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1.
本次课程改革所争论的议题,直接或间接地,都在回应社会所面临的文化认同危机。本文将新课程改革放在全球化与本土化交互辩证的文化认同视框中,考察课程改革表象下论述的形成、实践以及论述实践反过来所建构的文化认同,由此了解课程改革论述在接纳与排除的机制运作下,搓揉出一个怎样的文化认同。讨论课程改革需求的解释之语言政治,不同的语言论述是如何互动,课程改革论述的崛起、转变暗示一个怎样的政治、经济和个人教育之间疆域的转换,以及在课程的论述中形成一个怎样的主体化模式,并对文化认同和课程教学进行了反思。 相似文献
2.
Suellen Shay 《British Educational Research Journal》2008,34(4):525-540
This article explores the value systems which inform assessment practices in higher education, specifically how particular forms of knowledge valued in the curriculum shape and constrain assessment practices. The data for this article is drawn from two courses which participated in a service learning research and development project at the University of Cape Town. Drawing on Pierre Bourdieu and Basil Bernstein, the article argues that the location of these courses—within the field of higher education and a particular kind of institution, faculty and department—shapes their assessment systems, practices and outcomes in certain ways. What is valued in this field (Bourdieu) is a form of knowledge production which requires students ‘to step out of the particularities’. This form of knowledge operates as a regulative discourse, constituting what counts as legitimate. Using the assessment system as a ‘window’, this article explores how these service learning courses constitute and are constituted by the regulative discourse of the field. While the constraints of the field are powerful, this project offers some hopeful signs of forms of curriculum, pedagogy and assessment that, at the very least, name and challenge these underlying value systems. 相似文献
3.
Gary Granville 《The International Journal of Art & Design Education》2011,30(3):349-362
Current education policy discourse in Ireland, as elsewhere, is replete with reference to innovation, creativity and enterprise. Meanwhile, the ‘pedagogical turn’ is a dominant motif in current discourse in art practice, curating and critique, in Ireland and internationally. This article firstly considers some of the implications of the ‘turn’ as a concept in art and education. In that context, it goes on to address changing patterns of curriculum design, development and reform in Ireland. Next, it describes the evolution of Irish education policy over the past decade in the context of global experiences. The particular experience of art education in Ireland is then considered in the light of the curriculum culture and the wider policy discourses already identified. Finally, some implications of the Irish experience are addressed, in terms of art practice at the edges of art education, and art education at the edges of education practice. 相似文献
4.
The Irish national discourse on curriculum and assessment reform at the Junior Cycle level has been fraught with controversy in the past two years. The introduction of the new curriculum and assessment framework in 2012 by the then Minister of Education, Ruairi Quinn has led to significant media coverage and teacher union response. In this paper, we argue that in the midst of the reaction toward the particular assessment elements of the framework, the focus has been lost on key revisions made in the draft science curriculum and assessment specification released in September 2014. A central aspect of the draft document released for consultation includes the introduction of a ‘Nature of Science’ (NOS) theme intended to be an overarching feature of all science teaching and learning. We examine the coverage of NOS in the draft document and analyze it relative to a model of NOS developed in our recent book. Our analysis illustrates that the draft science curriculum and assessment specification for Junior Cycle incorporates contemporary research and aligns the Irish curriculum with most features of NOS, although some aspects need further development including the articulation of a nuanced model of NOS. We highlight some future directions for curriculum and assessment development for a comprehensive, coherent and holistic coverage of NOS in Junior Cycle Science in Ireland. 相似文献
5.
Ian Hardy 《Asia-Pacific Journal of Teacher Education》2016,44(1):4-19
Drawing upon research into a case study of teacher inquiry in one school in Queensland, Australia, recent theorising into professional practice, and relevant literature on teachers’ learning, this article reveals the complexity and particularity of teacher inquiry processes in support of teachers’ learning. Specifically, the research reveals how particular actions, dialogue, and relationships collectively constitute a practice of teacher inquiry which seeks to promote substantive teacher-led learning. The research draws upon a group of Year 5 teachers engaged in collective inquiry into their work in what was described as an “Inquiry Cycle” approach in a school in northern Queensland, during a period of support for substantial curriculum reform. The research reveals the Inquiry Cycle approach as characterised by specific actions, dialogue, and relationships – “doings,” “sayings,” and “relatings” – productive of the development of a learning culture focused on significant curriculum reform; overt support for whole-school “explicit” approaches to teachers’ pedagogies; and active/robust critique of data-focused assessment processes. The research reveals necessary texture and detail in support of teachers’ learning, and the specific circumstances and contextual “arrangements” that help constitute this learning. 相似文献
6.
