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1.
Gemma Moss 《比较教育学》2014,50(3):357-373
This article examines the construction and design of literacy attainment data in the English school system in two different historical periods: the 1860s and the 1950s. These periods represent contrasting moments in the history of education in the UK when school structures and the governance of education varied, as did the design and interpretation of literacy attainment data, their relationship to pedagogy and the curriculum, and the administrative purposes for which they were deployed. By paying attention to the relationship between the form the data took and their mobilisation in administrative, professional and public discourse, this article will challenge current assumptions about the primacy of numerical data and the certainty accorded the information they encode. Studying the role numerical data played in shaping education in the past reveals tension points between data, discourse and social contexts that highlight the peculiarities of contemporary uses of literacy attainment data and their current role in bringing policy and pedagogy into the same space.  相似文献   

2.
Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001  相似文献   

3.
This article analyses the contribution of post-compulsory education and training systems to the development of literacy and numeracy skills across OECD countries. While there is extensive cross-country comparative research on the effects of primary and lower secondary education systems on aggregate skills levels, there has been little comparative analysis of system effects after the end of lower secondary education. This article uses a quasi-cohort analysis of the tested literacy and numeracy skills of 15-year-olds in PISA 2000 and 27-year-olds in the 2011 OECD Survey of Adult Skills (SAS) to estimate the gains in different countries in mean levels of competence in literacy and numeracy. We found that Nordic countries (Norway and Sweden) with comprehensive upper secondary education and training systems and German-speaking countries (Austria and Germany) with dual systems of apprenticeship were particular effective, whilst countries with mixed systems (England, Ireland, Northern Ireland and Spain) showed a relative decline in both literacy and numeracy. The education system characteristics that account for these differences are (a) the inclusiveness – as proxied by high rates of participation at 17/18 and low social gradients of level 3 completion; (b) the esteem of vocational programmes; and (c) curriculum standardisation with regard to the study of maths and the national language.  相似文献   

4.
The aim of this article is to analyse the development of adult literacy education in Turkey in a historical and political context. The development of adult literacy education is studied in three different historical periods. To spread literacy and create novel institutions, although these institutions were closed later, played a critical role in the formation of modern Turkey. During the whole history of modern Turkey, five great mass literacy campaigns were organised. After this period of construction, later in the period of rapid social change adult literacy education was institutionalised as non‐formal education within Ministry of National Education and literacy education was defined as a public service. Literacy education still continues to be a public service during the neo liberal transformation period. Today illiteracy is still an important problem. Because of the regional, class and gender inequalities in education, illiteracy turned into being a chronic and structural problem. Therefore the solution of the problem necessitates positive action politics and more support.  相似文献   

5.
我国科学教育发展历史虽然已历经百年，但至今仍存在不少问题。要在新时期解决科学教育中的诸多问题，必须厘清科学教育中的几个关系性问题：第一，科学与科学教育之间的关系，科学与科学教育分属两个范畴但又相互关联；第二，科学方法与科学教育方法之关系，科学方法是科学研究者做科学之方法，科学教育方法则是指导学生学习科学之方法；第三，科学知识与科学素养之关系，科学素养是科学教育追求之目标，科学知识是其不可或缺的重要内容；第四，科学教育与技术教育之间的关系，随着科学与技术之间相互作用的增强，科学与技术在教育中逐渐走向融合，但现时期科学教育与技术教育仍具有不同的内涵。  相似文献   

6.
What is described in this article is a project for the training of para‐professionals for adult education programmes (AE), namely, people who will be able to lead adult education without having previously acquired the necessary professional background. The project is being carried out on an experimental basis by means of an agreement between the Ministry of Education (MEC) of Spain and the Universities of Val‐ladolid and Salamanca. Community development, the basic idea underlying adult education programmes, revolves around four themes: vocational training; education directed at fostering the awareness of students of their rights and responsibilities as citizens; personal growth; and the acquisition of basic literacy. This programme is conducted in three stages: acquisition of basic knowledge via courses on theory; practical classes and workshops; and monitored practical training classes. By means of this experimental course programme, the Spanish university system is opening itself up to the training of educators of adults as a new if still minor area in the field of social education.  相似文献   

7.
Quantitative literacy is an important proficiency that pertains to “word problems” from science, history, and other fields. Unfortunately, teaching how to solve such problems often is relegated to math courses alone. This article examines how quantitative literacy also involves concepts and skills from English composition and the substantive disciplines. The author outlines a systematic approach to writing the answers to word problems—a fundamental skill that applies to ongoing education, everyday life, and the workplace.  相似文献   

