with international research and theoretical standpoints. 相似文献
3.
May Al-Fartousi 《课程研究杂志》2016,48(2):192-225
This research explored 10 young female Shi’i Muslim Arabic-Canadian students’ experiences associated with wearing the Hijab (headscarf) within their home, community, and predominantly White Canadian public elementary school environments. The in-depth case study sought to address the dearth of information about Shi’is’ experiences in schools through methodological strategies comprising 10 semi-structured interviews, two focus-group meetings and field notes. This qualitative study provides a transdisciplinary approach based on Phelan, Davidson, and Cao Yu’s social-world model encompassing religious, gendered, social, cultural and political differences that create social boundaries in study participants’ home, community and school environments. Specifically, this article focuses on participants’ school experiences and their strategies for preserving their religious identities. Research findings shed light on the interrelatedness of internal and external diversity within participants’ social worlds, the moral values of religious ritual stories, and the important role of contextualized curriculum in fostering equity and social justice. 相似文献
4.
Kristín Karlsdóttir Bryndis Garðarsdóttir 《Early Years: An International Journal of Research and Development》2010,30(3):255-266
The purpose of this study was to apply and explore, in the context of an Icelandic preschool, the methods developed by the New Zealand Te Whaariki curriculum to assess children's well‐being and learning dispositions. This article describes the process of piloting learning stories as a research method, where researchers and preschool teachers cooperate in generating data. Data were generated by means of interviews, observations and documentation, following a research process in which learning stories were documented, reflected upon and analysed by the researchers and teachers, where possible in cooperation with the four‐ to five‐year‐old children. The learning stories were constructed and analysed using the five domains of learning dispositions identified in the Te Whaariki curriculum. The study asks how a collaborative approach to assessing children's well‐being and learning dispositions could be used in preschools both for professional learning and for research purposes. The findings show children as skilful communicators who are capable of finding solutions and reacting to various situations arising from the social context of the preschool. The study demonstrates that documenting children's learning stories enables researchers to focus on children's strengths and capabilities, and adds to preschool teachers' knowledge of individual children and groups. 相似文献
5.
Tricia M. Benish 《Educational Psychology in Practice》2011,27(1):1-17
Social stories have been widely used for children with autism and developmental delays; however, little research has been conducted that examines their effectiveness with pre‐school children who have no developmental delays. The present study investigated this previously undocumented use of social stories. Social stories were used to decrease aggression and improve positive peer relations in a Head Start pre‐school setting. Participants included three four‐year‐old pre‐school students. A single‐subject, ABC multiple baseline design with counterbalanced treatment order was implemented where social stories were compared to a neutral book. Direct observations and pre‐ and post‐Behaviour Assessment System for Children‐2 (BASC‐2) Teacher Rating Scale (TRS) scores were examined. Results revealed some support for the usefulness of social stories in this setting and with this population. Limitations of the study are discussed and directions for future research are provided. 相似文献
6.
曹旺儒 《襄樊职业技术学院学报》2008,7(1):100-102
对《梁山伯与祝英台》与《罗密欧与朱丽叶》这耳熟能详的两部爱情经典故事进行对比和探析,管中窥豹,以示坚贞爱情的矢志不移。在这两部作品中作者都明确地把悲剧的根源归咎于陈旧的封建意识,从而把爱情题材和当时的社会矛盾联系起来,把批判的锋芒指向了腐朽而野蛮的伦理观念和落后而顽固的封建势力。他们的爱情故事均饱含着爱与痛的双重火焰的烧灼与锤炼。 相似文献
7.
Eeva Kaisa Hyry-Beihammer Katri Jokikokko Minna Uitto 《British Educational Research Journal》2019,45(6):1124-1139
This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes. 相似文献
8.
胡全章 《福建工程学院学报》2012,(5):430-434
自林纾"五四"前夕声称庚子年曾为《杭州白话报》写作"白话道情",迄今无人查证,致使其本来面目长期以来不为人知。1901年《杭州白话报》刊发的署名"竹实饲凤生"的六种"道情",应是林纾之作。襄助《杭州白话报》,创作"白话道情",以白话开民智,以通俗文艺振民气,且曾产生了广泛的社会影响,是20世纪初年的壮年林纾确曾有过的一段白话文学创作经历。《杭州白话报》"白话道情"之考论,还原了林纾作为晚清开风气之先的启蒙白话报和白话文学先驱者的本来面目。 相似文献
9.
