“重建知识概念”辨   总被引：1，自引：3，他引：1  

刘硕 《教育学报》2006,2(1):48-53

在我国基础教育课程改革中,提出“知识概念重建”是站不住脚的,必须坚持能动反映论的正确知识概念;建构主义不能作为正确知识概念的理论基础;用“重建”的“新”知识概念指导课程改革必将产生灾难性后果;在“革命”中进行的“概念重建”违反科学认识的规律;“知识概念重建”不是“理论创新”。  相似文献   

大学英语视听说课教学及测试方法探析   总被引：3，自引：0，他引：3  

张雪梅 《煤炭高等教育》2005,23(3):103-104

长期以来从课程教学到测试，“听”都是一手遮天．视与说本不应该得被弱化了。在英语运用能力倍受重视的今天，结合教育部新出台的英语四、六级改革方案，探讨视听说课程教学和测试中视听说三者的有机结合和统筹兼顾，无论对课程的建设还是学生英语技能的培养都具有现实意义。  相似文献   

An Exploratory Study of the Supervision of Ph.D./Research Students’ Theses     

Tricia Vilkinas 《Innovative Higher Education》2008,32(5):297-311

Twenty-five faculty members were interviewed to determine how they supervised their Ph.D. students’ thesis preparation. A content analysis of the interview data indicated that the majority of them were task-focused. They supported their students intellectually, emotionally, and structurally. Some academics considered their students as colleagues, and a few developed research teams. Watching the students grow and develop and doing research with them as colleagues were the most enjoyable aspects of the supervision process. The integrated competing values framework (ICVF) was used to illustrate how most of the study participants were task-focused and were not able to deliver paradoxical roles; nor were they able to reflect on their supervisory capabilities and learn from those reflections.

Tricia VilkinasEmail:

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Tricia Vilkinas   was awarded the B.Sc., B. Comm., Dip Psych., and M. Psych from the University of Queensland Australia; and she holds her Ph.D. from the University of Newcastle, New South Wales, Australia She is the Foundation Professor of Management at the University of South Australia. Her research interests are focused on leadership and its application in a range of settings. She can be contacted at patricia.vilkinas@unisa.edu.au.  相似文献   

电子教学档案袋:教师反思成长的好帮手     

王准 《湖南科技学院学报》2006,27(10):209-211

教学档案袋（Portfolio）是当前国际教育界的讨论热点，电子教学档案袋（E-teaching Portfolio）是数字化的教学档案袋。本文着重介绍了电子教学档案袋的特点、主要内容、表现形式、制作、管理、评价及其对教师成长的作用，指出电子教学档案袋可以作为敦师反思成长的帮手，帮助青年教师快速成长，成为名师，走教师专业化发展之路，以期为教师成长提供借鉴。  相似文献   

中国古代城市的"物象"文化     

太丽琼 《保山师专学报》2005,24(1):48-51

城市是文化的载体,中国古代城市具有丰富的文化内涵.通过列举几朝典型城市透视出"物象"文化在古代城市中的反映,从而认为独特的城市文化是城市的灵魂所在.  相似文献   

课程改革的理性反思   总被引：6，自引：0，他引：6  

深圳市南山区课程改革调研组  刘晓明  房超平 《课程.教材.教法》2006,(9)

在全国基础教育课程改革由点上开花到面上突破的实质推广阶段,作为国家级首批课程改革实验区,深圳市南山区对四年来新课程实施的情况进行了全面调研,形成了调研总报告和八个分报告。该区部分中小学领导对新课程实践进行了回顾与反思,直面新一轮基础教育课程改革的实践困惑,比较深入、系统地探讨了新课程创新的精神实质、观念与行为存在距离的原因、综合课程存在的问题、新课程实践中教师教育科研的对策以及新课程评价改革的出路等问题。  相似文献   

关于艺术歌曲及其在中国传播的美学思考   总被引：3，自引：0，他引：3  

黄腾鹏 《西北师大学报》2002,39(5):150-153

艺术歌曲作为一种起源于 19世纪初德奥的声乐体裁 ,有其独具的审美特征、形式结构特点和重情表现的音乐风格。由于具有浓郁的文人气质和“阳春白雪”的高雅情韵 ,在半个多世纪战乱的年月里 ,在建国后历次政治运动的冲击下 ,中国的艺术歌曲创作难以传播开来。而在新的时代条件下 ,对艺术歌曲及其在中国传播进行美学思考 ,则是势所必然。  相似文献   

关于惩治腐败、预防腐败的法治思考     

杨晓黎 《番禺职业技术学院学报》2005,4(4):15-18

无论是从依法治国的角度还是从加强国际反腐败合作的角度看,防治腐败和惩治腐败应该既要有法可依,更要有法必依.  相似文献   

Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology     

Pernilla Nilsson  Göran Karlsson 《International Journal of Science Education》2019,41(4):419-447

During the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organising teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-action during their practicum. Video annotations, alongside a written reflection of critical incidents in the student teachers’ teaching constituted data for analysis. Our findings suggest that the different tools enabled the student teachers to connect captured examples of teaching instances with theoretical issues, and in this way offered the ability to see as well as to analyse their teaching practice. As such, the CoRe, together with the video annotation tool, proved to be successful in scaffolding and structuring student teachers’ reflection-on-action, allowing them to connect their reflections to components of PCK and further to articulate connections between these components.  相似文献   

Inquiry into Children's Mathematical Thinking as a Means to Teacher Change   总被引：1，自引：0，他引：1  

Ruth M. Steinberg  Susan B. Empson  Thomas P. Carpenter 《Journal of Mathematics Teacher Education》2004,7(3):237-267

In the context of U.S. and world wide educational reforms that require teachers to understand and respond to student thinking about mathematics in new ways, ongoing learning from practice is a necessity. In this paper we report on this process for one teacher in one especially productive year of learning. This case study documents how Ms. Statz's engagement with children's thinking changed dramatically in a period of only a few months; observations and interviews several years later confirm she sustained this change. Our analysis focuses on the mathematical discussions she had with her students, and suggests this talk with children about their thinking in instruction served both as an index of change, and, in combination with other factors, as a mechanism for change. We identified four phases in Ms. Statz's growth toward practical inquiry, distinguished by her use of interactive talk with children. Motivating the evolution of phases were two sorts of mechanisms: scaffolded examination of her students' thinking; and asking and answering questions about individual students' thinking. Processes for generating and testing knowledge about children's thinking ultimately became integrated into Ms. Statz's instructional practices as she created opportunities for herself, and then students, to hear and respond to children's thinking.  相似文献