8.
The disconnection between research and practice is not a new phenomenon, but as researchers and educators look toward the future of deaf education, it seems crucial to look back at the reasons behind this disconnection with the goal of creating a professional milieu in which we use research to improve literacy practice and practice to improve literacy research with deaf students. This article examines the issues underlying the relatively insignificant impact of research on literacy practice from the perspectives of the fields of literacy, special education, and deaf education.  相似文献   

9.
The field of adult literacy in England has a long history, but has particularly developed during the last three decades. Along with the rest of post‐school education and training, it has been substantially reshaped by national policy initiatives since the 1970s. During this period it has struggled to assert itself as a legitimate area of policy and practice through changing political, economic and cultural times. This article draws upon a research project funded by the Economic and Social Research Council (ESRC) that tracked the development of adult literacy, numeracy and ESOL from the 1970s to 2000 using life history interviews and documentary policy analysis to compare policy, practitioner and learner perspectives. The article discusses the key influences that have shaped this new field. It describes the deliberative policy analysis framework used to analyse the data and to identify tensions and gaps that have existed between practice, policy and research. It illustrates the analysis by applying it to one key thematic area that emerged from the study, that of assessment.  相似文献   

10.
The aim of this article is to make initial suggestions as to how certain aspects of adult literacy and numeracy education would benefit from research resources. The author identifies several issues affecting literacy research, such as limited research capacity and lack of a shared international forum. He then discusses four aspects in more detail: models of literacy, the benefits of literacy education, instructional practices, and the effects of diverse settings for practice. In all of these areas, he argues, it is important that attention is paid to the distinction between research about and research in literacy and numeracy education, as these two types of research serve different purposes using different strategies. The article closes with a call for more reliable research-based information in order to inform and enrich the professional judgement of educators.  相似文献   

11.
The research presented in this article concerns la Agencia Española de Cooperación Internacional (Spanish Agency for International Cooperation—AECI) and its growing presence in Latin America since the late 1990s. The aim is to evaluate the transformative potential that bilateral funding can have on educational reform in the region. The article starts with a brief history of Spain’s past and present strategies for educational initiatives in Latin America, and then it focuses on three of AECI’s successful projects: basic and adult literacy; gender mainstreaming in development projects; and multicultural and bilingual education. The article explains the effectiveness of Spanish-sponsored projects in Latin America and compares their strategies with those of other bilateral and multilateral donors, such as PREAL. The article concludes by analysing multi-sectoral development efforts that are the foundation of educational strategies sponsored with Spanish funds, based on the grounds that elimination of poverty will not result from projects that focus exclusively on the individual or the family, but rather from those at the community level. AECI’s efforts are directed at cultivating internal capacities already present in the communities through training human resources and deploying financial resources.  相似文献   

12.
The article presents a retrospective history of the ALPHA series of publications. This action-research project (later called "cooperative research") on literacy and basic education is divided into three periods of seven years each. The first one, "Construction", involved assisting the nascent literacy movement in Québec and Canada by given it a theoretical, critical and ideological basis. In the second period, "Ruptures", the project distanced itself somewhat from the literacy movement, whose success, according to the author, was dubious. During the same period ALPHA systematised its critical function and internationalised its field of research. The third phase, "Wanderings", involved a different research paradigm, in which the project explored basic education at community level in connection with local development initiatives. This biographical/autobiographical account ends with the last publication ALPHA 2000, evincing an ecological vision for alternative education and sustainable communities, partly documented in the Arab countries.  相似文献   