This paper describes how a collaborative project engaged teachers and university researchers in an ongoing conversation about teaching students whose learning is considered to be at risk due to a complex of social and economic barriers. Action research was employed to develop understanding of unique teacher identities shaped in classroom settings with large numbers of these students. Teacher stories generated by this research revealed that, as key members of interagency teams, teachers play a strong advocacy role for students at risk. 相似文献
10.
Frances Miley 《高等教育研究与发展》2009,28(4):357-369
This research explores the development of issues surrounding and reactions to the use of non‐accounting stories in accounting to engage and motivate first‐year students. The stories were drawn from the students' main areas of study. Students were challenged to draw analogies between a story and accounting. This process allowed them to create common meanings and understandings as they participated in a group dialogue about the relevance of each story. By using stories in areas with which the students were familiar, they were able to appreciate links between accounting and other disciplines. Initially the lecturer told the stories but in response to student feedback, students were encouraged to find or develop stories to share. Students found both the factual and fictitious stories enhanced their learning. When the students became storytellers, they took ownership of their learning and a more critical approach consistent with a deep approach to learning. Despite some initial concerns expressed by the lecturer, the storytelling project has led to increased motivation among non‐accounting first year students who are undertaking some limited study of accounting. 相似文献
11.
Celia Burgess-Macey 《Literacy》1999,33(3):120-125
In this article I explore contrasting approaches to literacy and learning in Key Stage One classrooms. In particular I question whether the approach to writing composition in the NLS Framework for Teaching is consistent with what we know about children’s story telling and writing in the early years. Children are powerful thinkers who constantly strive to make meaningful and playful engagements with their social and cultural worlds, of which texts are an important part. Through composing and writing stories in school the children in this study are often exploring aspects of their identities, having fun in entering into adult and fantasy worlds, and working with their friends to create texts which place them in powerful roles. 相似文献
12.
Dr Joan Solomon 《Research in Science Education》1998,28(1):153-167
Teaching technology without reference to the human need which calls for it, not only gives students the wrong idea about the
nature of technology, it also hides the importance of the testing of artifacts for operation in the relevant environment.
The research reported in this paper began with the trialing of stories designed to show the social need which triggered new
invention, in the appropriate period of history, through the eyes of contemporary children of our pupils' age. The pupils
were asked to design their working models through drawings, to construct them, and then to test and evaluate them. The model
used to understand the interplay between the ideas in the minds of pupils, and the selection process which decided on their
worthiness, is one drawn from evolutionary epistemology. Data shows that some elementary school children do recognise the
mental nature of the design activity as the combination of parts of remembered mechanisms, and the grounds for selection as
fitness for the job in the chosen environment. This approach goes some way towards distinguishing aspects of technological
education from scientific education, including the high value accorded to creativity and personal invention in technology. 相似文献
13.
Tania M. Schusler Marianne E. Krasny Scott J. Peters Daniel J. Decker 《Environmental Education Research》2009,15(1):111-127
Although several studies have examined learning outcomes of environmental action experiences for youth, little is known about the aims motivating practitioners to involve youth in action creating positive environmental and social change, nor how practitioners perceive success. This research explored through phenomenological interviews practitioners’ purposes for using an environmental action approach. Practitioners in this inquiry, who engaged youth in action addressing a range of environmental issues in varied programmatic and community contexts in the US, expressed multifaceted aims motivating their educational practice. Interpretation of practitioners’ stories with respect to their purposes and perceptions of success contributed to a conceptual framework relating environmental action to the development of citizens and sustainable communities. Whereas others have described the stages and learning outcomes of environmental action, this inquiry illustrates the potential of environmental action for concurrently realizing individual and community level impacts. 相似文献
14.
Louise G. Phillips 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):363-376
This paper examines empirical data with regard to recent theorizing and conceptualizing of children's citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study rhizomatically, organic and tangent pathways were mapped of what the stories set in motion. Analysis was informed by poststructuralist discourse theory and critical theory on political action, which enabled identification of enablers and constrainers of young children's actual practice of citizenship. A case is argued for acknowledgement of young children's political identities and capacity to act as communitarian citizens. 相似文献
15.
Charlie Tellis-James 《Educational Psychology in Practice》2016,32(4):327-342
This research drew on positive psychology in order to offer an optimistic way of conceptualising the lives of young people who are often described as having ‘SEBD’ (social, emotional and behavioural difficulties), now SEMH (social, emotional, mental health) in the English 2014 Special Educational Needs and Disability (SEND) Code of Practice. Positive psychology places emphasis on: the future, strengths, resources and potential, and suggests that negative experiences can build positive qualities. The young people in this research identified a range of strengths and resources in their lives that they had built as a result of earlier negative experiences. Narrative Oriented Inquiry (NOI) was used to analyse the themes of potential and growth in their stories which reveal their hopes and aspirations for the future. By giving these young people the opportunity to tell their stories this research permitted them to focus on where they were going, rather than where they had been. 相似文献
16.
