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1.
Joanna Anna Golonka-Legut 《International Journal of Lifelong Education》2013,32(6):734-748
ABSTRACTOn examining today’s research practices in the area of social sciences, one can perceive a distinct interest in biography. Observation of the lives of individuals, (re)cognising social micro worlds from the perspective of individual biographies, and analysis of – and searching for – meanings of individual life experiences are subjects of great interest as well as confidence among researchers. It is also noticeable that researchers, with even greater attention and concern, are turning their attention to the methodological legitimacy and correctness of the projects they undertake. This is especially important when there is a necessity to problematize and further specify the methodological identity of the biographical approach. The article is a contribution to the discussion concerning the nature and types of so-called biographical research conducted in the area of andragogy – which may adopt at least three differing forms: biographical, auto/biographical and autobiographical approaches.It is also our intention to reflect on the research process as a learning process, experienced by the researcher-andragogue. These reflections are based on the individual experiences of researchers acquired during the Microworlds of motherhood and Life between the notes projects, in which the biographical and auto/biographical approach was applied. 相似文献
2.
赵山奎 《荆门职业技术学院学报》2010,25(6):7-12
西方传记文学并非源自基督教文化,但基督教文化对西方传记的发展和自身传统的形成有重要的影响。基督教经典文献是西方古典传记的重要成就之一,也蕴含着丰富的、将在后世充分展开的传记传统。“圣徒传记”是中世纪西方传记文学的最主要形式。在西方传记走向现代化发展的过程中,基督教文化是重要的推动力,并为传记解释提供灵感。借助基督教神学解释学视野,某些传记理论问题的结构和层次也能够得到更清楚的考察。 相似文献
3.
梁庆标 《荆门职业技术学院学报》2009,24(12):16-19
《传记百科全书》是第一部研究构成“人生写作”的各种各样传记形式的实用性参考书。正如这一跨学科的、具有丰富包容性的术语所喻示的,这部百科全书不仅探索了传统的自传与传记,而且还包括了书信、日记、回忆录、家庭历史等其他人生记录形式。它的辞条涵盖了各种传记文类与亚文类、世界范围内各国家各地域的传记资源,以及重要的传记家、传记作品和研究论著。它为我们提供了关于传记这一日益引起人们关注的领域的实用、全面而具有前沿性的概览。 相似文献
4.
Alberto J. Rodriguez 《Research in Science Education》2000,30(1):13-21
By linking feminist poststructuralism with Bakhtin's concepts of voice and ventriloquation, an approach is proposed for the
critical engagement with auto/biographical text. It is argued that by becoming better aware of the teller's intentionality
and her/his insights gained from telling a (re)constructed version of self, the listener and the teller can engage in personal
and socially transformative dialog. This dialog can assist the teller/listener to move from superficial affirmation of (re)interpreted
lived experiences to more socially responsive action. An example is provided to illustrate implications of this approach for
science teaching and education research. 相似文献
5.
Eila Estola 《Scandinavian Journal of Educational Research》2013,57(2):181-203
This article examines how student teachers construct their teacher identities by using (auto)biographical stories. Teacher identity is seen as a narrative process and teaching as a certain kind of practice, in which hope is a significant part. The inquiry is based on 35 essays written by students. The analysis includes five different stages of reading. The students are aware of the moral roots of teachers' work, its joys and predicaments, and struggle to make sense of the different narratives they hear about teachers' work. Although student teachers consider hope as an important part of teaching, they at the same time 'apologise' for having such an 'unrealistic view'. The results prove that (auto)biographical stories are a powerful tool for making the moral dimensions of teachers' identities visible. The results also challenge teacher educators and administrators of education to support student teachers to keep up their prospects of hope. 相似文献
6.
The case‐based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual representations in the CCL learning environment. The research population of our 3‐year study consisted of 857 chemistry 12th grade honors students from a variety of high schools in Israel. Pre‐ and postcase‐based questionnaires were used to assess students' graphing and chemical understanding–retention skills. We found that students in the CCL learning environment significantly improved their graphing skills and chemical understanding–retention in the post‐ with respect to the prequestionnaires. Comparing the experimental students to their non‐CCL control peers has shown that CCL students had an advantage in graphing skills. The CCL contribution was most noticeable for experimental students of relatively low academic level who benefit the most from the combination of visual and textual representations. Our findings emphasize the educational value of combining the case‐based method with computerized laboratories for enhancing students' chemistry understanding and graphing skills, and for developing their ability to bidirectionally transfer between textual and visual representations. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 219–250, 2008. 相似文献
7.
