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1.
高职院校作为培养人才的主阵地,除了强化学生职业技能的培养外,加强对其职业道德教育的重任已经刻不容缓。正确的职业道德教育,能够帮助学生确立职业理想、端正职业态度、勇担职业责任,这不仅是提升学生个人素质的重要途径,更是提高其从业能力、培养其可持续发展能力、完善其人格、塑造其性格不可或缺的重要的教学环节。 相似文献
2.
Frank Sligo Elspeth Tilley Niki Murray Margie Comrie 《Journal of Vocational Education & Training》2019,71(1):108-125
This paper describes a journey undertaken by literacy tutors who were caught between incompatible values and needs in building apprentices’ literacy. The highly literate tutors were committed to teaching critical literacy. They believed that improved literacy could support learners’ aspirations to advance their prospects at work, build their connections within their community and improve their health. Hence, the tutors aimed to guide their learners into membership of an imagined community of fluent readers. They found, however, that the apprentices, along with their managers and training coordinators, saw literacy as instrumental rather than a desired outcome in its own right. Essentially, achieving a sufficient level of literacy was needed for the apprentices to become members of workplace communities of practice. Tutors then questioned their prior assumptions about the intrinsic importance of literacy, slowly accepting a dichotomous way of thinking where industrial ways of learning and knowing were predominant. Tutors’ realisation that apprentices already possessed embodied and oral literacies helped them to support the apprentices in escaping (though not leaving) workplace contexts that were becoming increasingly document-driven in character and featuring rising expectations of improved print literacy. 相似文献
3.
Glenn Hardaker Aishah Ahmad Sabki 《International journal of qualitative studies in education》2013,26(8):873-886
This anthropological study of a higher education British Madrasah was undertaken to increase our awareness of the spectrum of sensory experiences that shape Islamic pedagogy. We started our anthropological study from an Islamic premise of the inseparable nature of knowledge and the sacred. Pedagogy is defined as not a matter of simple methods and technique but as a holistic approach that deals with the capacity to form the human person. Islamic pedagogy is represented by the heartfelt interactions between the teacher and learner through orality, facilitating memorization, and the didactic approach towards sacred texts. This research has explored the sensoria of a British Madrasah from a spiritual approach and this provides the foundation for shaping our understanding of the madrasah concept of Islamic pedagogy. An Al-Ghazali’s mystical-theoretical approach toward learning is evident in this research in defining the madrasah as a spiritual rather than social construct, and is optimized by the embodiment of learning. 相似文献
4.
Joy Alexander 《Children‘s Literature in Education》2005,36(3):269-283
This article examines the verse-novel, a genre that has gained some prominence in children’s fiction in the last ten years. Reasons why this may be so are suggested and the chief evolving characteristics of the genre in both content and style are discussed. Notable examples of the verse-novel from Australia, the USA and the UK are analysed. Criteria are proposed by which the form can be evaluated. It appears to be a genre whose time has come.Joy Alexander was a secondary school teacher for twenty years before taking up her present position in 1995 as a lecturer in education in the Graduate School of Education at Queen’s University, Belfast, where she has responsibility for the training of prospective English teachers. She has published a number of articles on matters relating to English teaching and her interest in children’s literature has been expressed in articles on C.S. Lewis and on L.M. Montgomery.Sharon Creech web-site: http://sharoncreech.co.uk/
Steven Herrick web-site: http://www.acay.com.au/~sherrick/welcome.html
Steven Herrick interview;
http://www.scholastic.com.au/classroom/class_main_item.asp?issue Id=10&articleId= 41
Sonya Sones web-site: http://www.sonyasones.com/greatbooks.htm 相似文献
5.
Robert J. Scholes 《Interchange》1997,28(1):1-14
Five possible relationships among speech, writing, and language are evaluated. These relationships are: that writing is related to language through the medium of speech, that speech is based on writing, that spoken and written forms of a language are decodable one to the other, that spoken and written language are related only through the single language they represent but cannot be translated one to the other without recourse to the grammar of that language, and that speech and orthography represent distinct languages.The conclusion reached is that the grammars underlying speech and writing are distinct –that they employ different conceptions of morphology and syntax – and thus may be said to represent different languages. 相似文献
6.