Leesa Wheelahan 《课程研究杂志》2015,47(6):750-762
This contribution to the symposium on Michael Young’s article ‘Overcoming the crisis in curriculum theory: a knowledge based approach’, supports his contention that curriculum theory has lost sight of its object—‘what is taught and learned in schools’, and argues that this has particularly deleterious consequences for vocational education and training (VET). VET is unproblematically positioned as applied, experiential and work-focused learning, and it is seen as a solution for those who are alienated from or unsuccessful in more traditional forms of academic education. This article argues that rather than being a mechanism for social inclusion, VET is instead a key way in which social inequality is mediated and reproduced because it excludes students from accessing the theoretical knowledge they need to participate in debates and controversies in society and in their occupational field of practice. It presents a social realist analysis to argue why VET students need access to theoretical knowledge, how a focus on experiential and applied learning constitutes a mechanism for social exclusion and what a ‘knowledge rich’ VET curriculum would look like. 相似文献
7.
Kedir Assefa Tessema 《Teaching Education》2013,24(1):29-48
With the emergence of the discourse of TESO, teacher education in Ethiopia has been struggling to change rhetoric and practice by reaffirming a managerially driven reform performance. The terrain is now characterized by fresh, but globally dominant rhetoric. Salient in the emerging discourse is reform mottos and agendas such as ‘active learning’, ‘competence’, ‘participatory’, ‘paradigm shift’ and ‘system overhaul’. However, the process pursued by the ‘reform’ task performers is noticeably and evidently characterized as a managerial approach which sidesteps pedagogues and pedagogy in favor of fulfilling instrumental, central and market‐oriented agendas. The process has so far signaled a ‘reform’ process which I typically refer to as peripheralization of pedagogical practitioners. Conspicuously absent in the process is a critical vision of learning to teach and a structural continuum that connects faculty and school. The process has so far clung to the reinscribing of traditional modes of doing teacher education which has fallen far short of fulfilling what is in the high sounding rhetoric. 相似文献
8.
Any policy reform in education is highly effective when it is planned and implemented ‘holistically’ and yet, it is the most challenging way forward. Many countries in Asia have reformed their English language policies and syllabi in the last two decades due to the increasing value of the language worldwide. Motivated by a ‘communicative approach’ to English language teaching, Bangladesh was one of the countries that launched such a reform in the 1990s. However, this reform has been criticised for imposing the changes on teachers without preparing them sufficiently. More importantly, there is limited evidence as to how much the secondary English language assessment system is aligned with the changes introduced in the curriculum. In order to explore this gap, a medium-scale study was conducted in 38 secondary schools in Bangladesh, following a mixed methods approach. The findings highlighted a ‘mismatch’ between the intended English language learning outcomes and current assessment practices, including the resulting challenges faced by the teachers. This paper argues that language education reform is likely to fail if the assessment system is not aligned with the curriculum. 相似文献
9.
This study focuses on the different ways in which teachers relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a new Swedish curriculum reform. To uphold a dual perspective of teachers’ relation to the curriculum as both collectively and individually experienced and as both an ideal and realistic–practical relation, we term the future as ‘projective experiences’, the presence as ‘practical-evaluative experiences’ and the past ‘iterational experiences’ in relation to agency. Especially, we are interested in the ‘what’ in the curriculum – what the teachers find intriguing, important or impossible and what affects how they relate to the curriculum as part of the multidimensional structures influencing their agency. This approach reveals that the crucial issue of teacher agency is related to the policy discourse on knowledge and equity as standards and the uniformity of assessment and its pedagogical consequences. 相似文献
10.
Christine Winter 《课程研究杂志》2018,50(4):456-475
The main purpose of this article is to expose and disrupt discourses dominating global development in an English school geography textbook chapter. The study was prompted by a teacher’s encounter with cultural difference in a geography lesson in South Korea. I investigate the issues raised through the lens of a new curriculum policy in English schools called ‘Promoting Fundamental British Values’ which forms part of England’s education-securitisation agenda, a topic of international attention. Following contextualization across research fields and in recent curriculum and assessment policy reform, I bring together theoretical perspectives from curriculum studies and Continental philosophy that do not usually speak to each other, to construct a new analytical approach. I identify three key themes, each informed by colonial logic: ‘development’, ‘numerical indicators’ and ‘learning to divide the world’. The inquiry appears to expose a tension between the knowledge of the textbook chapter and the purported aims of the British Values curriculum policy, but further investigation reveals the two to be connected through common colonial values. The findings are relevant to teachers, publishers, textbook authors, policy-makers and curriculum researchers. I recommend a refreshed curriculum agenda with the politics of knowledge and ethical global relations at its centre. 相似文献
11.
Ben Williamson 《教育政策杂志》2013,28(6):775-794
This article examines changes in curriculum policy in secondary education in England. It is concerned with recent curriculum policy and reform, and the proliferation of non-government actors in curriculum policy creation. It examines the emergence of a loose alliance of third sector organisations and their involvement in a series of alternative ‘curriculum experiments’. The third sector curriculum policy network revolves around a policy vision of decentralisation constituted by public–private partnership, media-friendliness, social enterprise and an ‘open source’ or network-based organisational logic. It assembles a policy ideal of ‘centrifugal schooling’ which links together ideas about ‘networked governance’ with ‘flexible’ learning and ‘entrepreneurial’ curricula. The article traces and discusses some of the inter-organisational relations, materials and discourses of the third sector network of alternative curriculum policy developments, and provides a case study of a prototypical third sector curriculum programme. It examines the organisational relations and practices by which the project was produced and the conditions leading to its failure. 相似文献
12.
