教学的价值自觉     

徐继存 《课程.教材.教法》2018,(12):73-79

教师不是任何教学价值的附属物,不是既定教学价值的分享者和发现者,而应是教学价值的创造者和实现者。当前,教学的价值自发主要表现为教学的价值游移、价值错位和价值虚无。多元教学价值的时代,教师需要明确教学的价值立场、增强教学价值的自信、积极推动教学的价值创造,从而铸造自己的人格,形成自由的个性,将教学提升到崇高的道德水准上,展现教师应有的德性之光。  相似文献   

积极阅读价值观相关问题的探析     

武彬  黄杰 《高校图书馆工作》2018,(1):13-15

积极阅读价值观对于形成健康科学的阅读行为和保持文化自觉、文化自信有着重要意义。文章通过分析积极阅读价值观的相关理论和阅读价值观存在的问题,探讨制约积极阅读价值观形成的因素,提出培养积极阅读价值观的路径,以期对积极阅读价值观的建构机制进行深入研究。  相似文献   

Reinventing the public value of libraries     

Nick Field 《Public Library Quarterly》2018,37(2):113-126

ABSTRACT

Libraries worldwide have had to re-think their purpose and adapt to changing community needs and expectations. They are no longer simply repositories for old books. Rather, they are vital components of a community’s social and economic infrastructure that connects communities and fosters creativity and innovation. This paper explores the changing role of libraries—and public value organizations more broadly—in creating positive social, economic, and environmental outcomes for individuals and communities.  相似文献   

当前科学教育几种主要价值取向评析   总被引：1，自引：0，他引：1  

LIU Ke-wen 《教育理论与实践》2007,(15)

20世纪中叶以来,科学技术的迅猛发展,引起了人们社会生活各个方面的极大变革。这种变革对中小学科学教育观念产生了极大的影响,进而导致科学教育的价值取向也随之发生了变化,概括起来目前主要有四种科学教育价值取向,即培养"英才"的科学教育价值取向、人本主义科学教育价值取向、STS教育价值取向和培养学生科学素养的价值取向。  相似文献   

利用布尔方法对馆员知识自律影响知识共享定性比较     

刘小锋 《现代情报》2016,36(5):52-56

馆员知识自律模式体现了馆员知识转移行动并把自身最有利的知识应用到工作中,使复杂的知识从内化到外化得以知识共享。根据馆员自律特征,采用布尔代数方法,对表示馆员条件进行布尔代数定性比较。分析馆员知识自律特征结构以及和知识转移、知识共享关系。揭示馆员知识自律特征和知识转移和共享管理之间的联系,为馆员提供支持知识转移合适条件。  相似文献   

从优选论视角看非英语专业大学生汉英句子翻译错误现象     

尚光琴 《海外英语》2014,(11)

受母语汉语的影响，中国学习者在学习英语的过程中常常会产生负迁移现象。该研究调查了贵州师范学院非英语专业大学生汉英句子翻译的错误现象，并从优选论视角分析了错误翻译的成因。该研究对于大学英语翻译教学来说有很大的参考价值，同时有助于中国英语学习者了解汉英两种语言的异同，寻找汉英句子翻译的规律，以便在翻译中更好地传达句子意思，从而达到有效的沟通和交流。  相似文献   

中国漆艺的发展脉络及其价值     

颜路明 《闽江学院学报》2014,(3):107-110

中国漆艺历史悠久，源远流长，是世界漆艺的源头，对世界漆艺产生了深远的影响。她有着“气韵生动的线”、“精彩绝艳的色”，是“宇宙生命的象征”和“上古东方的现代派绘画”；有着极强的防水、防蛀、防腐和装饰的实用价值。她品类繁多、用途广泛，具有极高的收藏价值。  相似文献   

回顾与前瞻:用社会主义核心价值体系引领社会思潮的有效途径     

石秀杰  董慧  齐凤 《河北师范大学学报(哲学社会科学版)》2011,34(6)

自党的十七大提出积极探索用社会主义核心价值体系引领社会思潮的有效途径以来,学术界对此给予了极大的关注,并围绕着提出的必要性、有效途径和制度保障三个部分进行了广泛的研究,取得了丰硕的成果。但还存在着如:基础研究薄弱、宣传解读性成果较多;不同理论观点缺乏碰撞与争鸣等,这些问题还有待于进一步深化和拓展。  相似文献   

The Metamorphosis of Industrial Designers from Novices to Experts     

Ju‐Joan Wong  Po‐Yu Chen  Chun‐Di Chen 《The International Journal of Art & Design Education》2016,35(1):140-153

Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers.  相似文献   

Exploring an intervention’s impact on everyday school activities     

Marianne Björn  Idor Svensson 《Support for Learning》2021,36(1):5-19

The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students.  相似文献