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重视大班幼儿早期阅读中的结伴阅读现象 总被引：1，自引：0，他引：1
对大班幼儿自由阅读情境中结伴阅读现象的研究发现,结伴阅读是大班幼儿非常喜欢的一种早期阅读形式,而结伴阅读的实质是一种以阅读材料为媒介的社交活动。幼儿的结伴阅读能力有较大的个体差异,与其阅读能力及社交能力密切相关。教师应重视大班幼儿在早期阅读中的社交心理需求,将结伴阅读作为大班幼儿阅读的重要方式,重视对幼儿结伴阅读能力的观察、指导与评估,以促进其早期阅读能力的发展,并有效预防早期阅读障碍。 相似文献
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Students as partners (SaP) has seen an increase in focus as an area of active student engagement in higher education. Many complexities and challenges have been shared in this evolving field regarding inclusivity and power. We discuss, in this dialogue, insights that can be uncovered by exploring SaP through a feminist lens – illuminating the fact that both fields seem to be seated in similar radical processes of challenging, questioning, destabilising, deconstructing, and empowering. We unravel issues of power and exclusion by exploring: what feminist theories might add to SaP; embedded binaries and what they reveal about power relations within the language of SaP; and ways of writing about SaP that are inclusive. We aim to step away from dominant understandings, incite acts of self-reflection, and open possibilities for future research and practice by questioning the boundaries and binaries that currently shape the institutions of higher education. 相似文献
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创新合作伙伴选择与创新绩效之间的关系 总被引：1，自引：0，他引：1
在外部市场、技术环境的不确定性不断增强和知识资源分布不均的条件下,企业为了持续、高效地创新就需要向外部寻求合作。创新合作伙伴选择在一定程度上决定了企业的创新能力和创新绩效的提高。在对国内外相关研究进行梳理的基础上,利用创新网络理论给出了创新合作伙伴选择的问题和风险分析,进而又提出解决这些问题和规避合作风险、提高创新绩效的对策,并结合我国家电企业的合作创新情况进行了分析。分析结果认为,中国家电企业的合作创新伙伴选择存在较多不足,创新绩效普遍较低,未来需要企业给予足够的重视。 相似文献
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合作伙伴:治理视野中政府与大学关系的新愿景 总被引：6，自引：0，他引：6
合作伙伴是治理理论的核心理念。传统政府与大学之间控制与被控制关系造成大学的办学自主权受到削弱、大学竞争市场难以形成、厌恶和阻碍创新等诸多弊端,同时,政府与非营利组织之间以及国外政府与大学之间合作伙伴关系的建立为我国政府与大学建立合作伙伴关系提供了借鉴和示范。构建我国政府与大学合作伙伴关系的路径有:改革大学单位制、推行大学法人化、重构政府公共权力、采取多中心治理模式和建立参与协商机制等。 相似文献
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林继富 《华中师范大学学报(人文社会科学版)》2001,40(3):67-70,,126,
以“非凡伙伴”母题构成的民间故事广泛流传于世界各地，我国“黑马张三哥”型故事就是典型代表。本文以大量详实的资料，勾勒出“黑马张三哥”型故事的流传变异情形，并就该类型故障的五个母题进行分析，在合乎历史和现实逻辑的基础上，考证出中国该类故事的源流。 相似文献
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Tonia Durden Julie Rainer Dangel 《Early Years: An International Journal of Research and Development》2008,28(3):251-266
This qualitative study examines the conversations of two preschool teachers with two‐ and three‐year‐old children during small‐group activity settings in two high‐quality child development centers. Using interviews, observations and videotaping of small‐group activities, the conversations are characterized in terms of the kind and function of language, the usage of cognitive demands and the reciprocal nature of these conversations. The findings indicate that teachers use declarative statements primarily to manage instruction and encourage language development. While teachers control most conversations, teacher–child reciprocity is evident and more genuine in authentic, teacher‐guided activities. In both classrooms, the language during small‐group activities is characterized as having low cognitive demands. Teachers and teacher educators need to be more cognizant of their language, including its purpose and opportunities to facilitate cognitively challenging conversations with young children. Recommendations for practice are provided. 相似文献
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This article contributes to the growing scholarly literature about students as partners in learning and teaching in higher education by describing an initiative designed to support partnership and a study investigating international staff and student perspectives. The initiative – an international summer institute – is a four-day, professional development experience that brought together students and staff from seven countries to learn about partnership and develop specific partnership projects. Participants in the institute were invited to contribute to a qualitative study exploring their experiences of students as partners work and their perceptions of the institute’s capacity to support it. Given that much existing research on this topic tends to be celebratory, we focus here on the challenges participants ascribed to student-staff partnership, and on the features of the summer institute they thought particularly useful in helping them to navigate these difficulties. Looking beyond the summer institute, we consider the implications of these findings for those looking to support partnership more broadly. 相似文献
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Although many technical communication teachers and programs integrate some form of service-learning pedagogy, there is a dearth of technical communication research on the silent partners of these projects: the community partners. Drawing upon research data from 14 former community partners of professional writing service-learning courses, the authors suggest that understanding community partners’ own self-defined stakes in service-learning projects can challenge hyperpragmatist representations of community partners and aid us in the continued creation, management, and critical evaluation of service-learning pedagogies and curricula. 相似文献
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Erika Serfontein 《Africa Education Review》2018,15(4):67-83
In search of embodying values that underpin democracy at school level, the objectives of the article include exploring expectations generated by the constitutional dispensation (Constitution of the Republic of South Africa, 108/1996, section 41) and delineating those moulded by the South African Schools Act (84/1996, Preamble). While the latter formally signify a State-education-partnership, the intention for teachers, learners and parents to accept especially governance responsibilities towards school democracy prompted our focused three-way alliance between parent-teacher-learner parties for the purpose of this article. Our conceptual framework is informed by Permuth, Mawdsley and Silver (2015), who contend that the essentially new facet of moving towards integrating qualitative research with doing traditional legal research could expand legal reasoning and even complement it with empirical credibility. Authenticated by Adler (2015), the article therefore combines focusing on cooperative governance as an act to shape schooling in the traditional legal way (by asking what questions) with qualitative research features to inform us by also asking how and why questions. We chose a documentary design with a comparative angle; selected documentary resources; and took an exploratory approach to gain understanding and weigh the investigated documents by comparing and appraising primary and secondary sources. We also regarded whatever was embedded yet not recorded as similarly important to what was recorded and how a specific concept was extended (De Waal and Serfontein 2015). Reviewing relevant case law, we present an overview of cooperative school governance progress; a constitutional challenges-based intervention; continuous acceptance of responsibility and accountability; and successes, frustrations and challenges concerning the future pathway to successful schooling. Given the snowballing set of demands on public schools, the catch is for partners to know each other's strengths and weaknesses so that balanced contributions will cause governance towards quality education. The drastic parental governance and leadership role-change, with higher moral-social responsibility levels, calls for carefully designed conferences to guide parent-partners’ exercising the necessary discretion underpinned by critically considering the significance of serving society. 相似文献