Caring and Daring Discourses at Work: Doing Gender Through Occupational Choices in Elderly Care and Police Work

This paper aims to problematise how gender is being done—1. through occupational choices in two occupations that are traditionally gender divided, elderly care and police work, and 2. through the division of work assignments in police work. Interviews with care workers and police officers are analysed using a “doing gender” perspective, a post-structural notion of subjectivity inspired by Michel Foucault and positioning theory. We argue that a caring discourse operates in elderly care workers’ and police officers’ statements concerning occupational choices, while a daring discourse operates in statements concerning occupational choices within police work. Through these discourses, gender is being done in different ways; caring dispositions are constructed as totally female within the context of elderly care but as more gender-neutral in police work. At the same time, a macho or daring attitude is constructed as a male attribute in police work. Such constructions may have social consequences in terms of dividing work tasks for police, where male officers work in more prestigious and “dangerous” areas, while female officers are left with less prestigious, more caring-associated working areas.     

中学地理课程与环境教育课程内容相关性研究

通过中学地理课程内容与环境教育内容的相关性比较和夯析,发现目前我国的环境教育主要存在下列问题：“各科渗透式”的环境教育模式存在弊端;当前的中学老师难以胜任环境教育工作;以课堂教学为主的传统教学方式不利于环境教育的发展。针对上述问题提出采用“独立设课式”的环境教学模式,让中学地理教师兼任环境教育工作解决方案,以促进地理教育和环境教育的发展。     

新课程下中学历史学科学业评价初探

从2001年夏季启动的新课程实施的现状来看，历史学科学业评价改革的趋势很鲜明。第一，明确了评价的目的。即应有利于师生之间、学生之间的交流和沟通；有利于教师对自身教学活动的反省，做出恰当的教学决策；有助于激发学生的学习动机，为学生的自主发展与人格完善创造条件。     

中学物理教师课程意识探析

从教学目标、教学过程、教学行为、教学效果四个方面深入分析了中学物理教师课程意识的内涵，指出课程意识对于中学物理教师具有重要意义。针对中学物理教师中普遍存在的缺乏课程意识的现状，尝试提出了两条增强课程意识的途径。     

School Work,Homework and Gender

This paper explores female and male students' attitudes towards school work in terms of application and achievement. The data are drawn from interviews with students, teachers, careers officers and welfare officers in three semi‐rural comprehensive schools in one local education authority (LEA) [1]. (The students were in their last year of compulsory schooling, Year 11, and were aged 16 [2].) The three schools had invited the authors to explore why boys were achieving below their potential in terms of course work and end of course grades. The findings of the study show how school, peer group and community factors influence students' attitudes towards school work and homework. However, the situation is not just one of boys' under‐performance: the pattern of girls' achievement at 16 (the school leaving age) is not always carried through post‐16 or into career destinations. The problem is one of ‘equalising opportunities’ for all young people, taking into account the different patterns of need at different stages in their school careers.     

中学数学协同阅读学习方略研究

通过调研可知,中学生的数学阅读、分析、解决问题的能力有待提高,可将协同阅读运用到数学阅读中来,从激活相关信息、加强迁移能力和注重整体协同三个方面定义了数学协同阅读学习策略,然后通过实验,分阶段让学生进行协同阅读的运用,由此学生学会了运用数学协同阅读,并提高了学生的分析能力、迁移能力、想象能力,以及自主学习能力与解题效率...     

农村高中研究性学习课程开发初探

我校(广西南宁市邕宁高中)是一所农村高中,从2001年10月份开始在2001级学生中开设研究性学习课程,每周两课时,结合我校区级教育科学研究课题《农村高中研究型课程开发与实验研究》的研究进行。经一年时间努力探索,我们对农村高中如何开展研究性学习,找到了一些     

Curriculum Management in the Middle School

Critical friendship is a flexible form of assistance for development and research, and one that had a key role in the international Carpe Vitam Leadership for Learning project. Whilst conforming to common features and engaging in similar activities there were some differences in the way critical friendship was enacted across the eight sites. The work of the critical friends contributed to the development of the leadership for learning principles, which in turn provide a framework for considering critical friendship and deepening our understanding of its nature. Dialogue, a focus on learning, and concern with the conditions for learning are all found to be core features of critical friendship, and were themselves subjects of the critical friends’ work.     

