共查询到20条相似文献，搜索用时 15 毫秒
1.
高怀勇 《读与写:教育教学刊》2007,4(5):1-3
This article,first introduces the terms of implicit knowledge(IK),explicit knowledge(EK) and their distinctions in the process of English language learning,then advocates interactive English instruction in high schools,aiming at improving the learners' communicative competence.It provides an instruction design,which lays emphasis on the conversion of the EK into IK by practicing the former orally so as to interactively internalize the latter,thus,facilitating the learners' language communicative competence. 相似文献
2.
毛泽东 《Reading and Writing(初中版)》2006,(9)
Knowledge is a matter of science,and no dis-honesty or conceit whatsoever is permissible.What is required is definitely the reverse honestyand modesty.知识的问题是一个科学问题,来不得半点的虚伪和骄傲,确切地需要的倒是其反面——诚实和谦逊的态度。毛泽东Knowle 相似文献
3.
Terry Wrigley 《Curriculum Journal》2018,29(1):4-24
This article considers the place of knowledge in developing a socially just curriculum. It pursues the unusual route of a critique of Social Realism, a small but influential tendency in curriculum studies which claims that knowledge has been squeezed out by recent curriculum reforms and that there has been a descent into relativism. This paper shares the Social Realist view that ‘powerful knowledge’ is needed, and particularly by disadvantaged or marginalised young people. However, it critiques Social Realism's limited definition of ‘powerful knowledge’, arguing that for knowledge to be truly powerful, it must open up issues of power and inequality. It contests the Social Realist argument that critical pedagogy which begins from a subaltern stance is intrinsically relativist, arguing instead that alternative perspectives can help uncover concealed truths and break through hegemonic paradigms and ideologies. It argues that this is entirely compatible with a Critical Realist epistemology. Furthermore, the paper presents reasons why a socially just curriculum needs to draw upon the vernacular knowledge of marginalised groups as well as the canonical knowledge of academic disciplines to produce truly powerful knowledge and a social justice curriculum. 相似文献
4.
Jane Read 《History of education》2013,42(3):283-298
What forms of knowledge are deemed worth possessing in any period and who is allowed access to them are crucial questions for the historian of education. Science, now a core subject of study, has long been seen as ‘masculine’, especially at its highest levels, although the historical reasons for this have been somewhat neglected in education. This paper compares and analyses the interrelationships of education, gender and science at both the end of the long eighteenth century and in the early twentieth century in order to explore issues of knowledge and gender and demonstrate the use of a historical perspective 相似文献
5.
6.
Technology development and implementation on the manufacturing arena has, throughout the years, frustrated employees over the requirement of constantly adjusting to new technologies. The employee‘s ability to learn is bounded, and thus limited. Looking at a modern production system, it is often a complicated array of technologies that have to be coordinated; or the technologies are coordinating themselves through artificial intelligence. This paper discusses the need for a holistic knowledge management approach to manufacturing,combining in-place technology with process management philosophy, in order for the firm‘s human resources to create, share, store and apply new knowledge. 相似文献
7.
1. Knowledge is a treasure,but practice is the key to it.知识是宝库,而实践是开库的钥匙。2.Knowledge is no burden.知识决非负担。3.Knowledge is the antidote to fear. 知识是恐惧的解毒剂。 相似文献
8.
Emily M. Grossnickle Alexandra List Patricia A. Alexander 《Journal of Experimental Education》2015,83(4):469-494
Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors examined 87 elementary and middle school students’ beliefs about the definitions of and relations among knowledge, information, and truth through the use of a graphical and justification task, and addressed the consistency of beliefs across contexts and domains. Results indicated that students tended to regard knowledge, information, and truth as interrelated, and the majority of students described their beliefs as consistent across contexts and domains. 相似文献
9.
