让每位学生拥有自己的课程--关于学生个体课程的探讨

目前建立的国家课程、地方课程、学校课程三级课程结构并没有涵盖学生学习与发展的全部需要.要满足学生个体的个性发展和独特的学习需要,还需构建个体课程.文章探讨了个体课程在课程结构中的地位、构建的依据与意义,个体课程的特征及几对关系的处理.     

Children constructing their own knowledge

As this is the Centenary year of Piaget and Vygotsky I shall endeavour to develop this paper around their work, thereby maximising the overall conference theme. I shall examine the proposition namely that children construct their own knowledge.     

Lifelong learners: in their own words

This paper draws on research that utilized principles of grounded theory to inquire into the most significant learning relationships throughout the lives of individuals. The partners in this informal learning alliance are defined as ‘learner’ and ‘mentor’. The structure of these alliances is described and the learners' perspective of the alliance is presented. Some meaningful relationships are ascribed to formal settings of schools and colleges, but most take place in social, familial, and community settings, with learning outcomes reported as important for personal development and citizenship. Traditional mentor partnerships are primarily learning relationships and as such are valuable sources of data for those interested in the process of lifelong learning, and what learners value in learning alliances. Traditional mentoring should be considered as valuable as more formal teaching, as it promotes sustainable learning by means of reflection and reflexivity, and appears to be self-perpetuating.     

Have the poor found their own appropriate

Correspondence schools in Brazil are entirely in the hands of private entrepreneurs and ignored, even despised, by official educators. Yet, as this paper shows, they can, —in many cases, do—, provide helpful education for those who have no other access to educational opportunity. Indeed, they appear to offer the most equal form of opportunity. Accompanying their benefits, however, are many imperfections and abuses. The paper identifies five areas where government intervention could help both the public and the correspondence schools, without stifling their current vitality.     

关于多媒体教学的思考

本文介绍多媒体教学的定义、理论基础及优势,指出多媒体技术进入课堂教学的认识误区,提供多媒体教学的设计策略,通过多媒体教学手段的应用,有效地提高学习效果,实现教育现代化的目标。     

多媒体校园网的设计

一、概述 多媒体校园网（以下简称校园网）是当今各级、各类学校现代化教学环境建设的热点。其强有力的广播、监控、交互和共享以及通信等功能，一方面将使教学过程变得轻松和生动，使学生从一个新的角度去认识和感知世界，极大地激发学生的积极性和求知欲，充分体现“教育以人为本” 的精神；另一方面使学校的教育、教学管理和通讯手段实现了自动化和现代化。 校园网的基本功能是开展丰富多彩的多媒体教学应用，以及日常的行政办公和教学管理。因此，校园网的建设，应该着眼于对教学资源的数字化处理和制作、着眼于网络高效快捷的传输和师…     

Tools for Principals to appraise their own work activities

This article describes a recent observational study done on four Head Teachers/Principals in the act, Australia. The study attempted to discover what activities preoccupy a Head/Principal during a ‘typical’ working week. The study further attempted to devise instruments which could show a Principal the relationship between the observed time he/she spent on activities undertaken with the time the Principal desired to spend on each activity. It was hypothesized there would be considerable difference between the two. The instruments or tools proposed are ‘Matrix’ and ‘Scattergram’ methods of providing Principals with the means to reflect on the relationship of observed and desired time durations and were developed as a suggested approach for Principals to identify those tasks which were preoccupying too much time now relative to how they would desire to use their time.     

Mentors' perceptions of their own professional development during mentoring

During 2001–2002 the Faculty of Education at the University of Hong Kong undertook a large‐scale evaluation of the school–university partnership scheme. As part of this study, all mentors were asked how, if at all, the mentoring process had enhanced their own professional development. An open‐response questionnaire was administered with a selection of follow‐up interviews. About 70% of the mentors claimed that they had benefited professionally from mentoring. Here we analyse mentors' responses and from them propose four constructs that we suggest lead to professional development, namely: learning through self‐reflection, learning from student teachers, learning through mutual collaboration, and learning from university tutors. Of these, the first appears to be the most significant.     

