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1.
张荣伟于晨芳 《宁波大学学报(教育科学版)》2022,(5):98-105
一个多世纪以来,“体育教育”这个富有争议的词语,为什么能够经常出现在日常话语、期刊杂志甚至各类政策文件之中？究其根源,在于缺乏术语规范意识和学术批判精神。文章在对“体育教育”一词使用状况及其受质疑状况进行考评的基础上,从传播学、语言学、术语学和教育学四个维度进行了重新解读和辨析,最后得出结论:“体育教育”之说确实具有明显的不合理性,不符合学术思想表达的一般规范,必须特别谨慎地使用,并自觉区分它在政策话语、实践话语和理论话语中的实际内涵。 相似文献
2.
Cultural content analysis of EFL textbooks has received considerable attention in ELT pedagogy in recent decades. The current study investigated the representation of big “C” and small “c” cultural themes in three common EFL textbooks: Top Notch, Summit and Passages. The frequency analysis indicated that in Top Notch series, small “c” cultural themes of daily life, food, customs/norms and big “C” theme of geography were the most frequent cultural themes; while, in Summit and Passages, the most frequent small “c” cultural theme was values and beliefs. This study also investigated the correspondence between EFL teachers’ and learners’ cultural preferences on the one hand, and the match between their preferences and the cultural content of the books in question. 135 EFL learners and 36 EFL teachers responded to adapted questionnaires. The findings revealed that there were areas of match (mainly in small “c” themes) and cases of mismatch (primarily in big “C” themes) between learners’ and teachers’ preferred cultural themes and the cultural content of the textbooks analysed. 相似文献
3.
Kenneth A. Tye 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):23-30
My challenge to those that use Derrida or Bey or Adorno or Bourdieu within their disciplinary frameworks to advance our understanding of new media, is can you enact the ideas of these thinkers in a sophisticated way through new media, or can it only be done through writing books about books? I challenge cultural studies and new media theorists to produce a Derrida engine or a Bourdieu database or a Bey GIS map. I am not aware of any major contribution that cultural studies has made within this medium beyond using it as a publishing and networking mechanism, and beyond writing innumerable valuable books to critique it from a distance. We need more people engaged in building academic resources on-line that help us to look at things in new ways. Craig Bellamy, “The Milk Bar Challenge,” posted on the fibreculture mailing list on 22 July, 2002 相似文献
4.
张怀瓘书论中表达“效法”概念的有“师、模、祖、效、范、仿、规、宪、述、则”等词,共同形成了以这些词及其组合成的词语为核心的概念词语系统。其中“师”、“模”二词类聚能力最强,在书论中场内组合最多;“则”类聚能力最弱,在书论中场内、场外组合均没有;其他诸词场内、场外组合均只有一个;“模”“祖”“仿”三词则没有场外组合。词语类聚情况亦反应了同一概念场内成员地位具有不平等性,在使用频率和构词能力方面具有差异性。在辞书编纂方面,要在特定的范围内,对同一概念场中的成语进行穷尽式的搜索、考查,以保证研究结果的可靠性,提高编纂的水平和质量。 相似文献
5.
Christine J. Yeh Noah E. Borrero Patsy Tito Lealaisalanoa Setu Petaia 《The Urban Review》2014,46(2):147-168
Through a critical cultural assets model, the authors use the methodological practices of collaboration, community site visits, document analysis, and interviews with cultural insiders to explore schools’ continued rejection of academic belonging for people from “othered” communities. They explore the case of Samoan youth—a marginalized cultural group—to contest the shared belief that school-based citizenry is an educational impossibility. Interview data with Samoan elders is analyzed using Consensual Qualitative Research methods (Hill et al. in Couns Psychol 24(4):517–572, 1997). They present themes of cultural capacities and academic disconnection to imagine a school context for the integration of cultural assets for “othered” youth (Kliewer and Biklen in Teach Coll Rec 109(12):2579–2600, 2007; Kliewer et al. American Educ Res Assoc J 3(2):163–192, 2006). 相似文献
6.
