从杜威的经验观探析中国传统语文教学经验

中国传统语文教学实践的基本经验是什么？这个问题目前还有很大的探究空间。从杜威的经验观来看,经验是有机体与环境交互作用的过程;这个过程有主动和被动的两个方面,二者相辅相成,由此给予有机体各种刺激,使有机体在实践中获得反思,建构经验。观照中国汉语文教学的传统经验发现,教师自己的学习和研究实践是开展教学的重要前提;优秀教师以此为参照,激励学生也积极地展开自觉的实践和反思,创造自己的新经验;在这个过程中,师生为反思的魅力所吸引,投身于“教学相长”的情境中,这也就是理想的“乐学”境界。     

生活体验研究的涵义、特点与实践路径——范梅南教育现象学研究方法之研究

生活体验研究是范梅南教育现象学研究方法,这种研究方法是在现象学基础上,受教育科学研究范式转型的影响下提出和发展起来的。生活体验研究是一种强调“人”的研究方法,有实践性、反思性、敏感性和人文性的特点;同时生活体验研究作为人文科学视野中教育学的一种研究方法,在使教育研究由理论走向实践的过程中,也有其本身的实践路径。     

Constituting information technology research: the experience of IT researchers

The collective consciousness of effective groups of researchers is characterized by shared understandings of their research object or territory. In this study, we adopted a phenomenographic approach to investigate information technology (IT) research, and its objects and territories, as they are constituted in the experience of IT researchers. Semi‐structured interviews were conducted with researchers representing different sub‐disciplines. Analysis revealed the variation in meaning associated with the idea of IT research; and the awareness structures through which participants experience variation in ways of seeing the object and territories of IT research. Eight ways of seeing IT research were found. The outcomes of our project appear to make visible the changes and developments that are an essential part of the character and experience of contemporary IT research.     

Self‐Reflexivity and the Creative Voice: Issues of Transgression Identified with Participant Ethnographic Research in Art and Design Education

This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution.     

A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.     

The Construction of Paradox?: One Case of Mature Students in Higher Education

Despite the fact that educational institutions have been actively encouraging mature students into higher education, we understand little of whether the experience of this group is the same as or different from that of the other students. There is a dearth of published research on the subjective experience of mature students. Much of the most widely quoted research on mature students has relied on quantitative techniques. While such procedures are useful for providing background details, they are less useful for exploring the lived experiences of being a mature student. Until we understand how the experience of being a mature student is lived, it is difficult, if not impossible to consider how policy and teaching practice for mature students can be developed. With qualitative and quantitative research methods, this research looks at the 'lived experience' of being a mature student in a Scottish university. Using a social constructionist framework, the focus is on how the reality of being a mature student is constructed by mature students. It shows how self contradictory these views of reality can be.     

Transformative Experience: An Integrative Construct in the Spirit of Deweyan Pragmatism

A sentiment held by Dewey and shared by other educators is that learning should enrich and expand everyday experience. However, this goal has not been a focus of research. In this article, I propose transformative experience as a construct capable of reflecting this goal and functioning as an empirical research construct. I discuss the theoretical grounding for this construct in the work of Dewey and define it in terms of three characteristics: (a) motivated use, (b) expansion of perception, and (c) experiential value. In doing so, I describe how transformative experience integrates current research constructs such as transfer, conceptual change, and task value in a holistic way. I then provide illustrations of transformative experiences and review the existing research.     

虚拟现实文化体验系统设计与应用

近年来,虚拟现实技术作为一种新媒体技术,受到众多研究机构的关注与青睐,应用文化领域的虚拟现实技术也成为研究热点。以Unity3D为开发平台,构建一种虚拟现实文化体验系统,并重点分析其系统架构与关键技术。以黄鹤楼文化为实例设计并实现了基于虚拟现实的黄鹤楼文化体验系统,对系统各模块进行分析与测试,结果表明其稳定性比传统系统更高。相比传统虚拟现实结合文化的应用,该系统增加了虚拟现实交互体验,为进一步推进大众对虚拟现实技术的认知、推动虚拟现实技术在数字文化领域的交互体验提供了案例参照。     

Peer to peer support: the disappearing work in the doctoral student experience

This paper reflects on the importance of study groups in contributing to a positive postgraduate experience and explores specific concepts, such as ‘disappearing behaviours’ in contrasting the ‘official’ languages of universities with the beneficial behaviours found through study groups. Additionally the paper advocates the systematic inclusion of strategies such as study groups in the postgraduate experience. Funding arrangements and research frameworks for higher education in Australia focus on student progress and completion, as well as comparison of research quality within and between universities. As a result, there is a significant emphasis on timely completion of postgraduate degrees. This paper posits that there is an apparent contradiction between the indicators of success in this area, such as completion rates and annual progress reports and the positive contribution that study groups can make to the doctoral student experience.     

