英国的多元文化教育与公民教育

全球化和多元化对许多国家的发展带来重要影响,同时也要求这些国家的教育适应其人口多元化的发展.过去60年英国也在致力于探寻一条适应其人口多元化发展的路径.人口的多元化发展,不仅要求课程设置进行改革,也要求教师培养方式的转变.然而这种由人口多元化带来的差异与统一的国家和公民身份融合仍显得比较困难.     

后现代、全球化与多元文化

后现代主义是现代社会在思维方式上的一次根本性转型。以多元和差异为精髓的后现代主义思想理所当然地成为多元文化的认识论渊源和基本价值基础。多元文化的冲突、交流和融合,导致文化的不断创新,促进了人类文明的发展。在全球化的背景下发展多元文化,需要正确解决文化全球化与多元文化的悖论,做到“和而不同”。     

历史小说《纽约》中谱系的多元文化性

爱德华·拉瑟福德在2009年出版的历史小说《纽约》以梵.迪克和马斯特家族为线,时间跨度达400年。其错综复杂的姓氏谱系来源广泛,反映了各个时期、各个民族、各个人种等文化多元现象,特别是在小说中的一章《爱丽丝岛》里,蕴涵了《纽约》的宏大历史背景下的身份政治和多元文化特性,移民的阶级、性别和种族在纽约这座大都市里显示了个体的差异性和不平等境遇,但强调平等、无差别待遇和文化共存的多元文化主义最终有了强大的生命力。     

Multiculturalism Hiding in the Film:An Analysis of Welcome

Multiculturalism is an inevitable topic facing with our daily life.A film may represent a society,culture,class,sexuality,and a multitude of things.Therefore films should be a very valuable object for studying culture in the world.In this paper,I would like to analyze the film Welcome to show the conflicts of different cultures and how multiculturalism present in movie.The purpose of this study is to view and discuss how multiculturalism has been depicted in this film.     

多元文化与民族认同

通过多伦多和蒙特利尔两个城市的多元文化实践的案例研究,讨论了加拿大的多元文化政策及其成功经验和失败教训。关于民族认同,有必要在差异和趋同之间保持一定张力;关于民族政策,有必要在柔性和现实之间保持某种平衡。中国的民族问题和国家认同问题实质上也是一个多元文化问题。加拿大的成功经验和失败教训对我们面对和解决当前的问题有重要的启示意义。     

Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews

As active learning pedagogies continue to increase in popularity in higher education, new questions have emerged about how instructors can manage all of the associated ‘moving parts’ of active learning, including how and when to deliver feedback. Currently, little is known about how students perceive the effects of verbal feedback during in-class activities. This study examined two large sections of introductory biology held in an active learning SCALE-UP (Student-Centred Active Learning Environments with Upside-down Pedagogies) classroom. Thematic analysis of repeated stimulated recall interviews with 15 students (72 total interviews) uncovered three main categories of feedback effects that students perceived: assure, alert and add (AAA). These three categories were supported by repeated stimulated recall surveys with a larger student population (262 students). We describe each category, quantify the frequency of each category in the target course, outline the students’ perceived impact of each on examination preparation and performance, and conclude with implications regarding how understanding students’ perceptions of their feedback experience may help instructors to deliver student-centred feedback during active learning.     

A Scale for Measuring Student Perceptions of Quality: An Australian Asian Perspective

ABSTRACT

Australia is rapidly moving into the globally competitive higher education market. As a consequence the issue of consumer satisfaction and quality is emerging as an area of interest. This paper focuses on the issue of student understandings of quality by developing a consumer derived scale which identifies the quality variables related to student perceptions with the university experience. The scale was derived from focus groups, in-depth interviews and through an examination of the literature. The scale was tested and refined on a cohort of 351 Australian and Singaporean/Hong Kong students studying business subjects at an Australian University. The refined scale comprised 25 quality variables which factored into four orthogonal components. The mean values of the variables and factors were examined to make inferences about how educational marketing practitioners can be assisted.     

Student Perceptions of Web-based Course Quality and Benefit

Web-based courses have been used to appeal to many segments of potential students. While there has been a rush to develop Web-based courses in universities, there has not been a corresponding publication of research linking Web-based course development to the characteristics of students being taught. Today's universities have a student population that is demographically diverse. This research explores students' reasons for choosing a Web-based course and their perceptions of course quality and benefit.     

论比较教育的多元文化主义研究范式及其选择

比较教育的多元文化主义研究范式源于对普遍主义和相对主义的扬弃,它以解释学的理解为核心,坚持开放的解释观和跨学科的研究方法.然其本身也存在不足,对我国比较教育研究发展既有启示也存在困扰,如理解中的先见、价值判断及借鉴与反思问题.因而,在新时代背景下,多元文化主义研究范式需要不断调整自身,纳入田野考察的研究方法与和谐共生理念,时刻反省自身以适应时代及研究需要.     