作为知识载体的课程文本难以满足现代社会对学校课程又好又多的苛刻要求,课程文本变革势在必行。兴起于美国的"概念重建运动"主张重建课程文本的概念,但单纯强调主体体验和对话的"话语文本"难以作用于实践。深度学习理念使人们认识到课程文本必须以知识学习的深度为基础、体现学习的过程性,才能融入主体体验。深度学习引领下的课程文本通过构建目标和实践体系,形成自我与他人、自我与知识深度互动的对话平台,既满足知识教学的需要,又为学生探究、体验、反思提供空间。 相似文献
13.
Trends in curriculum reform recognise the need to develop skills and competencies in addition to specifying what knowledge should be taught and when. However, a balance between skills and knowledge is sometimes difficult to achieve. In this paper which takes mathematics as the focus, we consider reform currently underway in Wales, from the perspective of a ‘knowledge approach’ and from the perspective of the Successful Futures report which is, we argue, driven more by a skills approach at the heart of which are ‘four purposes’: developing young people as ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals. Our interest is in the contribution that mathematics makes to the four purposes; and contribution that the four purposes make (or do not make) to the development of a school mathematics curriculum. After outlining the background and context, the paper consults literature and experts to consider what mathematics is and how the learning of mathematics can be seen to fulfil the four purposes. The study contributes to understanding the difficulties of re-contextualising school subjects from the academic disciplines and proposes that operating with a curriculum driven by big ideas or overarching statements places higher demands on teacher knowledge. 相似文献
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15.
Johan Samuelsson 《Education 3-13》2019,47(3):333-347
The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance. 相似文献
16.
Meyvant Thorolfsson Gunnar E. Finnbogason Allyson Macdonald 《International Journal of Science Education》2013,35(17):2641-2665
In recent decades, a consensus has emerged among educators and scientists that all compulsory school students need good science education. The debate about its purpose and nature as a school subject in an emerging information society has not been as conclusive. To further understand this, it helps to examine how the science curriculum has transformed and what forces have shaped it as a core curricular area over time. This article sheds light on the transformation of the science curriculum for compulsory schools in Iceland in force from 1960 to 2010. Using criteria based on curriculum ideologies regarding the function of learners, instructors and subject matter in the learning process and the orientation of content and product versus process and development, it offers findings from content analysis of the intended science curriculum. The official curriculum was studied and conceptualised as it has evolved over time. The curriculum developers appear to have been striving for a compromise between conflicting views, resulting in what the authors of this article conceive as a ‘kaleidoscopic quilt’ of ideas over the period studied. 相似文献
17.
Richard Edwards Patrick Carmichael 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):575-590
There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate learning through information technologies, and emerging ‘semantic technologies’ in particular. Drawing upon an empirical study of case-based pedagogy in higher education, we examine the ways in which code becomes an actor in both enabling and constraining knowledge, reasoning, representation and students. The article argues that how this occurs, and to what effect, is largely left unexamined and becomes part of the hidden curriculum of electronically mediated learning that can be more explicitly examined by positioning technologies in general, and code in particular, as actors rather than tools. This points to a significant research agenda in technology enhanced learning. 相似文献
18.
Lenore Adie 《教育政策杂志》2013,28(3):251-253
The Australian State of Queensland’s ‘Smart State’ policy is the Government’s response to global conditions that require a new type of worker and citizen for a new knowledge economy. As a result the Government has produced a plethora of documents and papers in every aspect of its operation to progress Queensland as a ‘Smart State’. The role of education in the success of the ‘Smart State’ is clearly outlined in the Queensland Government’s vision statements and policies (Queensland Department of Education, Training and the Arts 1999). The purpose of this article is to utilise Norman Fairclough’s theories regarding the relationship between discourse and social change, to examine the interdiscursive, linguistic and semiotic strategies used in ‘Smart State’ policy to show how this discourse is emerging into a hegemonic position within the discourses of Queensland education. 相似文献
19.
基于“构思—设计—实现—运作”的教育模式和“成果导向”的教育理念,对“工业微生物育种”进行了项目化教学改革,在拆解重组原有课程目标的基础上,以行业内最新且应用广泛的案例项目为教学载体;强调理论与实践有机结合,让学生成为学习过程的主导,激发学习兴趣;最终达到帮助学生重构专业知识能力、形成实践能力及提升人文素养的人才培养要求。同时,采用多元化、过程化的考核手段,从学生的知识、能力、素养等方面做出多维度的评价,建立过程化考核评价体系。课程实施改革后取得了良好的教学效果,得到了学生的普遍认可,提高了学生学习专业知识的兴趣和主动性。 相似文献
20.
1999年北爱尔兰开始实施课程改革,2007年颁布了法定的课程。本文从课程的理念和目标、学习领域、能力与技能、教学评价等方面概述了北爱尔兰义务教育阶段新课程的主要内容,总结出了其新课程的特色,即注重课程的平衡,密切联系社会生活,为了学习的评价。 相似文献