Amanda Fulford 《Educational theory》2016,66(4):519-534
In this paper Amanda Fulford addresses the issue of student writing in the university, and explores how the increasing dominance of outcome‐driven modes of learning and assessment is changing the understanding of what it is to write, what is expected of students in their writing, and how academic writing should best be supported. The starting point is the increasing use of what are termed “technologies” of writing — “handbooks” for students that address issues of academic writing — that systematize, and smooth the work of writing in, Fulford argues, an unhelpful way. This leads to a reconsideration of what it means to write in the university, and what it is to be a student who writes. Fulford explores etymologically the concept of “writing” and suggests that it might be seen metaphorically as physical labor. Writing as physical labor is explored further through the agricultural metaphors in Henry David Thoreau's Walden and through Stanley Cavell's reading of that text. In making a distinction between writing‐as‐plowing and writing‐as‐hoeing, Fulford argues that some technologies of writing deny voice rather than facilitate it, and she concludes by offering a number of suggestions for the teaching and learning of writing in the university that emphasize the value of being lost (in one's subject and one's work) and finding one's own way out. These “lessons” are illustrated with reference to Thoreau's text Walden and to American literature and film. 相似文献
7.
肖绍明 《华东师范大学学报(教育科学版)》2022,(2):17-28
劳动教育是人改造外部世界,满足人的物质文化与精神文化需求,实现人的自由全面发展的文化实践。"劳动崇拜论""劳动决定论""劳动终结论"和"劳动起源论"批判和中外教育史上有关劳动教育的论争揭示了,文化是劳动和劳动教育的本质,劳动教育研究需要文化研究。"劳动""文化"和"教育"在词源上有共通之处。劳动教育,作为文化实践,是通过物质、能量转换改造自然的"化育"和通过信息、符号改造社会的"教化"的统一,蕴含价值-规范、行为-作用、语言-符号、知识-技术等不同的文化层级和实践综合。劳动教育有文化唯物性,也就是具有物质生产性和面向社会现实的大众文化性。劳动教育有文化启蒙价值,它是解放所有人的文化启蒙,是反映和表现社会生活文化的知识文化启蒙。总之,劳动教育的文化本质和实践充分呈现了人与自然、社会之间进行的物质、能量和信息转换,以及物质文化和精神文化创造的过程,是劳动的"教育性"与教育的"劳动性"、体力劳动教育与脑力劳动教育、化育与教化、精英与大众、理论与实践之间历史的、现实的、社会的辩证统一。 相似文献
8.
“The accent in cultural history is on close examin‐ ation — of texts, of pictures, and of actions — and an open‐mindedness to what those examinations will reveal, rather than on elaboration of new master narratives.” Lynn Hunt (Ed.), The New Cultural History (Berkeley, Calif., 1989), p. 22.
“[Films] are a legitimate way ... of representing, interpreting, thinking about and making meaning from the traces of the past ... that seriously deals with the relationship of past and present.” Robert A. Rosenstone (Ed.), Revisioning History (Princeton, N.J., 1995), p. 3.
One of postmodernism's major lines of development collapses the boundaries and hierarchical distinctions between elite or academic culture and popular culture, giving us new opportunities to cross boundaries separating history from literature and the arts, the “academic” from the “popular”, the archival from the imaginative. I embrace the freedom that postmodernism offers to entertain new ideas, play different kinds of language games, challenge established “ways of seeing”. I propose here that we extend the range of what we regard as historical “source” to include film, and that film be accepted by historians of education as a legitimate form of textual representation and important evidentiary “source” for our exploration and interpre‐ tation of culture and of education. What follows is an attempt at integrating film into the historiography of education. For illustrative purposes, I've chosen Peter Weir's “Dead Poets Society” ("DPS”, 1989) for my text. I don't presume to give “the” meaning of “DPS” for understanding recent American educational history, but to suggest some of its possible meanings, which, given the problematic nature of “meaning” in our postmodern epoch, is about all we can hope for, but which may be enough to continue the conversation about movies after the movie is over. 相似文献
9.
Beth Sondel 《The Educational forum》2016,80(2):171-188
AbstractDrawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices. 相似文献
10.
This qualitative study explored the intertwining relationships among the concepts of parental autonomy support, parental control, and cultural values for Mexican American families. The study was guided by the following questions: (1) What elements of parental autonomy support are identified in Mexican American parents’ involvement in their children’s academic performance? (2) How do Mexican American parents conceptualize “autonomy support” and “parental control”? Sixteen Mexican American mothers expressed their own goals and strategies for home-based parental involvement to support their adolescents’ academic performance, and responded to the prototypes of autonomy support parenting and use of psychological control. Four themes emerged from the data to explain the participants’ practice: (1) Explain the expectations for behavioral and academic pursuit through persistent “telling” and “reminding”; (2) Respond to children’s feelings from parents’ perspectives; (3) Encourage with provisions, praises, and criticisms; and (4) Allow choices upon trust in child’s sense of responsibility. Discussion is focused on how Mexican-American mothers’ conceptualization of “autonomy support” and “parental control” is influenced by the cultural values of educación and respeto. Culturally appropriate autonomy support training is suggested for effective intervention programs for Mexican-American parents. 相似文献
11.
