基于Google Maps API & Google Earth的港航地理实训系统开发     

方风平 《现代教育技术》2012,22(8):122-125

文章探讨高职类港口与和航运管理类专业港航地理实训系统开发。采用Google Maps API接口技术以及B/S程序架构,将Google Earth高清卫星图、船舶航行GPS数据、船公司船期数据等按照岗位工作要求开发港航地理实训系统。设计出港口信息查询、船期运营、GPS航线监控、常用航线标注、港口卫星图识别等实训模块,拓展了港口航运业人才培养学习空间,实现数字化教学。  相似文献   

“自我”还是“他者”？——从女性主义解读《大地》中阿兰形象     

熊小燕 《湖北广播电视大学学报》2012,(4):92-93

从女性主义视角分析赛珍珠最具代表性的小说《大地》的女主角阿兰,重新审视与阿兰相关的情节,解读阿兰这一人物所带有的女性意识。阿兰并非具有反抗男权制的意识,她并没有从沉默顺从走向觉醒成熟,她没有把自己看成主体,她丧失了自我意识,成为＂他者＂,她的一切行为都来自于将自己置于＂他者＂地位的意识,至死都未改变。  相似文献   

昭通作家群中的乡土小说特点初探——以夏天敏短篇小说《土里的鱼》为例     

冀楠 《昭通师范高等专科学校学报》2012,34(4):52-54

以夏天敏短篇小说《土里的鱼》为例,通过对昭通的地理特点和昭通作家群的乡土情结,探寻昭通作家群中的乡土小说特点。  相似文献   

试析皮利尼亚克小说《地母》中的多神教文化图景     

张美 《哈尔滨学院学报》2014,35(10):72-74

大地母亲是沟通俄罗斯多神教与东正教信仰的核心意象。而20世纪初期在多神教、巫术、东正教、工具理性等现象错综交织的文化图景中,大地母亲信仰呈现出精神性的失落。皮利尼亚克的中篇小说《地母》正是从这一民族文化视角切入,揭示出多神教思维与工具理性对民族精神诉求的侵蚀。  相似文献   

《大地》中赛珍珠对儒家思想的批判     

孙瑛瑛 《湖北第二师范学院学报》2013,(3):17-19

赛珍珠在其代表作《大地》中深刻揭露了儒家思想之糟粕,主要表现为儒家思想支配下的父权和夫权制度。《大地》中描写的杀婴的恶习剥夺了女性的生存权,裹脚的陋习剥夺了女性的行动自由权,包办婚姻和纳妾的习俗剥夺了女性追求幸福的权利。西方文化的影响和她父母的婚姻让她认识到父权制度下女性的悲惨命运,从而构成了她对儒家思想的批判之成因。我们惟有客观公正地看待儒家文化中的流弊与渣滓,认真地加以修正与改造,才能完成更高层次的超越。  相似文献   

Simulation games in science education‡     

George Marx 《International Journal of Science Education》2013,35(1):31-45

The astronomy concepts of 345 young people were studied over a 10‐year period using a multi‐media, multi‐modal methodology in a research design where survey participants were interviewed three times and control subjects were interviewed twice. The purpose of the research was to search for evidence to clarify competing theories on conceptual coherence versus knowledge‐in‐pieces, distinguishing between coherence as revealed in the representational systems at any particular stage in a young person’s development and the changes evident in mental growth thereafter. Thus five research questions concerned with the elements and structure of understanding were investigated: (1) conceptual coherence shown as patterns of high correlation of concept representations between the media used to assess subjects’ understanding within a survey, as well as (2) coherence revealed as consistency of representation of those concepts across media and modalities; (3) enhanced conceptual understanding and skill through repeated interviews across (longitudinal) surveys, as young people develop their knowledge; (4) cultural similarity in subjects’ representations of basic static concepts (e.g. the shape of the Earth); and (5) improved understanding of basic dynamic concepts (e.g. the motion of the Earth) and complex dynamic concepts (e.g. seasons and eclipses), through “knowledge‐skill compounding”. The research findings supported conceptual coherence and rejected the counter argument of knowledge‐in‐pieces (at an alpha level of .05). Further research is recommended to replicate current research in cultures other than those of China and New Zealand studied here to confirm the view that cognition and knowledge are inherently coherent in young people.  相似文献   

