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1.
传统文化与心理学视野下的父亲意象研究回顾 总被引：1，自引：0，他引：1
心理学视野下的父亲意象指的是人的记忆和想象中的父亲形象。中国传统文化中的父亲意象是“仁君意象”,父亲是慈爱的统治者,与生活息息相关;西方传统文化中的父亲意象是“父神意象”,“父性崇拜”潜含着西方人对原始父亲（上帝）的一种传统意义的强烈崇拜和深刻敬畏,父亲意象是遥不可及的。在传统文化的演变中,父亲意象也发生着巨大的嬗变：从“仁君意象”、“父神意象”到“人父意象”。现代父亲是一个更全面和人性化的角色,一方面他仍然要承担和传统父亲一样的经济责任,另一方面按照舆论的要求,他要在孩子的养育问题上事事参与。这种跨越式的转变糅合了东西方传统文化精髓,使东西方文化背景下的现代父亲意象基本趋于一致。 相似文献
2.
《History of education quarterly》2004,44(3):415-474
Book Reviewed in this Article: Scott Casper et al., Perspectives on American Book History: Artifacts and Commentaries. Douglas McKnight. Schooling, the Puritan Imperative, and the Molding of an American National Identity: Education's “Errand Into the WiLderness.” Doug Feldmann. Curriclllum and the American Rural School. Gay Pitman Zieger. For the Good of the Children: A Histoy ofthe Boys and Girls Republic. Steve Golin. The Newark Teachers Strikes: Hopes on the Line. Thomas S. Popkewitz, Barry M. Franklin, and Miguel A. Pereyra (eds.). Cultural Hirtury and Education: Critical Essays on Knowledge and Schooling. Elaine Franz Parsons. Manhood Lost: Fallen Drunkards and Redeeming Women in the Nineteenth‐Century United States. Peter N. Stearns. Anxious Parents: A History of Modern Childrearing in America. Robert Halpern. Making Play Work: The Promise of After‐School Programs for Low‐Income Children. Anne Behnke Kinney. Representations of Childhood and Youth in Early China. Xiaomei Chen. Acting the Right Part: Political Theater and Popular Drama in Contemporay China. Jack Boozer. Career Movies: American Business and the Success Mystique. Anthony Harkins. Hillbilly: A Cultural History of An American Icon. Patricia Mazón. Gender and the Modern Research University: The Admission of Women to German Higher Education, 1865–1914. Paul K. Conkin. Peabody College: From a Frontier Academy to the Frontiers of Teaching and Learning. Thomas N. Bonner. Iconoclast: Abraham Flexner and a Life in Learning. Jared Stallones. Paul Robert Hanna: A Life of Expanding Communities. Judith Hicks Stiehm. The U.S. Army War College: Military Education in a Democracy. Robert Cohen and Reginald E. Zelnik (eds.). The Free Speech Movement: Reflections on Berkeley in the 1960s. Joy Ann Williamson. Black Power on Campus: The University of Illinois, 1965–1975. Robert Pratt. We Shall Not be Moved: The Desegregation of the University of Georgia. William H. Schneider. Rockefeller Philanthropy and Modern Biomedicine: International Initiatives from World War I to the Cold War. John Schmalzbauer. People of Faith: Religious Conviction in American Journalism and Higher Education. Robert J. Cottrol, Raymond T. Diamond, and Leland B. Ware. Brown v. Board of Education: Caste, Culture, and the Constitution. Gordon E. Harvey. A Question of Justice: New South Governors and Education, 1968–1976. 相似文献
3.
Bharath Sriraman 《Interchange》2008,39(4):483-492
In this commentary, some remarks are offered on David Pimm, Mary Beisiegel, and Irene Meglis’ article “Would the Real Lakatos
Please Stand up.” The commentary focuses on relatively recent developments in the philosophy of mathematics based on the work
of Lakatos; on theory development in mathematics education; and offers critique on whether Lakatos’ Proofs and Refutations (1976) can be directly implicated in mathematics education.
“Nature and nature’s laws lay hid in night; God said, Let Newton be! and all was light.” (Pope, 1688-17441)相似文献
4.
This article is an attempt to place mathematical thinking in the context of more general theories of human cognition. We describe
and compare four perspectives—mathematics, mathematics education, cognitive psychology, and evolutionary psychology—each offering
a different view on mathematical thinking and learning and, in particular, on the source of mathematical errors and on ways
of dealing with them in the classroom. The four perspectives represent four levels of explanation, and we see them not as
competing but as complementing each other. In the classroom or in research data, all four perspectives may be observed. They
may differentially account for the behavior of different students on the same task, the same student in different stages of
development, or even the same student in different stages of working on a complex task. We first introduce each of the perspectives
by reviewing its basic ideas and research base. We then show each perspective at work, by applying it to the analysis of typical
mathematical misconceptions. Our illustrations are based on two tasks: one from statistics (taken from the psychological research
literature) and one from abstract algebra (based on our own research).
相似文献
| Orit HazzanEmail: |
5.
