MM教育方式与当代数学教育

20世纪80年代至21世纪初,对数学教育改革和研究,这大浪淘沙式的严酷条件下,“MM教育方式”几乎是唯一存活下来,而且还在发展的一种教改方案.MM教育方式对当代数学教育的启示是:不能眼睛向外,看不到我们在数学教育方面的长处;要防止去“数学化”的倾向;要将数学教育理论研究与数学实践相结合.     

"Tell Us What You Know:" Exploring the Nature of Knowledge About Aesthetic Experience

The role of art museum educators is to facilitate the viewer's aesthetic experience and to support the integration of new concepts into the viewer's pre-existing cognitive structure. Ideally, art museum educators teach viewers how to participate actively in the aesthetic experience. This seemingly straightforward task is difficult to accomplish. The modernist structures of the art world tend to cast the viewer in a passive role. Research into aesthetic experience conducted within Modernist paradigms tends to perpetuate the passive interaction of viewer and artwork. In this paper, I examine the work of researchers and artists who stretch or redefine the modern paradigm of art and identify ways in which active viewer participation can be supported. I propose that researchers of aesthetic experience can no longer approach viewers as subjects for their studies. I demonstrate that viewers are involved in research when their voices are heard in the discourse and they have the opportunity to see themselves reflected in the work of art. Within this new paradigm, viewers and researchers become co-creators of knowledge about aesthetic experience. Knowledge generated in this way enables art museum educators to support active participation in aesthetic experience.     

What Can PISA Tell Us About Teacher Shortages?

The OECD's recent research initiative, Attracting, Developing and Retaining Effective Teachers ( OECD 2002 ), has highlighted teacher supply and demand as an area of international concern. Using data collected in this area as part of a wider OECD initiative (the PISA 2000 study) an individual‐level analysis was conducted on the views on teacher recruitment and retention of 5416 headteachers, principals and administrators working in secondary schools in 25 countries. The findings showed considerable variation between countries in terms of perceptions of the impact of teacher shortages, inadequacy and turnover. Surprisingly, however, differences in the reports of headteachers working in the same countries were only rarely related to the size, location, or other characteristics of the schools in which they worked. Although there has been considerable previous research into headteachers’ views on this issue, much of this research has been, by necessity, small scale and restricted to a single nation. This article provides a much larger scale perspective and allows international comparisons to be made.     

What Hands May Tell Us about Reading and Writing

Reading and writing are increasingly performed with digital, screen‐based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to “unpack,” theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual and ergonomic interaction with devices having particular affordances. Highlighting the sensorimotor contingencies of substrates and technologies — how movement and object manipulation affect perception, experience, and sensory “feel” — this article presents an embodied approach to reading, writing, and literacy, using three cases of digitization as illustrations of some educational implications: (1) beginning writing by hand or by keyboard; (2) dialogic reading with iPads and print picture books in kindergarten; and (3) deep reading of long, linear texts on paper and on screens.     

论生态社会主义及其对我国的启示

生态社会主义思潮是随着世界生态问题日趋严重 ,在批判资本主义基础上 ,通过对社会主义的反思而逐步深入、逐步成熟而形成的。在生态社会主义的视野里 ,社会主义经济是顾及环境成本、保持理性增长、分散与集中相结合的经济 ;社会主义政治是以反资本主义社会力量为主导的 ,追求生态平衡、社会正义和基层民主的政治 ;社会主义对外政策是反对发达国家掠夺落后国家资源、污染落后国家环境的生态殖民主义 ,铲除国际关系上的不平等 ;社会主义目标是建设经济与生态协调发展、人与自然和谐共处的社会。这些思想启示我们 ,在社会主义现代化建设中 ,经济发展上既要注重经济效益 ,更要注重社会效益和环境效益 ,走可持续发展之路 ;政治建设上要充分发扬人民民主 ,突出知识分子在现代社会中的主导地位和主体作用 ;对外政策上要从全人类共同利益出发 ,寻求建立一种和平、稳定、公正、合理的国际政治经济新秩序 ;发展目标上要把我国社会主义建设成一个经济繁荣、政治昌明、环境优美、各方面协调发展的社会。     

You Can Ask Me If You Really Want to Know What I Think

Abstract

Recent social policy discourses in Aotearoa New Zealand focus on vulnerable children’s well-being and the detrimental, long-term and costly impacts of child poverty. The discourse pervading much of the policy labels children and young people as ‘vulnerable’ or ‘at risk’ or ‘in crisis’, a view, which we argue, is both disempowering and marginalising. We propose a shift in focus which views children and young people as agentic, capable and competent. Drawing on several small-scale research projects and reports we demonstrate how, when asked, children and young people can participate effectively in discussions about policy matters that concern them (Article 12, United Nations Convention on the Rights of the Child, 1989 [UNCROC]). We have much to learn from the insights children share with us when asked, but very often existing structures, at both government and community level, do not include adequate processes to hear their voices, let alone act on what has been communicated.     