提高课堂效益永远是教师追求的目标.图形计算器提供了大量的数学活动线索和丰富的数学活动机会,为学生数学学习构筑了起点.对使用图形计算器学习初中数学的3名学生的跟踪研究结果表明:学习工具对学生的学习、个性培养以及教师的观念转变都产生了一定的作用.数学教学中要发挥图形计算器的功能,提高学生的动手能力,让实验数学思想落到实处. 相似文献
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Maria Tamboukou 《Irish Educational Studies》2018,37(2):243-254
Feminist historians have long argued that women have been absent from history, and recovering their position in the historical discourse has been one of the main projects of academic feminism for the last 40 years. But while women’s marginal position as historical subjects has been recognized and addressed their actual contribution to the historiographical operation is still a grey area that needs further research and exploration. Narratives are at the heart of how women have attempted to write history and it is this marginalized area that I address in this paper by focusing on Maud Gonne’s controversial autobiography, Servant of the Queen, as well as on moments of her correspondence with her life-long friend William Butler Yeats. Gonne’s auto/biographical narratives are read as discursive effects of fierce power relations at play, but are also theorized as recorded processes wherein Gonne as the author of her political story emerges from the margins of knowledge production and actively inserts herself in the discourses of Irish history. 相似文献
10.
二十世纪三十年代中国现代传记刍言 总被引：1，自引：0，他引：1
袁媛 《南京师范大学文学院学报》2006,(2):22-31
三十年代中国现代传记可分为长篇自传、微型自传、一般他传、合传、评传五种类型,它们各具特色。三十年代中国现代传记的勃兴,是个性主义等思潮在文学研究领域中的表现。初步的理论准备和一定的现实动机亦是其相对繁荣的原因。三十年代中国现代传记从实践到理论较之以前都有明显的进步,处于现代传记史的上升期;但也存在一些问题。其写作困境主要体现在两个方面:个性意识与时代规范之间的冲突;历史属性与文学期待之间的摇摆。三十年中国现代传记是现代传记走向高峰的津梁,对它展开独立深入的研究可以理顺现代传记的发展脉络,廓清其整体面貌,对全面认识现代文学亦有裨益。 相似文献
11.
Demelza Jones 《Teaching in Higher Education》2017,22(7):867-878
The ‘sociological imagination’ – the recognition of the relationship between ‘private troubles’ and ‘public issues’ (Mills [1959] 2000. The Sociological Imagination. Oxford: Oxford University Press: 8) – is central to the discipline of sociology. This article reports findings of a 2014 study which investigated students’ views on whether the development of the sociological imagination could be more explicitly embedded in a module on Race and Racisms through an (auto)biographical approach from teachers and the module’s racially diverse students. After reviewing benefits and challenges to an (auto)biographical approach, the article presents findings from a student focus group, concluding that students would welcome (auto)biographical approaches to the topic of race and racism, with the caveat that this is handled sensitively with steps taken to minimise the risk of emotional harm. 相似文献
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VALERIE HEY 《Gender and education》2003,15(3):319-336
The feminist working-class academic is an exemplary queer subject, someone whose presence (and practice) questions the norms of the academy without ever being able to completely occupy the 'other' term. She is an archetypal late modern subject of reflexivity and mobility. This article explores some consequences of this position by looking at class as lived as a re/location, reflecting on its pleasures and pains. The author looks principally at autobiographically inspired accounts of class, as well as other auto/biographical material, which have influenced these personal narratives. In doing so she alludes to more research-based texts to point to the cumulative importance of this particular class literature to problematise a sociology without a society. 相似文献
14.
传记研究法是关注个人在社会发展过程中的作用,以及个人与文化群体和社会变迁的关系的研究方法。传纪研究法由于其研究主体的特殊性而具有了鲜明的特点。传记研究法在广告研究中的应用,就是通过对广告人经历的分析总结,来研究广告在某个时间段或者某个领域的发展情况。 相似文献
15.
John Olson 《课程研究杂志》2013,45(1):1-8
In contrast to past educational research that views graph-related activities in terms of mental ability, I offer a conceptualization of graphing as a semiotic activity. This move provides a more viable account not only of individual experiences, familiarity and socio-cultural factors during graph reading, but also of errors committed by students and 'experts' alike. I outline a model of semiotic activity that contains two elements not present in other semiotic theories: the process of parsing the perceptual field to construct relevant signs and the grounding of a sign through the dialectic of sign-to-referent and referent-to-sign movements. This model of semiotic activity also implies an integration of research on graphing (and other sign-related activities) into a more general concept of literacy. 相似文献
16.
