何谓与何为——关于北京师范大学转型的初步研究   总被引：6，自引：0，他引：6  

檀传宝 《教师教育研究》2003,15(6):1-7

“十五”期间北京师范大学的战略任务是“实现向以教师教育、教育科学和文理基础学科为主要特色的综合性研究型大学的历史转型”。在教师教育方面,转型的主要任务是将教师培养的重心上移至“学士后”教师教育,并真正实现教师教育与各本科专业教育的“剥离”或教师教育的“教育学院化”。在人才培养上,应当确立“精品本科”的教育理念并形成研究生培养为主的办学格局,高度重视本科和研究生教育质量的提高。为了顺利实现历史转型,学校还必须高度重视学科发展和队伍建设的统一规划,大力推进学校内部管理体制的改革。  相似文献   

合作学习中积极互赖的实验研究     

刘吉林  王坦 《教育学报》2005,1(6):65-68,81

以初中二年级学生为被试,采用2×2二因素被试间完全随机设计,探讨在合作学习条件下,奖赏互赖和方法互赖对学生不同加工水平的认知结果的影响。结果表明,外部奖赏并不是合作学习所必需的;方法互赖和奖赏互赖的作用是不相加的;具有积极角色互赖和任务互赖的原稿合作互学是一种有效的合作学习方式,尤其对需要深加工的学习任务而言。  相似文献   

日本"JET计划"简介   总被引：3，自引：0，他引：3  

谭建川 《比较教育研究》2003,24(2):61-64

“JET”计划是“日本教学交流计划”的简称,它是日本政府为充实外语教学,增进日本与外国的相互理解而开展的计划,该计划至今已经实施了15年,在增进国际交流、外语教育改革方面起到了积极的作用。  相似文献   

关于满足Lnertia—controlling方法所要求的初始可行点的求解方法及理论分析     

Liu Xuesheng  Tan Ying 《大连大学学报》1994,(4)

二次规划的惯性控制算法要求初始可行点的工作集相应的既约海赛阵正定,为此,计算时常需要添加若干人工约束,而添加的人工约束过多必然影响计算效率。本讨论了使添加的人工约束个数是最少的策略。  相似文献   

当前中国教育法学研究中的若干理论问题探讨   总被引：4，自引：0，他引：4  

谭晓玉 《教育研究》2004,(3)

我国20多年来开展的教育法学研究,从过于偏向对教育立法成果的研究而轻视对教育法制现实问题的探讨,到深入教育教学活动中的实际问题重视教育主体权力的研究,使教育法学研究从本体论和方法论诸方面提出了进行整体思考的价值取向问题。教育法学是“行为法学”。教育法律规范从产生到实现的全过程,实质上是教育价值法律化与教育法律价值化的转化过程。对教育法律效果进行研究和探讨,既是教育法理论研究的需要,也是教育法制实践的呼唤。当前,对教育法学研究应持的取向是:既要研究“文本中的教育法”,也要研究“行动中的教育法”,这一研究价值取向的转变,是教育法学理论研究之必需,也是中国教育法制实践的呼唤。  相似文献   

试论高等职业教育实践教学体系与理论教学体系   总被引：19，自引：0，他引：19  

朱方来  谭属春 《中国职业技术教育》2006,(10):40-42

本文从高等职业教育实践教学体系和理论教学体系的内涵、作用出发，阐明了高等职业教育实践教学体系和理论教学体系的关系。并用实例予以说明。  相似文献   

Exploring Learners’ Conceptual Resources: Singapore A Level Students’ Explanations in the Topic of Ionisation Energy   总被引：1，自引：0，他引：1  

Keith S. Taber  Kim Chwee Daniel Tan 《International Journal of Science and Mathematics Education》2007,5(3):375-392

