幼儿园课程与教师的课程开发

对于幼儿园教育课程的理解,正如它的上位概念--课程一样,人们的看法很不一致.过去人们通常认为它指语言、常识、计算、体育、音乐、美术六大学科,近些年来,全国各地的幼儿园课程改革异常活跃,大多已改变了过去六科的分科课程结构而代之以健康、语言、科学、社会、艺术五大领域的领域(广域)课程(有些地方正在实行的综合课程也基本是这五大领域的简单组合).     

The child,the text and the teacher: reading primers and reading instruction

From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts, such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop, first, a specific religious understanding according to the stricture of the time and, second, a moral reading practice that provided the child with a guide to secular conduct. The analysis focuses on the use of these texts as a productive means for shaping the child-reader in the context of newly emerging educational spaces, which fostered a particular, morally formative relation among teacher, child and text.     

Remaking the professional teacher: authority and curriculum reform

Globally, national curriculum policies are up for renegotiation. These negotiations are shaped by international and national top-down accountability regimes, and an increasing turn towards curriculum centralization and standardization. The new Australian Curriculum (AC) is no exception. The AC is an important educational policy event, one in which understandings about teacher professional authority is being redefined. In this paper, we examine how judgements about teachers’ professional authority are used to defend, promote and explain the AC. Drawing on an analysis of policy documents and interviews with high-level policy-makers, we argue that the AC is opening space in the policy field to reposition teachers’ work by promoting a view of teachers’ professional authority as constrained and defined through the written curriculum documentation.     

A futuristic curriculum model for the gifted child

Planning a curriculum model for the educational needs of the gifted for the 80's and beyond requires a futuristic perspective that will provide alternative programs, materials, and objectives.     

The development of community competence in the teacher education curriculum

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of community competence in the intended curriculum, the implemented curriculum and the attained curriculum. Various types of data are gathered and analysed in respect of these three curriculum representations. It appears that community competence is weakly conceptualised in the intended curriculum. In the implemented, and especially the attained curriculum, this results in no systematic and explicit practice in terms of the development of community competence.     

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher–child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher–child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher–child interactions; (c) shyness related to teacher–child closeness indirectly through the frequency of child-initiated teacher–child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.     

解读王熙凤命运的密码 --"一从二令三人木"探析

脂批所谓运用了“拆字法”的“一从二令三人木”句,历来是学界争论的焦点。但直至今日,有关王熙凤评语和结局的这七个字仍是聚讼纷纭的疑案。其实,这句话概括了凤姐在贾府中境遇不同的三个阶段：顺从人心、奠定基础的第一阶段,大权在握、威重令行的第二阶段,时非势败、终被休弃的第三阶段。     

论幼儿教师的课程参与--兼议园本课程的开发

在国外校本课程开发（school－basedcurriculumdevel－opment）热潮的推动下，我国１９９９年召开的第三次全国教育工作会议，确定了我国课程体制上“国家课程”、“地方课程”和“学校课程”三级课程相容并包的框架。受校本课程开发的影响，幼儿园也面临着园本课程（kindergarten－basedcurriculum）开发的一系列问题。其中，幼儿教师在课程开发中的地位与作用问题引起了众多教育理论与实践工作者的关注。园本课程的推出，使幼儿园和教师在课程开发过程中拥有了很大的权力，而教师的课程参与，正使教师的这种权利得以体现，使课程开发更贴…     

The new Turkish early childhood teacher education curriculum: a brief outlook

This article aims to describe and reflect on the new early childhood teacher education curriculum in Turkey. The new curriculum is part of a large-scale reform agenda to improve education at all levels. The article begins with a brief history of early childhood education and early childhood teacher education in Turkey. Then, the needs for the curriculum revision and major characteristics of the revised curriculum are discussed. The article concludes with brief discussion about the innovations and suggestions for future research dealing with the implementation and effectiveness of the revised curriculum     

继“不爽猫”、“愤怒猫”之后的又一网络红猫—“惊讶猫”

继网络红猫“愤怒猫”、“暴躁猫”之后,又有一只猫咪因为永恒的惊讶表情晋升网络“红”猫之列,获封“惊讶猫”称号。这只11岁的猫咪叫“斑爷”（Banye）,是一只英国短毛猫。自从它的主人在图片分享网站上传了它的一系列“玉照”后,“斑爷”赢得了一众追随者。     

Factors influencing teacher decisions on school,classroom, and curriculum

This article describes a study designed to explore sources of influence on the judgments made by science teachers on school characteristics, classroom features, and properties of a science curriculum. The study had its theoretical basis in the concept that members of a social organization operate under certain functional paradigms, which govern their approach to events within the organization, and particularly to the implementation of innovations. Empirically, the study formed part of the Canadian contribution to the Second International Science Study, and was based on a survey of some 2000 Canadian teachers. The survey used an adaptation of policy capturing methodology, in which teachers were presented with variations in a hypothetical scenario designed to simulate a decision-making situation. Results suggest that teachers' judgments center around a number of factors, the primary ones being concern for student ability and interest, teaching methods, and school spirit and morale. On the other hand, variations in the scientific basis of a curriculum appear to exert little influence. The results are interpreted as indicators of the major elements of teacher functional paradigms.