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The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland. This comparison has a special interest because in many respects the current policies of the two countries are moving in opposite directions, with Finland dismantling its long-standing subject-based national curriculum and encouraging school-based curricula incorporating integrated topic work. Data are presented from qualitative research case studies of four schools-two in each country-in relation to three themes: teachers' values, curriculum and classroom organisation and curriculum planning. It is argued that teachers' self-identities are powerful mediators in terms of their interpretations of and responses to imposed changes and that the ethos of very small schools enables teachers to preserve their prior value systems more easily than their colleagues in other schools. 相似文献
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SHEILA WEBB 《Journal of Philosophy of Education》2020,54(6):1494-1509
This introduction to my Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind begins with a disturbing puzzle. Immanuel Kant is one of the most significant thinkers of modern times, with unrivalled influence, but he receives a great deal of criticism in educational theory. The widespread, supposedly ‘Kantian’ picture – according to which mind structures or makes sense of experience and imposes its meaning and maxims – is frequently disparaged for its alleged dualisms, intellectualism and disembodied mind, detached from real life. But this ‘Kantian’ Kant stands in sharp contrast to the Kant to be found in more careful exegesis and contemporary work in the philosophy of mind and epistemology. By contrasting interpretations of some of Kant's central terms and insights, the chapters that follow seek to show that Kant can be understood in an altogether different and more valuable way. Exploring Kant's philosophy is at the same time delving into different ideas about knowledge and concepts, about rationality, about what it means to be minded and to be human, and about the role of education in these. This introduction gives a taste of Kant's status in educational theory. It lays the way for the argument that his conception of mind, as a capacity for knowledge, can be read as embodied and his idea of the human subject understood as embedded and engaged in everyday life. 相似文献
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广枣提取液对小鼠免疫功能和运动耐力的影响 总被引：11，自引：0，他引：11
观察了广枣提取液对小鼠免疫功能、运动耐力的影响。结果表明：广枣提取液可明显增加小鼠耐缺氧时间，延长小鼠负重游泳时间，降低运动后小鼠血乳酸水平，显著提高其心肌组织中SOD活力；同时明显增加小鼠脾脏／体重、胸腺／体重比值，增强小鼠对巨噬细胞的吞噬能力．提高小鼠的细胞免疫、体液免疫功能。提示广枣提取液具有显著促进小鼠免疫功能及显著提高小鼠运动耐力的功效。 相似文献
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NOREEN M. WEBB JOAN L. HERMAN BEVERLY CABELLO 《Journal of Educational Measurement》1986,23(2):163-170
This set of studies examined the consistency of student response patterns on a test of language arts, as a first step toward designing a computerized adaptive test to diagnose errors. A diagnostic domain-referenced language arts test was designed so that the choice of response would immediately point to a specific misconception in pronoun usage. This direct correspondence between error and diagnosis was designed to facilitate classroom instruction and remediation. Analysis of students' response choices on matched items and analysis of students' rationales for selecting their responses showed that student behavior was not always consistent and could be used to diagnose some errors but not others. 相似文献
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