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Nuria Vilà 《Cultura y Educación》2013,25(5):81-104
La lengua escrita ha sido una de las grandes olvidadas de las diversas propuestas curriculares de la educación española. Restringida en la mayoría de los casos por el estrecho corsé de las «redacciones», los ejercicios y los exámenes escritos, no es de extrañar que la lengua escrita sea considerada por el alumno como una tarea tediosa y que no tiene nada que ver con su vida de todos los días fuera de la escuela. En este artículo, cuya primera parte ha sido publicada en el n.o 3/4, se levanta una voz contra ese estado de cosas, y tras una caracterización de los diversos tipos de producciones escritas con que el alumno se enfrenta sin saberlo todos los días, se proponen vías de utilización didáctica no sólo en clase de lengua, sino en las restantes áreas del curriculum. 相似文献
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RESUMENSe describe un programa correctivo destinado a niños con un índice elevado de errores en la unión y separación de las palabras escritas, partiendo de la idea de que cuando esto ocurre es porque el niño no tiene claro el concepto de palabra como unidad. Por ello el procedimiento insiste en que cada niño, a nivel individual, visualice y discrimine auditivamente cada palabra aislada de las otras. El programa consta de ocho pasos, con un índice de dificultad creciente y acumulativo. 相似文献
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Franklin Parker William W. Brickman Tadeusz J. Wiloch Enno Schmitz Otto Roloff John Raven Eric Hoyle Gerd Doerry Walter Hahn Hans Weiler Richard Cummings A. G. Hearnden Gerd Iben E. K. Townsend Coles A. Harry Passow Françoise Bacher Alexandre Vexliard Thành Lê Khôi Doris Elbers Brigitte Beer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):469-504
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Marc Clarà 《教育心理学家》2017,52(1):50-62
Although current interpretations of Vygotsky's theory largely assume that instruction pushes development, the issue of how this occurs has yet to be clarified. For example, the notion of “zone of proximal development” has aroused strong disagreement, and the common conceptualization of the notion of “nonspontaneous concept” has been widely recognized as unsatisfactory. This article proposes a new interpretation of Vygotsky's theory of cultural development, closely based on Vygotsky's writings, that clarifies why and how instruction pushes development and resignifies the notions of zone of proximal development and nonspontaneous concept. The article introduces important nuances into the widely held interpretations of Vygotsky's theory and discusses some of the implications of these nuances for research and practice in educational psychology. 相似文献
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CONTEXTUAL PREDICTORS OF SELF‐DETERMINED ACTIONS IN STUDENTS WITH AND WITHOUT INTELLECTUAL DISABILITY 
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下载免费PDF全文 Cristina Mumbardó‐Adam Karrie A. Shogren Joan Guàrdia‐olmos Climent Giné 《Psychology in the schools》2017,54(2):183-195
Research in the field of intellectual disability suggests that promotion of self‐determination triggers positive transition outcomes for youth with intellectual disability. This article examines the contributions of personal and environmental variables in predicting self‐determined action in students with and without intellectual disability. The Spanish pilot versions of the Self‐Determination Inventory and the AIR Self‐Determination Scale were administered to 114 youth with and without intellectual disability. Personal and environmental variables were treated as predictor variables for analytic purposes. The results indicate the relevance of environmental variables in predicting both self‐reported capacity for self‐determination and the essential characteristics of self‐determined action. Particularly, age and opportunities at school and at home to engage in self‐determined action played a significant role. The practical implications of these findings and suggestions for future research are discussed. 相似文献
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This study aimed to gather the opinions of editors of Library and Information Science journals indexed in Scopus and the Web of Knowledge regarding the current situation and their forecasts on open access, peer review procedures, functionalities, and specialization. The response rate was 23%, and some noteworthy conclusions can be drawn according to editors' opinions: Within 5–10 years, the main business model for journal publishing will be open access. Institutional support is the preferred source of financing. The review process requires less than 2 months, and the main problems are low quality of texts and finding reviewers. Functionalities such as mobile versions of the journals, social media, data policy, and altmetrics have yet to be exploited; interdisciplinarity will increase the presence of these functionalities in journals, especially through the influence of the related areas of Communication, Management, and Computer Science. Finally, the area that will see the most changes is the management of research data. 相似文献
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Marc Clarà 《学习科学杂志》2019,28(3):302-336
In recent decades, important advances have been made in understanding how discursive symmetry can be achieved in whole-class dialogue. However, very little is known about how this dialogue may progress in the sense of critically linking ideas in coherent lines of collective inquiry. This article investigates this issue by analyzing 4 consecutive sessions of a science class with children ages 8 to 10 and identifies a social mechanism that can explain the emergence of progressiveness in collective inquiry. The identified mechanism consists of a series of iterations of the sequence (Direction) → Inference ? Observation ? Consensus → Fixation. This sequence enables the transition from local to collective agency and meaning. Direction creates a gap in a semantic structure, leading to the local formation of an inference. This inference then escalates through observation and consensus before finally being fixed through the creation of an artifact that reifies it as a collective meaning. Based on this collective meaning, a new direction leads to a new local inference, and the cycle begins again. 相似文献
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Marc Clarà Nick Kelly Teresa Mauri P. A. Danaher 《Asia-Pacific Journal of Teacher Education》2017,45(1):86-98
This paper explores the possibility that virtual communities of teachers with large numbers of members (referred to as massive communities of teachers) can offer support to novice teachers by means of collaborative reflection. The paper examines and conceptualises some problems found in professional massive communities and proposes that massification can dilute what some authors have called social presence or engagement. It is argued that this dilution, among other problems, very much hinders collaborative reflection among members of the community. Collaborative reflection is argued to be a crucial part of the support that novice teachers need in their first years in the profession. Therefore, a challenge is envisioned for massive communities of teachers to avoid the dilution of social presence or engagement. The authors argue that this dilution can be overcome by the use of multiple layers within a platform, referred to as fractal design. 相似文献