A pedagogical analysis of science textbooks: How can we proceed?

This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used, and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation. In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content, the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus, for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations, three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic. The relative merits of the third approach are considered, and some examples are used from Greek science textbooks.     

瑞典人好简单

去年秋天,一个朋友去瑞典留学,在到达斯德哥尔摩大学后的第二周,通过电子邮件给我发回了一封信和大量的人文景观图片,让我领略到了瑞典的风土人情。让我颇为震惊的是朋友在邮件里叙述他到瑞典的第一周里,对瑞典人种种生活规则的诸多感叹。第一天,朋友便遇到了一件令人捧腹的事。飞机在斯德哥尔摩机场着陆后,在斯德哥尔摩大学接送团     

专业化教师什么样

ENCERESEARCH教师专业化是一种世界潮流,也是我国教育改革、实施新课程的需要。但教师专业化首先需明确专业化教师什么样,这样,教师专业化的发展才会有目标与方向。那么,专业化教师究竟是什么样呢?一、专业化教师是终身学习者教师专业化,一般而言,是指教师职业由普通职业转化为专门职业,并提高其社会地位的过程。但即使教师实现了专业化也并不意味着教师塑造的“完成”,恰恰相反,专业化教师必须是一个终身学习者。一方面,这是由我们所处的时代特征决定的。当今时代,有人称之为“知识爆炸的时代”。知识更新周期缩短,知识老化速度加快已…     

How foolish you are!

Christmas was coming. Mr Smith had no money to buy any presents for his children. His wife was ill and he spent a lot of money on her medicine. And the harvest was bad and all his family were going to be hungry the next spring. He was quite worried about it."We had only a cock,"said Mrs Smith one day. "You'd better take it to the town. Sell it there and buy some cakes and sweets for our children."     

晚清海关促进洋员汉语学习的政策措施研究

文章对近代中国的晚清海关促进汉语学习的政策措施进行了研究。在赫德、安格联两任总税务司的大力倡导和积极推动下,海关洋员汉语学习取得了明显成效。赫德率先把推进洋员汉语学习作为战略决策,以强制方式在海关推行汉语学习,安格联则较好延续了赫德的做法。海关洋员汉语学习与考试聘用、选拔晋升、奖金津贴、教育培训、考绩报告等政策制度紧密结合,使汉语学习成为强制性或体制性的需求,具有组织化、制度化的明显特点,对当今汉语国际教育与推广有着现实启示意义。     

How Many Pupils are being Excluded?

The rising number of pupils being excluded from school is causing alarm. Neither the Department for Education nor anyone else knows the extent of the problem. Statistics are unreliable. Margaret Stirling, who is researching exclusions for a higher degree at Warwick University, looks at unofficial exclusions in particular and at possible trends.     

"How do you do?" & "How are you?"

一、意义的区别: "How are you?"为问句,意为"你好吗",而"How do you do?"形式上是问句,实际上为问候语,意为"你好". 二、使用场合的区别: "How are you?"用以询问对方的身体健康状况,多用于朋友或熟人之间;"How do you do?"则用于两个人初次见面时的相互问候.     

美国加州州长施瓦辛格推广数字化教科书

The California governor wants to save money by dumping printed,I schoolbooks for online, open-source texts. But is it feasible？加州州长想通过在线倾销已经印好的教科书——开放源码教科书来节省开支。但这可行吗？     

中学生物学教材的比较研究

国内外的生物学教材林林总总、体裁各异、形式多样、价值取向不尽相同。本文针对基础教育阶段各国生物学教材的演化进行了横向比较,并对我国解放以来的生物学教材体系和内容结构进行了纵向研究,从而由教材的变化从一个侧面折射出了“课程的载体一教材”的演化发展趋势。     

In defense of good textbooks

This study examined the design of the associate dean's position within the context of the top 50 colleges and schools of education. Three design parameters of individual positions developed by Mintzberg (1983) were used to examine how associate deans' positions are designed: (a) the specialization of the job, (b) the formalization of the behavior in carrying out the job, and (c) the training and indoctrination required for the job. The conclusion and implications provide guidelines for the organization and governance of the dean's office.     

国外语文课教什么

美国:语文课就是读书会美国中学实行宽松的选课制,语文课也更像是"阅读分享课"。虽然美国大学入学对写作要求非常高,但很多中学都不设专门的写作课程,而是通过阅读各种体例的作品、写书评等锻炼写作能力。至于语文课上读什么书,也由任课教师自己来开书单,无论教育部还是学校,都不会印发统一的教材。尽管中学语文课深浅程度是可选的,但无论哪种课程,大量的阅读都逃不掉。刚上初中的13岁孩子,一个学期下来可能必须读六七种风格的英文作品。而希望上好一点大学的高中生,平均一学期要完整地啃下10本左右的名著。小说、传记类阅读材料在美国中学语文课上所占比例很大。从古希腊故事《特洛伊》《奥德赛》,到莎