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Elin Farnell 《PRIMUS》2017,27(2):202-211
AbstractIn this article, I present a collection of puzzles appropriate for use in a variety of undergraduate courses, along with suggestions for relevant discussion. Logic puzzles and riddles have long been sources of amusement for mathematicians and the general public alike. I describe the use of puzzles in a classroom setting, and argue for their use as a basis for discussion of the nature of mathematics, for development of problem-solving skills and confidence, and as a means of engaging students from a broad range of mathematical backgrounds. I suggest a consistent use of puzzles in a low-pressure setting as a possible means of fostering inquiry and a positive learning mindset among students. 相似文献
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石家庄旅游资源系统由自然旅游景观、人文旅游景观和社会旅游景观三部分构成。在开发利用上 ,应建立市区休闲娱乐游 ;内环风景带文物古迹游、农业观光游 ;外环风景带革命传统教育游、观光和避署度假游 相似文献
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罪刑法定的司法化是通过贯彻罪刑法定原则的刑法司法运作来完成的。同其它部门法司法运作相比,贯彻罪刑法定原则的刑法司法运作表现出对刑法正式规则、显型规范的巨大期待。这种期待表现为立法者对法典编纂的热切和司法办案人员对成文法的强烈渴望和绝对的依赖。但是,纯粹的正式规则、显型规范治理的理想主义模式是不存在的。贯彻罪刑法定原则的刑法的司法运作,或言之,罪刑法定原则的司法运作同样需要非正式规则、隐形规则的介入,这是由刑法正式规则、显型规范的局限性及法律运作的规律决定的。 相似文献
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Teresa Vasconcelos 《International Journal of Early Years Education》2006,14(2):169-182
This paper attempts to help us to move our reflections beyond quality issues and introduces an example of an early childhood setting as a site for ethical practices. Drawing from philosophical works by Levinas and Readings and the work by feminists such as Tronto and Sevenhuijsen, it affirms an ethics of care for early childhood education and the need for ethical practices. The ‘School‐as‐a‐Tree’ in an economically impoverished neighbourhood in Lisbon, Portugal, is presented, highlighting intentionalized ethical practices: the choice of population it serves, pedagogical work rooted on ethics, a curriculum based on social concerns, the importance given to staff development and supervision, and to networking with the community. The ‘School‐as‐a‐Tree’ is a locus for ethical practices, for a variety of projects serving a very diverse population, where decision making is constantly redefined. The ‘School‐as‐a‐Tree’ is a site for children's cultures and relationships, for affirming diversity and alterity, for collective commitment, for transformative practices, and for minor politics. 相似文献
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Michael D. Steele Kimberly Cervello Rogers 《Journal of Mathematics Teacher Education》2012,15(2):159-180
Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics
teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject
matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT) necessitates more than a unidirectional
assessment. In this study, the mathematical knowledge for teaching reasoning and proving of two secondary mathematics teachers
was investigated through classroom observations and clinical assessments. Results indicate that using MKT as a frame for examining
classroom practice, in addition to assessing the MKT a teacher possesses in a clinical setting, provides an in-depth and innovative
method for investigating MKT. The comparison of the two cases also identifies student positioning as a key mediating factor
between MKT and opportunities to learn. Implications for using MKT as a lens for examining practice in teacher education are
discussed. 相似文献
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Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current models included in instructional design texts and resources are important, but tend to lack some characteristics that would make them more useful and productive for designers. The purpose of this paper is to present a theoretical and conceptual framework for the devel‐opment of a new model of motivation for intervention design that is current, comprehensive, integrative, and flex‐ible. To that end, we (1) review the key points of the call for such a model; (2) present a framework for such a model; (3) offer a conceptual prototype for a model to meet designer's needs and include perspectives from experts in instructional design and performance technology, including how it fills out an integrative theoretical base of motivation for the field; and (4) present future development implications for the field. 相似文献
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Kristi Ruttle 《Psychology in the schools》1981,18(4):467-470
This paper will describe two alternative roles for the school psychologist working with programs for autistic children or programs for emotionally disturbed children. The first approach is concerned with behavior management of children either by consultation to program staff or by direct work with the child, as well as support of staff through continuous feedback of classroom behavior management techniques. The second approach encompasses all of the first approach, in addition to the psychologist serving as corrdinator for the program and thereby assuming greater responsibility for cooperation between the school and the home, as well as for ongoing program development. A major difference in these two roles of the school psychologist, compared to the traditional role, is an intense involvement with a small number of children and a high level of input into the management, structure, and techniques used in a small number of classrooms. The paper will present a model for both of the two alternative approaches for the school psychologist. The model will include: a format for ongoing behavior assessment, suggestions for the structure of teacher-psychologist feedback sessions, methods of school and home cooperation, and a proposal for a horizontal administrative structure of programs for emotionally disturbed and for autistic children. The concept that is advocated is a team of professionals (teacher and psychologist) planning for the holistic development of the child. 相似文献