《Educational Philosophy and Theory》2013,45(7):856-872
Ong and Derrida are concerned with presence—for Ong the presence of the other; for Derrida the presence of the signified. These seemingly disparate epistemological meanings of ‘presence’ actually share some striking similarities, but differ about how reason should be figured, that is, what metaphors should be used to conceptualize reason. This disagreement is fundamentally about what Ong called ‘analogues for intellect.’ After describing the history of Ong's and Derrida's concept of presence, we indicate how the ethical and religious implications Ong and Derrida draw from ‘presence’ proceed logically from the analogues for intellect that each assumes. We will conclude, first, that these implications reveal a conflict of traditions—philosophy and rhetoric—but we also indicate how Ong's own rhetoric may permit dialogue between traditions 相似文献
7.
《Slavic & East European Information Resources》2013,14(1):25-74
ABSTRACT The history of the almanac in Croatia is reconstructed through primary research in bibliographic and archival sources. The almanac is a vehicle for knowledge communication in informal contexts, engaging both oral tradition and literary forms traceable to medieval literacy and ways of structuring knowledge. The history of the almanac in Croatia reflects the changing context of the book trade, literacy, and the evolution of language. Four main stages are identified: (1) the beginning of the annual almanac in the seventeenth century; astrological almanacs reflecting the sensibility of the Baroque period; (2) the Enlightenment's stimulation of almanac publishing in the spirit of contemporary secular reforms in agriculture and education; (3) nineteenth-and twentieth-century almanac trade, showing complex and overlapping networks for the production, distribution and appropriation of printed almanacs;(4) roughly the end of World War II, when the almanac slowly moved out of the role of a popular mass medium and into specialized niches represented by regional, diaspora, and religious almanacs. 相似文献
8.
钟文华 《沈阳教育学院学报》2005,7(4):20-23
于坚的诗学强调关注当前的“日常生活”,从日常生活现象中提炼温馨、朴素的诗意,倡导“口语化”写作,提出“拒绝隐喻”的命题,他最成功地将平民性、以口语为基础的诗歌语言、生活场景生活流、戏剧性等变成了诗歌现实.本文主要就其诗歌的日常性、叙事性和口语化等言面探讨其诗学命题的内涵. 相似文献
9.
Cecilia Olsson Jers 《Assessment & Evaluation in Higher Education》2018,43(4):586-597
In this study, we aim to investigate how students on a cross-disciplinary postgraduate course in research communication describe the formative peer feedback they have received on their oral presentations and what impact they report it has had on their performance. The study is based on a qualitative analysis of 36 transcribed video recordings from the course. Our findings show that the students, through their reflections and revisions, clearly demonstrate to have appropriated and, in some cases, also transformed the course content: they were able to select parts of the feedback relevant to their development and redefine some of the concepts to suit rhetorical situations. Surprisingly, feedback on deficits in student presentations resulted both in reflection and revision, while affirmatory feedback resulted, if at all, in reflection only. These results may help develop effective educational tools for assessment of oral performances in higher education. 相似文献
10.
This essay posits that a relationship exists between the dominant communication technology of a nation‐state and the controlling political structure and process of a nation‐state. In other words, we suggest that how a nation‐state acquires and processes information is directly related to the type of political system employed to make and implement societal decisions. The ten‐year period from 1985 through 1994 provides an excellent opportunity to explore such a relationship, because it is the period when profound transformations occurred in the political identity, geographic boundaries, and power of nation‐states (such as the U.S.S.R. and Germany) while these same nation‐states also underwent an equally profound set of changes in their dominant communication technologies. Media profiles of 169 nation‐states in 1985 and 181 nation‐states in 1994 are compared and correlated to changes in their subsequent political orientations. In general, it is concluded that nation‐states are likely to adopt increasingly liberal political structures and processes as they shift toward the use of more individualistic and participatory communication technologies. A profound change in either the dominant communication technology or political structure and process can set off the cultural transformation. 相似文献