以校园媒体为平台加强大学生媒介素养教育   总被引：4，自引：0，他引：4  

朱方 《北京城市学院学报》2008,(6)

媒介素养是信息社会现代人必备的基本素质。本文提出以校园媒体为平台,组织大学生开展媒介实践和理论学习是加强大学生媒介素养教育的一个可行和有效的途径。笔者从树立媒介素养教育的意识,构建合理的媒体运作机制;将媒体实践与理论相结合,培养学生媒介素养;由点及面,多种形式辐射媒介素养教育等三方面对如何发挥校园媒体在大学生媒介素养教育中的作用提出了建议。  相似文献   

论信息环境下高校图书馆与大学生信息素质教育     

易星 《深圳信息职业技术学院学报》2005,(Z1)

信息环境下,信息素质是大学生必备的基本品质之一。本文对目前我国高校信息素质的现状进行了细致的分析,认为高校图书馆应积极参与和开展大学生信息素质教育,努力提高大学生的信息素质水平,并使图书馆成为大学生信息素质教育的重要基地。  相似文献   

Comparative learning in partnerships: control,competition or collaboration?     

Chie Takahashi 《Compare》2008,38(1):5-22

This paper examines the quality and development of relations between organisations and the ways in which these are informed by incidental learning experiences in two projects. The paper conceptualizes instances of inter‐organisational learning (IOL) applying theories such as principal‐agent, prisoners' dilemma and women's place in community development. The main results are (a) that IOL can be used to maintain and modify relations of control and dominance in partnership hierarchies; (b) that IOL serves as a spin‐off of horizontal relationships and can be increased or reduced in the competition between partners for resources and identity; and (c) that IOL at the community level, when delivering outsiders' intervention, can be promoted by involving local authorities and operating within the existing household hierarchy. The paper shows that the influential role of individuals, beyond organisational boundaries, becomes critical through social networks and the establishment of trust‐based relations and resistance to learning as consequences of personal conflict. However, structural constraints in the aid system, such as asymmetric access to resources, expertise, knowledge, status and networks, ultimately determine the quality of funding management schemes and the emergence of an environment that stimulates mutual individual learning, which in turn may lead to organisational learning and inter‐organisational learning.  相似文献   

Beacons of light,rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times   总被引：1，自引：0，他引：1  

Kathryn M. Hibbert  Rachel M. HeydonSharon J. Rich 《Teaching and Teacher Education》2008

This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy.  相似文献   

Co-constructors of data,co-constructors of meaning: Teacher professional development in an age of accountability     

Leyton M. Schnellert  Deborah L. ButlerStephanie K. Higginson 《Teaching and Teacher Education》2008

This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives.  相似文献   

Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes   总被引：5，自引：0，他引：5  

Annemarie H. Hindman  Carol M. Connor  Abigail M. Jewkes  Frederick J. Morrison 《Early childhood research quarterly》2008

Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood. One hundred and thirty children participating in a longitudinal investigation of literacy development were videotaped reading a storybook with a parent. Children were also videotaped in their 33 preschool classrooms during the instructional book-reading portion of the day. Readings were coded for adult and child contextualized and decontextualized language relating to both decoding and meaning-making skills, and relations between this talk and emergent literacy outcomes were analyzed. Results demonstrate that parents and teachers overwhelmingly focus their book-related talk on meaning-related rather than code-related information, and that the relations between outcomes and talk depend in part on children's initial levels of vocabulary skills. Implications for practice and research are discussed.  相似文献   

Assessment,and the literacy practices of trainee PCET teachers   总被引：1，自引：0，他引：1  

Jonathan Tummons 《International Journal of Educational Research》2008,47(3):184-191

Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model.  相似文献   

例谈小学语文识字教学中渗透中华传统文化     

谢桂英 《天津教育》2021,(9):118-119

汉字是中华文化传承与发展的载体,识字教学就是中国一切文化教育的基石与起点。通过识字教学了解中国传统文化,通过传统文化帮助学生学习汉字,既丰富了汉字教学内容,又发展了学生语文素养和传承中华民族传统文化。本文基于低年级识字教学经验,对识字教学如何渗透传统文化进行有效探讨。  相似文献   

小学语文识字教学中趣味化教学的探究     

曹金凤 《天津教育》2021,(4):110-111

识字教学是小学语文教学的重点内容,特别是低龄学段的学生更是需要打好识字基础。学生对生字词的掌握程度不仅影响学生语文学科的学习效果,而且也同样影响学生在数学等其他学科的学习效果。新课标要求在小学阶段学生要认识3000个常用字,其中要会写2500个汉字,而要达到这一要求就需要语文教师保证识字教学的效果,基于此,笔者研究了识字教学中的趣味化教学策略,希望能够提高学生的识字能力。  相似文献   

让故事伴小学生健康成长     

张守涛 《天津教育》2021,(7):178-179

好的故事能激励学生坚毅、快乐和勇敢,让学生创造性思维得到发展。本文分析了当前小学生成长过程现状及存在的问题,揭示了用故事对学生进行品德教育的重要性,论述了故事育人所采取的策略,将故事与各学科教学有机融合,营造讲故事、听故事、演故事、编故事的氛围,从而使学生在故事中受到启迪,获得成长。  相似文献