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1.
中国古代人口质量观初探 总被引：1，自引：0，他引：1
段塔丽 《陕西师范大学继续教育学报》2002,19(1):43-46
人口问题是关系到一个国家或地区经济与社会可持续发展的大问题，而人口质量则是构成人口问题的重要内容之一，中国古代人口思想相当丰富，挖掘其理论宝库，特别是吸取和总结中国古代思想家们有关人口质量的问题的论述，对于我国目前控制人口数量，提高人口素质，不无一定的借鉴作用。 相似文献
2.
Today, science is a major part of western culture. Discussions about the need for members of the public to access and understand scientific information are therefore well established, citing the importance of such information to responsible citizenship, democracy, socially accountable scientific research and public funding (National Research Council [2009] Learning science in informal environments: People, places, and pursuits. National Academies Press). In recent years there has been an increased interest in investigating not just what visitors to informal environments have learnt after a visit, but also how visitors interact and engage with exhibits during the visit (Davidsson & Jakobsson [2012] Understanding interactions at science centers and museums: Approaching sociocultural perspectives. Rotterdam: Sense Publishers). Within the field of school visits to science museums, however, interactions between students and museum educators (MEs) remain relatively unexplored. In our study of such school visits, we are mainly interested in the interactions that take place between three agents—the students, the museum educator and the physical setting of the exhibit. Using moment-to-moment fine grain analysis of multiple interactions allowed us to identify recurring patterns between students and the museum educators around exhibits, and to examine the MEs’ mediational role during the interactions, and the practices they employ to engage students with exhibits. Our study revealed that most interactions between MEs and students consist of technical explanations of how to operate the exhibits. The interactions that do move past this stage often include two main practices, which the MEs use to promote students’ engagement with the exhibits: physical instruction and engaging the students emotionally. Understanding what is actually happening in the learning process that occurs during students’ interactions with exhibits can help museum educators and exhibit designers improve the experiences of students on school visits. 相似文献
3.
The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums.
The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes
the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible
cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data
was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence
that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit.
Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented
outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest
oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed
the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types
of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas
for structuring the ultimate experience are included. 相似文献
4.
Tali Tal 《Environmental Education Research》2008,14(3):273-290
The last two decades have seen increased threats to agricultural landscapes in Israel. Key factors include population growth, strong pressure from construction entrepreneurs and possible profit to land owners who benefit from a legal conversion of farmland into lands allocated for construction. While each Israeli elementary school student used to participate in agriculture classes, most students no longer experience this and their overall exposure to farming in schools is limited. The main objective of this study was to explore the ways farming is presented and addressed in the national curriculum and in learning materials. Additionally, it examines the actual status of teaching about agriculture and explores how farming is addressed in teachers' pre‐service programmes. The main finding is that very little teaching about agriculture and land management is carried out at most school levels. Only one college prepares agriculture teachers and science education programmes rarely address agriculture as a course topic. The paper also outlines an education for sustainability framework for integrating science, agriculture and environmental education. 相似文献
5.
Sigal Eden Tali Heiman Dorit Olenik-Shemesh 《Education and Information Technologies》2016,21(3):699-713
Cyberbullying is a repeated violent behavior aimed at hurting another person directed by an individual or a group towards the victim using technological means such as a computer or a mobile phone (Kowalski, Morgan, and Limber, 2012). The current study examined the phenomenon of cyberbullying among children and youth in Israel. The purpose of was to examine the correlation between bully and victim, and emotional-social aspects—social support, sense of loneliness and sense of self-efficacy—that constitute risk factors and protective factors. The study involved 1,094 elementary, middle school and high school students, who completed four questionnaires that addressed cyber-bullying and the social and emotional aspects: Social support, loneliness, self-efficacy and personal well-being. It was found that the less social support the students have, the lower their sense of self-efficacy; the lonelier they feel and the more they experience a lower sense of well-being, the greater the likelihood that they will participate in cyberbullying, mainly by sending offensive pictures or videos. 相似文献
6.
Teachers are expected today to assess student understanding as an integral part of instruction, using a combination of various
assessment methods and tools, among which are observing students solve problems in class and listening to their mathematical
discussions. The aim of our study is to explore what it might mean for a teacher to hear students and to interpret their talk
and actions. Analysis of an interview with Ruth – an experienced elementary school teacher – after she observed two of her
students solve a mathematics problem, suggests four types of her interpretation: describing, explaining, assessing and justifying.
This analysis illustrates the complexity of the way Ruth hears her students, as is indicated even in the relatively simple
case of describing. Using various sources of data we also analyze different characteristics of Ruth’s hearing for the describing
and explaining types of interpretation and examine possible resources for her over-hearing, compatible-hearing, under-hearing,
non-hearing and biased-hearing. 相似文献
7.
AbstractDespite growing interest in promoting environmental education (EE), as in other countries, its status within the formal education system in Israel is still ambiguous and its effectiveness questionable. Proceeding from the view of structure-agent interdependency, the present study focuses on teachers’ identity as key to understanding the situation in their professional field. Analysis is based on in-depth interviews with ten EE teachers in ten public elementary-schools in Israel, to investigate their occupational self-perception as part of the system in which they operate. Findings reveal an ambivalent professional identity and a weak sense of agency as EE teachers. Teachers’ impaired occupational self-image have implications for their potential role in advancing EE in particular and for the educational field in Israel in general. 相似文献
8.
This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for active and participatory learning. The implications of our research are discussed. 相似文献
9.
西部大开发与农村妇女人力资源开发问题初探 总被引：2，自引：0，他引：2
段塔丽 《陕西师范大学继续教育学报》2004,21(2):50-54
农村妇女是西部农业生产中的主力军，同时也是西部大开发中一项不可忽视的人力资源。然而，由于历史、自然与社会等多种原因，西部农村妇女文化素质普遍偏低，懂技术者少，很难适应西部大开发和当前农业结构调整对人力资源的较高需求。对此，本文从社会性别分析的视角，结合西部大开发，围绕如何有效开发西部农村妇女人力资源等问题，提出了相应对策。 相似文献
10.
The present study of gifted students’ views of assessment is aimed at understanding how the employment of Embedded Assessment for Learning (EAfL) framework in science courses for the gifted affects the students’ views throughout the learning process. The participants were 86 students in three programmes for the gifted who elected project‐based science courses. The data included questionnaires, distributed at the beginning and at the end of the assessment processes in each science course, and in‐depth interviews with 12 students, which were analysed according to three main themes: general view of assessment; assessment modes; and relationships between assessment and learning. The students viewed the EAfL framework as an integral part of the learning process, and perceived it as a means of expressing autonomous learning and a range of performances; characteristics that correspond with the students’ unique needs. In addition, students addressed cognitive and social processes they had undergone. This implies that assessment which is explicitly designed to promote learning in science courses is a powerful tool for teachers as well as for students, and contributes to meaningful learning. 相似文献