The Implications of the 'New Literacy Studies' for Literacy Education

This paper deals with the following questions:

• 1 The ‘problem’: what is the ‘Literacy Debate’ and why do such apparently arcane accounts of language and literacy have such a high profile in popular media?
• 2 What are the New Literacy Studies (NLS) and what are the new understandings of language and of literacy on which NLS are based?
• 3 . What are the implications for literacy education?

     

小学教育专业信息素养教育类课程设置研究

教育信息化进程和教师专业化发展对教师的信息素养提出了新的要求,作为未来教师的小学教育专业学生必须掌握寻找知识和信息的能力。基于此,对当前小教专业学生的信息素养培养的现状进行分析,提出小教专业学生信息素养教育类课程设置的方案及相应的实施措施:以期进一步提高小学教育专业学生的培养质量。     

Geographic Literacy and Young Learners

A survey study examined how attitudes about professional development (PD) vary among teachers of different subjects. Elementary teachers were more supportive of PD than health and physical education, social studies, and science teachers; special education teachers were more supportive of PD than social studies and science teachers; and five teacher groups (elementary, special education, math, English, and art and music) were more supportive of PD than science teachers. The results show the need for the design, implementation, and evaluation of program innovations aimed to improve both program effectiveness and teachers’ attitudes about PD.     

Learning from James: Lessons about Policy and Practice for Schools' Special Provision in the Area of Literacy Difficulties

Janice Wearmouth is a senior lecturer in the Faculty of Education and Language Studies at the Open University in the UK. She has many years' experience of teaching and research in mainstream secondary schools and of developing and leading postgraduate development courses for teachers in the area of special and inclusive education. In this article, she argues that successive Governments in England, Wales and Northern Ireland have adopted policies in relation to special educational provision that are essentially technicist in character. These policies proceed from assumptions that are made about the clear and unproblematic nature of the issues and the responses that need to be made. In this model, difficulties in learning can be 'fixed' by selecting the most appropriate 'tool' in the most efficient and cost-effective way. The current focus on competency-based teacher education can be seen as a corollary of this approach.
Drawing upon a personal account of the experience of having difficulties in literacy acquisition, this article presents a contrary view. Janice Wearmouth argues that the area of special educational needs in schools, including literacy difficulties, is fraught with uncertainty and conflicting viewpoints. Given this complex situation, the technicist responses of recent Governments in the UK seem inappropriate and inadequate, Janice Wearmouth suggests. She proposes that practice in relation to special educational needs in general, and literacy difficulties in particular, can be most effectively understood from the perspective of a reflective practitioner. Her article closes with a call for practitioner professional development to be reconceptualised in these terms.     

媒体素养教育的发展历程及发展趋势

媒体素养教育发端于20世纪30年代的英国,70年代在欧美发达国家进入学校教育领域并得到重视和加强,90年代中期以后在更多国家的学校中开展。其发展趋势是：对象日益扩大,内容日益丰富,方法日益多样。     

Defining Meaningful Literacy: Findings from a Socially-oriented Literacy Intervention for Adults with Developmental Disabilities

The current study is a qualitative analysis of the results of a literacy skills intervention with a group comprising of three individuals with Down syndrome and three individuals with other developmental disabilities. The intervention was developed to address the concern that individuals in this population are often only exposed to functional literacy experiences (i.e. those building only literacy skills required for daily functioning and survival), at the expense of more enriched experiences that engage personal meaning. As a result, it included both reading and writing activities designed to invite personal investment in literacy experiences. In this vein, the data collected derives primarily from the participant’s own writing, and has been supplemented with other qualitative measures (e.g. parental questionnaires, participant focus group responses, field notes). The current article discusses the impact and implications of this intervention for future literacy interventions of this kind, in terms of the themes, which emerged from these data; with a particular emphasis on the participants’ own experiences.     

Literacy and development: Rationales,myths, innovations,and future directions

Literacy and economic development have existed as terms that are inextricably linked in the literature, often with little examination. As one looks more closely at the rationales for this relationship, it becomes clear that much more needs to be known about the functions and uses of literacy in everyday life, how literacy is linked to productive activity and how literacy is learned and taught across the life-span. In order to achieve both understanding and improved literacy programming, it is essential that better methods of assessment and program evaluation be put into place. This paper reviews prior experience in assessment, with special attention to the use of literacy surveys, as well as some of the problems with international literacy statistics. The paper concludes with a discussion of innovations in literacy and policy alternatives in the year 2000 and beyond. Also provided is an extended reference list on the published literature in this area.     