Development of an Instrument to Measure Undergraduates’ Nanotechnology Awareness, Exposure, Motivation, and Knowledge 总被引：1，自引：1，他引：0
Melissa A. Dyehouse Heidi A. Diefes-Dux Deborah E. Bennett P. K. Imbrie 《Journal of Science Education and Technology》2008,17(5):500-510
There are many educational interventions being implemented to address workforce issues in the field of nanotechnology. However,
there is no instrument to assess the impact of these interventions on student awareness of, exposure to, and motivation for
nanotechnology. To address this need, the Nanotechnology Awareness Instrument was conceptualized. This paper is a progress report of the instrument development process. Version 1 of the instrument was
administered to 335 first-year students majoring in food and agriculture fields in a pre–post fashion relative to a brief
exposure to nanotechnology in the classroom. Following item analysis of Version 1 responses, a revision of the instrument
was completed. Version 2 was administered to 1,426 first-year engineering students for the purpose of conducting item and
factor analyses. Results indicate that the Nanotechnology Awareness Instrument shows potential to provide valid information about student awareness of, exposure to, and motivation for nanotechnology.
The instrument is not a valid measure of nano-knowledge and this subscale was dropped from the final version of the instrument.
Implications include the use of the instrument to evaluate programs, interventions, or courses that attempt to increase student
awareness of nanotechnology. Further study is necessary to determine how the Nanotechnology Awareness Instrument functions as a pre–post measure. 相似文献
10.
Umran Betul Cebesoy Ceren Oztekin 《International Journal of Science and Mathematics Education》2018,16(7):1247-1268
Teachers have a crucial role to play in raising future generations of citizens who are aware of issues in genetics literacy such as gene therapy, cloning, and stem cell research. Teachers’ teaching practices are influenced by their knowledge in genetics literacy and their attitudes towards different issues. Accordingly, this study explored the relationships among middle school science teachers’ background characteristics (gender, teaching experience, self-perceived interest in and self-perceived knowledge of genetics), their genetics literacy levels, their attitudes towards various issues in genetics literacy, and their perceptions of teaching issues in genetics literacy. Data were collected from 435 Turkish middle school science teachers by completing the Genetics Literacy Assessment Inventory, the scale for attitudes towards issues in genetics literacy and perceptions of teaching issues in genetics literacy. The results of canonical correlation analysis suggested that being female, having a high level of interest in genetics, and perceiving oneself as knowledgeable in genetics were associated with higher levels of knowledge in genetics literacy and holding favorable general attitudes. These teachers believed in the necessity of introducing genetics literacy and held higher self-efficacy teaching beliefs regarding the teaching of issues in genetics literacy in their classes. However, they tended to emphasize more impeding factors as well as hold unfavorable attitudes towards gene therapy and gene therapy applications, implying that their attitudes were context dependent. 相似文献
11.
Nicole S. Fenty Elizabeth McKendry Anderson 《Journal of Early Childhood Teacher Education》2013,34(2):114-134
Technology has been shown to foster children’s motivation and interest in instructional materials. In addition, researchers have found that technology results in higher levels of student engagement and greater levels of comprehension. Researchers have also found that educators must have the knowledge and skills in technology necessary to effectively support their students. Much of the research examining educator knowledge and skills has centered at the K–12 level. The current study examines the technological knowledge, beliefs, and practices of educators in early childhood settings. Findings indicate that educators believe that it is important to integrate technology into daily lessons. However, findings also indicate that many teachers do not feel adequately prepared to use technology in early childhood settings; that there is a lack of technology currently available in early childhood settings; and that early childhood educators want more professional development on using technology that also reflects their varying levels of knowledge and experience. An analysis of study results is provided through a discussion of implications, limitations, and next steps. 相似文献
12.
Molly Davies 《Changing English: An International Journal of English Teaching》2018,25(3):264-274
I explore a series of incidents in my English classroom, which occurred while I was preparing my students for their high-stakes GCSE English Language exam (‘Paper 2: Writers’ viewpoints and perspectives’). I thereby attempt to confront some of my own failings and biases with regard to non-fiction and the teaching of persuasive writing in particular, as well as to unleash the huge potential I now believe it offers, when combined with the multi-voiced space of a classroom, for creative play and the productive skills of English. In doing so I argue, drawing on Vygotskian notions of the internalisation of concepts and the developmental benefits of play, that in order for truly ‘productive’ learning to occur, students need agency and a sense of empowerment to construct knowledge together, and to experiment with and develop their understanding of and flexibility with their own ‘voice’. 相似文献
13.
