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1.
学数学教师课程意识是指教师对数学课程价值以及如何实施课程的基本认识，是教师对课程的实然性反映和对课程的应然性追求，并由课程主体意识、课程重建意识、课程评价意识和资源意识等部分组成。教师课程意识的强弱，往往集中表现在教师对待教材的态度与处理教材的方式上，直接影响着课堂教学效果。在基础教育课程改革中，提升小学数学教师课程意识的有效途径是开展校本研修活动．促使教师真正成为课程的研究者。 相似文献
2.
于潇 《锦州师范学院学报(哲学社会科学版)》2007,29(4):140-143
课程意识作为当前课程改革的重要话题。日益受到人们的关注。教师要树立课程意识。深刻理解课程意识。现象学教育学的产生为探析教师课程意识提供了一个新的视角：生活世界是教师课程意识生成的源泉，反思意识应该成为教师课程意识的重要形态，交互主体性能够促使教师课程意识的回归，教学机智是教师课程意识向课程行为转化的重要保证。 相似文献
3.
问题是教学研究的出发点，是生长新思想、新方法、新知识的种子，是产生学习的根本原因，新课程对教师提出的最大挑战，是需要教师具有课程意识、学生意识、开放意识、问题意识。学生能不能发现和提出问题，能不能形成强烈的问题意识，取决于教师的主导作用。 相似文献
4.
意识是一种潜在影响教师教育教学行为的重要力量，影响着教师专业发展。作为一名教师，在整个教育教学生涯尤其是继续教育中必须具备以下几种意识：问题意识、自我意识、系统意识、创新意识、合作意识与角色意识。 相似文献
5.
课程意识是教师对课程进行开发，实施，再造，评价的源泉和基础，是教学质量提高与教学改革取得成功的根本保证和前提条件。在教师专业成长的过程中，课程意识是不可或缺的重要因素之一。意识支配人的行为，课程意识同样支配着教师的教学行为，是教师专业发展的基础，尤其是在进行基础教育新课程改革的今天， 相似文献
6.
个性教学意识化是个性化教师必备的素质，是实施个性化语文教学艺术的基本素质。本人认为从事个性化语文教学还应具备六种意识：１、创新意识：创新意识是一种意识，是一种积极的和富有创造性的意图、愿望和动机。教师的创新意识是塑造沉重创造性人格的动因和最佳途径。个性意识强烈的语文教师，对语文教学不断探索，不懈地追求新的教学艺术，勇于开拓。教师确立创新意识，教学过程中就敢于突破传统的思想观念和教学模式，活跃教学思路。培养沉重健全、独立的人格，开拓其创造的潜能，应是创新意识的核心内容。因此，教师在教学中，应逐步形… 相似文献
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教师自我发展意识。教师自我发展意识是教师所特有的对自身专业发展的意识，它是自我意识在教师职业中的具体体现。叶澜教授认为，教师的自我专业发展意识，按时间维度划分，至少包括对自己过去专业发展过程的意识，对自己现在专业发展状态、水平所处阶段的意识以及对自己未来专业发展的规划意识三个方面的内容 相似文献
9.
在学校管理的诸要素中，教师管理是第一要素。“教师第一”的管理理念其实质就是重视教师的参与意识和创造意识，使教师的才能得到充分发挥，人性得到最完善的发展。让教师在学校事务中位居主人翁地位，通过各种方式和渠道参与学校管理，一方面可以激发其主人翁意识和工作责任感，激发其主动精神和创造意识，提高教师的自我价值感，增强工作效率； 相似文献
10.