Knowing What You Tell,Telling What You Know: Uncertainty and Asymmetries of Meaning in Interpreting Graphical Data

Research on knowing and learning in science commonly presupposes that knowledge, expertise, power, identity, and so on are stable features determining the outcome of interactions between individuals. In addition such individuals are conceptualized as differing in terms of the amount or types of the things in these categories. However, in a variety of disciplines including social psychology, sociology, and anthropology, the starting point for theoretical and empirical work is different: What really matters to social interaction is not the content of mind but how participants in social interaction deploy a variety of resources to constitute such things as memory, knowledge, expertise, and so on. This study was designed to investigate the local organization of interaction between research assistants, who had been hired to conduct a series of interviews (using a think-aloud protocol) about graphs, and scientists (N = 37) to better understand the person-situation interface in studies of scientific and mathematical knowing. Drawing on analytic methods from discursive psychology and conversation analysis, our analyses show how knowledgeability with respect to graphs and natural phenomena, assessment, giving and receiving of instruction, accountability, insight, and uncertainty are continuously shifting as interview participants draw on a variety of resources as means for managing the task at hand. In the process, uncertainty itself is managed by drawing on uncertainty.     

Comparing Academic Readiness Requirements for Different Postsecondary Pathways: What Admissions Tests Tell Us

Ensuring postsecondary readiness is a goal of K‐12 education, but it is unclear whether high school students should get different messages about the required levels of academic preparation depending on their postsecondary trajectories. This study estimated readiness benchmark scores on a college admissions test predictive of earning good grades in majors associated with middle‐skills occupations at 2‐year postsecondary institutions. Results generally indicated similarity between those scores, the corresponding scores for students preparing for high‐skills jobs requiring a bachelor's degree, and established readiness benchmarks for the general college‐going population. Subsequent analyses revealed small variation between readiness benchmarks for different college majors. Overall, results suggest that high school graduates need a strong academic foundation regardless of the postsecondary path they choose.     

What Does Galileo's Discovery of Jupiter's Moons Tell Us About the Process of Scientific Discovery?

Science &; Education - In 1610, Galileo Galilei discovered Jupiter'smoons with the aid of a new morepowerful telescope of his invention. Analysisof his report reveals that his...     

What Do Educational Mismatches Tell Us About Skill Mismatches? A Cross‐country Analysis

The relationship between higher education and employment is commonly interpreted in terms of the extent to which the higher education sector is providing graduates with the knowledge and skills to match employment needs. It is assumed that a mismatch between working in a job and level or field of education limits the use of skills, with adverse effects on both productivity and earnings. This article examines this assumption on the basis of five countries from the European graduate survey (CHEERS data). Although the analysis shows that educational and skill mismatches are indeed related, mismatches by no means imply mismatches between available and required knowledge and skills. The results indicate that traditional approaches of mismatches have to be adapted to more flexible forms of relationships between higher education and work.     

What Teachers Think

The present study examined Further Education Teachers’ opinions on the introduction of a formal appraisal system into their colleges. Data were obtained from two sources: (a) a one‐day workshop (N = 72), and (b) a survey questionnaire (N = 60). Findings showed that generally teachers did not welcome a formal appraisal system but felt that any system should offer encouragement and help to improve performance in the classroom, though most felt that time and money would need to be spent to enable Colleges to do the job properly.     

“魔镜”告诉我们什么——试论新时期小说中的女性形象塑造

通过对新时期以来小说中女性形象塑造的考察,发现女性形象主要是以圣洁化、商品化和幽闭的姿态存在着,这从侧面形象地反映了男权社会中男女地位和权利不平等的事实,也说明了新时期小说在女性形象创造上还存在着一定的问题。     

You Are What You Gesture

Research had shown just only 7%of humancommunication is through the actual words.研究表明人类交流中只有7%是通过实际的语言完成。93%of what we communicate with otheris non-verbal.人之间的交流有93%是非语言的。It our tone of voice,our pitch,our posture,     

You Are What You Plant

“种瓜得瓜，种豆得豆”，Ling种下了诚实，所以收获了国王的信赖，并成为国王的继承人。“Honesty is the bestpolicy．”（诚实至上）应成为人人所遵奉的基本原则。[编者按]     

You Should Tell Me 3 Days Ago

阅读短文,掌握其大意,并从各题所给的四个选项中选出一个最佳答案。 It was a quarter to six.Mrs Black_her husband stop the car outside the house and_went out to speak tohim. what's the matter,dear?he asked.You look_. I'm afraid I made a terrible_today,John,said the woman.Mr Smith called me about half an hour ago.Wegot talking and then_thinking.I asked her and her husband to come and have dinner with us this evening. Well,dear,said Mr Black.That's_!We'll soon get ready for it.On the other hand(另一方面),we_them two months ago.     

告诉孩子为什么你喜欢他们

你的孩子知道你喜欢他们什么吗？许多成年人现冷依然不确信父母对他们的爱,因为他们的父母从来没有对孩子积极的性格特征和种种能力表示出欣赏之情。许多成年人只记得父母不喜欢他们什么,但是似乎想不起他们有哪一点是挑剔的父母喜欢的。     

如何判定你是否喜欢你的工作?

Quick,answer these questions: Do you dread Mondays? Do you have big plans for your retirement? Do you fantasize about winning the lottery so you can quit your job and live the life of your dreams? If you answered yes to any of these questions-let alone all of them-there' s a good chance you are wasting your life in the wrong job.Gasp! I know,it sounds so harsh,so final,and quite possibly, unrealistic.     

哲学给人什么

哲学作为最高思想智慧,其真实品格与本性是人的精神世界的深层文化底蕴;哲学教化启蒙人用最美好的思想智慧去完善人性,以获得成为人的内在文化要素和精神气质,由此以本真的方式———真诚去规定自身生存与生活:即哲学给人真诚的人格,教人成为人;哲学给人真诚的思考,教人以境界;哲学给人以真诚的信仰,教人以超越。