Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms

This article presents an analysis of how students' dispositions toward learning shift and change over time through their engagement with particular classroom practices and identifies classroom practices that support the development of more productive dispositions. An analysis of 4 purposefully selected students from 2 different classrooms reveals that membership in a classroom activity system does not determine one's emergent disposition toward learning. However, it is likely that similar types of dispositions might emerge within a single classroom activity system. The analysis further seeks to understand the mechanisms that underlie the ways in which dispositions are enacted in moments of interaction, and how aspects of classroom practice impact this enactment. The findings support the argument that social, affective, and motivational factors are not simply influences on learning but are, instead, central to and inseparable from the learning process.     

高等教育转向大众教育过程中个性教育面临的机遇与挑战

随着社会发展与进步,国家社会乃至个人对社会人文环境要求的不断提高,高等教育的转型成为一种必然的选择。在这种转型的过程中所出现的一些新的因素使个性教育方式面临着挑战与机遇。     

中国在职数学教师专业发展的挑战与机遇

我国具有连贯一致的教师专业发展体系和一套传统的、系统化的教研制度,教师具有坚实的学科知识和大量的机会观摩有经验教师的教学.大部分中学教师赞同新课程的理念,实施新课程中的挑战有:功利性评价,缺乏数学知识的深刻理解,难以把握新教材的处理,难以驾驭活动式的课堂,缺乏熟练使用信息技术以及学生的两极分化,不同学段相互脱节.理想的在职教师培训模式有:基于案例的集中报告,专家引领的校本教研活动,跨校、区的围绕相同主题教学的比较研究和基于网络资源的共享模式.     

Revisiting School Mathematics in Pre-service Secondary Teacher Education: Purposes,Opportunities and Challenges

International Journal of Science and Mathematics Education - Despite compelling arguments for the importance of revisiting school mathematics in pre-service mathematics teacher education, there is...     

北京奥运光环下我国舞蹈普及的机遇与挑战

通过对全民健身运动与舞蹈普及化关系和体育院校任务的分析,提出在培养各种舞蹈艺术专门人才的同时,坚持为全民健身战略服务,重视开展舞蹈普及化的研究;探讨在北京奥运会后,如何大力普及舞蹈教育。     

A Cognitive Model for Examining Teachers' Instructional Practice in Mathematics: A Guide for Facilitating Teacher Reflection

The purpose of this exploratory study was to develop a model to examine teachers' instructional practice in secondary school mathematics in relationship to their underlying cognitions. The instructional practice and cognitions of seven experienced and seven beginning teachers of secondary school mathematics were examined as a basis for the creation of the model. To examine instructional practice a Phase-Dimension Framework for the Examination of Mathematics Teaching was developed. Data were obtained through observations, lesson plans, videotapes and audiotapes of structured interviews during the course of one semester. The value of the model lies in its usefulness as a guide for enabling teachers to reflect on their instructional practice and underlying cognitions in a structured, comprehensive manner.This revised version was published online in September 2005 with corrections to the Cover Date.     

现代教学理论在社会科课程中的应用

社会科课程一向重视吸收新的教学理论成果，以致其教学模式也是一个广泛的、非常规的概念。社会科课程的教学效果，一方面有赖于教师教学策略设计和运用的水平，另一方面又需尽可能帮助学生积极参与到教学设计和实施的整个过程中来，以提高学生的自主发展为目的。因此，社会科的教学理论不仅必须以学生为中心，而且要具有特强的实践性。即社会科课程中的教学发展一定要建立在有目的的社会认识与教学反思基础上。     

Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers’ report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers’ reported instructional assessment practices based on sex ( t?=?0.10; df?=?53; p?=?0.992), teaching experience ( F[4,50]?=?1.766; p?=?0.150), the level of professional qualification (F[3,45]?=?0.2117; p?=?0.111) or the level of academic qualification (F[2,52]?=?0.504; p?=?0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers’ report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant (X ²?=?18.482; df?=?10; p?=?0.047) in predicting the teachers’ reported use of good instructional assessment practices. The best predictor of teachers’ report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification.     

价值观冲突:学校教育面临的挑战与契机

当前,中国正进入社会转型时期。随着社会开放程度的不断加深,文化的交流也空前频繁,而在不同文化的交流与对话中,冲突与对抗也随之产生。价值观是文化的核心,价值观冲突作为一种普遍存在的社会现象,既对学校教育提出了严峻的挑战,也为学校价值观教育带来了发展契机。学校教育应以更加开放、宽容、科学的态度去面对冲突,引导学生形成正确的价值观,进而促进文化认同。     

Science and Language Integration in Elementary Classrooms: Instructional Enactments and Student Learning Outcomes

Research in Science Education - While some students will pursue careers in science, all will engage with multimodal science-based texts. The effective use of language skills is essential to support...     

我国大学行政化的困境与出路

我国大学行政化的困境突出表现为大学管理的行政科层化、大学行政权威的绝对化和学术在大学被边缘化.造成如此困境的深层原因在于我国现代大学与生俱来的行政化色彩、新中国建立后大学的政治化改造、学者的双重所有制和大学的高度复杂化.我国大学行政化改革可以从制定并落实大学法人制度、健全大学教师社会保障体系、推行大学全员聘任制和培育崇尚学术的大学价值观等几个方面着手,探索现代大学管理之道.     

低碳技术转让面临的挑战与机遇

国际低碳技术转让既充满挑战,也面临机遇。如何利用机遇克服挑战,推动发达国家向发展中国家转让低碳技术,促进我国低碳经济的发展,是摆在我们面前亟待解决的重要现实问题。在全球共同应对气候危机和金融危机并加速向低碳经济转型的大背景下,应客观认识低碳技术转让的各种障碍,从而稳步推进我国低碳产业的快速发展。     

让生活数学走进中小学课堂

本论述了在中小学数学教学中要从学生的生活经验和客观实际出发,使学生感受到生活离不开数学,特别是在教学过程中要创设良好的学习环境,让生活问题走进课堂教学,让学生获取知识,学会应用,从而增强学生对数学的深层理解,培养学生的实践能力,创新能力和创新精神。     

罗马尼亚创业型大学面临的机遇与挑战

创业型大学的模式支持高等教育部门与股权人建立联系,同时它也更加融洽地与传统大学的价值观念相互融合。但是它也要求在教育策略、评估方法、师资培训上的巨大变革。应对高等教育部门的创业性挑战既是一个个人问题,也是一个集体问题。这意味着要创造机会,落实关键创业行为,如机遇寻求与评估,关系管理开发与有效交际网络的建立,直觉决策与风险评估,发挥主观能动性,洞察事物本质,具有主人翁精神,进行创业性学习。移情能力与情商的开发将会成为焦点核心。     

中国民办高等教育发展的现实基础及对策

跨入新世纪，中国民办高等教育发展十分迅速，同时在改革和发展过程中也面临着许多新问题、新情况，机遇与挑战并存。从中国民办高等教育发展的现实基础出发，分析当前民办高等教育发展所面临的困境、机遇与挑战，提出了民办高等教育发展的若干对策。     

新世纪物理学面临的机遇和挑战

回顾了20世纪物理学取得的进展与成就,指出了目前物理学在微观领域、宇观领域及传统领域所遇到的主要困难,并对新世纪物理学的机遇和发展方向做出一些展望.