官金炉 《福建职业与成人教育》2005,(1):30-30
教师、学生和课程是构成教育过程的基本要素，在以往传统的教学当中，教师只强调大纲意识、教材意识、教参意识，而忽视了课程意识提到了重要位置，课程是由教科书、教学材料、教师与学生、教学媒体、教学背景、教学方式等多种因素组成的。新课程对教师观念转变提出了更高的要求，教师的天职是“教书育人”，教师是课程的“推行”。在课程和学生之间，教师是连接课程与学生中介的， 相似文献
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Nathaniel I. Cordova 《Quarterly Journal of Speech》2013,99(2):212-233
This paper explores the formation of a political order, a constituency, during the 1938–1940 senatorial campaign of the Partido Popular Democratico in Puerto Rico. In particular it examines the constitutive force of the Catecismo del Pueblo, a small booklet in the form of questions and answers regarding the party's basic assumptions and orientations. This booklet developed a political constituency by mediating a covenantal relationship through discourse in the form of a catechism. Burke's notion of constitutional dialectics is used to explore the Catecismo's nature as constitutive, as a catechism, and as the mediator of a political covenant between the Party and the jíbaros. 相似文献
13.
Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
14.
Xiao-fen Liu Li-li Xiang Yan Huang Ya-jing Li Fang Li 《Journal of Zhejiang University. Science. B》2020,21(12):999
Vanda falcata (Thunb.) Beer (Orchidaceae), a famous native orchid of China, Japan, and Korea, is known as one of the most beautiful and charming orchid species in the world (Ohwi, 1965; Lawler, 1984; Arditti, 2008). V. falcata is widely cultivated and delights the world with its compact plant shape, elegant white blooms, and sweet coconut-like scent. However, vegetative propagation by division has limited the development of V. falcata because of its inefficiency (Mitsukuri et al., 2009a, 2009b). 相似文献
15.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
16.
This paper reports a part of a study on the construction of mathematical meanings in terms of development of semiotic systems
(gestures, speech in oral and written form, drawings) in a Vygotskian framework, where artefacts are used as tools of semiotic
mediation. It describes a teaching experiment on perspective drawing at primary school (fourth to fifth grade classes), starting
from a concrete experience with a Dürer’s glass to the interpretation of a new artefact. We analyse the long term process
of appropriation of the mathematical model of perspective drawing (visual pyramid) through the development of gestures, speech
and drawings under the teacher’s guidance.
相似文献
| Michela MaschiettoEmail: |
17.
Gerlese S. ÅKerlind 《Higher Education》2005,50(1):1-32
This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics’ experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way ... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:
Implications for our understanding of academic development and academic work are discussed. 相似文献
| • | Academic performance, in terms of increasing work output, academic standing or work quality; |
| • | Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one’s field of study; |
| • | Disciplinary or social change, in terms of contributions to one’s field of study or a relevant social community. |
18.
Jandhyala B. G. Tilak 《Prospects》2008,38(4):449-466
Conventionally, higher education is regarded as a public good, benefiting not only the individuals but also the whole society
by producing a wide variety of externalities or social benefits. Of late, however, the chronic shortage of public funds for
higher education, the widespread introduction of neo-liberal economic policies and globalization in every country and in every
sector, and the heralding of the international law on trade in services by the World Trade Organization and the General Agreement
on Trade and Services—all tend to challenge the long-cherished, well-established view of many that higher education is a public
good, and to propose and legitimize the sale and purchase of higher education, as if it is a normal commodity meant for trade.
The very shift in perception on the nature of higher education from a public good to a private good—a commodity that can be
traded—will have serious implications. The paper describes the nature of the shift from viewing higher education as a public
good to a private, tradable commodity and its dangerous implications.