核心素养视角下高中历史课程教学设计探析

历史新课程标准要求通过历史学科教学,使学生形成正确的价值观念、必备品格和关键能力,使学科教学真正体现育人价值。文章结合新人教版高中历史必修一世界多极化趋势的出现一课的教学设计,对核心素养视角下的历史课程教学进行探析。     

核心素养背景下高中历史教学策略分析

随着新课改的推进,在核心素养的教育背景下,创新高中历史的教学模式及方法是必然趋势。本文从高中历史教学的现状以及其对学生核心素养的影响入手,探讨高中历史教学的措施及路径,为高中历史教师提供详实的参考资料,强化高中历史课堂的教学效果,促进学生的历史核心素养提升。     

以科学素养为视角的“正式课程”分析模型

科学素养是当代科学教育的中心概念。科学素养理念在理科课程标准和教科书的落实情况是学术界关注的热点。通过相关文献的回顾,笔者整理出当下以科学素养为视角对"正式课程"分析的两种理论模型:"课程重点"和"课程平衡"。本文对两种理论模型及相关的实证研究进行了介绍、评述与比较,希望为我国科学教育工作者研究理科课程标准和教科书提供参考与借鉴。     

学科素养观下经济管理硕士研究生课程体系的改革导向

本文在总结学科素养共识基础上,首先运用建构主义课程观分析学科素养对课程体系的要求;接着阐述经济管理学科素养及其构成,指出学科知识能力、信息素养、数据素养是基础素养,而思维品质和学术品质是较高级素养,两类素养服务于学生的自我发展;最后建立面向经管学科素养的课程体系功能模型,并参照该模型探讨课程体系的改革导向。提出了协调两种学科结构、强化“问题情境”、注重“权力分享”等改革举措。     

数字战略背景下瑞典义务教育阶段媒介信息素养政策变革

瑞典政府重视数字创新在国家和社会发展中的作用,于2017年实施"数字战略"。为提升瑞典国民的数字创新能力,瑞典教育部门将媒介信息素养教育融入义务教育阶段的课程大纲,不断深化瑞典教育领域改革,以适应国家经济社会发展需要。瑞典媒介信息素养教育可追溯到20世纪60年代,经历了强调培养学生媒介批判能力、注重培养学生媒介鉴赏能力和媒介参与意识、注重数字化社会公民培养等阶段。瑞典义务教育阶段媒介信息素养教育政策以民主价值观和平等教育观为原则,其政策的制定以国家创新战略为导向,与瑞典文化政策、传媒政策密切联系,服务于瑞典经济社会发展,强调政府部门、媒体机构和各类社会组织合作参与媒介信息素养教育。     

Literacy attitudes,habits and achievements of future teachers

Pre‐service teachers’ reading habits and their literacy abilities affect their views toward teaching reading and writing and how they implement literacy instruction. This study explored the relationship between the past and current reading habits of pre‐service teachers in relation to their reading and writing abilities. Participating teacher candidates completed a questionnaire regarding their reading habits, completed two reading comprehension components of the Nelson‐Denny Reading Test and provided a writing sample. Teacher candidates who received higher scores on the comprehension subtest of the Nelson‐Denny Reading Test recalled a higher degree of early school emphasis on enjoying stories and mastering reading skills, frequent childhood visits to the library, frequently being read to as a child and a higher degree of enjoyment associated with reading.     

媒介素养：美国的发展和国际溯源

美国的媒介素养教育尽管还处于发展初期,但已经在课程框架上找到了自己的发展道路,并且赢得了颇具威望的学者和机构的赞赏。作者追根溯源,参照澳大利亚、英国及加拿大媒介素养教育,探索在全美实施包括师资培训在内的媒介素养教育的多学科途径。     

科学教育：过去,现在和未来

一百年来,现实的吁求,政治经济问题的直接充当了我们科学教育的思维起点,以至从过去到现在一直都没有形成健全的民族科学教育理念,使科学意识并没有深入民族文化心理之中,未来的科学教育必须在充分反思教育与科学自身处境的基础上,协调科学教育与社会发展的关系,处理好科学与人文、科学文化与民族心理、心智训练与知识掌握、普及与提高、尊重科学与唯科学主义之间的紧张与冲突,以谋求自身乃至民族的健康发展。     

师范专业大学生信息素养教育的调查及其探讨

师范专业大学生的信息素养直接影响到未来我国教育信息化的发展。为进一步促进师范专业人才的培养质量,在调查师范专业大学生信息素养现状的基础上,探讨了师范专业大学生信息素养的教育,并提出以下建议：一是建立网络学习共同体,提升师范专业大学生信息意识水平;二是开拓信息素养学习渠道,扩大师范专业大学生信息知识视野;三是增添研究型学习项目,锻炼师范专业大学生信息技能运用能力;四是增强网络信息素养教育,强化师范专业大学生信息道德感和法律意识。     

浅谈大学生信息素质的教育与培养

文章分析了信息素质教育的内涵及大学生信息素质教育的重要性,指出了大学生信息素质教育的方法和途径。     

信息时代中学教师媒介素养的建构及意义

媒介化社会的到来,青少年媒介素养教育的关键性以及我国教师媒介素养的缺乏,无不昭示着教师媒介教育的紧迫性和重要性。教师的媒介素养的提高,不仅能够提升自身的职业素养,对青少年的媒介素养教育更是意义重大。     

广东地方高校大学生媒介素养的调查研究

文章研究基于“媒介环境”的差异性,以问卷调查的形式向广东省内三所地方本科高校发放问卷,通过定量与定性的分析,旨在了解广东地方高校大学生媒介素养方面的特点,并有针对性地提出如何开展媒介素养教育的一些建议。