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ROGER MARPLES 《Journal of Philosophy of Education》2006,40(1):115-124
This review essay provides a critical assessment of Christopher Winch and John Gingell's Philosophy & Educational Policy: A Critical Introduction. This book presents a powerful and stimulating challenge to conventional and sloppy thinking about a wide range of issues confronting anyone who is seriously concerned with schooling in the 21st century. While each chapter merits an essay in response, this article can merely highlight the virtues of the book as well as the respects in which a number of claims remain unpersuasive. There is found to be a noticeable difference between the odd and even numbered chapters, betraying perhaps the difference in authorship and suggesting insufficient discussion between the authors as to their overall content. Chapters 3, 5 and 9 are, for the most part, outstandingly good and should inject a note of caution into policy makers' all too frequent desire for change. The extent to which the authors favour democratic decision-making on educational matters is shown, however, to be far from clear. 相似文献
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ROGER TRIGG 《Philosophical Books》1982,23(3):190-191
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ROGER HADGRAFT 《European Journal of Engineering Education》1993,18(3):301-311
Problem-based learning (PBL) is seen as a way of developing a rounded engineer, one who excels not only in technical accomplishments, but also in communication, teamwork, leadership, innovation and initiative. PBL develops all these skills through a process of problem solving in a resource-rich environment explored by teams of students. This paper shows how a PBL approach can be applied in the development of a new civil engineering course. It does this on a broad scale (looking at the sequence of subjects required in the degree), and on a smaller scale, to show how individual subjects could be implemented. 相似文献
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