A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships

High quality early childhood teachers have a wealth of knowledge and use a range of skills in their daily classroom practices, and research has consistently demonstrated the positive influence effective early childhood teachers have on children’s development and long-term outcomes. Given the importance of practicum experiences in the development of effective teachers, exploration and understanding of these experiences for early childhood teacher candidates is warranted. The relationship between the cooperating teacher and teacher candidate can be viewed as a central element in the experience; this relationship influences and is influenced by additional elements within the practicum experience, including: communication, beliefs, fit, knowledge and learning. In this article, each of these elements is explored, and the interrelatedness of the elements within the practicum experience is discussed. A systems perspective is used to describe the multiple elements of the practicum experiences in early childhood teacher preparation programs, not only to explore the practicum experience, but also to develop recommendations and a research agenda.     

Student primary teachers and their experience of religious education in schools

This article is based on research into the way student primary teachers experience religious education when they train in schools. The research findings suggest that the experience and quality of training in many schools is not adequate and that this experience undermines student confidence in relation to religious education. The author argues that despite the increased reliance on school as an arena for the training of teachers, in the case of religious education many student teachers do not have the opportunities to observe or teach religious education even where the school or student is keen to do so.     

Using Questionnaires in Teacher Research

Teacher research is described as being beneficial and yet it is hampered by teachers' lack of knowledge about research, including how to use popular research methods. Given that accounts by teachers describing their use of such methods in a systematic manner might prove useful for their peers, this article describes my experience of using a questionnaire in teacher research.     

让教育研究走向生活体验

传统的教育研究由于远离了个体的生活体验而丧失了生活意义。本文认为,当代教育研究应该注重生活体验,走向生活体验。也就是说,教育研究是在真实教育情境中以个体的生活体验为基础进行的研究;教育研究是研究者作为主体积极参与的一种价值负载活动;在教育研究者与研究对象之间应该建立一种平等互动的关系。因此,当代教育研究应该注重叙事研究,关注教师的个体体验和个体实践知识,在教育理论工作者与教育实践工作者之间开展广泛的合作与对话。     

Providing Quality Early Care and Education to Young Children Who Experience Maltreatment: A Review of the Literature

The current paper highlights the few studies that examine the role of early care and education on the developmental and early academic outcomes of children who experience maltreatment. First, we argue that children who experience maltreatment are at significant risk for poor developmental outcomes as a result of the chronic exposure to stress that is typical of this population. Recent evidence emphasizing the effects of stress on brain development is discussed. Next, the role of quality early care and education (ECE) experiences for children receiving services from child protective agencies are explored, underscoring three particular studies that examine the early educational experiences of children who receive child protective services as a result of maltreatment or exposure to violence. Finally, we focus on current approaches to improve the outcomes of children who experience maltreatment, within the context of ECE, and the implications for future research. Overall, this review serves as a call for international research efforts to explore the role of ECE on the developmental and early educational outcomes of this vulnerable population of children.     

Experiencing research‐informed teaching from the student perspective: Insights from developing an undergraduate e‐journal

This paper reports the findings of a science e‐journal initiative to publish undergraduate research and assesses student evaluations of this experience. Students in this (post‐1992, non‐research‐intensive) institution overwhelmingly reported that research was a key feature of their course at the point of the e‐journal introduction and that they were involved in research in a variety of ways (especially honours projects, lab work and fieldwork). Research‐informed teaching from the student perspective involved two specific categories of pedagogic activities: things that students did and things that tutors did. Students largely understood research‐informed teaching as an activity where tutors impart knowledge about their own and others' research (a research‐led approach). Yet, what students wanted was a more active involvement in the research process (research‐oriented/research‐based). The e‐journal initiative enabled some students to acquire this additional experience and without great cost so could be adopted elsewhere. There is some debate about equality of access to research opportunities in higher education, and an e‐journal has the potential to be more widely accessible than, for example, research apprenticeships (especially if students can be involved as reviewers and as active contributors via Web 2.0 technologies). However, there is still an element of elitism about selection for the publication process.     

教育研究:走向生活体验--马克斯·范梅南教育学研究方法论探微

传统的教育研究由于远离了个体的生活体验而丧失了生活意义.当代教育研究应该注重生活体验,走向生活体验.范梅南提出的"生活体验研究"是一种教育学研究方法.它不同于自然科学的方法论,是以人为中心的解释性研究模式,是解释现象学教育研究方法.     

论校长教育政策体验的研究

学术界目前所进行教育政策分析，往往忽视了对政策主体心理与行为的分析，是一种纯技术的教育政策分析。校长是教育政策中最为复合的一个主体，应加强对校长的政策体验研究。校长既是政策的制订者，也是政策执行者，还是政策的咨询者和评价者。而校长的政策体验是校长行为研究与政策科学交叉后滋生出的研究重点和难点。教育政策体验是指教育政策主体在制订、质询(咨询)、执行和评价政策时的内心感受和感悟的一种活动、过程和状态。广叉上讲它是集政策体验、政策意识、政策观念和政策行为于一体的复合概念。应该运用包括质性研究、定量研究和思辨研究在内的多元方法开展此类研究。     

Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning

In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.in final form: 9 September 2004