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严丽纯 《湖北广播电视大学学报》2010,30(6):67-68
生活体验是一种先于反思的、直接的意识对所经历的生活世界的直接体验和感受。在生活世界里,教师有着丰富多彩的生活体验,它们是教师进行课程开发的基础,是教师将生活融入教学的中介,是教师进行反思的起点和归宿。教师可以通过生活定位、反思经验、文本写作来获得生活体验。 相似文献
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Chris Gayford 《Environmental Education Research》2000,6(4):347-361
Reduction in biodiversity has been established as a global environmental issue, mainly over the last 10 years. However, there is disagreement amongst experts whether it is a natural phenomenon or strongly influenced by human activity. This article considers biodiversity as a controversial issue in the education of students of 11-18 years of age in schools, particularly in relation to science education. It includes a study of teachers' attitudes and approaches to biodiversity education in the UK and was undertaken using participatory appraisal methods with 'focus' groups of teachers. It was shown that the teachers in the study were frequently well informed, they considered biodiversity to be an important issue and although the formal science curriculum had a contribution to make it was also a matter that the whole institution could address. Suggestions for evaluating the possible indicators and outcomes of effective biodiversity education were made. In conclusion it was shown that while programmes included many of the essential components of knowledge for biodiversity education there was usually little attempt to ensure that students achieved a more coherent understanding of the complex issue or how to deal with matters that are truly controversial. The methodology provided a useful model for reflection on practice and professional development in many possible contexts. 相似文献
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《Teaching and Teacher Education》1994,10(1):29-37
This paper is primarily concerned with exploring the question of which strategic focus might be employed when teachers (as researchers) and externally located researchers (normally residing in Faculties of Education) collaborate. The view is advanced that a narrow focus on “practice” in collaborating on research, a panacea that is politically and academically popular at the moment, will not take us too far. A much broader focus on the teacher's life and work is required and is herein advocated.In particular, the paper argues against the focus, currently employed by much of the literature on the teacher as researcher, upon practice. The paper takes a view contrary to this assumption because the parameters to practice whether they be biographical or political cover a very wide terrain. To narrow the focus to “practice as defined” is to make the focus of research a victim of historical circumstances, particularly current political tendencies. At the moment, the New Right is seeking to turn teacher's practice into that of a technician, a routinized and trivianized deliverer of predesigned packages. To accept those definitions, to focus on practice so defined, is therefore to accept a particular political compromise.It is argued that the way out of the cul-de-sac of practice as defined is to focus more broadly on the teacher's life and work. A range of strategies are identified and argued for. Work in this growing area is then reviewed. 相似文献
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浅谈教师的课堂语言 总被引：1，自引：0，他引：1
徐楠 《佳木斯教育学院学报》2010,(2)
教师的教学工作是传播人类经验和开发智能、培养思想品德的综合性实践活动.教师的"教"到学生的"学",无一不是通过教师的课堂语言来完成的,离开了教师的课堂语言,就无法开展教学活动,无法完成教学任务.今天,尽管现代化教学手段引入课堂教学,会在一定程度上改变传统的课堂教学中那种单一的师传生受的教学模式,但应用最广泛最普遍的还是教师的课堂语言,各门都得用它. 相似文献
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教师问题行为直接影响着学生的身心健康和全面发展,教师问题行为的产生原因是由一系列社会、心理原因所造成的.教师以及社会必须认清教师问题行为的成因,并采取恰当的预防和纠正措施,以促进师生的共同发展. 相似文献
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Robert G. Fields 《Peabody Journal of Education》2013,88(6):340-343
Famous Living Americans (with portraits). Edited by Maky G. Webb and Edna L. Webb. Chicago: American Bureau of Public Speaking, Charles Webb, Director, 440 South Dearborn Street, 1915. Pp. xi + 594. Price, $5. Elements of Educational Psychology. By Lawrence Augustus Averill (Massachusetts State Normal). Boston: Houghton Mifflin Co., 1924. Pp. xii + 425. Price, $2.15. Practice Leaves in English Fundamentals. By C. T. Logan, Elizabeth P. Cleveland, and Margaret V. Hoffman (State Teachers College, Harrisonburg, Va.). Thirty leaves, 8x10½ inches, punched for insertion in notebook. Harrisonburg: The Practice Leaves Co. Price, 65 cents. An Introduction to Teaching. By Katherine M. Anthony (State Teachers College, Harrisonburg, Va.). Published by the author, 1924. Pp. 34, 8×10½ inches, punched for insertion in notebook. Unit Studies in Geography. By Rose B. Clark (Nebraska Wesleyan University). Yonkers, N. Y.: World Book Co., 1924. Pp. vi + 250. Modern Business Geography. By Ellsworth Huntington (Yale University) and Sumner W. Cushing (State Normal School, Salem, Mass.). Yonkers, N. Y.: World Book Co., 1925. Pp. viii + 352. Price, $2. Fundamentals of House Wiring. By George A. Willoughby (Arthur Hill Trade School, Saginaw, Mich.). Peoria, Ill.: Manual Arts Press, 1924. Pp. 67. Price, $1. A Diagnostic Study of the Subject‐Matter of High‐School Chemistry. By Samdel E. Powers (Columbia University). New York: Teachers College Contribution to Education, No. 149, 1924. Pp. viii + 84. An Introduction to Education. By George Willard Frasier and Winfield D.Armentrout (Colorado State Teachers College). Chicago: Scott, Foresman &; Co., 1924. Pp. xii + 274. Lands and Life. By G. W. Hoke. Richmond: Johnson Publishing Co., 1924. Pp. xiv + 364. The Education of Handicapped Children. By J. E. Wallace Wallin (Miami University). Boston: Houghton Mifflin Co., 1924. Pp. xiv + 394. Price, $2.25. Machine Drawing Problems. By Edward Berg and George Elleson (Instructors in Mechanical Drawing, Milwaukee, Wis.). Peoria, Ill.: Manual Arts Press, 1924. Pp. 148. Price, $1.60. The Psychology of the Preschool Child. By Bird T. Baldwin and Lorle I. Stetcher (University of Iowa). New York: D. Appleton &; Co., 1924. Pp. 305. Cotton. By Edna Turpin. Cincinnati: American Book Co., 1924. Pp. vi + 266. Graphic Methods in Education. By J. Harold Williams (University of California). Cambridge: Houghton Mifflin Co., 1924. Pp. xvii + 319. Price, $2. 相似文献
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Ann Crosby 《Education 3-13》2013,41(1):46-50
Fresh demands are currently being made upon teachers of literacy. How do these fit with what we know about teachers who are effective at teaching literacy? The research reported here aimed to explore the characteristic features of teachers who were effective literacy teachers, in terms of their knowledge, beliefs and teaching practices. It was found that effective teachers were already teaching literacy in a manner sympathetic to that implied in the National Literacy Strategy. The article goes on to discuss some of the implications of these findings, especially in terms of the design and content of future in-service courses. 相似文献
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柳骥 《江苏广播电视大学学报》2000,11(3):86-89
加强教师职业道德教育是电大系统的一项重要任务,要提高对教师道德本质及其时代特征的认识,强化教学过程和管理工作中的师德规范,搞好师德师风建设。 相似文献