Jandhyala B. G. Tilak (India), a Gold medalist from Andhra University with MA Economics and Doctorate from the Delhi School of Economics, is currently Professor at the National University of Educational Planning and Administration, New Delhi. He has taught at the Indian Institute of Education and the University of Delhi, and was a Visiting Professor at the University of Virginia, Hiroshima University, and continues to serve the Sri Sathya Sai University as a Visiting Professor. An economist by education, he has also worked for the World Bank. Editor of the Journal of Educational Planning and Administration, he is on the editorial board of several professional journals on education and development. His publications include ten books and more than 250 research papers. He is also a member of several official committees on education, constituted by Government of India. 相似文献
| Jandhyala B. G. TilakEmail: |
Jandhyala B. G. Tilak (India), a Gold medalist from Andhra University with MA Economics and Doctorate from the Delhi School of Economics, is currently Professor at the National University of Educational Planning and Administration, New Delhi. He has taught at the Indian Institute of Education and the University of Delhi, and was a Visiting Professor at the University of Virginia, Hiroshima University, and continues to serve the Sri Sathya Sai University as a Visiting Professor. An economist by education, he has also worked for the World Bank. Editor of the Journal of Educational Planning and Administration, he is on the editorial board of several professional journals on education and development. His publications include ten books and more than 250 research papers. He is also a member of several official committees on education, constituted by Government of India. 相似文献
19.
Deborah L. Schussler Inge R. Poole Tracy W. Whitlock Carolyn M. Evertson 《Teaching and Teacher Education》2007
This paper presents a model—hypertextual function—to consider teachers’ thinking, practice, and development in the use of technology. Hypertextual function is a multi-dimensional model linking a teacher's knowledge about students (familiarity) and technology (facility), with a teacher's teaching practice of integrating technology with content (transparency) and across disciplines and experiences (connectivity), and a teacher's sense of support (collegiality). Additionally, a teacher's context affects each of these. Such a model is important as technology becomes more pervasive and integrating technology into classrooms adds another layer of complexity to teaching. Case studies and graphic representations of the proposed model are presented. 相似文献
20.
Youth voices: connections between history, enacted culture and identity in a digital divide initiative 总被引：2，自引：0，他引：2
The design of educational experiences is often mediated by historical, institutional, and social conceptions. Although these
influences can initially shape the way that educational opportunities are created and implemented, this preliminary form has
the potential to reorganize. In this paper, we illustrate how history shows its presence in the ways that instructors systematically
arrange a technology course for urban youth. This original approach to the course inhibits youth participation. Incrementally,
however, the cultural enactments of instructors and students lead to a reorganization of activity. Through highlighting history
and examining the intersection of culture, we provide insight into the ways in which adolescents of color become successfully
engaged in learning technology. We focus our study by asking how co-existence and the dialectic of structure and agency play
a role as youth develop an identity as a technology user. Further, this emergent learning design affords outsiders a unique
view of the educational and contextual experiences of these youth. Our illustration of how history, enacted culture and identity
mediate the emergent learning design stems from a grounded theory approach to analyzing video, interview and artifact data
in this after-school technology course.
Donna DeGennaro is an assistant professor at Montclair State University in the Department of Curriculum and Teaching. She earned a bachelor’s degree in physics at Susquehanna University, a master’s degree in educational technology from Chestnut Hill College in Philadelphia, PA and a PhD in Educational Leadership from the University of Pennsylvania. Her research interests center on youth technology practices and interactions to inform innovative designs of learning environments. Tiffany L. Brown is an assistant professor in the Family and Child Studies Department of Montclair State University. She earned a bachelor’s degree in psychobiology and a master’s degree in social science, both from Binghamton University in Binghamton, NY and a PhD in child and family studies from Syracuse University, located in Syracuse NY. Areas of research include African American parenting and African American adolescent functioning and development. 相似文献
| Donna DeGennaroEmail: |
Donna DeGennaro is an assistant professor at Montclair State University in the Department of Curriculum and Teaching. She earned a bachelor’s degree in physics at Susquehanna University, a master’s degree in educational technology from Chestnut Hill College in Philadelphia, PA and a PhD in Educational Leadership from the University of Pennsylvania. Her research interests center on youth technology practices and interactions to inform innovative designs of learning environments. Tiffany L. Brown is an assistant professor in the Family and Child Studies Department of Montclair State University. She earned a bachelor’s degree in psychobiology and a master’s degree in social science, both from Binghamton University in Binghamton, NY and a PhD in child and family studies from Syracuse University, located in Syracuse NY. Areas of research include African American parenting and African American adolescent functioning and development. 相似文献