Teaching Philosophy

这是一位老师写给编辑的信。字里行间,阐释着对教师角色的彻悟……     

Principles Supporting the Perceptional Teaching of Physics: A ��Practical Teaching Philosophy��

This article sketches a framework of ideas developed in the context of decades of physics teacher-education that was entitled the "perceptional approach". Individual learning and the scientific enterprise are interpreted as different manifestations of the same process aimed at understanding the natural and social worlds. The process is understood to possess the basic nature of perception, where empirical meanings are first born and then conceptualised. The accumulation of perceived gestalts in the ??structure of the mind?? leads to structural perception and the generation of conceptual hierarchies, which form a general principle for the expansion of our understanding. The process undergoes hierarchical development from early sensory perception to individual learning and finally to science. The process is discussed in terms of a three-process dynamic. Scientific and technological processes are driven by the interaction of the mind and nature. They are embedded in the social process due to the interaction of individual minds. These sub-processes are defined by their aims: The scientific process affects the mind and aims at understanding; the technological process affects nature and aims at human well-being; and the social process aims at mutual agreement and cooperation. In hierarchical development the interaction of nature and the mind gets structured into a ??methodical cycle?? by procedures involving conscious activities. Its intuitive nature is preserved due to subordination of the procedures to empirical meanings. In physics, two dimensions of hierarchical development are distinguished: Unification development gives rise to a generalisation hierarchy of concepts; Quantification development transfers the empirical meanings to quantities, laws and theories representing successive hierarchical levels of quantitative concepts. Consequences for physics teaching are discussed in principle, and in the light of examples and experiences from physics teacher education.     

History, Philosophy and Science Teaching: Some Answers to “How?”

The study of the history and philosophy of science in school science courses is highly recommended. This paper deals with the methodological aspects derived from research in science education and how they have to be taken into account in order to generate effective classroom activities, so that history and philosophy are not relegated to the status of additional rhetoric of conclusions in an extensive curricula. This is illustrated with the analysis of episodes ___ transcribed from videotape records ___ which took place when such activity was introduced into high school physics classes. This analysis has shown that students, when working in cooperative groups over problematic historical episodes, may come to discuss essential features of science. This not only provides a more realistic view of science, but also enhances cognitive and argumentation skills, besides emphasizing the importance of teachers' guidance.     

Application of ＂Inducing-mode Teaching, Exploratory Teaching, Discussion Teaching＂ to Physical Chemistry Teaching

引导式、探究式、讨论式教学方法,可激发学生好奇心,发挥学生主动精神,鼓励学生进行创造性思维,提高物理化学教学效果。     

A Teaching Plan

孟昭惠同志的这份教案,清晰、明确,针对不同水平学生的情况,有梯度地设计了提问,展示了一个较好的教学方法,可供外语教师们参考。同志们在备课和准备教案时,一定要从本校的实际出发,区别学生的不同情况,提出不同的要求,务使全体学生都能学有所得。     

Can Children Do Philosophy?

Some philosophers claim that young children cannot do philosophy. This paper examines some of those claims, and puts forward arguments against them. Our beliefs that children cannot do philosophy are based on philosophical assumptions about children, their thinking and about philosophy. Many of those assumptions remain unquestioned by critics of Philosophy with Children. My conclusion is that the idea that very young children can do philosophy has not only significant consequences for how we should educate young children, but also for how adults should do philosophy; and that further research is urgently needed.     

Teaching Monolingual Classes

Many Teachers get their first jobs in schools abroad wherethe classes are monolingual -- meaning they have a commonlanguage and culture which is usually different from theteacher's. This contrasts with most teacher-training courses,which are held in English-speaking countries where teachersusually practice with multilingual classes, with groups of stu-dents of mixed languages and cultures. Furthermore, the     

Humanising Language Teaching

第一部分:走近动机方法论MOTIVATION Ⅰ:TOWAROS A METHODOLOGY OF MO-TTVATION 动机可能是在课堂中实施语言教学的一个不可或缺的重要因素。作者先提出了从“连接”的角度来     

Humanistic Language Teaching

"Humanism" is one of those constructs that people argue about passionately. Instead of attempting to define it, perhaps it makes more sense to focus on some commonly agreed characteristics of humanism. These are: problem solving, reasoning, free will, self-development, and cooperation. Humanism and learning theory Perhaps the most well-known applications of humanism in ELT are those of Curran (1976) and Gattegno (1972), * The former advocated the use of "Counselling-Learning". In this practice, teachers sit outside a circle of learners and help them to talk about their personal and linguistic problems. The students decide the "curriculum", while the     

Philosophy Smiles under the Veil of Culture—the Swerve of Body Philosophy

It is obvious that body becomes one of the focuses of modern cultural studies. However, philosophy is the root of cultural tree. To penetrate the cultural phenomenon, philosophy provides an insight. Within the western traditional dualism of body and spirit, body goes through ups and downs. Understanding this philosophical swerve of body leads us to catch on those cultural changes.     

Overview of Teaching Grammar

Though introducing different attitudes toward teaching grammar and summarizing some practical methods,English learners and teachers can draw on useful experience.     

Of Teaching English Grammar

1. The Necessity Of English Grammar Place two ALDs of different editions side by side, you can see the sentence “Down with the tyrant” in the first edition, and “Down with the grammarians” in the third. I don't knnw whether A.S. Hornby was deliberate or was being