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This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children’s learning environments. 相似文献
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晶态材料弛豫过程中模量的唯象描述的基本思想出发，同时考虑到近年来对非晶材料弛豫规律的种种研究，将传统的构造力学参数模型作为弛豫单元的作法与现在流行的双能级模型统一起来，对非晶材料弛豫过程中的杨氏模量进行了唯象处理，得到了与以往不同的弛豫规律. 相似文献
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Grounded in the theoretical approaches of experiential learning and inquiry‐based learning, adventure learning (AL) is a hybrid distance education approach that seeks to transform the experiences of students by having learners explore real‐world issues and pursue answers to their own questions in an authentic, anchor‐based environment. In this article we present a theoretical overview of AL, provide a brief summary of recently examined AL impacts in the classroom, and use a phenomenological lens to examine the experience of an educator/explorer who traveled by dogsled over 3000 miles across the Arctic to engage students and teachers from around the world in a truly authentic learning context. We conclude by offering recommendations for teachers who wish to embark on their own unique AL experiences with their students (without necessarily having to travel to the Arctic). 相似文献
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教育的实践哲学——现象学教育学理论建构的一个探索 总被引：2，自引：0，他引：2
当胡塞尔用"回到事情本身"和"生活世界"理论为现象学奠基的时候,它所蕴涵的"前概念的"追求已经开启了超越概念、走向实践的路向。在后续的现象学哲学家那里,这一路向被继续深刻地推进着。由此可以看到现象学走向实践哲学的学理联系和历史轨迹。从实践哲学视角探索现象学教育学的理论建构,其主要特点在于以意义为单元,以实践的思维方式为线索,把意义这个开放的、没有边界规定的单元组织在一起,形成其理论建构。这样一种理论建构,能够始终朝向事情本身的原初、直接、丰富和生动的样态,能够真实地参与教育本身,获得教育本身应有的效果,在实践中实现自身。 相似文献
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伍麟 《华中师范大学学报(人文社会科学版)》2007,46(4):135-140
心理学总是围绕着它的最基本问题即意识问题而展开。自然主义的知识社会学背景使得主流心理学家把意识看作是"自然的",意识存在等同于或类似于自然存在,受制于自然存在所服从的时空法则和因果关系。现象学认为,意识的重要性在于意识先于世界的"本体先在性"以及它的根本的指向性,即意向性。心理学不仅需要研究特定的意识经验的内容,还需要研究意识经验的动作以及在意义所指的活动中意识经验的本质特征。 相似文献
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马斯洛人本主义创造观是现象学创造力研究的延续。文章对马斯洛人本主义创造观的基本内容进行了梳理,并揭示其蕴含的现象学方法论,进而指出了马斯洛人本主义创造观在现象学创造力研究中的意义与价值。 相似文献
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《Journal of College Counseling》2017,20(2):99-112
College women's drinking rates are increasing, yet there is limited research on what is contributing to this phenomenon. In this study, the authors explored a fuller picture of how college women experience and perceive drinking situations. Qualitative data from 2 focus groups of high‐risk and low‐risk drinkers were analyzed with interpretative phenomenological analysis. Similarities and contrasts are discussed, implications for college counselors are highlighted, and areas for future research are recommended. 相似文献
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姬兴涛 《佳木斯教育学院学报》2011,(6):151+153-151,153
本文在追溯历史,探讨民族心理学产生的历史缘由和意义的基础上,从研究对象和方法、研究过程和研究的整体观方面分析了民族心理学中所蕴含的现象学思想,并认为由于民族心理学研究对象和方法的独特性,以及研究中对文化参量的重视,有助于克服传统科学心理学的许多弊端,为心理学家提供一种理解人类心理文化的新视角。 相似文献
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在认识何以可能问题的回答上,可以获得现象学与教育学结合的契合点。现象学解决这一问题的独特方式,提供了现象学与教育学结合的启示。在这里,现象学与教育学有着不同的面向,却遵循着同一个明见性的要求——直接的直观。打开括号里的知识,使它们引起学生直接、原初觉察的意识状态的获得,让人类文明向学生意识敞开,是现象学教育学可以探讨的选择。现象学教育学由此展开教育发生的维度,使学校、课堂、教与学的一切回到教育本身,还原其引起教育发生的真实形态。 相似文献