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林碧英 《福建师大福清分校学报》2003,(Z1):106-110
方案教学是瑞吉欧幼儿教育的重要特色.瑞吉欧的可贵之处在于它将幼教观念和行为完美地统合在一起.通过符号表征系统促进儿童的成长是瑞吉欧的教育理念之一,其旨在鼓励儿童运用各种可作表达的、交流的和认知的语言去探索环境和表达自我. 相似文献
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田东奎 《五邑大学学报(社会科学版)》2001,3(2):15-18
党和国家第三代领导集体提出的“依法治国建设社会主义法制国家”的思想,已经得到我国宪法的确认,具有划时代的意义,依法治国,建设现代法治国家,需要明确区分法律和权利的主从关系,需要从自然法律高于权利的进步理念出发,深刻认识法律至上的思想依据、科学内涵和维护法律至上权威的必要性。 相似文献
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Cedric Goossens Angelo Van Gorp 《Paedagogica Historica: International Journal of the History of Education》2016,52(5):467-484
AbstractSince the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been characterised not only by a growing ethnic diversity but also by a renewed interest in progressive educational initiatives. Drawing on oral history with key figures in the local educational field and research in school archives, this article indicates that progressive initiatives in the last few decades have indeed emerged as an answer to migration patterns. But whereas initial initiatives in the 1980s arose from an endeavour to cater for the migrant child, some recent initiatives arose from an attempt to exclude the same child. 相似文献
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In the history of education it is rather common to distinguish two opposing ideas of childhood: the romantic image of the innocent child on the one hand and the image of the evil child that has to be rescued on the other. According to historiography at the beginning of the twentieth century this dichotomy has gained a particular shape in German pedagogy: the exponents of Progressive Education recover the child and founded their pedagogy on trust in its good nature. Their agenda tries to overcome the prevailing Herbartian pedagogy. Those “conservative” educators stress the importance of the technological aspects of education. They are said to have no explicit understanding of the child as they would regard it only as the negative counterpart to an education that aims to overcome its nature. This article claims to prove that such a simple dichotomy is not sufficient to describe the complex image of the child in the German pedagogical debates at the turn of the nineteenth to twentieth century. For this purpose the article concentrates on the first volumes of the “Zeitschrift für Kinderforschung” (Journal of Child Studies) that was founded in 1896. The ideology of the main editors of the journal is attributed to Herbartianism. In the “Zeitschrift für Kinderforschung” those Herbartians aim to bring together pedagogy with child studies as well as with medicine and psychiatry. Moral education is an important topic within the journal’s discussion but the child is usually not morally judged itself and therefore regarded neither as evil nor as good. Instead the knowledge of natural research and child studies is adapted to learn about the nature of the child and its development. According to the journal’s authors the results of child studies form a crucial background for professional education in general. Later on, those children that do not develop as scientifically expected can be declared the object of special pedagogical care. Should the deviating development be classified as pathological, this “treatment” will be inspired by medicine and psychiatry. Thus the religious or ethical categories of “good” and “evil” are partly replaced by scientific ones such as “normal” or “pathological”. Nevertheless pedagogical theorising remains highly moral in its goals – and setting these goals is regarded as the duty of adults. Although the child is understood as an active being, the educational authority has to be borne by the grown‐up generation. Altogether the educational programme of the “Zeitschrift für Kinderforschung” conforms to the attitude of the Wilhelminian era. In contrast to most of the “progressive” movements, the ideas are not utopian – they aim neither for a republican society nor for the improvement of the German race as the basis for a new nation. The editors explicitly neglect the notion of a child as a political subject with its own rights. Later they remain highly sceptical about the character of human nature itself and do not believe that a new society can be built only upon the faith in it. Nevertheless some of the key authors are regarded as representatives of Progressive Education today – for example Karl Wilker, who acted as an editor of the journal and was also engaged in the New Education Fellowship later on. Also the journal authors’ claims for a renewal of education resemble those of the “progressive” movements: They also call for a turn to the child as the basis of pedagogy. These findings lead to the result that a history of childhood and education may not start out from a distinction between a child‐centred progressive education on the one hand and a conservative education on the other. Phrases like “the child” or “child‐centred” are to be found in very different pedagogies and hence are not sufficient to characterise a particular educational programme. In fact a great number of very different pedagogues recovered “the child” at the turn of the nineteenth to twentieth century and founded their model on this idea. In consequence “the child” turns out to be more like a metaphor. This insight does not mean that “the child” was an empty and useless phrase for historiography. On the contrary: as a medium of education it may help to gain a deeper understanding of the contrasts and similarities between different pedagogical approaches – regardless of whether they turn out to be more “progressive” or “conservative”. Therefore it is necessary to analyse in which contexts within the pedagogical discourse “the child” arises and which special functions it is meant to contain. 相似文献
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《British Journal of Educational Studies》2012,60(2):115-127
Abstract This article argues that Rousseau's endorsement of male domination and his illiberal views of rape, punishment and the education of women have been seriously underestimated by twentieth century commentators who tend to produce expositions of his work that evade, ignore or marginalise this ‘darker side’ of his educational philosophy. 相似文献
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Using data generated by progressive nucleation mechanism on the cumulative fraction of citations of individual papers published successively by a hypothetical author, an expression for the time dependence of the cumulative number Lsum(t) of citations of progressively published papers is proposed. It was found that, for all nonzero values of constant publication rate ΔN, the cumulative citations Lsum(t) of the cumulative N papers published by an author in his/her entire publication career spanning over T years may be represented in distinct regions: (1) in the region 0 < t < Θ0 (where Θ0 ≈ T/3), Lsum(t) slowly increases proportionally to the square of the citation time t, and (2) in the region t > Θ0, Lsum(t) approaches a constant Lsum(max) at T. In the former region, the time dependence of Lsum(t) of an author is associated with three parameters, viz. the citability parameter λ0, the publication rate ΔN and his/her publication career t. Based on the predicted dependence of Lsum(t) on t, a useful scientometric age-independent measure, defined as citation acceleration a = Lsum(t)/t2, is suggested to analyze and compare the scientific activities of different authors. Confrontation of the time dependence of cumulative number Lsum(t) of citations of papers with the theoretical equation reveals one or more citation periods during the publication careers of different authors. 相似文献
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文章介绍了基于工作过程的“循环式”课程开发方法及其开发流程,即在一轮课程开发之后进行教学试验和再开发,同时提出了一种情境化教材框架结构以及与之相适应的“八步递进”教学法。 相似文献
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通过对18名在读大学生进行五周递增负荷的运动训练,进一步探讨了运动与血红蛋白之间的关系;并分析讨论了谷氨酰胺运动补剂对运动中血红蛋白含量的影响及其作用机制。结果提示人们,无论是运动健身还是运动竞技,在科学安排运动量的同时还要做好合理的营养补充。 相似文献