School teachers' control and involvement in their own evaluation

Summary For the technical, sociological-psychological, and political benefits of teacher participation in evaluation to occur, new structures and policies concerning evaluation must be put into place. Teachers must be given stagewise support in developing increased involvement and control. But finally, those policy makers, evaluation program designers and researchers who plan for teacher evaluation must act to more completely include teachers in their own evaluation. A great deal of good is at stake in the opportunity to increase teacher participation in teacher evaluation.     

Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance

This study explored why mastery-based achievement goals often are unrelated to class grades despite promoting deep learning strategies and high course interest. We hypothesized that mastery-oriented students jeopardize their exam performance by allowing their individual interests to dictate their study efforts such that they neglect boring topics in favor of preferred ones. General Psychology students (N = 260) reported their achievement goals, interest in the course material, and usage of various study strategies. Supporting the hypothesis, path analysis showed that mastery-oriented students allocated their study efforts disproportionately to the personally interesting material, and this in turn predicted low grades in the class. Performance-oriented students did not show this pattern. Theoretical implications and new research directions are discussed.     

Incest survivors: the relation of their perceptions of their parents and their own parenting attitudes

The present study examined the child-rearing attitudes of incest and nonincest child sexual abuse survivors and their perceptions of their own parents' behavior. From a sample of women with a history of child sexual abuse, 40 women with children completed questionnaires designed to assess their own and their parents' child-rearing behavior in terms of the dimensions of parental acceptance and control. The data indicated that women from incestuous backgrounds had more negative perceptions of their fathers and mothers in terms of acceptance and control than women abused by men who were not related to them. Moreover, incest victims who perceived their mothers negatively endorsed autonomy promotion in their own attitudes toward child rearing. The findings are discussed in terms of (1) the lack of positive parenting models when relations with both parents are experienced as negative, (2) incest survivors' conflicts about their own early maturity, and (3) the relation of these findings to the tendency for intergenerational repetition of father-daughter incest.     

An investigation of student teachers' knowledge about their own learning

Twenty-nine student teachers from a large metropolitan university in Queensland, Australia were interviewed at the beginning (Time 1) and end (Time 2) of a year-long graduate diploma in education to investigate the nature of their knowledge about learning and changes in such knowledge over the year. At Time 1 and Time 2 most students thought learning should be meaningful and preferred to use transformative learning approaches. However, students indicated a willingness to engage in reproductive approaches to learning if the content to be learned was uninteresting, workloads were high, or assessment was examination-focussed. The results also indicated that while many students did not experience significant changes in their knowledge about learning over the year, they believed that transformative learning had become more of a focus for them. Investigating student teachers' knowledge about learning has implications for effective learning in teacher education programs.     

对教师自行设计的英语测试的题项分析

为评估教师自行设计的英语测试的题项质量,通过一次调查问卷和两次测试,对一套英语精读考试卷的多项选择题部分进行了题项分析。结果表明部分题项的质量偏低,不能有效区分学生的水平。此结果足以引起大多数教师的重视,以采用科学的语言测试分析方法来提高命题质量。     

Explaining home education: Parents' accounts of their decisions to teach their own children

This paper analyzes the reasons that parents choose to teach their children at home. From data collected over 18 months of qualitative research in a state in the southeast, three broad explanations for choosing home schooling emerged. First, the parents believe that home education will strengthen their families. Second, many home-schooling parents (particularly those who are fundamentalist Christians) believe that schools teach values and beliefs that directly contradict those they want their children to learn. Third, many of the parents believe that only they, as parents, understand their children's unique educational needs well enough to effectively teach them. The failure of educational policy makers to consider the extraeducational issues raised by home-schooling parents is then discussed.