“教师主导 学生主体”:一个经典公式正当性的论证

"教师主导,学生主体"公式自提出以来,误解与批评就相伴而生。有人认为,这个公式是诱发种种不良教学问题的诱因。对这个公式作系统的理论分析发现,它的逻辑推导是有效的。"教师主导,学生主体"是个简化表达,把它复原,就是"教师主导,学生被导;学生主体,教学内容客体"。简化的公式对教师的作用和学生的地位作了画龙点睛的描述,是关于教学过程主要特征的概括性表达。教师主导并不否定教师主体、学生主体,师生可以互为主客体。"教师主导"是教师主体服务性的表现,是学生发展的外因,是对学生主体地位的强调;"学生主体"则是在教师主导下发展着的主体。合理地分析与评价这个公式对于课程和教学改革的健康发展具有极为重要的理论指导意义。     

The educational design of textbooks: a text for being interdisciplinary

This paper provides insights into both the educational design of textbooks and interdisciplinary education. The author introduces two educational principles for textbook design – instructional alignment and balancing diversity and meaningful guidance for readers – and applies them to writing his own textbook chapter for being interdisciplinary. The two broad conclusions are: textbook design can be a new area of study in higher education, illuminated by curriculum design and reflective practice; and textbooks can provide a useful method of interdisciplinary education.     

The locker room : Eroticism and exoticism in a polyphonic text

Critical race theory now encompasses a polyphonic telling of story in which multiple, shifting identities are seen in relation to each other and situated within historical contexts. Locating the fictive voice of an administrator forced to deal with change at a small private university, the article begins with a flashback to confrontations demanding that he reexamine his positions in relation to both work and social life. The second part of the article is an analytic discussion of the voices of narrator and other actors and concludes with a critical reconceptualization of polyphony. Much in the same way that critical race theorists have injected story-telling into legal scholarship in order to deconstruct and then reconstruct knowledge, the authors urge education researchers to move away from methodologies and systems of analysis that derive from white liberal discourse and ironically serve to maintain the status quo by leaving in place conservative structures and reward mechanisms.     

Learning with trade unions: a contemporary agenda in employment relations

This paper seeks to advance our understanding of the credit transfer phenomenon in the UK, specifically how students draw on a credit as a form of institutional cultural capital. Drawing on interviews with 26 part-time mature learners, this paper examines the progressive and retrospective orientations to study that surfaced in students' accounts of credit transfer and their lifelong learning journeys. A common theme of ‘unfinished business’ appeared to dominate these accounts and a narrative-oriented analysis of the findings revealed the role of credit transfer in enabling students to complete varied personal projects or forms of ‘unfinished business’. The findings of this work suggest that in an increasingly complex higher education market, there is a need to understand students' strategic use of the credit they accumulate. In particular, this paper explores how credit transfer features in the narratives of students' successful learning journeys.     

Thinking aloud: children's interactions with text

This article describes a small‐scale exploratory study in which young children were taught to think aloud as they read, revealing some of their thought processes as they made sense of the text. The children spontaneously made predictions, adjusted their understanding, entered imaginatively into the characters' feelings and related their reading to events in their own experience. They had difficulty, though, in appreciating a surprise ending. The think‐aloud method proved fruitful for research purposes and could offer valuable insights to teachers.     

The Hostile Vagina: Reading vaginal discourse in a school health text

This article considers the use of the field of bioethics for those practising sex education. It reviews dominant approaches on the part of bioethics that might be applicable to sex educators and undertakes an evaluation of their relevance to sex education. It considers key ideological objections to dominant bioethical approaches and evaluates the impact they might have on sex educators. From these evaluations, it briefly suggests how practitioners might develop alternative conceptions of ethics for the benefit of their work and their clients.     

The lesson as a pedagogic text: A case study of lesson designs

In the 19th century, a shift in classroom technology from monitoring to recitation was staged in several European countries. The analysis draws on late 19th- and early 20th century lesson plans that were produced as part of the final teacher examination by students at two Swedish teacher training colleges, in order to explore how the lesson was restructured as a pedagogic text in the course of this transformation. The argument focuses upon the structure and transformation of the lesson designs, the discursive pattern of the text, the narrative involved, and the message or moral reflected in the text. The inquiry demonstrates that a classroom technology originally advocated in order to enhance the teacher's control of pupils and to influence children's minds, thoughts and morality became one instrument in the creation of a school for symbolic representation and meaning-making in a rapidly changing world of modernity.     

Creativity: a challenge for contemporary education

ABSTRACT

In this essay, I comment on the objective of cultivating creativity in general and in schools in particular. I start by tracing the historical origin of this objective, then discuss a select set of relevant issues, including what can be considered the best practices for achieving this. I conclude by contemplating the potential for globalisation of this objective, and the portability of general pedagogies and specific approaches to cultivating creativity between different educational systems.     

Improving comprehension of expository text in students with LD: a research synthesis

This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided.     

Uncovering the effect of text structure in learning from a science text: An eye-tracking study

This study examined whether reading a refutational or non-refutational text would induce different cognitive processing, as revealed by eye-movement analyses. Unlike a standard expository text, a refutational text acknowledges a reader’s alternative conceptions about a topic, refutes them, and then introduces scientific conceptions as viable alternatives. Forty university students read one or the other type of text about the phenomenon of the tides. All had alternative conceptions about the topic. Findings showed that at post-test (off-line measure) refutational text readers learned more than non-refutational text readers. Outcomes regarding indices of visual behavior (on-line measures) during reading revealed that refutational text readers fixated the text segments presenting scientific concepts for a longer time overall than non-refutational text readers, in particular during the second-pass reading. Refutational text readers also fixated the refutational segments for a shorter time than non-refutational text readers for the control segments. Furthermore, all indices of visual attention predicted learning only for the refutational text readers. The more the students’ reading of the refutational text was strategic, the better they learned from it. Implications about eye-tracking methodology and the refutational effect are drawn.     

Designing electronic text: The role of print-based research

This is the 14th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under govemment sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE.—Ed.