This classroom ethnography examines the engagement of fifth-grade children in a year-long study of rights, respect, and responsibility,
which culminated in a focused study of tolerance and intolerance organized around literature regarding the Holocaust. A close
examination of one teacher’s approach to teaching about the Holocaust, the study highlights the importance of long-term engagements,
a layered curriculum that supports children in building understandings over time, and varied opportunities for making meaning
together. This approach included empathy-building, a focus on rescue and resistance and the bystander response, building a
knowledge base about the Holocaust, stories of individual experiences, and opportunities to make personal connections. Drawing
on samples of student talk, writing, and art, the article illustrates how children built upon academic and social practices
established from the first days of school to expand their repertoire of meanings, language, and actions of (in)tolerance,
gaining more complex understandings of the social, political, and moral implications of the Holocaust. Students in this bilingual
class also developed individual and social actions in speaking out against social injustice in their own communities. The
author argues that this classroom experience supported students as critical citizens who conscientiously and compassionately
participate in the day-to-day building of more equitable communities. 相似文献
17.
王颖 《上海师范大学学报(哲学社会科学版)》2004,33(5):51-55
一个世纪以来,学界均依照鲁迅先生界定的概念及研究范围来研究才子佳人型小说,形成了研究范围相对狭小及论题不断重复的研究格局。本文尝试对才子佳人小说的概念及研究范围予以新的思考,希望能对才子佳人小说研究提供一个较新的思路。 相似文献
18.
Marion Porath 《High Ability Studies》2001,12(1):113-126
This study focused on gender differences in young children's interpersonal understanding. Of particular interest was the articulation of the structure and content of young girls' social cognition, since this is an area where girls are believed to excel. Children from preschool (11 girls and 10 boys) and kindergarten (12 girls and 9 boys) responded to eight picture stories depicting interpersonal situations in the school context. Four of the drawings accompanying the stories contained explicit emotional cues and four contained subtle cues. Using a semi-structured interview format, children were asked questions about the actions, thoughts, and feelings of the protagonist and another character in the story (either a teacher or another child). Stories were analyzed for level of ability to coordinate thoughts and/or feelings and actions in explaining others' intentions. Girls demonstrated more sophisticated and complex reasoning about interpersonal situations than boys, and were better at decoding subtle cues in the drawings accompanying the stories. Within-subject differences were apparent, however, suggesting a need for further research on the influence of context and language on interpersonal understanding and the degree of variability among both girls and boys. 相似文献
19.
Gwendolyn M. Lloyd 《Educational Studies in Mathematics》2006,63(1):57-87
This report describes four preservice secondary teachers' fictional accounts about mathematics classrooms. The narrative structures and meanings of the preservice teachers' stories, written while the preservice teachers were enrolled in a secondary methods course, were examined with the goal of gaining insight into the preservice teachers' emerging identities as mathematics teachers. Although past research has examined experienced teachers' stories, little research, if any, has focused on stories written by preservice mathematics teachers or on intentionally fictional stories about mathematics classrooms. This report uses methods of narrative analysis to develop understandings about preservice teachers' storied identities and specifies areas for further investigation into the role of narrative in mathematics teacher education. 相似文献
20.
Classroom stories of multicultural teaching and learning 总被引：3，自引：2，他引：1
Joann Phillion 《课程研究杂志》2013,45(3):281-300
This is the second of three papers based on a 20-month study of teaching and learning in a diverse classroom in a downtown community school in Toronto, Canada. The purpose of the research was to describe the details of teaching and learning in a multicultural classroom and to document successful strategies in working with immigrant and minority students. The three papers detail the process by which this focus on classroom life led to a critique of the literature and to a new way to think about multicultural teaching and learning, which I call 'narrative multiculturalism'. In this paper, I provide a sampling of stories that illustrate what contributed to my changing thinking about multiculturalism. Four short stories focus on a participant teacher in her school, in her classroom and in interaction with her students. The stories illuminate the complexity of multicultural teaching and qualities of narrative multiculturalism. In the analysis of the stories I explore multicultural understandings that developed from the experience of being in the classroom, being in relationship with a teacher participant, and our on-going dialogue. 相似文献