高等学校电教机构的发展变化与应对策略研究     

杨改学  张炳林 《现代教育技术》2012,22(11):77-81

1978年,我国开始在高校成立电化教育中心。电教中心为早期教育现代化工作做出了重要贡献。随着社会的发展,高校又相继出现了(现代)教育技术中心、网络中心、信息中心等电教机构。而目前这些电教机构正面临着机构混乱、职责不清、业务无足轻重及机构被边缘化的新问题。导致这种现象的主要原因包括技术的普及应用、"电教办"的撤销、人员专业化程度不高、机构成立与调整的随意化、原有阵地话语权的丧失等。新形势下高校电教机构该如何走好自己的发展之路,广东省某高校、四川省某外语学院及深圳市某技术学院等三所高校电教机构的做法:做好本职,塑造优势;结合需求,开设特色课程;找准重心构建数字化资源新体系等,值得我们学习思考。  相似文献   

What do people know about key environmental issues? A review of environmental knowledge surveys     

Beth Robelia  Tony Murphy 《Environmental Education Research》2012,18(3):299-321

This paper presents results from 15 little publicized state and national environmental surveys in the US that used similar questions. Our analysis reveals trends in adult understanding of environmental issues. These trends indicate that many may have difficulty making informed decisions about environmental policy as citizens, voters, and consumers. Some environmental myths are still prevalent in the US public’s understanding of environmental issues. The authors compare data from the National Environmental Education Foundation survey in the US and data from state surveys using the same questions to examine how public knowledge has changed from 1995 to 2008. Environmental myths and how they may affect the public’s perception of environmental topics are discussed. The authors suggest the need for greater consistency in the surveys of environmental knowledge to allow comparison among different studies.  相似文献   

Conceptualizing climate change in the context of a climate system: implications for climate and environmental education     

Daniel P. Shepardson  Dev Niyogi  Anita Roychoudhury  Andrew Hirsch 《Environmental Education Research》2012,18(3):323-352

Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students’ understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural and human influences result in climatic and environmental changes and feedbacks. The purpose of this article is to articulate a climate system framework for teaching about climate change and to stimulate discussion about what secondary students should know and understand about a climate system. We first provide an overview of the research on secondary students’ conceptions of climate and climate change. We then present a climate system framework for teaching about climate and climate change that builds on students’ conceptions and scientific perspectives. We conclude by articulating a draft conceptual progression based on students’ conceptions and our climate system framework as a means to inform curriculum development, instructional design, and future research in climate and environmental education.  相似文献   

Assessing students’ learning about fundamental concepts of climate change under two different conditions     

Dianna Porter  Helen Raptis 《Environmental Education Research》2012,18(5):665-686

Students from three different British Columbia grade six classes were followed through two weeks of instruction on climate change. Pre, post, and follow-up surveys were used to determine the differences in knowledge gained and retained by students that received direct instruction from their science teacher, and by those who received equivalent content instruction from outside presenters. The teacher participant also completed a survey on her experience with the researcher-designed lesson plans. Students’ results on the surveys were compared to results from a control group with no intervention. The teacher-based setting resulted in significantly higher knowledge gain, although no difference was found between the groups’ rate of knowledge decline thereafter. Highest gains in knowledge were for the carbon cycle and the human impacts topic, followed by understanding the difference between climate and weather. The students and teacher alike appeared to struggle with the topic of global warming and the greenhouse effect. The research suggests that with the appropriate background information the classroom teacher is likely to be more effective at conveying the science of climate change, particularly when it is taught through an understanding of the carbon cycle and its human impacts. It also suggests that those non-governmental organizations engaged in climate change education might be better served by investing their limited resources in the development of learning materials and subsequent professional development for teachers rather than focusing on in-school presentations.  相似文献   

Problematizing the processes of participation in networks: working through the rhetoric     

Jo-Anne Ferreira  Julie Davis 《Environmental Education Research》2012,18(5):687-697