高宁 《内江师范学院学报》2007,22(5):122-125
内江师范学院作为升本建院时间不长的西部地方院校,应立足于教学重特色。抓质量;管理重激励,抓精细;科研重团队,抓突破;学科建设重配置,抓创新;师资建设重专业,强素质;后勤保障重服务,抓落实。只有这样,才能进一步推进学院的可持续发展。 相似文献
6.
May Hamdan 《Educational Studies in Mathematics》2006,62(2):127-147
This study reports on how students can be led to make meaningful connections between such structures on a set as a partition,
the set of equivalence classes determined by an equivalence relation and the fiber structure of a function on that set (i.e.,
the set of preimages of all sets {b} for b in the range of the function). In this paper, I first present an initial genetic
decomposition, in the sense of APOS theory, for the concepts of equivalence relation and function in the context of the structures
that they determine on a set. This genetic decomposition is primarily based on my own mathematical knowledge as well as on
my observations of students’ learning processes. Based on this analysis, I then suggest instructional procedures that motivate
the mental activities described in the genetic decomposition. I finally present empirical data from informal interviews with
students at different stages of learning. My goal was to guide students to become aware of the close conceptual correspondence
and connections among the aforementioned structures. One theorem that captures such connections is the following: a relation
R on a set A is an equivalence relation if and only if there exists a function f defined on A such that elements related via R (and only those) have the same image under f. 相似文献
7.
Petra Pinger Katrin Rakoczy Michael Besser Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2018,25(2):160-182
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed. 相似文献
8.
9.
Systematic review of young children's writing on screen: what do we know and what do we need to know
Writing is part and parcel of children's active meaning‐making on and with screens, but it has been relatively neglected in the literature focused on children's digital literacies. This study synthesises existing empirical evidence focused on young children's (aged between 2 and 8 years) writing on screen and identifies the relationships between dominant themes in published literature and contemporary theories of children's technology use. A systematic literature review that included studies from diverse disciplines yielded 21 papers. Constant comparative analysis generated five themes that indicate four key directions for future research. We call attention to researchers' theoretical framing to supplement mono‐disciplinary approaches and single levels of analysis. We suggest that future research should provide greater specification of the purpose of children's writing on screen and the different types of tools and applications supporting the activity. We also highlight the need for interdisciplinary approaches that would capture the composing stages involved in the writing process with and around screens. Finally, we point out possible age‐related differences in documenting and reporting the composing process in classrooms. Overall, limitations in the current evidence base highlight the need for research conducted from a critical perspective and focused more directly on multimodality. 相似文献
10.
Building on the papers in this special issue as well as on our own experience and research, we try to shed light on the construct
of example spaces and on how it can inform research and practice in the teaching and learning of mathematical concepts. Consistent with our
way of working, we delay definition until after appropriate reader experience has been brought to the surface and several
‘examples’ have been discussed. Of special interest is the notion of accessibility of examples: an individual’s access to example spaces depends on conditions and is a valuable window on a deep, personal,
situated structure. Through the notions of dimensions of possible variation and range of permissible change, we consider ways in which examples exemplify and how attention needs to be directed so as to emphasise examplehood (generality)
rather than particularity of mathematical objects. The paper ends with some remarks about example spaces in mathematics education
itself. 相似文献
11.
BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school. 相似文献
12.
Spencer Mattingly Elizabeth Hardesty Kevin Chovanec Marlon E. Cobos Jacqueline Garcia Meghan Grizzle Amanda Huerta Jesse Ohtake Daniel Romero-Alvarez Victor H. Gonzalez 《Anatomical sciences education》2021,14(6):808-815
Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%–68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%–31.6%), but skewed in favor of ex situ prosections (P ≤ 0.01). These results suggest that overall students' identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended. 相似文献
13.
In the field of educational effectiveness research, the influence of a class’ student body on students’ individual achievement scores has been a popular research interest for many years. Yet, few studies have focussed on the effects of class composition on students’ non-achievement outcomes, and up to now, hardly any attempts have been made to summarize the findings of previous studies on this topic by conducting a literature review. The current study tries to fill in this gap and focuses on the effects of class composition in secondary education in terms of ability and gender on students’ school well-being and academic self-concept. The results of this literature review indicate that ability grouping is beneficial for strong students’ school well-being, but rather detrimental for the school well-being of weak students. The reverse holds for students’ academic self-concept. Furthermore, our results show that single-sex classes are advantageous for girls’ school well-being and academic self-concept. As for boys, the results are inconclusive. 相似文献
14.
