对“翻转课堂”的再认识

基于云服务的"翻转课堂",其成功的关键是教育现代技术与课堂教学的有效结合,由于目前教育信息化程度不高,"翻转课堂"很难在全国范围内推广。在实践中,有些学校误读"翻转课堂",加重了学生的学习负担,相比较,"跨越式教学"更适合目前中国国情。随着我国教育信息化的发展,"翻转课堂"也将会得以中国化,并可能会在国内得到较大的普及,而多种教学方法的有效融合将会是一大趋势。     

America's opinion leader historians on behalf of success

A complex communication mosaic contributed to Americans' impelling motives to be successful. Some particularly credible “bits” of information in that mosaic came at crucial times from several twentieth‐century historians whose “literature of actuality” reinforced our faith in ways of achievement practiced earlier on the frontier and by our founding fathers. As they provided guidance to corroborate what was read and heard in popular culture, those historians are among America's most subtle but influential opinion leaders.     

HENRI ROORDA VAN EYSINGA AND THE PEDAGOGY OF ÉDUCATION LIBERTAIRE

The anarchist‐inspired pedagogy of Henri Roorda van Eysinga (1870‐1925) had an important, and critical, influence on the contemporary theory of “education libertaire” ‐ a theory Inextricable from practice, and illuminated in the experience of the ‘Ecole Ferrer de Lausanne”, with which he was associated.. Roorda's role in promoting the “modern school’ principles of Francisco Ferrer is generally acknowledged. His reputation as “the soundest revolutionary of our age’ on the education of children, however, is largely unknown or forgotten.

Dutch by birth, Roorda grew up and remained in the “Suisse romande”, where his early exposure to the revolutionary intellectual idealism of post‐Commune exiles like Kropotkin and (notably) Elisée Reclus had lasting consequences. Cited in “libertarian” and “new” education circles alike, his writing effectively addressed the twin “scientific” and “revolutionary” facets of Rousseau's pedagogical‐critical discourse. The dichotomies engendered by this Juxtaposition of a child‐centred ‘education intégrate” with a revolutionary‐fraternal ‘mentalité anarchiste” richly nuanced his contribution to the pedagogy and the idiom of “education libertaire”.     

Epistemology and ontology in Kenneth Burke's dramatism

Kenneth Burke initially established dramatism as a method for understanding the social uses of language. An examination of Burke's major rhetorical concepts—identification, the definition of the human being, the concept of reality, and terms for order—reveals the epistemology of his dramatism as a marriage of paradox and metaphor. However, recently Burke has shifted dramatism towards a philosophy. Three shifts establish a dramatism based upon “act,”; not the tension between “action”; and “motion,”; dramatism that employs language “literally,”; rather than exploiting its ambiguity, and dramatism that is more “reality”; oriented rather than the link that orders and relates “reality”; to our abstract values.     

The rhetoric of oratory and how to teach it

Campbell's reputation has suffered from modem conceptions that assume Aristotle's Rhetoric as the paradigm for rhetorical theory and from modern commitments to epistemic and dialogic rhetorics. A focus on the place of the passions and emotional appeal in Campbell's Philosophy of Rhetoric (POR) brings his achievement more clearly into view. The “sentiments, passions, dispositions,” three key terms in Campbell's definition of the “grand art of communication,” are an index to his consideration of non‐rational response, a consideration informed by a discussion of “the passions” in the moral psychology of the period and that culminates in Book II of Hume's Treatise on Human Nature. What emerges when POR is seen from this perspective has significance for our understanding of the relationship between reason and passion in persuasion and for our appreciation of POR, which is arguably the most coherent conception of rhetoric that we have.     

A SYSTEMATIC CLASSIFICATION OF PUBLICATIONS RELATIVE TO THE HISTORY OF EDUCATION

“The accent in cultural history is on close examin‐ ation — of texts, of pictures, and of actions — and an open‐mindedness to what those examinations will reveal, rather than on elaboration of new master narratives.”

Lynn Hunt (Ed.), The New Cultural History (Berkeley, Calif., 1989), p. 22.

