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1.
My article argues that the concept of ‘aesthetic learning’ can be helpful for English teachers on two levels. First, it can be a useful identity for English teachers and students to adopt, based upon my own experiences as a secondary English teacher, creative writer and PhD student. Second, I argue that ‘aesthetic learning’ is an effective and productive way of analysing some of the learning processes that happen in the English teacher’s classroom. In order to arrive at these conclusions, I examine my own creative writing, teaching and learning processes from which I extrapolate the notion that we are all ‘aesthetic learners’ in the sense that we learn to appreciate the qualities of the worlds we inhabit, whether these are actual or virtual. Throughout, my own writing, learning and teaching are used to illustrate my argument. In particular, the article seeks to re-position my own teaching in secondary schools within the context of ‘aesthetic learning’. 相似文献
2.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2006,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development. I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning, mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes in which inquiry practice leads to better understandings and development of theory. 相似文献
3.
In this article, I introduce a framework—the What, Who, and How of mathematics—that emerged from studying my teaching of prospective teachers and their views of the social and political dimensions of mathematics teaching and learning. The What, Who, How framework asks us to consider What messages we send about mathematics and the world, Whose perspectives are represented in mathematics, and How mathematical concepts and our world are related. I situate each aspect of the framework in the literature on social justice and critical mathematics and provide examples of prospective teachers’ views. The What, Who, How serves as a tool to understand prospective teachers’ views, to navigate a broad range of literature on social justice mathematics, and a means of informing the practice of teachers and teacher educators. 相似文献
4.
Mark D. Vagle 《Teaching Education》2013,24(4):413-426
The work of critical teacher education centers on making sure future teachers learn to be critically-oriented practitioners. In this article, I assert that this sort of learning must first begin with the critical teacher educators themselves, and that much of the most fruitful learning manifests itself in the teacher educator’s compulsions. Drawing on a key finding from a phenomenological study that focused on cultivating pedagogical tact in teaching, I suggest that the ways in which I compulsively strategized at times limited what I could accomplish as a critically-oriented teacher educator; that each of us as teacher educators have compulsions that limit just as much as they make possible; and that our examinations of these compulsions are important for our students’ growth as critically-oriented practitioners. 相似文献
5.
在诸多课程的改革中：教学论课程的改革尤为重要,因为它是师范生的一门岗前培训课,直接影响着学生的就业和工作素质。为此,教师必须积极探索适合新的教育理念的教学内容和教学方法,培养学生的自主学习,研究性学习的习惯,培养他们的实践能力和创新能力。文章在教学内容和教学方法、教学手段上进行了有意义的探索,以适应新的教育人才的培养模式。 相似文献
6.
创新性教育需要具有创新性素质的教师,学生创造性的高低也在很大程度上取决于教师创造性的高低和发挥.目前我国高校教师自身的教育行为中存在着若干影响教师创造性发挥的因素,妨碍了创新性教育的推广和学生创造性的培养.本文详细地分析了高校教师创造性的重要意义并针对影响教师创造性发挥的三个主要因素提出了相应的建议和措施. 相似文献
7.
采用文献资料法、专家访问法、调查法等方法,详尽地分析了体育教学中学生创新思维能力的激发和培养.通过建立良好的师生关系,营造教与学民主氛围的环境,激发学生在体育教学中"再创造".采用激励法,激发学生的创新能力,合理开发右脑的潜能,注重学生想象力和逆向思维等创新思维能力的培养. 相似文献
8.
BECKY ROPERS-HUILMAN 《Gender and education》1997,9(3):327-343
ABSTRACT This article explores the synergistic relationship between the construction of identities and teaching practices of those using feminist teaching in higher education classrooms. I propose that teachers do not construct their identities in isolation, but rather are strongly influenced by the expectations of other participants in the educative process. Through qualitative research data, I suggest that teachers and their practices are simultaneously objects and subjects in their fluctuating identity constructions as feminist teachers. Further, I explore how the existence of and attention to teachers' and students' identities can be used as a tool in teaching and learning processes. 相似文献
9.
