EDUCATION AS AN AFFIRMATIVE INVENTION: ALAIN BADIOU AND THE PURPOSE OF TEACHING AND CURRICULUM

Schools can be places where students articulate a preferred social future and exercise informed judgment with others toward that goal. Yet, educators have few examples of what a curriculum explicitly concerned with undertaking such a process might look like. Distinct from questions about how best to receive an Other or social science investigations of what may constitute educational “best practices,” Kent den Heyer explores here the ways in which the work of Alain Badiou provides for a more proactive arrangement of knowledge in schools organized to instigate truth‐processes that might supplement individual and socially inherited commitments. Through this exploration, den Heyer argues for the democratic and life‐affirming benefits of scholars and teachers who take up a “disciplinary ethic of truths.” He provides one of potentially many curricular examples of such an arrangement of knowledge.     

高师物理专业电磁学和电动力学课程整合与教学创新

讨论了高师物理专业电磁学和电动力学课程整合的必要性和可行性,提出了改革现有课程体系、教学内容、教学方法和教学手段的一些具体设想。希望为促进教学内容与教学结构的深层次改革,实现传统教学模式的创新,改善教与学的效果,提高学生的研究性学习能力和创新能力提供有益的参考。     

研究性教学法在"利息理论"课程教学中的应用

"利息理论"是高校经济金融类专业的一门基础专业课程,运用研究性教学方法教授"利息理论"课程,重点在于研究,让学生由"被动接受"的学习状态转变为"主动研究",激发学生学习的积极性,培养独立思考能力.因此结合教学实践,在"利息理论"课程教学中尝试运用研究性教学法具有一定的现实意义.     

WHAT YOU KNOW AND HOW YOU WRITE IT: A PROJECT FOR TEACHING AND ASSESSING WRITING ACROSS THE CURRICULUM

Writing evaluation conventionally relies on essay tests, but more informal methods can help reveal students' writing skills. A classroom project was designed to examine students' awareness of the demands posed by various academic writing, tasks, to discover how that awareness develops with experience, and to orient new students to the roles writing plays in their academic lives. The project involved three groups: freshmen enrolled in introductory writing classes for the first time, freshmen and others repeating the introductory classes, and upperclass students enrolled in a course in professional writing. At the beginning of the semester, all were asked to report any information they could find that would help them complete the semester's writing tasks. At the end of the semester they added information they had gained in the interval. Reports from all groups contained the same kinds of information, but students in professional writing noted more often that purposes of assignments related to goals for the course, while the freshmen added more late information about writing processes. The project was a valuable learning activity and suggested what roles writing plays in students' academic lives. Similar projects should be included in a thorough assessment of writing programs.     

安徽省体育院校运动人体科学实验课的教学现状与发展对策研究

运用文献资料和电话访谈等研究方法,对安徽省体育院校运动人体科学实验课的教学现状进行分析。研究指出传统实验教学模式存在的主要问题,并从培养高素质人才的高度,探讨运动人体科学实验课进行教学改革的主要方式方法。提出及时更新实验课教学内容,逐步实行独立的实验课教学体系,建立合理的实验教学考核评估体系,创建符合时代要求的现代实验教学模式等一系列新的实验教学改革措施。     

THE COMMUNITY THEORY AND THE JEWISH SCHOOL CURRICULUM

Almost no literature in the academic field of Jewish education exists that studies congregational rabbis as teachers of adults. This article seeks to contribute to filling the gap in the extant literature base. Using portraiture, the study describes and analyzes the aims of rabbinic teaching of adults in a synagogue setting. The findings suggest that regularly facilitating learners' intellectual and religious development, democratically guiding their communities' evolution through an emphasis on learning, and collaboratively joining their congregants in shaping the construction of personal and communal Jewish narratives are central aims of congregational rabbinic teaching of adults.     

BFI EDUCATION,CULTURE AND THE CURRICULUM

Understanding film and television through study is a distinct educational activity, but hardly integrated into the education system. This, it is argued, is due to a separation maintained by narrow institutional definitions of education and culture. In attempting to reconceptualize a relation, a shifting history of education is first described, in which clear links are discernible between changing financial fortunes of the education system and changes in successive political policies in this century. The inheritance of that history, it is argued, is a largely static curriculum.

Secondly, in investigating curriculum issues, the centrality of a subject‐based timetable is seen as inadequate; instead, a curriculum constructed in terms of ‘fields of knowledge’ is suggested, an idea exemplified by broadening the language base of English teaching and refocussing on the study of systems of signification.

Thirdly, in describing a tradition of intellectual and educational debates that underwrites such a shift, BFI Education ‐ an agency whose function in part is to promote education in film and TV studies ‐ is positioned in that tradition, and its policies and practices accounted for.

An annotated bibliography of key texts charts the context of the article, for readers for whom that context is unfamiliar, and as a potential reading list for educational courses.     

ROLAND BARTHES AND THE HIDDEN CURRICULUM OF ETV

Semiological and structuralist analysis of a schools television programme reveals a hidden curriculum underlying the manifest content. The educational implications of the “hiddenness” are discussed. Basic semiological and structuralist methodology is introduced.