“[Films] are a legitimate way ... of representing, interpreting, thinking about and making meaning from the traces of the past ... that seriously deals with the relationship of past and present.”

Robert A. Rosenstone (Ed.), Revisioning History (Princeton, N.J., 1995), p. 3.

One of postmodernism's major lines of development collapses the boundaries and hierarchical distinctions between elite or academic culture and popular culture, giving us new opportunities to cross boundaries separating history from literature and the arts, the “academic” from the “popular”, the archival from the imaginative. I embrace the freedom that postmodernism offers to entertain new ideas, play different kinds of language games, challenge established “ways of seeing”.

I propose here that we extend the range of what we regard as historical “source” to include film, and that film be accepted by historians of education as a legitimate form of textual representation and important evidentiary “source” for our exploration and interpre‐ tation of culture and of education. What follows is an attempt at integrating film into the historiography of education. For illustrative purposes, I've chosen Peter Weir's “Dead Poets Society” ("DPS”, 1989) for my text. I don't presume to give “the” meaning of “DPS” for understanding recent American educational history, but to suggest some of its possible meanings, which, given the problematic nature of “meaning” in our postmodern epoch, is about all we can hope for, but which may be enough to continue the conversation about movies after the movie is over.     

Instructional Tools in Educational Measurement and Statistics (ITEMS) for School Personnel: Evaluation of Three Web-Based Training Modules

In the current No Child Left Behind era, K‐12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web‐based instructional modules in educational measurement and statistics to help school personnel acquire the “assessment literacy” required for these roles. Our first module, “What's the Score?” was administered in 2005 to 113 educators who also completed an assessment literacy quiz. Viewing the module had a small but statistically significant positive effect on quiz scores. Our second module, “What Test Scores Do and Don't Tell Us,” administered in 2006 to 104 educators, was even more effective, primarily among teacher education students. In evaluating our third module, “What's the Difference?” we were able to recruit only 33 participants. Although those who saw the module before taking the quiz outperformed those who did not, results were not statistically significant. Now that the research phase is complete, all ITEMS instructional materials are freely available on our Website.     

An Assessment of Pronouns as Linguistic Cues for Predicting Work Attitudes

Former Secretary of Labor Robert Reich (Reich, 1993) proposed that the pronouns employees use to describe their organization reveal information about their levels of engagement and affective commitment at work. In particular, he predicted that employees who describe their organization using the pronoun “we” are more engaged and committed than those who use the pronoun “they” in describing their organization. Reich's proposal has intuitive appeal and has been repeated in popular press accounts, but the accuracy of his prediction has not been empirically evaluated. In this article, we systematically examine the “Reich test” and find that the gender of the respondent is an important boundary condition to Reich's prediction. That is, our findings suggest that use of the pronoun “we” may serve as a predictor of work engagement and affective commitment for men, but not for women. We discuss the implications of these findings and the promise of exploring employees' linguistic indicators to understand social, affective, and cognitive psychological processes.     

“Ourselves among others”: A new metaphor for business and technical writing

Business and technical writing grows out of a need to “build bridges” between ourselves and others. With today's diversifying readerships and increasingly global marketplace, business and industry face a new challenge that is reshaping our conception of business/technical writing and the metaphors of the genre. The metaphors of “selling” and “reader‐centeredness” demand especially to be recast and subordinated to a new metaphor of interculturalism/ internationalism—"ourselves among others.” Grounded in a social theory of language and communication, this new metaphor signifies that “bridge‐building” across differences will be the key in contexts becoming at once more heterogeneous and global.     

A JEWISH SCHOOL MODEL FOR MORAL EDUCATION

Since Gaonic times a great deal of Jewish history had been made, and vast areas of Jewish living had been vitally affected by an intellectual device known as “Shaalot Utshuvot” (“Responsa”), an exchange of correspondence between two leaders of Jewish thought and learning. Something in the nature of such a responsum took place between our colleagues Drs. Judah Pilch and David Kuselewitz, on the occasion of the former's publishing an experimental edition of a proposed High School curriculum, in his former capacity as director of the Curriculum Research Institute.