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The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116). Participants were in grades 3 and 4. The treatment involved using a model paper to scaffold the process of generating a list of criteria for an effective story or essay, receiving a written rubric, and using the rubric to self-assess first drafts. The comparison condition involved generating a list of criteria for an effective story or essay, and reviewing first drafts. Findings include a main effect of treatment and of previous achievement on total writing scores, as well as main effects on scores for the individual criteria on the rubric. The results suggest that using a model to generate criteria for an assignment and using a rubric for self-assessment can help elementary school students produce more effective writing. 相似文献
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Alison George Dover 《Equity & Excellence in Education》2013,46(4):506-524
Redressing educational inequity requires taking a comprehensive and systemic approach to education reform, a practice increasingly framed as “social justice (in) education.” However, while state and federal accountability mandates require any reform intended for K-12 classroom implementation to have a demonstrable impact on student achievement, published accounts of classroom-level “teaching for social justice” are widely varied and scantly evaluated. This article examines the conceptual foundations of teaching for social justice, presents a concrete framework for teaching for social justice in K-12 classrooms, and examines how elements of teaching for social justice are supported by existing research on secondary students’ academic, behavioral/motivational, and attitudinal outcomes. In conducting this review, the author hopes to provide both a rationale for teaching for social justice in K-12 classrooms and a foundation for future empirical research on how doing so affects student outcomes. 相似文献
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梁志刚 《广东教育学院学报》2008,28(1):66-72
关中影戏中的碗碗腔、老腔、弦板腔等已被列入“第一批国家级非物质文化遗产名录”,根据田野调查结果,关中影戏的演出种类有庙会戏、还愿戏、驱邪戏、平安戏、山神戏、祈雨戏、丧戏、寿戏、满月戏,等;演出程序有奠酒、本戏、捎戏,等。 相似文献
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教育的希望:科学人文主义教育 总被引：14，自引：0，他引：14
现代人在获得了物质、思考的极大自由的同时 ,感到了与自然、社会和信仰的隔离 ,感到了价值、文化和意义的危机 ;他渴望着和平、安宁和真正的人道 ,要求加强与提升精神生活。唯理式与机械式的科技社会导致人的价值的沦落和生活内在意义的丧失 ,以及教育过度地服务于实用和功利是造成现代人困惑的两个主要原因。人类的理想追求和社会发展的要求都呼唤着新的教育 :变人为的教育为为人的教育。祈望真正人道的教育、重塑人的价值、重塑人的信心、谋求新的精神境界 ,已成为现代人越来越普遍的心态。从一定意义上讲 ,科学人文主义教育正是人们的希望所在 ,也是新教育的希望所在。 相似文献
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This article describes six constitutive “senses” of the “Christian educator's imagination.” These dispositions toward knowing, being, and doing characterize competent leadership in educational ministry. They include a sense for vocational empowerment, a sense for teaching and learning, a sense for seeking God's presence; a sense for the contours of one's own soul, a sense for “what makes persons’ tick, and a sense for institutional leadership. The author contends that scholars of Christian religious education should seek to cultivate these senses in their students. 相似文献
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Amanda Gilbert 《International Journal for Academic Development》2017,22(1):56-69
AbstractSessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution’s infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST framework for sessional staff at a New Zealand university, based on a project to benchmark support for tutors. Using Activity Theory, I discuss tensions associated with developing a training programme for tutors and how such an approach can aid the development of similar models for all sessional teachers. 相似文献
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Childbirth educators, doulas, nurses, and women respond to the six care practices for normal birth 
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下载免费PDF全文 Curl M Davies R Lothian S Pascali-Bonaro D Scaer RM Walsh A 《The Journal of perinatal education》2004,13(2):42-50
This collection of commentaries by childbirth educators, doulas, a labor and delivery nurse, and a woman preparing for the birth of her second baby provide an overall response to all six of Lamaze International's care practice papers that promote normal birth: Labor Begins on Its Own; Freedom of Movement throughout Labor; Continuous Labor Support; No Routine Interventions; Non-Supine (e.g., Upright or Side-Lying) Positions for Birth; and No Separation of Mother and Baby with Unlimited Opportunity for Breastfeeding. Strategies for using the position papers to facilitate learning in childbirth classes and for helping expectant parents access and understand research are presented. The commentaries describe the value of the position papers as a catalyst for professional growth, a foundation for creating change, a way to encourage reflection among professionals and women planning for the births of their babies, and an inspiration for everyone who advocates normal birth. 相似文献
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傅霞 《齐齐哈尔师范高等专科学校学报》2014,(3):86-88
祈福求子①风俗,指的是通过向神灵祈祷或借助其他方式,来达到早日得子的风俗习惯。在中国,有生殖崇拜、求神拜佛、食疗法、送物祝子等方式;在日本,也有性崇拜,及参拜神社、石头之说、温泉祈福等。通过采用文献法及对比法,展现了流传于中日民间祈福求子的主要方式,研究了两国民间生育风俗之一——祈福求子风俗的文化韵味及特点、实质目的。 相似文献
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评价高校办学效益的若干问题 总被引：1，自引：0，他引：1
对高校办学效益进行评价是高校改革与发展中的一种外在要求和内在需要,由于学校办学活动的复杂性,现实中对办学效益的评价往往存在一些值得反思的问题,这主要体现在:以数量评价取代质量评价、以经济分析取代整体评价、以单一评价取代全面评价、以学生评价取代学校评价、以绝对评价取代相对评价、以短期评价取代长期评价。科学的评价应坚持全面的、整体的、长期的、相对的、数量与质量相结合的指导思想,并考虑评价的成本,兼顾评价的科学性和经济性。 相似文献
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对<离骚>"求女"隐喻内涵的解释,不管是"求贤君"说,是"求贤臣"说,还是其他种种学说,均有明显的不足.正确的解释应该是,"求女"的"女"指的是理想,"求女"也就是追求理想.当然,这里的理想有其特殊所指,必须结合<离骚>所求的几位女子来具体分析.在深层意义上,<离骚>"求女"展现了屈原追求理想时的二难处境与矛盾心态. 相似文献