This paper describes findings from a study to explore Singapore A-level (Grades 11 and 12, 16–19 yr old) students' understanding of ionisation energy, an abstract and complex topic that is featured in school chemistry courses. Previous research had reported that students in the United Kingdom commonly use alternative notions based on the perceived stability of full shells and the ‘sharing out’ of nuclear force, but that such ideas tend to be applied inconsistently. This paper describes results from the administration of a two-tier multiple-choice instrument, the ionisation energy diagnostic instrument, to find (1) whether A-level students in Singapore have similar ways of thinking about the factors influencing ionisation energy as reported from their A-level counterparts in the UK; and (2) how Singapore A-level students explain the trend of ionisation energy across different elements in Period 3. The results indicate that students in Singapore use the same alternative ideas as those in the UK, and also a related alternative notion. The study also demonstrates considerable inconsistency in the way students responded to related items. The potential significance of the findings to student understanding of complex topics across the sciences is considered.  相似文献   

An interview study of why parents conduct intensive ABA home training for their child with autism spectrum disorder. An analysis from the lens of the dialectical disability model     

Esther Ravn Andersen  Louise Bøttcher 《欧洲特需教育杂志》2017,32(2):270-286

The number of parents undertaking an intensive home training programme of children with disabilities (e.g. Applied Behavioural Analysis) has increased. It reveals a paradox in current disability research and policies. On the one hand, policies in general are aimed at inclusion through movement of social barriers for participation, grounded in the social model of disability. On the other hand, intensive home training is based on the aim of rehabilitation through intensive training of individual cognitive and social skills, an approach grounded in a bio-medical model. Intensive home training programmes are supported by political legislation that enables parents to partake the training and hire the necessary helpers. How is this paradox viewed from the perspective of the parents? From the departure of the dialectical model of disability – and its central concepts of developmental incongruence, developmental time and social agency – two mothers practising home training with their children with autism disorder were interviewed about their motives for home training and subsequent experience with their child. Results showed that the motive to home training was to create a local congruence that allowed the child to thrive. Intensive home training also restored the mothers’ sense of agency vis-à-vis their child’s development. However, home training might not abolish the need for adaptations of the child’s social practices outside the family. It is discussed how societal support to home training risks to hinder higher order reorganisation of developmental opportunities that are necessary to actualise policy statements of inclusion.  相似文献   

惠安崇武大岞村落文化特色的开掘及保护     

陈连锦  谭斌  周仕平 《黎明职业大学学报》2007,(2):15-20

挖掘大昨村落文化特色，开辟乡村旅游市场可以推动大昨社会经济的发展。大昨村的自然生态、宗族意识、宗教信仰、民俗风情等具有明显的海洋文化特色，大昨村落文化特色的生成是与其历史积淀、地理条件息息相关的。在乡村游日益受到重视的今天，大昨村要进一步保护历史文化资源，开发文化特色品牌，从而凭借内在的文化优势走出一条体现地方特色的现代化道路。  相似文献   

Educating science teachers in the twenty-first century: implications for pre-service teacher education     

Aik-Ling Tan  Peter Peng Foo Lee  Yin Hong Cheah 《Asia Pacific Journal of Education》2017,37(4):453-471

Abstract

This study examines the verbal interactions among a group of pre-service teachers as they engaged in scientific discussions in a medicinal chemistry course. These discussions were part of the course that encompassed an explicit instruction of scientific argumentation structures as well as an applied component, whereby the pre-service teachers learned the content of medicinal chemistry through cases developed using the strategy of competing theories. By adopting a case study approach using sociocultural framework of learning, we examined the interactions between the pre-service teachers using video data. We describe 12 possible forms of interactions during discussions – (1) seeking clarification, (2) figuring out loud, (3) sharing information, (4) agreement, (5) asking questions, (6) providing explanations, (7) raising strategic and procedural issues, (8) stating claims, (9) disagreement, (10) sharing perspectives, (11) offering alternatives, and (12) persuasion. The pre-service teachers engaged in figuring out aloud and seeking clarifications frequently, and used persuasion least in their discussions. To clarify their ideas and thoughts, pre-service teachers commonly rebut their counterparts and used warrants to support their own assertions. A similar pattern was also observed when figuring their thoughts out loud. Our findings suggest that pre-service teachers were able to carry out rebuttals in the argumentation process. However, the quality and function of their rebuttals can be improved by deepening their understanding of the subject matter knowledge and the science argumentation structure. Implications are discussed.  相似文献