Essential Criteria to Characterize Constructivist Teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles     

Sandhya N. Baviskar  R. Todd Hartle  Tiffany Whitney 《International Journal of Science Education》2013,35(4):541-550

Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science education. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback, and reflection on learning. We then use the criteria we developed to evaluate five representative published articles that claim to describe and test constructivist teaching methods. Of these five articles, we demonstrate that three do not adhere to the constructivist criteria, whereas two provide strong examples of how constructivism can be employed as a teaching method. We suggest that application of the four essential criteria will be a useful tool for all professional educators who plan to implement or evaluate constructivist teaching methods.  相似文献   

Complexity of Secondary Scientific Data Sources and Students’ Argumentative Discourse     

Steven C. Kerlin  Scott P. McDonald  Gregory J. Kelly 《International Journal of Science Education》2013,35(9):1207-1225

This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these differences, we conducted a review of frameworks for argumentation analysis, and through adaptation to the research foci of this study, developed a new analytic approach. Applying this approach to student classroom discourse revealed the affordances and constraints of both the complex USGS datasets and the filtered textbook data sources. The challenges of teaching with complex data are presented.  相似文献   

Big Ideas: A review of astronomy education research 1974–2008     

Anthony Lelliott  Marissa Rollnick 《International Journal of Science Education》2013,35(13):1771-1799

This paper reviews astronomy education research carried out among school students, teachers, and museum visitors over a 35‐year period from 1974 until 2008. One hundred and three peer‐reviewed journal articles were examined, the majority of whose research dealt with conceptions of astronomical phenomena with 40% investigating intervention activities. We used a conceptual framework of “big ideas” in astronomy, five of which accounted for over 80% of the studies: conceptions of the Earth, gravity, the day–night cycle, the seasons, and the Earth–Sun–Moon system. Most of the remaining studies were of stars, the solar system, and the concepts of size and distance. The findings of the review have implications for the future teaching of, and research in, the discipline. Conceptions of the Earth and the day–night cycle are relatively well‐understood, especially by older students, while the Moon phases, the seasons, and gravity are concepts that most people find difficult both to understand and explain. Thoroughly planned interventions are likely to be the most effective way of implementing conceptual change, and such studies have been well‐researched in the past 15 years. Much of this recent research has worked with constructivist theories resulting in methodological and theoretical insights of value to researchers and practitioners in the field. It is recommended that future research should work across the disciplinary boundaries of astronomy education at school and teacher education levels, and aim to disseminate findings more effectively within the education systems.  相似文献   

基于《地球宪章》的可持续发展教育价值观研究     

王坤  房文红 《学科教育》2013,(4):55-60

2005年,联合国教科文组织正式颁布了《可持续发展教育十年国际实施计划》,并明确指出：“‘可持续发展教育十年’的总体目标是,把可持续发展的原则、价值观、具体实践贯穿到学习的各个方面,以改变人们的行动方式,创造出以环境保全,经济可行性以及社会公平为基础的更加可持续发展的未来”。什么是可持续发展的原则和价值观呢？这些原则和价值观是如何被倾注于教育的呢？《地球宪章》又在其中扮演一个怎样的角色呢？通过对《可持续发展教育十年国际实施计划》、《计划框架》以及《地球宪章》等重要文献的解读,试图描述《地球宪章》视野下的可持续发展的伦理框架,澄清可持续发展教育的价值目标,说明依据《地球宪章》的原则设计可持续发展教育的价值指标的合理性。  相似文献