We publish herewith David Kusele‐witz's reply to Judah Pilch's request for his evaluation of the curriculum proposal. Written in 1965, it is still very relevant to our troubles and our challenges, and offers much food for bold and innovative thought on several vital Jewish educational issues.     

Progression in learning science balanced forces

This article is linked to the last in its intelligent concern for the purposes of activities (“play”; “building with apparatus”) that can too often become part of the “routine” of a classroom. She starts with her own sensitive observations of what children do in her own classroom and enables us to see the value of structured use of play materials. With our current concerns for science, design and technology teaching in junior and secondary schools, it is, perhaps, a timely reminder of those subjects' starting points.     

SHOULD JEWISH SUPPLEMENTARY RELIGIOUS SCHOOLS BE LIKE THE PUBLIC SCHOOLS?

Whether the Jewish supplementary school should be operated as if it were a public school depends on the goals of Jewish education. “In terms of ultimate goals, however, Jewish education is now at a crossroads.”¹ While all Jewish educators would probably agree with Harold Schulweis' statement that “it is our sacred task to create Jews,”² educators are not in agreement over what type of Jews we are to create and how we are to create them. Jewish educators can be divided into two groups. One group wants to create “educated, thinking Jews” — goal #1—while the other desires to shape children into “feeling Jews” —goal #2.     

DEVELOPING A ZIONIST CURRICULUM FOR EARLY CHILDHOOD PROGRAMS

Our Theme is a significant one: “The Role of Jewish Education in Shaping the Jewish Future.” It speaks to some of our current concerns and emerging needs as educators. Yet, I must confess I didn't choose that wording. If I had titled it, it would have been titled “The Role of the Jewish Educator in Shaping the Jewish Future.”     

Nothing Human

In this essay C. C. Wharram argues that Terence's concept of translation as a form of “contamination” anticipates recent developments in philosophy, ecology, and translation studies. Placing these divergent fields of inquiry into dialogue enables us read Terence's well‐known statement “I am a human being — I deem nothing human alien to me” as a recognition of the significance of the “nothing human” for contemporary humanism. By recasting Terence's human/foreign pairing through Freud's concept of the uncanny, Wharram draws a parallel between a “nothing human” that is radically interior to the human subject and an exterior agency of “nothing human” described by actor‐network theory and object‐oriented ontology. Only through an “alien phenomenology” (a concept borrowed from Ian Bogost) dependent on metaphors and translations that are necessarily approximate (or “contaminated”) can we begin to approach this “nothing human.”     

从大学生的个性特征看大学生党员党性修养教育

提高大学生党员的党性修养,关系着国家的未来、民族的希望。当代大学生党员在党性修养方面存在的问题,是社会政治、经济、文化变迁的折射,也是高校党务教育工作与当前大学生党员教育需求存在一定差距。在全球化、信息化时代,要尊重大学生党员个性与时代特色,创新教育手段,用共产党员的核心价值理念和知识体系来引导大学生党员的理想信念由“无序”向“有序”发展、由“盲目”向“成熟”转向。     

“I am thinking that speech is asinine”: Narrating Complexities and Rethinking the Notion of “Independence” in Communication

This article presents a narrative accounting of a critical interpretivist research study that sought to document the emergence of useful speech in participants who had previously been described as largely nonverbal. The purpose of this piece is to narrate this inquiry process through examination not only of our participants' own accounts of their experiences but also through critical examination of the ways in which we as researchers solicit and respond to those accounts. Our analytic gaze, therefore, focuses on the dialectic process through which we interactively co-construct concepts related to disability in our participants' experiences, alternating between narrating our own experience of this process as researchers and narrating our participants' accounts of their own experiences with this interpretive process. Discussion focuses on critique of the cultural value accorded to the notions of “independence” and “normalcy,” and on the participants' demonstration of their own agency in the complex, fluid, and constant process of managing and constructing, in concert with those around them, and often in the face of significant resistance to the process, their own positive and valued identities as competent communicators.     