Michael Christodoulou 《Journal of Vocational Education & Training》2016,68(3):320-341
The ideal–typical distinction of normal/choice biography has been adopted by many youth researchers over the last 17 years as a means of approaching how vocational adolescents take decisions in a context in which life transitions are reversible and unsafe. In this article, we aim to show that this distinction is overestimated, by focusing on a specific problem current research has brought to the fore. While the agency of working-class adolescents until the 80’s resulted in social reproduction without their habitus being threatened by this intergenerational class continuity, what can we say concerning how today’s working-class adolescents’ identities are formed, given that they remain in vocational schools for a long time? Through life history interviews with 18-year-old vocational adolescents, we examine the reasons why biographical reflexivity plays a crucial role in habitus formation in ‘normal’ biographies and in their decision-making when they face turning points during their school years. We throw light on the narrative devices through which vocational adolescents are trying to reconcile in their identities the embodied skills they acquire in disadvantaged lifeworlds with the official knowledge vocational training offers. We argue that these devices set in motion a kind of biographical ambivalence which we consider to be crucial regarding their life transitions. 相似文献
17.
Research on graphing presents its results as if knowing and understanding were something stored in peoples' minds independent of the situation that they find themselves in. Thus, there are no models that situate interview responses to graphing tasks. How, then, we question, are the interview texts produced? How do respondents begin and end utterances? And, what is the relation between words and gestures used as part of the communication? Based on a database developed in two studies with research scientists (N = 37), we developed a theoretical framework using cultural-historical activity theory for understanding the texts produced during interviews. Our framework addresses three major findings, whose implications are discussed in the paper. First, the interview text is the contingent and situated product of the entire activity system, including interviewer and other aspects of the setting; the interview text can therefore not be reduced to the cognitive properties of the individual interviewee. Second, the interpretation unfolds in time, shaping the way the graph itself is perceived; unlike a written text that accompanies a graph, the verbally produced interview text therefore has to be analyzed through a moving interpretive window without recourse to subsequently produced talk. Third, gestures, speech, and the perceptual aspects of the graph currently salient to the interviewee, have to be understood as expressions that are irreducible to one another, requiring comprehensive research reports to present all modes of concurrent expression. 相似文献
18.
随着后现代主义对包括文学在内诸学科的猛烈冲击;后现代主义对全球文化思潮和美英非虚构文学的影响日益深入。美英传记作者们在创新的非线性思维指导下,最终放弃对传记的传统、史诗般文体的刻意追求,大胆采用后现代主义反体裁、反英雄创作模式,以灵活多变的文学性开拓反映信息时代的美英社会、文化、宗教、思维等相关因素之间互动关系的美英传记文学艺术新格局。20世纪后期美英报纸中出现的“封面故事”独辟蹊径,给美英报专栏作家们提供了大胆向新闻报道的客观性和非倾向性禁区的挑战,启迪创作灵感的广阔平台。进入信息时代尤其是跨入新世纪,为生存和发展美英非虚构文学创作模式发生了后现代主义多元化嬗变。 相似文献
19.
《学校用计算机》2013,30(3-4):135-145
Summary This article describes how a teacher changed her method of teaching after acquiring knowledge about graphing calculators in a Professional development program. It describes one particular unit on understanding variables and graph interpretation taught in a seventh-grade science and math class. The use of graphing calculators proved to be effective in increasing student understanding of relationships between variables, graphing, and experimental design. The teacher in our project also found graphing calculators to be effective tools for teaching constructively. Our study implies that math and science teaching can be improved through the use of graphing calculators. 相似文献
20.
In this study, we seek to describe how the meaning of a tool was co-constructed by the students and their teacher and how the students used the tool to construct mathematical meaning out of particular tasks. We report the results of a qualitative, classroom-based study that examined (1) the role, knowledge and beliefs of a pre-calculus teacher, (2)how students used graphing calculators in support of their learning of mathematics, (3) the relationship and interactions between the teacher's role, knowledge and beliefs and the students' use of the graphing calculator in learning mathematics, and (4) some constraints of the graphing calculator technology that emerged within the classroom practice. We found five patterns and modes of graphing calculator tool use emerged in this practice: computational tool, transformational tool, data collection and analysis tool, visualizing tool, and checking tool. The results of this study suggest that nature of the mathematical tasks and the role, knowledge and beliefs of the teacher influenced the emergence of such rich usage of the graphing calculator. We also found that the use of the calculator as a personal device can inhibit communication in a small group setting, while its use as a shared device supported mathematical learning in the whole class setting.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献