Claire D. Vallotton Julia Torquati Jean Ispa Rachel Chazan-Cohen Jennifer Henk Maria Fusaro 《Early education and development》2016,27(2):275-302
ABSTRACTResearch Findings: Adults’ attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers’ attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S. universities, we report relations among students’ attachment styles and their (a) career goals, (b) attitudes about caring for and educating infants and young children, and (c) interaction skills for responding in developmentally supportive ways. Overall, attachment security was positively associated with career goals focused on working with younger children, knowledge about infant/toddler development, attitudes that acknowledge the importance of adult support in children’s development, and developmentally supportive interaction skills. Students who scored high on attachment fearfulness minimized the importance of adults in children’s lives, minimized the importance of the early years for later learning, and endorsed strict and controlling forms of child guidance. Practice or Policy: A conceptual mediation model linking a path from attachment to caregiving skill through knowledge and attitudes is articulated. We propose a person-centered pedagogy for infant/toddler professional preparation that provides opportunities for reflection on one’s own attachment and its effects on work with young children. 相似文献
14.
同学们,你们都知道:学习任何一种语文,离不开“四多”:多读、多听、多讲、多写,才能事半功倍,学有所成。在“四多”之中,“多写”更不能忽略,因为它是磨练语文的功力的最好方法。现在,请尝试完成下面的短文。切记:你必须先把答案填写后,才能参阅答案。 相似文献
15.
John Tillson 《Educational theory》2020,70(4):483-505
In this article, John Tillson discusses the conditions under which what he calls “knowledge insertion” would be desirable for the one who has knowledge inserted. He argues that making use of knowledge insertion would not be cost free; in particular, it would come at the price of relationship goods realized through teacher–learner relationships, and of the achievement of learning, at least for the knowledge inserted. Despite these costs, though, Tillson concludes that knowledge insertion would most often be desirable since the losses could usually be more than compensated by the knowledge gained or would matter little so long as one realizes the relevant relationship and achievements goods to a satisfactory level at some point in one's life. 相似文献
16.
Jelle Boeve‐de Pauw Peter Van Petegem 《International Journal of Science Education》2013,35(11):1513-1538
Eco‐schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from the implementation of an environmental management system. Indirect effects are educational gains. The current study examines the effectiveness of eco‐schools concerning three student outcomes: (1) environmental knowledge, (2) environmental attitudes, and (3) environmental affect. The study includes 1287, 10–12‐year‐olds from 59 schools (38 eco‐schools and 21 control schools). Multivariate multilevel regression analyses show that eco‐schools mainly influence their students' environmental knowledge; they do not influence environmental affect. Eco‐school students, furthermore, have equal preservation attitudes and lower utilization attitudes, as compared to control‐school students. The implications of these results for research and practice are discussed. 相似文献
17.
Understanding: ‘Knowledge’, ‘Belief’ and ‘Understanding’ 总被引：1，自引：0，他引：1
The following paper is intended as an exercise in friendly criticism of one of Harvey Siegel's and Mike Smith's (Knowing, Believing and Understanding, this volume). I'm in substantial sympathy with the general thrust of their paper and my remarks merely provide some criticism of their discussion's conceptual coherence and clarity and a correspondingly slightly adjusted version of what they have to say. My focus is limited to the conceptions of knowledge, belief and understanding and their inter-relationships in terms of which they offer suggestions to science educators. 相似文献
18.
Cathy A. R. Brant 《The Educational forum》2017,81(1):35-51
This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in working with LGBTQ students, with slightly lower self–efficacy in identifying biases in curricular materials and school contexts and in teaching LGBTQ content in their classrooms. 相似文献
19.
This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment, confusion remains for teachers about terminology, principles, and pragmatics that undermine teacher confidence about assessment and making sound judgments about students’ work. 相似文献
20.
This paper draws on videotapes of mathematics lessons prepared and conducted by pre-service elementary teachers towards the
end of their initial training at one university. The aim was to locate ways in which they drew on their knowledge of mathematics
and mathematics pedagogy in their teaching. A grounded approach to data analysis led to the identification of a ‘knowledge
quartet’, with four broad dimensions, or ‘units’, through which mathematics-related knowledge of these beginning teachers
could be observed in practice. We term the four units: foundation, transformation, connection and contingency. This paper
describes how each of these units is characterised and analyses one of the videotaped lessons, showing how each dimension
of the quartet can be identified in the lesson. We claim that the quartet can be used as a framework for lesson observation
and for mathematics teaching development. 相似文献