Listening to Student Concerns: An Instructional Strategy to Expand Student Perspectives

It is well documented in the literature that relationships influence the lives of young children (birth to second grade). Consequently, it is essential that young children's caregivers and teachers build professional relationships with children's parents, because these relationships influence the children's present and later learning environments both at home and in school. While listening to parents is a well-established value in the field of Early Childhood Care and Education, details about what “listening to parents” means seem less clear in the literature, research, and our own pedagogy as early childhood educators. Incidentally, teacher candidates and advanced teacher students (hereafter referred to as “our students”) sometimes voice concerns related specifically to listening to parents. Yet, answers to such concerns also seem limited in the literature and the research. Therefore, the intent of this reflective position paper is threefold: to provide my fellow teacher educators with three literature-based reasons to share with our students about why it is important to listen to parents; to indentify familiar comments, concerns, and feelings that our students have voiced about listening to parents; and to provide five practical cooperative-learning activities that will potentially influence our students' practices.     

Resource Reviews

Education and Mind in the Knowledge Age Carl Bereiter Mahwah, NJ: Lawrence Erlbaum Associates, 2002 ISBN 0 8058 3943 7 The expression “Iapos;m losing my mind” holds new meaning for me, or at least is now a declaration that I will use less frivolously when overwhelmed by daily life. Carl Berieter's book, Education and Mind in the Knowledge Age, conceives of the mind in an illuminating way; something new for most readers. Bereiter disputes the “folk theory of mind” as termed in his book, the common comprehension of the “mind as a container”. This metaphor, as he explains, in extreme depth and with numerous detailed examples, is the basic tenet upon which many current educational systems establish daily policies and procedures. The idea of the “mind as a container” informs and influences most aspects of education ranging from curriculum development to standardized testing, preservice teacher education and professional development. Most of our routine teaching and subsequent student representation of learning begins and ends with the process of filling up the container. However, this “folk theory of mind”, or common understanding of how the mind works, does not allow us to consider the brain, the mind and knowledge as distinct, but interconnected entities. We often see them as one single object or phenomenon Bereiter suggests that we need to disentangle our understanding of knowledge and the mind in order to understand the mind in a fresh way (p. 55). The theory of the “mind as a container” prevents us from viewing the mind, knowledge and consequently education, differently. This commonly accepted perception dooms us to recreate, chronically, our current, mostly static educational practice. Our view of teaching and learning, then, remains the vision of pouring knowledge into little brains, assisting students in filing each new piece of information in certain location to be accessed and used at a later date. Bereiter asserts that a second common perception of the brain “as a computer” reflects a similar fixed interpretation of human understanding and learning as the “mind as a container” theory. With these “folk theories” of understanding in place, when problems arise in teaching and learning, we do not consider the theory behind it. Instead, we question the student's abilities, our presentation of the material intended to be put into the container or the computational expectations of the computer-like brain.     

The American Short Story Speaks

Afew years ago Mr. J. B. Priestly complained that the American short story was of slight value in “helping American society to understand itself.” This complaint is representative of many condemnations and detractions of what has often been called the most characteristic literary expression of America. Even Mr. Edward J. O'Brien, the annualist of America's “best” short stories, has dismissed everything we created in this form before the World War as “a spiritual melodrama in a frozen literary convention.” I t appears that for more than a century our greatest literary figures-from Irving to Anderson-have poured into the short-story mould their understanding of American life, their observation, thoughts, feelings, and comments, and the only result has been merely a frozen mess, thoroughly unpalatable.     

Educational Expectations: How They Differ Around the World: Implications for Teaching ESL College Students

Expectations regarding teacher-student relationships, classroom interactions, testing and evaluation, and academic integrity vary widely around the world. Understanding these differences can be critical to enhancing the academic success of ESL(English as a Second Language) college students. Faculty working with ESL students often ask: “Why won't my students participate more in class?” “Why do my students only repeat back what I've said?” “Why won't they tell me what they think?” “Why don't they ever know what courses they want to take when they come to registration or advisement?” Students often ask: “Why does my professor keep asking me to talk about my personal experiences? We never had to do that in my country. Why is it such a big deal to do that here?” There are a lot of “why's” floating around the campus. This article addresses some of these questions.