试论普通高中研究性学习的课程框架

研究性学习,作为普通高中课程改革的一个亮点,它究竟是什么?它在整个课程体系中居于怎样的位置?为何要作为一门独立的课程存在?诸如此类的问题都需要我们进一步去探索。研究性学习尽管以其全新的教育理念和课程形式时时激发人们的联想和希望,但人们心中依然存在诸多困惑。为此,本刊特邀华东师大课程与教学研究所副所长、香港华夏基金会与教育部基础司联合项目“普通高中研究性学习典型案例研究”负责人崔允誋教授,组织专稿发布该项目组的部分最新研究成果。相信这组文章中有关研究性学习的课程理念、实施与评价方式的研究,将有利于提高人们对改革清晰度的认识,希望能对课程改革起到进一步的推动作用。     

中学英语课程形成性评价研究

评价是课程的重要组成部分,形成性评价是现代教育理念在课程评价改革中的具体表现,它“以生为本,”贯穿于教学过程始终,充分展现了促进教师教和学生学发展的评价功能。了解英语课程形成性评价的基本内涵、特征和实施原则,将有助于改善和提高我国中学英语教学质量。     

审美游戏与中学课程教学

审美游戏是人类特有的一种融创造性、娱乐性和教育性为一体的活动,由于学校教育和审美游戏在本质上具有同一性,因而在实践活动中可以将二者有机地结合起来。以中学课程教学为例:语文和哲学是关于语言和解释的游戏,音乐和数学是关于符号和序列的游戏,美术和历史是关于时间和变化的游戏,地理和物理是关于空间和运动的游戏,生物和化学是关于模拟与复制的游戏。搞好课程教学的关键在于充分发掘身体、器物和符号这三者之间的内在联系并不断地促使其相互转化。     

ST EM教育与中学数学课程设计应用研究

科技的不断发展为教学改革提供了新思路,而STEM作为融合性的新教育理念和模式,实现了科学、技术,工程及数学四门学科的整合,更侧重学生数学核心素养和技术素养的培养,引导学生学以致用,解决实际问题。本文主要以中学数学教学为例,探讨STEM教育模式指导下数学课程的有效设计,以期更好地推动中学数学教学。     

中国与韩国中小学英语课程标准比较

中国与韩国具有相同的英语教育背景(EFL),两个国家的中小学英语课程标准及课程目标有其共同之处,也有各自的特点。对中国与韩国的中小学英语课程标准及课程目标进行比较研究,有利于取长补短,为以后英语课程标准的制订提供参考。     

高中课改中推进校本课程的探索

<普通高中课程方案(实验)>中明确提出:"赋予学校合理而充分的课程自主权,为学校创造性的实施国家课程、因地制宜的开发学校课程,为学生有效选择课程提供保障."不同地区、不同学校的不同学生有着不同的需求,因而每个学校都应根据自身条件、特点开发特色课程,让每一个学生都能根据自己的特长选择自己感兴趣的课程,充分挖掘学生的潜能,使学生在全面发展的基础上充分而自主的发展个性,培养出更多优秀学生.     

Cognition Research in Practice: Engineering and Evaluating a Middle School Math Curriculum

Abstract

How can research findings from cognitive and learning sciences be meaningfully applied in authentic settings to improve student learning outcomes in mathematics? Decades of basic research on how people learn has implications for the design of curriculum, instruction, and assessment. However, bringing research to practice involves simultaneously applying multiple design principles and raises pragmatic challenges of classroom contexts. Our project used research-based recommendations to systematically revise a widely used middle school mathematics curriculum and investigated whether the revised curriculum improved student learning in mathematics. In this article, we detail a replicable process for operationalizing and implementing multiple research-based principles and report findings from a large-scale experimental evaluation of this approach to estimate the potential impact on student learning.     

《中学物理课程标准与教材研究》模块内容的构建研究

新的教师教育课程标准打破了原有课程结构特别是编制形式。文章以心理学知识为基础,对新标准视野下《中学物理课程标准与教材研究》模块内容的构建进行了研究,并提出了具体的构建策略。     

初中《历史课程标准》的特点

初中《历史课程标准》较之《历史教学大纲》给初中历史课程以明确的定位 ,提出初中历史课程应突出体现义务教育的普及性、基础性和发展性的基本理念 ;在课程目标、内容要求和评价等方面都有较大的变化和调整 ,更加符合时代发展的要求。     

库恩范式论与心理学的文化转向

库恩的范式论对西方传统文化即理性主义和科学主义的质疑和反叛，标志着西方科学哲学的文化转变，同时对心理学的文化转向产生了重大的影响，主要表现在：库恩范式论从科学哲学内部动摇了科学心理学的哲学根基——实证主义，也引发了对心理学自然科学模式的反思和诘难；库恩范式论强调真理的相对性，把科学理解为实战性的参与为多元文化心理学兴起奠定了哲学基础；库恩范式论对西方传统文化的反思，将有助于走向东西方文化融合的跨文化心理学研究。