Multiple Sources of Evidence: An Analysis of Stakeholders' Perceptions of Various Indicators of Student Learning

This study compared different stakeholders' perceived validity of various indicators of student learning used to judge the quality of students' academic performance. Data were gathered from the questionnaire responses of 314 educators in three states that have implemented comprehensive state-wide assessment programs with high-stakes consequences both for educators and for students. MANOVA results showed that while educators generally hold similar perceptions, significant differences exist between school administrators and teachers. Administrators perceived the results from nationally normed standardized assessments, state assessments, and district assessments to be more valid indicators of student achievement than did teachers. In contrast, teachers granted more validity to classroom observations and homework completion and quality than did administrators. The implications of these differences for reform initiatives are discussed, particularly with regard to teachers' motivation to improve results.     

On Canadian’s Multiculturalism in the Late 20th Century

In 1971 the government of Canada adopted the policy of multiculturalism. Since then Canada has become the first western country to announce and implement an official policy of multiculturalism. While it is not easy to achieve this policy. The policies seem just to strengthen the racial consciousness in some extent, and the immigrant groups have to tackle the problem of how to fuse into the Canadian culture. Multiculturalism will have a bright future only if it would experience constant adjustment and improvement.     

多元文化主义的价值诉求及其论争

多元文化主义主张文化多样、民族平等和少数族裔的权利补偿。多元文化主义的支持者认为多元文化主义可以保存民族文化,可以提高国家的文化竞争力,可以缓和错综复杂的宗教矛盾,可以在一定程度上提高少数民族的经济状况和社会地位,缓和民族矛盾。多元文化主义的反对者认为多元文化主义会削弱共同理念,可能导致民族分离主义,有将社会问题简单化的倾向,掩盖了一些实质性问题,其思想基础存在理性缺陷。     

Students' Perceptions of Interpersonal Aspects of the Learning Environment

This study examined variables associated with differences in students' perceptions of interpersonal teacher behavior. The perceptions of 3023 students and 74 teachers in 168 classes in seven secondary schools were used in the analyses. Investigating variance at the student, class, teacher and school levels revealed that several variables are significantly related to students' perceptions: student and teacher gender, student and teacher ethnic background, student age and grade, class size, grade level, subject taught and teacher experience. There were interaction effects between some variables, such as student ethnicity and student gender, as well as student and teacher gender. While significant, the amount of variance explained by these was low (around 10%). The outcomes generally confirmed earlier research, although some new effects were found. Perhaps the main result of the study was its verification of the complex and interactive nature of students' perceptions of the learning environment and researchers' understanding of it.     

大学生英语学习感知的调查分析

以温州大学为例,以问卷调查的形式,就学生的对英语学习的感知作了调查。尤值得一提的是,利用教学系统模式对学生的特点、教学过程和输出以及这些变量相互间的关系进行研究。通过对问卷调查的定量和行星分析得出结论,为更好提高大学英语教学质量提供一些参考。     

Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom

Advocates of educational reform often describe classroom instruction as inauthentic. That is, most classroom learning activities are structured around artificial contexts for learning, and students only engage in tasks and remember information at superficial levels. Some teachers are attempting to break traditional classroom practices by creating authentic contexts for learning. To date, most of the research on authentic classrooms has described the processes teachers have used to develop the classroom environment (learning activities, resources, etc.); however, few have examined authentic classrooms from the students' perspective: “What do students think about authentic classrooms?” The purpose of this qualitative study was to examine a unique learning environment at a large, Midwest high school to understand how students perceived that environment. Most of the students reported a positive experience and described the classroom as fun and exciting with real-world relevance. However, there were several students who did not share these views, and many students were not successful.

     

Science Students' Perceptions of Engaging Pedagogy

During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher were monitored for the whole school year, employing participant observation, and interviews with focus groups of students, their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years and science education are considered.     

美国多元文化主义背景下的异族通婚

二十世纪八十年代以来,在多元化主义背景下,美国异族通婚从异族裔通婚,异教通婚,进入到异种族通婚阶段。其主要原因有三,第三次移民潮中有色种族移民的爆炸性增加以及早期有色种族移民后代的同化;二十世纪六十年代以来美国社会的逐步宽容和开放;多元化主义的倡导。     

多元文化视角下英语饮食习语汉译的耦合与差异

每一种语言都有特定的"文化负载词"反映文化观念和事物,习语作为语言的精华也不例外,它不仅是文化的重要组成部分,也是文化的载体。英美民族的海洋商业文化与汉民族的大陆农耕文化表现出各自种种不同的饮食文化个性,最终不可避免地会反映到习语中来。对于英语饮食习语汉译的探讨,应从多元文化视角出发,多层面多角度分析其耦合与差异,从而推动有效的跨文化交际。