Karl D. Hostetler 《Educational theory》2018,68(2):197-212
In this article Karl Hostetler portrays teachers as tragic ironists whose existence is prone to “playful disruptions of the soul,” when the meaning and value of ideas pertinent to teaching — including “teaching” itself — become puzzling, prompting a reassessment and reinvigoration of those ideas. In developing his concept of tragic irony, Hostetler draws particularly on Jonathan Lear's A Case for Irony and the Greek tragedies Oedipus Tyrannus and Medea. According to Lear, the aim of irony is “to inject a certain form of not‐knowing into polis life.” Relatedly, Hostetler observes, a frequent theme in classical Greek tragedy is the misery that can result from purporting to “know.” Tragedy and irony, he argues, can be particularly powerful and unsettling avenues for introducing uncertainty. He further contends that teachers as tragic ironists maintain a measure of uncertainty about their craft, not only recognizing that they do not know everything, but sometimes questioning whether they know anything. In a culture that tends to valorize certainty, Hostetler concludes, this is an essential attitude in the practice of and discourse about education. 相似文献
12.
Barry Chazan 《Journal of Jewish Education》2013,79(1):95-105
This article proposes a reconfiguration of the academic study of Jewish education that would (1) emphasize the “critical” analysis of an expanded range of issues (2) draw upon a broad range of disciplines and fields of study; and (3) formulate a new research agenda. The article argues that the focus on a “critical” approach to Jewish education studies is not a retreat from practice, but an important step in the enrichment of the academic study of Jewish education, as well as in the enhancement of the practical training of teachers, leaders, and communal professionals. 相似文献
13.
论文基于文化负载词定义的基础之上,围绕着英译本《围城》中文化负载词的分类,归纳总结了译者在对《围城》中文化负载词进行翻译时如何使用的“异化为主,归化为辅”的翻译策略,并提出翻译文化负载词时应基于译者翻译目的、译者生活文化态度及读者的关注点的方法。 相似文献
14.
In 1874 the eminent Scottish scientist, James Clerk Maxwell, said of Mary Somerville's On the Connexion of the Physical Sciences that it was one of those “suggestive books” which communicate intelligibly the “guiding ideas” already in the minds of “men of science” and so lead the latter to further discoveries. 1 Mary Somerville's three main publications, all of them updated and reedited a number of times, had a significant impact upon the scientific world of Britain in the nineteenth century. She was seen and, indeed, saw herself, as an expert expositor of science rather than a scientist in her own right. Unusually for a woman, however, she wrote for adults ‐ students and practitioners of science ‐ not children. This paper will explore how influential her scientific writings were in the nineteenth‐century, how and why they came to be written,for whom they were intended and what were the reactions to their publication. This case study will be used as an exemplar of how far, as authors of influential books, women could find a niche in science education or the academic world, or even within the changing cultural construct of “science” itself. 相似文献
15.
ABSTRACT— How do people spell the thousands of words at the tips of their tongues? Are words with regular sound‐to‐letter correspondences (e.g., “blink”) spelled using the same neural systems as those with irregular correspondences (e.g., “yacht”)? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a single lexical memory process or whether dual mechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low‐frequency regular words, irregular words, and nonwords (e.g., “shelm”) and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual‐route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts. 相似文献
16.
Amanda Fulford 《Educational theory》2010,60(4):435-447
In this essay Amanda Fulford examines the subject of inter‐cultural understanding from two perspectives: first, through considering Naoko Saito's exploration of translation and inter‐/intra‐cultural understanding, and second, through a discussion of work from the field of literacy studies, in particular the New London Group's “pedagogy of multiliteracies.” In her consideration of the different approaches taken to the challenge of multicultural and globalized societies, and the experiences of encounters with language, Fulford pursues four principal themes: learning from difference, active design of meaning, a relation with language, and transformation of the individual. She shows how Saito's use of American philosophy, in particular Henry David Thoreau's Walden and Stanley Cavell's readings of Thoreau, can play a crucial role in any reconsideration of teaching and learning in adult literacy education. Fulford further demonstrates how Thoreau's notion of the “father tongue” is central to the idea of learning from difference and to our use of language. She concludes by proposing that literacy education and research within the field of literacy studies could benefit from the kind of philosophical conversation, across the borders of subject and epistemology, that an exposure to, and consideration of, the ideas of Thoreau and Cavell on what it means to read and write can offer. 相似文献
17.