13.
This paper explores the concept of scientific literacy through its relation to democracy and citizenship. Scientific literacy has received international attention in the twenty-first century as demonstrated by the Programme for International Student Assessment survey of 2006. It is no longer just a concept but has become a stated and testable outcome in the science education research community. This paper problematizes the ‘marriage’ between scientific literacy and democracy, particularly the idea that scientific literacy is a presupposed necessity to proper citizenship and awareness of the role of science in modern society. A perusal of the science education literature can provide a history of scientific literacy, as it exists as a research category. Through Gilles Deleuze’s notion of the Dogmatic Image of Thought and its relation to a Spinozist understanding of individuation/Becoming, it is argued that scientific literacy is not a recent invention and is problematic in its relation to democracy. This article is thus intended to act more as vehicle to move, stimulate and dramatize thought and potentially reconceptualise scientific literacy, than a comprehensive historical analysis. The concept of scientific literacy has undergone specific transformations in the last two centuries and has been enacted in different manifestations throughout modernity. Here the analysis draws upon Deleuze’s reading of Michel Foucault and the notion of the Diagram related to Foucault’s oeuvre, and is specifically using Foucault’s notion of rationalities as actualized threads or clusters of discourse. The obvious link between science and democracy is an effect of specific rationalities within the epistemological field of science, rather than intrinsic, essential characteristics of science or scientific literacy. There is nothing intrinsic in its function for democracy. Through a case study of the work of Charles W. Eliot and Herbert Spencer and the modern enactment of scientific literacy in contemporary science education, this paper shows the cultural and historical contingencies on which the relation between scientific literacy and democracy has been constructed through a rationality this article calls the Man of Science. The mythical Ouroboros will be used as a Fresh Image of Thought to explore the movements and folds within the discursive formation of Scientific Literacy, the rationality of the Man of Science, and their relation to democracy.  相似文献   

14.
我国高校公共艺术教育存在教学目标不明、课程设置不够规范、课堂教学组织随意、教育教学研究普遍落后等现象。笔者在实践基础上提出按艺术史论与基础知识类、艺术鉴赏类、艺术实践类三个层面建立课程体系的设想,以促进普通高校公共艺术教育的健康发展。  相似文献   

15.
We contend that Chemical education proposals for changing the conception of chemistry literacy should include making explicit the relationship between chemistry as science and chemistry as technology. The potential for increasing students' confusion about what these interconnected activities involve is significant. In this paper we illustrate the importance of distinguishing between scientific and technological activities by explaining the events and processes that are occurring, firstly between material objects (instruments, machines) and practical activities and ideas; and secondly between ideas (theory) which may be called explanations and those that we call knowhow. We illustrate this by exploring the controversy in the development of chemical theory in history - the supposed isomerism of ethane. The additional purpose of this article is to highlight the importance of the history of chemistry in the education of chemists.  相似文献   

16.
The article presents a retrospective history of the ALPHA series of publications. This action-research project (later called "cooperative research") on literacy and basic education is divided into three periods of seven years each. The first one, "Construction", involved assisting the nascent literacy movement in Québec and Canada by given it a theoretical, critical and ideological basis. In the second period, "Ruptures", the project distanced itself somewhat from the literacy movement, whose success, according to the author, was dubious. During the same period ALPHA systematised its critical function and internationalised its field of research. The third phase, "Wanderings", involved a different research paradigm, in which the project explored basic education at community level in connection with local development initiatives. This biographical/autobiographical account ends with the last publication ALPHA 2000, evincing an ecological vision for alternative education and sustainable communities, partly documented in the Arab countries.  相似文献   

17.
本文简要分析了西班牙有关特殊教育的立法、政策及西班牙的高等教育体制,介绍了萨拉曼卡大学的校史和概况,重点介绍了该校支持残疾学生的各项政策与措施、基于残疾学生的图书馆服务及其在全纳教育方面的一些做法。  相似文献   

18.
信息素养教育是推进素质教育的重要途径,也是促进终生学习和构建学习化社会的重要手段。在概述信息素养与信息素养教育内涵演变的基础上,分析了当代大学生信息素养教育的现实需要,结合信息时代和社会发展背景,阐释了大学生信息素养教育的必要性和紧迫性,提出基于高等院校的大学生信息素养教育的对策和途径。  相似文献   

19.
Abstract

This article examines the impact of the reading assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), on literacy education through the Habermasian lens. It argues that DIBELS, along with other systemic forces, has surged beyond its domain as a mere assessment and colonized the lifeworld of literacy education by distorting the meaning of the teaching and learning of literacy.This article calls for a critical reflection on the systemized practices in literacy education and for a return to a lifeworld where literacy is considered more than a testable skill.  相似文献   

20.
20世纪20年代的音乐大师黎锦晖所创作的儿童歌舞音乐作品在中国近现代音乐史上意义重大,它不仅对少年儿童的身心健康发展、综合能力的培养等方面起着积极的作用,对践行新课程改革标准和促进小学素质教育的发展亦有着重要的现实积极意义。文章针对当前小学音乐教育所存在的问题现状,提出将黎锦晖儿童歌舞音乐作品应用于现行小学音乐教育中,从中探索出黎锦晖儿童歌舞音乐作品的推广教学和实践活动与音乐新课程改革的契合性及其教育价值。  相似文献   

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