Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: examples from Quebec,Canada, and Gauteng,South Africa     

Gabrielle Breton-Carbonneau  Rinelle Evans  Diane Pesco 《Compare》2012,42(3):373-391

Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds are taught in English. Two main themes emerged: (1) pedagogically, effective teacher–learner communication can break down when teachers are unaware of the roles that language and culture play in second language classrooms; (2) politically, efforts to assimilate learners into new socio-cultural/political contexts sometimes take precedence over sound pedagogical practice, such as drawing on the linguistic and cultural repertoire that learners bring to the classroom. This ongoing qualitative research underlines the importance of preparing pre-service and in-service teachers for the linguistic and cultural diversity they are bound to encounter in their classrooms, and of deepening their understanding of the influence of such diversity on the teaching–learning process.  相似文献   

The Effect of the Kind of Test Announcement on Students Preparation     

《The Journal of educational research》2012,105(5):358-361

Abstract

Subjects were given intrasensory matching and intersensory transfer tasks of perceptions made in the aural and visual sensory modes at the first, third, and fifth grades. Subjects matched, as same or different, melodic phrases within the aural sensory mode (AA). In addition, they judged whether the shape of a stimulus (either contour-line graphs or melodic phrases) that was perceived initially in either of the sensory modes was the same or different from the stimulus paired in the opposite mode (AV or VA). The aural to aural intrasensory task (AA) was found to be significantly easier than either intersensory task at all grade levels. No significant differences were found between the AV and VA intersensory tasks at any grade level. The difference in mean-score gains for the AV task was found to be significant across grades three to five.  相似文献   

农村小学教师专业发展的现状与对策——以甘肃张掖、定西两市区农村小学为例     

张鹏  梁进龙 《桂林师范高等专科学校学报》2012,26(1):156-161

以甘肃张掖、定西的农村小学为例,从社会环境、体制改革、教师自身三个方面分析影响农村小学教师专业发展的因素,针对性地提出促进农村小学教师专业发展的对策：加大对农村教育的投入力度,改善农村学校环境;改革和完善教师专业发展的各项制度;促进农村学校建设,提升教师自主发展后劲。  相似文献   

黔南布依族苗族自治州中小学音乐教师队伍现状调查与研究     

杨殿斛  彭雪萍  贺薇 《民族教育研究》2012,23(4):75-79

全国各地在推行基础教育改革《音乐课程标准》取得瞩目成绩的同时,也因地域差异面临很多问题,特别是在民族地区.以贵州省黔南布依族苗族自治州中小学音乐教师队伍现状调查为例,研究民族地区中小学师资队伍问题,为促进区域音乐教育发展,特别是民族地区音乐教育发展提供资鉴.  相似文献   

民族贫困地区农村中小学新课改的外部阻力源新探——基于改革主体博弈的视角     

蒋士会  林唐广 《广西师范大学学报(哲学社会科学版)》2012,48(1):97-101

民族贫困地区农村中小学的新课改是在其"穷村场域"里所进行的,新课改的执行主体受资本的限制而趋于追求短期的、个人的利益,这与新课改决策主体追求长远的、国家的利益产生冲突,两者间的博弈导致课改陷入困境,从而影响博弈两方理性水平提高,即新课改推进的阻力因素主要有城乡二元结构、课改评价制度及"贫教惯习"。  相似文献   

归因理论在中小学体育教学中的研究应用     

郭震 《桂林师范高等专科学校学报》2012,26(3):160-162

归因理论在中小学体育教学应用中有着积极的意义。中小学生因其年龄尚幼,生理和心理发育尚未成熟,他们身上的可变性、可塑性还很大,在这个成长的敏感期,作为体育教师,不仅要在教学方面教会学生技术知识,锻炼其身体,更要在心理方面给与其指导,端正他们的思想,既完成了教书,又达到了育人的目的。要达到这样一个标准,对学生进行归因方面的训练,是一个很好的选择,同时,对学生以后的发展也将终身受益。归因训练式教学在教学方法不失为一个很好的选择,根据中小学生的发育状况,有必要对其进行归因训练式教学。  相似文献   

日本小学“英语活动”特色述评     

李薇 《外国中小学教育》2012,(9):60-65

2011年起,"外语活动"成为日本小学5、6年级的必修内容,这标志着外语正式成为日本小学教学内容之一。本文通过对2002年日本小学全面实施"外语活动"以来小学英语活动目标、教材、教学方法、师资等方面的特色以及社会评价进行考察,提出日本小学英语活动在活动目标明确、构建复合型师资队伍等等方面值得我们借鉴。  相似文献   

从复现到创造——列乌杜斯和涅枯列的作文训练实验     

黄朝霞 《外国中小学教育》2012,(1):63-64

摩尔多瓦共和国的心理学教授列乌杜斯和涅枯列通过教学实验,提出了小学低年级起步作文呼唤由复现型训练到创造性训练的转变的主张.对改善我国小学低年级起步作文具有参考价值.  相似文献   

The gift of an interval: Michael Oakeshott's idea of a university education     

《British Journal of Educational Studies》2012,60(4):384-397

Abstract

This paper considers the arguments put forward for the closure of small schools in rural areas. The debate, which is firmly rooted in the Plowden Report (1967), has involved both educational and economic arguments. The research on which this paper draws examines these arguments in the light of the implementation of the Local Management of Schools in three local authorities in the UK since 1988 and discusses the impact which this policy has had on resource provision, on the changing role of staff and on the daily functioning of small rural schools.  相似文献   

The history of education in non‐education periodicals, 1939–1967: A bibliography     

《British Journal of Educational Studies》2012,60(3):318-328

Abstract

Children with special educational needs form a substantial minority of the school population. The mechanisms and associated resources in the 1981 Education Act were oriented towards children with statements of special educational needs and neglected children with special needs but without statements. This paper examines the recent shift in policy emphasis away from the former, and towards the latter, group. The precursors to this position, notably the unmanageable rise (for LEAs) in numbers of children with statements and the broadening of the basis on which children were given statements, are examined. Both the 1994 Code of Practice concerning children with special needs and the proposed changes to the National Curriculum can be seen in part as, by redefining non statemented special needs provision, mechanisms to tackle the inexorable increase in statements. Four major repercussions of this shift are discussed. Finally some longer term implications are examined.  相似文献