Participation in networks, both as a concept and process, is widely supported in environmental education as a democratic and equitable pathway to individual and social change for sustainability. However, the processes of participation in networks are rarely problematized. Rather, it is assumed that we inherently know how to participate in networks. This assumption means that participation is seldom questioned. Underlying support for participation in networks is a belief that it allows individuals to connect in new and meaningful ways, individuals can engage in making decisions and in bringing about change in arenas that affect them and that they will be engaging in new, non-hierarchical and equitable relationships. In this paper, we problematize participation in networks. As an example, we use research into a decentralized network – described as such in its own literature – the Queensland Environmentally Sustainable Schools Initiative Alliance in Australia – to argue that while network participants were engaged and committed to participation in this network, ‘old’ forms of top-down engagement and relationships needed to be unlearnt. This paper thus proposes that for participation in decentralized networks to be meaningful, new learning about how to participate needs to occur.  相似文献   

论王弼的“随时而变”思想     

洪千里 《柳州职业技术学院学报》2012,12(4):7-10

王弼的本体思想对具体性的重视不仅仅表现在“子”、“末”、。“用”等概念上面,还体现在王弼对“时”的关注当中。普遍原理的永恒性并不意味着普遍原理总是以一种一成不变的形式展现自身,普遍原理在与具体时空的结合当中。总是表现为一种现实的具体的形态。随着具体时空的变化,普遍原理的现实展现也跟着变化。通过“随时而变”的思想,王弼对普遍原理在具体时空当中的变化展开了论述。  相似文献   

沱江流域20世纪中后期径流变化分析     

蒋乾 《内江师范学院学报》2012,27(12):54-58

以沱江流域为研究对象,选取位于干流中游的登瀛岩水文站实测资料．埘径流年内和年际变化进行分析,利用统计分析法、累积距平法等方法进行相关分析。通过对该水文站二十世纪中后期的观测数据进行分析和计算,表明沱江径流年内分配不均,具有典型季节性,多年变化平缓,呈现略微减少的趋势。为流域中长期水资源开发利用提供了理论依据,具有较强的实践指导价值。  相似文献   

准确反映河北方言儿化全貌的方言学力作——评李巧兰《河北方言中的儿化变音研究》     

吴继章 《石家庄学院学报》2012,14(2):122-125

《河北方言中的儿化变音研究》的出版对河北方言研究有着相当重要的意义。该书在空间上以全省150多个市县为调查描写对象,在时间上跨越古今,材料丰富、系统。它是到目前为止研究河北方言儿化变音的第一部著作,具有全面、厚实、深入细致等鲜明特色,对儿化产生的时代、儿音演变的过程以及儿化变声等许多问题都有独到的见解。但该书也存在一些不足之处,如关于儿化历时演变过程、特殊功能的儿化来源等问题尚需进一步探讨。  相似文献   

“孤岛”试验田的学术新探索——文学人类学对文学研究以及教学的革新意义例证     

杨朴 《邯郸学院学报》2012,22(1):9-12

由于叶舒宪的大力倡导与实践,文学人类学理论与方法影响日益扩大,进入诸多高校文学院、历史学院、外语学院和文学、民俗学等研究机构,又通过这些机构与部门的研究扩大到整个文学研究领域,使中国文学研究发生了变化,从而形成了一个阵容强大、成果丰硕、影响深远、特色鲜明、具有明确领军人物的文化人类学研究新学派。我们吉林师范大学这个中国北疆地区的普通高校,受到叶舒宪及其治学思路的影响,在教学和科研方面发生了极为明显的变化,是一个个案,但它很真实地表明了文学人类学派对文学研究的重大影响;由我们这个普通高校的变化,文学人类学新学派的学术价值可见一斑。  相似文献   

散文诗:从观念的变迁开始新的探索     

蒋登科 《衡水学院学报》2012,(2):38-44

散文诗是现代诗歌的重要样式之一,但从它的发展历史看,散文诗在取得了许多成绩的同时,也存在诸多尴尬,需要对其特征和发展路向进行重新思考.要促进散文诗的发展,观念的更新是关键,同时要克服同质化倾向,协调“无我”与“唯我”之间的矛盾.而在这些方面,一种被称为“我们”的散文诗主张可以给我们提供一些有益的启示  相似文献