在高中政治教学中运用问题引领式教学法实施课程教学,能促进教师全方位地了解并熟悉学生的综合情况,然后依此设立课堂问题情景,组织并引导学生进行问题的讨论与探索。如此,不仅能帮助学生形成主动学习与独立思考的习惯,还能推进学生创造性思维的发展。基于此,本文在分析高中政治教学中存在问题的基础上,探讨了问题引领式教学在高中政治课堂教学中的应用意义与策略。 相似文献
10.
The concept of the ‘creative’ in creative writing has a vexed history. This article explores the myths surrounding creativity and how they have influenced the way teachers have approached playwriting pedagogy. It reports on research into the teaching and learning experiences of students and teachers in secondary schools, focusing on the participants’ understanding of creativity and the impact this had on the pedagogical process. The research found that a counterproductive idealist view of creativity persists in classrooms: the teachers and students were operating on a conception of creativity and creative practice that reflected a belief in a mystical and unknowable creative process. This article explores the experiences of creativity through systems theory and argues that this approach can inform teaching and learning for creative processes and products. The article concludes that the teaching and learning practices were unnecessarily tentative and that knowledge of creativity theory would improve the students’ development of both playwriting proficiency as well as creativity-relevant skills. It suggests that demystifying the creative process should result in greater student proficiency and improved teaching and learning experiences for teachers and students. 相似文献
11.
Carl Leggo 《Teachers and Teaching》2013,19(5):439-455
In this essay I offer a series of autobiographical ruminations and poems for inviting readers to reflect on poetic possibilities for conceiving and fostering the well‐being of teachers. As an educator, I am confronted daily with challenges. In order to sustain my spirit and energy, I turn to poetry, both reading and writing poetry, and I find in poetry a location of wisdom, sustenance and hope. One of my great concerns about teaching is that the demands are so relentless that even the most dedicated teachers often experience burnout, dissatisfaction, ennui, hopelessness and despair. Therefore, I claim that teachers, both beginning and experienced, should learn to know themselves as poets in order to foster living creatively in the pedagogic contexts of classrooms and the larger pedagogic contexts outside classrooms. I invite both new and experienced teachers to consider the significance of a phrase like ‘living poetically’. I seek to contextualize the more practical and pragmatic considerations of teaching in an understanding of pedagogy as a poetic, emotional, personal, spiritual commitment and experience. My claim is simply that transformative learning can be effectively promoted by giving attention to poetry and poetic knowing and poetic living. I am learning to live poetically, and I am learning that the heart of pedagogy is revitalized and sustained by poetic knowing, being and becoming. Poetry engages us with language, nurtures the inner life, acknowledges the particular and local, encourages us to listen to our hearts, fosters flexibility and trust, and invites creativity and creative living. 相似文献
12.
建构主义的教学理论及其启示 总被引：23，自引：0，他引：23
建构主义作为一种新的认知理论，其教学理论认为：知识是不确定的；知识的学习过程即知识的建构过程；学生是学习活动的主体，主动地建构知识；教师是学生建构知识的帮助者、促进者。这些观点对我国当前教学改革有诸多启发：把学生视为教学活动的主体；重视学生学习的经验背景；重视教学的社会性；重视学生创新能力的培养。 相似文献
13.
小学生在进行语文学习的过程中,阅读能力是必不可少的一项能力。阅读教学活动中,教师通常会通过一篇很长的文本来向学生渗透阅读方法、文章情感等方面的内容,以期能够深化学生对文本的理解,使学生对文本的情感能够有更加深刻的感悟,在此基础上,实现阅读教学目标的达成。但是从现阶段的情况来看,通过这样的教学方式组织学生进行阅读学习,多数情况下都是无用功,不仅无法实现学生阅读能力的提升,也无法帮助学生养成良好的阅读习惯,更不利于激发学生的学习兴趣。因此,探讨提升小学语文阅读教学有效性的措施十分有必要,希望本文的研究能够带给大家一些有益的启发。 相似文献
14.