《Paedagogica Historica: International Journal of the History of Education》2012,48(5-6):757-784
Internationalism became one of the keywords in the international intellectual and political debates at the end of the nineteenth century. As a political, cultural and social movement it also included science and education. The desire for international cooperation and global understanding was caused by the growing economic interdependence in the world and the threat to peace by nationalistic politics of the imperialistic powers. Within the context of discipline formation and fragmentation, cultural critique, social reform and pacifist movements, academic educationists, teachers and educational and social reformers in various countries tried to establish an international network to promote scientific cooperation, peace, mutual understanding and professional collaboration. In this article, the author will try to place the phenomenon of internationalism within the context of the formation of educational sciences in the early twentieth century. Drawing from the example of other scientific disciplines at this time, such as geography, meteorology and physics, one can assume that the internationalizing of education also increased its professional and scientific standards. The “disciplinarization process”1 of educational sciences was closely intertwined with the genesis of an international scientific network through special institutions. In order to investigate this assumption, the genesis, structure, contents and effects of international cooperation in the field of education in the first decades of the twentieth century will be considered. This international cooperation took on different shapes. It included, among others, the international exchange of teachers and students, international educational exhibitions, international congresses, transnational institutions, multilateral standardization and international journals. The focus will be on the main agents of institutionalized internationalization, namely international congresses and associations, and individual forms of international communication and cooperation will therefore not be dealt with. The article begins with a short overview of the different kinds of international educational congresses. Two types of internationalization within this institutional setting will then be introduced: the research‐oriented, “scientifically” based model of academic educationists (“new educational sciences”) and the instruction and reform‐oriented, “politically and morally” based model of a social movement (New Education). Finally the geographical extension of internationalization will be analyzed briefly before the main argument is set out in the concluding remarks, namely that the internationalization of education through international institutions found its driving force in moral and political assumptions of the teaching profession and its goals of school reform within the New Education rather than in an international scientific paradigm of the academic “new educational sciences”. 相似文献
18.
Soyoung Lee 《Equity & Excellence in Education》2013,46(4):299-308
This study examines the process of parent participation for a group of Korean parents in a Korean English two-way immersion program who were labeled “uncooperative.” It adopts Ogbu's cultural ecological theory as the theoretical framework for examining the phenomenon and thus it examines both the environmental as well as the cultural forces that underlie the parents' patterns of participation. Over the course of an academic semester, eight parents and three staff members were interviewed and observed during PTA meetings and other parent involvement events. Findings indicate that the Korean parents practiced “selective participation.” Findings also point to the importance of acknowledging institutional barriers and cultural differences in parents' school participation patterns. 相似文献
19.
Greg William Misiaszek 《Educational Philosophy and Theory》2018,50(12):1133-1143
As a full-time foreign faculty member in the Chinese Normal university system for the past five years, I analyze the contested terrain of being a critical, Freirean educator/researcher as an insider and outsider of Chinese and Western academic systems and societies overall. This autobiographical analysis is within the contexts of China’s academic focus on raising their global higher education rankings, along with self-reflectivity of my own multiple, often-conflicting identities and Western-centric Orientalism, theorized by Edward Said, in my legitimization of academic work. The following themes are analyzed through critical and Freirean frameworks: pursuit for top rankings coinciding and conflicting with scholarship breadth and depth, academic freedom, and politics of education; constructs of “harmony” that grounds teaching and research; and select pedagogical commonalities and differences between the East, the Global South, and the West. The article delves into preconceptions, including my own, on what is “worthy” academics from China, “the East”, “the West”, and the “Global South” with self-reflectivity of problematizing such terminology that covers such immense diversity in all aspects of contexts, including education which underscores the very problems with rankings, especially global rankings which are often Western-centric. All themes will be analyzed within my own, conflicting insider-ness and outsider-ness. 相似文献
20.
This paper investigates the processes that predict reading acquisition. Associations between (a) scaffolding errors (e.g., “torn” misread as “town” or “tarn”), other reading errors, and later reading and (b) vowel and rime inferences and later reading were explored. To assess both of these issues, 50 6‐year‐old children were shown a number of CVC words, and word reading errors were noted. Children were then taught families of riming words that could serve as a basis for rime or vowel analogies (e.g., “bark”, “mark”, “dark” → “park” or “harm”) before attempting to read the CVCs a second time. Children’s reading ability was measured at age 6 and two years later at age 8. The results showed that, among word reading error groups, only scaffolding errors at age 6 were unique predictors of reading at age 8, after reading, vocabulary, and phonological awareness were controlled. Vowel but not rime inferences predicted reading at age 8. The results are used to inform a model of the role of phoneme awareness and grapheme use in early reading development wherein vowel inference‐use helps to specify precise representations of CVC words from preliminary scaffolding errors. 相似文献