Helen Saddler 《Journal of Research in Special Educational Needs》2014,14(3):145-152
As a result of their high contact time with children, particularly children identified with special educational needs, it is widely acknowledged that teaching assistants (TAs) have great influence on pupils' education (Balshaw). However, recent research into the impact of TAs on pupils' learning has questioned TAs' usefulness in improving pupils' learning (Blatchford, Bassett and Brown; Higgins). This paper argues that TAs' influence on pupils' education has not yet been researched effectively. Previous research has primarily focused on determining TAs' influence on pupils' achievement in terms of academic outcomes and has neglected to explore social outcomes. Two interconnected literature bases are reviewed in this paper; the current research exploring TAs' role and influence on pupils' learning is first explored, followed by a critical discussion of the literature regarding the process of social inclusion in mainstream primary schools. This paper concludes that for TAs' influence on pupils' learning to be effectively researched, TAs' influence on the process of social inclusion must be researched within mainstream primary schools. 相似文献
15.
I analyse what exactly is being addressed when the notion of ‘literacy inequalities’ is cited in the context of international policy with regard to education in general and literacy in particular. Whilst literacy statistics are used as indicators of social inequality and as a basis for policy in improving rights, educational attainment, etc., I question to what extent literacy levels (or various accounts of ‘lack of literacy’) can be taken as offering a valid account of ‘inequality’ in the larger international context. Recent work on literacy from an ethnographic perspective has questioned the international categorisation of a single uniform thing called ‘literacy’, from which consequences can be drawn and has instead focused on local meanings and cultural variations in what counts. In particular I take issue with arguments rooted in economic generalisation on the one hand, by such authors as Amartya Sen, and on the other in moral universalism, in the work of such authors as Nussbaum. 相似文献
16.
Two studies on the role of video on vocabulary learning were conducted in kindergarten classrooms with substantial numbers of children from low-income and Dual Language Learning (DLL) backgrounds. In the first study (n = 78), the effect of video viewing was compared with the effect of book reading on vocabulary learning. In the second study (n = 89), the effect of repeated viewing of video was compared with the effect of single viewing of video on vocabulary learning. Pre-test and post-test receptive and expressive vocabulary measures, which were aligned with the content in the studies, were administered. Analysis of Variance was used to test the effect of condition (i.e., video viewing versus book reading and single versus repeated reading) on children’s word knowledge. Results showed no difference in vocabulary learning between the video viewing and book reading conditions. Findings showed that there was no difference in vocabulary learning between children in the single and repeated viewing condition on the receptive measure, but children in the repeated viewing condition showed higher gains in vocabulary on the expressive measure. No differences were found in either study between children with higher and lower vocabulary knowledge. 相似文献
17.
Studies suggest that people who cheat on a test overestimate their performance on future tests. Given that erroneous monitoring of one's own cognitive processes impairs learning and memory, this study investigated whether cheating on a test would harm monitoring accuracy on future tests. Participants had the incentive and opportunity to cheat on one (Experiments 1, 2, and 3, with N = 90, 88, and 102, respectively) or two (Experiment 4, N = 214) of four general-knowledge tests. Cheating produced overconfidence in global-level performance predictions in Experiment 2 (Cohen's d ≥ 0.35) but not in Experiments 1 or 4. Also, cheating did not affect the absolute or relative accuracy of item-level performance predictions in Experiments 3 or 4. A Bayesian meta-analysis of all experiments provided evidence against cheating-induced overconfidence in global- and item-level predictions. Overall, our results demonstrate that people who cheat on tests accurately predict their performance on future tests. 相似文献
18.
The research examines the effects of a bilingual pedagogical program (French/Tahitian) on the acquisition of oral and written French as well as the Tahitian language itself in primary schools in French Polynesia. 125 children divided into an experimental group (partially schooled in Tahitian for 300 min per week) and a control group (schooled in French) were followed from the second year of kindergarten to Grade 1 and tested on Tahitian and French language competence. The results show that the program appears to have a positive impact on Tahitian proficiency, without any negative effect on learning of French (oral and reading). 相似文献
19.
Akira Arimoto 《Asia Pacific Education Review》2009,10(1):29-46
This article deals with the various problems related to the given title from four sections. Section “Social function of the
academic research enterprise (ARE)” focuses on three problems: Framework of the research on the ARE; Functions of the graduate
school in the ARE; and Centers of learning and Japanese ARE. Section “Structure of ARE” discusses two problems: Structure
of social stratification and the structure of ARE in the policy framework for the current ARE. Section “Social condition
of ARE” argues over three problems: Social condition of the ARE; The effects of change of national policy on the ARE; and
National government policy for the ARE in the postwar period. Section “The impacts of the national government policies on
ARE” treats three problems: Trend of the recent national government policy on the ARE; Some unintended effects of the policies;
and Discussion of proposals for reform. These discussions lead to concluding remarks. 相似文献
20.
William L. Randall 《Interchange》2007,38(4):367-389
In this paper I propose that interest in narrative within the human sciences is comparable to interest in chaos within the natural sciences. In their respective ways, theories on narrative and theories on chaos are aimed at appreciating
the dynamics of complex, multi-dimensional systems which otherwise resist our attempts to predict, measure, and control them.
Drawing on my research and teaching in gerontology, I consider the storied uniqueness (or novelty) and narrative complexity of lives-in-time on three main levels: the individual, the interpersonal, and the institutional-cultural. 相似文献