交互微课教学平台功能强大,在平台里教师可以通过导入PPT、选择模板或用空白页轻松制作出美观实用的交互微课;可以通过利用平台的翻页查看功能、超级链接功能、交互试题功能和学情跟踪功能开展高效的互动教学。文章以交互微课《如何区分主要矛盾与矛盾的主要方面》为例,介绍了依托交互微课教学平台制作使用微课的过程及效果,得出教师可以利用交互微课教学平台轻松在线制作交互微课,学生可以利用平台进行高效在线学习的结论。 相似文献
15.
董裕华 《天津师范大学学报(基础教育版)》2007,8(4):48-52
认真审视目前数学教学的现状，无效劳动和低效劳动的现象较为普遍。如何有效地进行数学教学，是每位数学教师都必须面对的现实问题。实施有效数学教学，可以从五个方面着手：把握课程标准的要求，灵活使用教材；调整教师的角色定位，促进学生的全面发展；改变教学方式，优化学生的学习过程；开发非智力因素，尊重学生的自主选择；重视教学过程的评价，关注师生的情感体验。 相似文献
16.
张乐春 《延安教育学院学报》2010,24(6):42-44
根据中学新课程标准的精神,新课程的根本目的在于培养学生的创新能力和创新精神,而这种目的的实现,主要是通过课堂创新教学来完成的,这一点是非常值得我们高职院校借鉴的。课堂创新教学是我们培养高职学生创新能力和创新精神的主阵地,是通过教师的创新来培养学生的创新能力和创新精神。只有教师的创新,才会有课堂的创新;只有课堂的创新,才会有学生思维的创新。从变革教法和改进学法两个方面讨论如何培养学生的创新能力和创新精神。 相似文献
17.
疫情当前,如何在教师与学生之间、学生相互之间不见面的情况下,保证在线教学与线下课堂教学质量实质等效?该文认为,教师首先要树立以学生学习成效为中心的教学理念,其次要精心设计教学内容和交互式环节,然后选好用对优秀的教学资源,最后加强学生管理。只有这样,才能保证实现"实质等效"。 相似文献
18.
在现阶段的小学美术课堂教学活动中,教师引进多种不同的活动形式,如DIY创意美术活动,创新教学方法,以此激发小学生的美术学习兴趣,培养小学生的创新、创造思维。本文简要分析了DIY在小学美术教学中的应用价值,并从多个角度入手,对小学美术教学中DIY的应用进行了深入的探究。 相似文献
19.
The high‐tech environment of the Special Care Baby Unit (SCBU) may seem a million miles away from the classroom, but the baby who has been born prematurely, wired up in an incubator in the former, will in five years' time be a learner in the other. The journeys through our education system of children who have survived premature birth to become learners are causing teachers, psychologists, therapists and carers to explore innovative learning pathways, new psychological and therapeutic interventions, and creative care approaches to meet their needs. While much is known about the serious physical and sensory problems of preterm babies, less is known about their psychological, educational and socio‐emotional difficulties. This article attempts to identify key targets for holistic intervention with families of premature infants. An approach used at the Champion Early Intervention Centre (Burwood Hospital, Christchurch, New Zealand) is described, from which practitioners of school‐aged children can draw teaching and learning implications. 相似文献
20.
兴趣与课堂教学关系的探索 总被引：1，自引：0，他引：1
刘春艳 《黑龙江教育学院学报》2010,29(4):51-52
课堂教学是一种综合性的创造活动。教师在限定时间内以优美的语言把知识展示给学生,让学生在掌握知识和技能的过程中得到情感上的愉悦和精神上的享受,吸收最渴望的知识,丰富自己的才华,激发潜在的创造性思维。因学生间环境条件、个人爱好、智力间的不同,导致学生学习效果的差异,要求教师因材施教,鼓励和帮助那些学习困难的学生树立起主动学习的精神,从而激发学生学习兴趣。 相似文献