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Chi-Ming Lam 《Educational Research and Evaluation》2013,19(2):187-188
This article reports the results of the first systematic, though only exploratory, study that assesses the effectiveness of the Philosophy for Children (commonly known as P4C) programme in promoting children's critical thinking in Hong Kong. Forty-two Secondary 1 students volunteered for this study, from whom 28 students were randomly selected and randomly assigned to 2 groups of 14 each: one receiving P4C lessons and the other receiving English lessons. The students who were taught P4C were found to show a greater improvement in the reasoning test performance than those who were not, to be capable of doing philosophy, and to have a positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students' critical thinking, and that 10 crucial factors contributed to the success of the P4C programme. 相似文献
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《The Journal of environmental education》2013,44(4)
Abstract La methode explicative et l'éducation écologique non formalisée en malière de gestion des ressources naturelles E. C. Olson, Mary Lynne Bowman, et Robert E. Roth La familiarisation et la compréhension de l'environment William E. Hammitt La tǎche de l'éducation écologique en République Dominicaine Clinton L. Shepard La persuasion et la formation des attitudes dans les activités fluviales organisées David Cockrell, Steve Bange, Joseph Roggenbuck L'évaluation directe: un instrument de gestion permettant las justification, l'évaluation et la modification de programmes Paul F. Nowak Les bénéfices économiques réalisés par les visiteurs d'un centre d'information Ted T. Cable, Douglas M. Knudson, David J. Stewart 相似文献
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《The Journal of environmental education》2013,44(3)
Abstract La simulation de l'ordinateur comme un outil de l'éducation de gestion du pare Robert E. Manning and Fletcher I. Potter Un jeu d'interaction pour examiner les échanges entre les valeurs économiques et écologiques Paul J. Rago Modèles d'integration dans la planification et décisions de l'environement David Clinton Kyler La participation de la communauté dans la gestion des déchets dangereux: Une comparison entre une visite sur-site et une visite simulée Deborah Anne Simmons Le développement et la conservation des attitudes vers l'environement des élèves des écoles primaires Harold H. Jaus Une comparison entre l'attitude des étudiants américains et non-américains vers l'issue de l'environement physique A. Doyne Horsley 相似文献
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《The Journal of environmental education》2013,44(2)
Abstract Analyse et Synthèse des Recherches au Sujet de la Conduite Responsable en Matières qui Concernent l'Environnement: Une Méta-analyse reviewed by Jody M. Hines, Harold R. Hungerford, et Audrey N. Tomera Les Sources d'Information Environnementale à la Disposition d'un Publique et des Evaluations des Presentations Pertinentes des Reporters reviewed by Ronald E. Ostman et Jill L. Parker Total de Solides Dissous: Mesurage, Sources, Effets et Extraction reviewed by Joseph H. Sherrard, Donald R. Moore, et Theo A Dillaha Le Projet Israelien d'Instruction Environnementale: Un Modèle Nouveau d'un Curriculum Interdisciplinaire que s'Oriente vers l'Etudiant reviewed by Uri Zoller Les Lieux Sauvages—Les Salles de Classes reviewed by John C. Miles 相似文献
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Chalice Randazzo 《Technical Communication Quarterly》2016,25(4):278-297
This article explores what sources students use for advice while writing their résumés, their reasons for choosing those sources, and their perceptions about the sources’ quality. Results from surveys, interviews, and focus groups with 86 undergraduates and 20 career counselors and instructors suggest issues with educators’ credibility and students’ access. To address these issues, the author suggests that educators approach the résumé as a research project, which empowers students and legitimizes educators’ expertise. 相似文献
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Border crossing is a metaphoric term in sociolinguistics referring to a blurring of English use across different domains of social discourses. This article shows how border crossing in English job-seek... 相似文献
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Éric Binet 《Prospects》1999,29(3):444-454
Conclusion Her brief experience of paediatrics and her subsequent discovery of psychoanalysis gave Fran?oise Dolto access to a therapeutic
practice enabling her to apply ethical principles that were in conformity with her view of the human person. This path led
her to develop a prophylaxis, put to the test in various institutional projects, with a ‘socializing’ or ‘educational’ value.
Psychoanalysis thus not only enabled her to bring the light of ethics stemming from it to bear on the therapeutic process,
but also stimulated her in her educational and spiritual activity.
It was, no doubt, that feature of her thinking that prompted Dolto, in her relations with others, always to use speech for
the benefit of the person by calling or recalling each person to his or her archaic desire. This is perhaps the origin of
what prompted in her readers and listeners that jubilant enthusiasm so decried thereafter. There is a paradox here between
the rejection of any claim to set standards and any imitation, and the power to attract an extensive readership or audience
that ‘imitated’ and ‘set standards’, and, above all, was not steeped in the ethical convictions that she alone knew to be
essential to any application of her ‘advice’.
The very inner distinctiveness of her therapeutic, educational and spiritual action no doubt explains the absence, as Dolto
saw it, of pupils to whom she might have taught the essence of her practice, since her subjectivity—the sense of her genius,
her faith—is not something that can be taught.
Original language: French
éric Binet (France) Clinical psychologist in the public child welfare department of the département of Hauts-de-Seine, Paris, and mother and
child welfare service for the City of Paris. He is also an instructor at the National Childhood and Family Institute, Centre
d'Innovation et de Recherche dans le Champ Social, Paris. He is at present working for a doctorate in the educational sciences
at the Université Lyon II, under Professor Guy Avanzini, and completing a thesis on the educational thinking of Fran?oise
Dolto.
I wish to thank Colette Parcheminier, who is in charge of the association ‘Archives et documentation Fran?oise Dolto’ [Fran?oise
Dolto: records and documents], for her invaluable assistance in this work. 相似文献
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